REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION THEMATIC INTEGRATED PRIMARY SCHOOL CURRICULUM CURRICULUM GUIDES VALUES, CHARACTER AND CITIZENSHIP EDUCATION INFANTS 1 – STANDARD 5 Curriculum Planning and Development Division 2013 Contents Infants 1 .................................................................................................................................................................................................................... 3 Infants 2 .................................................................................................................................................................................................................. 20 V.C.C.E.: INFANTS 2 GLOSSARY ........................................................................................................................................................................ 36 Standard 1 .............................................................................................................................................................................................................. 37 V.C.C.E.: STANDARD 1 GLOSSARY .................................................................................................................................................................... 50 Standard 2 .............................................................................................................................................................................................................. 51 V.C.C.E.: STANDARD 2 GLOSSARY .................................................................................................................................................................... 60 Standard 3 .............................................................................................................................................................................................................. 62 V.C.C.E.: STANDARD 3 GLOSSARY .................................................................................................................................................................... 71 Standard 4 .............................................................................................................................................................................................................. 72 V.C.C.E.: STANDARD 4 GLOSSARY .................................................................................................................................................................... 81 Standard 5 .............................................................................................................................................................................................................. 82 V.C.C.E.: STANDARD 5 GLOSSARY .................................................................................................................................................................... 90 Primary School Curriculum Values Character and Citizenship Education (VCCE) Infants 1 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Building trust through 1. Demonstrate a  Define orally, the terms in honesty basic 1-2 simple sentences understanding of (1.1.1) 1.1.1 Define in their own “honesty” and words what is meant by “dependability”.  Recognise acts from within the terms “honesty” and a classroom or playground “dependability”. context that are associated with these values. (2.1.1) 2.1.1 Recognise honesty in the classroom and on 2. Give simple  Describe orally, in 1-2 the playground. justifications for simple sentences two acting honestly benefits to be derived from and dependably. behaving honestly and dependably at school or play. (3.1.1)  Tell the truth as best (s) he knows it. (3.3.1) Strive to complete assigned tasks well and on time (4.3.1) Building Relationships of  Consistently do what is Trust required for group 3.1.1 Discuss the importance 3.2.1Communicate 3.3.1 Display honest 3. Act honestly and tasks.(4.3.1) of honesty and their behaviour. dependably dependability while at thoughts and  Remind colleagues of the school or play. feelings benefits to be derived from confidently behaving honestly and 4.1.1 Determine the benefits and dependably.(4.1.1, 4.3.2) 4 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: of encouraging peers to competently. 4. Encourage  State his or her dilemma in engage in trustworthy 4.2.1 Critically 4.3.1 More consistently others to behave simple, clear terms.(3.2.1) behaviour. analyse and exhibit dependable honestly and evaluate age behaviours. dependably  Develop simple checklist appropriate for determining when dilemmas. 4.3.2 Be consistently assistance is needed. courageous in (4.2.1, 4.2.2) 4.2.2 Question their interactions.  Seek advice from an themselves ‘honest’ and ‘dependable’ to determine adult (parent, relative or most teacher) if necessary. appropriate (4.2.2) responses in given situations. Understanding fairness: Fair and unfair actions 5.1.1 Define in their own 5.2.1 Differentiate 5. Determine words the term between fair appropriate “fairness”. and unfair responses to age- actions. level dilemmas 6. Demonstrate a 6.1.1 Name the 6.2.1 More basic characteristics of a fair consistently understanding of person. question “fairness” themselves to determine if their actions are fair. 5 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: 6.2.2 Think through possible outcomes of actions before making decisions. 7.1.1 Explain in their own 7.2.1 Negotiate 7.3.1 Play fairly with 7. Give simple  Define orally in 1-2 words the importance (fairly) with others. justifications for simple sentences the term of playing fairly. others during behaving fairly “fairness”. (5.1.1) group activities.  Distinguish fair acts from unfair acts.(5.2.1) 7.2.2 Illustrate the 7.3.2 Remain more benefits of open minded in  Describe orally in 1-2 fair play. new or sentences, 2-3 (See Toolkit) challenging characteristics of a fair situations. person. (6.1.1) 7.2.3 Recommend ways in which the  Explain in simple terms opinions of 1-2 benefits of treating others can be others fairly.(7.1.1) made known.  Use verbal and non- verbal forms to illustrate the benefits of fair play. 6 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: (7.2.2)  Await appointed turn patiently (without fretting). (7.3.1)  Set criteria/rules which all players can fulfil when planning for games.(7.3.1)  Invite input/ideas from all players. (7.2.1)  Listen willingly and respectfully to the views of others. (7.2.1, 7.2.3, 7.3.1, 7.3.2)  Use self-questioning to determine what would be fair in a given instance. (6.2.1)  Do a mental walkthrough of intended action and possible outcomes before making decisions. (I wonder what would happen if…?) (6.2.2)  Describe 2-3 means that 7 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: can be used to capture the opinions of others. (7.2.3) Concept of Respect 8. Play fairly with  Define orally in 1-2 simple others sentences the term 8.1.1 Define the term “respect”. (8.1.1) “respect” using age appropriate language.  Describe orally 2-3 ways in which words or actions 9.1.1 Begin to understand 9.2.1 9.3.1 Interact 9. Consider what can be used to display or that respect is Communicate their courteously with should be done communicate respect for communicated in thoughts and others. to be fair in self and others (peers, verbal and non-verbal feelings given situations relatives, teachers and ways. peaceably. 9.3.2 Be tolerant of other adults). (9.1.1, others who are 12.1.1) 9.2.2 Respond different from appropriately to them.  Follow verbal instructions non-verbal cues. given by parents and teachers. (9.1.1)  Follow instructions given by parents or teachers via non-verbal signals (Finger on lips, open hand pointed to a seat, etc.). (9.2.2)  Express disagreement or discontent in a moderate tone-without threats, 8 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: violent language or action. (9.2.1)  Use appropriate courtesies and terms of reference (Sir, Miss, etc.) when addressing or speaking of peers and adults.(9.3.1, 9.3.2,11.3.1) Self-respect 10. Demonstrate  Work and play well with 10.1.1 Recognise that they understanding of children from a variety of deserve to be treated the term cultural backgrounds (i.e. well. “respect” regardless of ethnicity, socioeconomic status, Respect for others degree of ‘exceptionality’). 11.1.1 Recognise that others 11.2.1 Act with 11.3.1 Regularly use 11. Demonstrate (9.3.2, 11.1.1, 11.2.1, are as important as they sensitivity “terms” that respect for self 12.3.1) are. towards show respect for and others  Firmly but politely correct others. others. E.g., others who are impolite to “Good them or who ill-treat them morning”, “May (i.e. say unkind things to I…” Please…,” them). (10.1.1) and “Thank you.”  Report to a ‘safe’ adult anyone who touches them in an ‘inappropriate’ way or threatens to hurt them. 12.1.1 Name ways in which 12. Demonstrate a 9 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: respect can be shown 12.3.1 Treat others well basic (10.1.1) for others. in spite of understanding of differences (in the term opinion, “Caring”. appearance and/or status). Care for self and others- 1)  Define orally in 1-2 Health & Safety 2) simple sentences the Compassion terms “caring”, 13.1.1 Define the terms 13.2.1 Practise 13.3.1 Display a sense 13. Care for “empathy” and caring, empathy and personal hygiene of empathy themselves and “hygiene”. (13.1.1) hygiene. in their everyday towards peers and others lives. others.  Describe orally 2-3 characteristics of a caring person. (14.1.1) 13.2.2 Discuss ways in which they  Cite 2-3 ways in which show empathy for they can keep their bodies people at home, at clean and healthy- a) school and while at Regular baths b) wearing play. clean clothing c) hand washing d) brushing teeth 14.1.1 Describe the 14. Demonstrate a at least twice a day characteristics of a basic e) eating healthy snacks caring person. understanding of and balanced meals. the term 10 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: “responsibility”. (15.1.1) 15.1.1 Describe ways in 15.3.1 Use positive 15. Give simple  Describe orally, through which persons language to refer to justifications for drama or drawing 2-3 achieve emotional and themselves. behaving ways in which care for physical health and responsibly. self and others can be well-being. demonstrated (i.e. pay attention to safety and emotional well-being). (13.2.2, 15.1.1., 16.1.1, 17.1.1) 16.3.1 Respond 16. Act responsibly: appropriately to i. Fulfil  Detail orally, through others who may responsibilitie drama or drawing one (1) be in need. s. way in which to 1) “Be a ii. Assume friend to others” and 2) responsibility. “make the classroom a iii. Respond caring community”. responsibly to (17.1.1, 18.1.1) challenges. iv. Accept  Attempt to keep clothing consequences clean and presentable. of (13.2.1) irresponsible action.  Wash hands after using the washroom, after playing and before eating. (13.2.1) 11 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Be kind to others and themselves. (13.3.1, 15.3.1)  Play safely. (15.1.1,16.1.1)  Console and comfort others who may have been hurt or who may be sad.(13.3.1, 16.3.1)  Assist others who are in need of help. (16.3.1) Care for self and others- 1) 17. Demonstrate a Health & Safety 2) basic Compassion understanding of 16.1.1 Describe ways in behaviours that which people show should be that they care for displayed by a others. ‘good’ citizen. 17.1.1 Express ways in which they and others can make the classroom a caring community. 12 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: 18.1.1 Begin to understand what is meant by the expression “Be a friend to others”. Understanding Responsibility 19.1.1 Define the term 20.2.1 21.3.1 Appreciate the  Define orally in 1-2 “responsibility”. Differentiate work done at simple sentences the term between home by parents “responsibility”. (19.1.1, 20.1.1 Describe the responsible and and siblings. 24.1.1, 25.1.1) characteristics of a irresponsible  Describe orally, through responsible person. behaviour. 21.3.2 Show drama or drawing the appreciation for characteristics of a the work done by responsible person. persons on the (20.1.1, 20.2.1, 26.1.1) 21.1.1 Name and describe school responsibilities of compound and in persons at home, at the wider school and within the community. community.  Parents and siblings  Principal, teachers, cleaners, security guard(s)  Garbage collector, maintenance worker, postman, community police, CEPEP workers and religious leaders. 13 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Understanding Responsibility 22.1 Begin to understand 22.2.1 Justify the 22.3.1 Honour  Name two (2) why they should need for acting commitments responsibilities that behave responsibly in responsibly. made. adults from within 1) the all their surroundings. home 2) the school 3) the 22.2.2 Co-operate 22.3.2 Act responsibly community may have. in group tasks. 1) in a variety of (21.1.1) contexts 2) 22.2.3 Report without  State 1-2 ways in which concerns supervision. to appreciate the work about done by others. (21.3.1, irresponsibl 22.3.3 Work 21.3.2) e behaviour cooperatively  Recognise that obeying to with others rules is being appropriate during group responsible. (22.2.3) persons. activities.  Describe two (2) 22.3.4 Work responsibilities children 22.2.4 Encourage responsibly in teams to have while 1) at home others to take solve problems. and 2) at school (in the responsibility at classroom and on the home and at playground). (23.1.1, school 25.1.1, 26.1.1  State 2-3 benefits of behaving responsibly. (22.1.1, 22.2.1, 23.2.1, 23.2.3, 23.2.4)  Infer, from given 14 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: scenarios, 1-2 possible consequences for behaving irresponsibly. (26.3.1, 26.3.2)  Complete school and home assignments on time. (22.3.1, 22.3.2)  Work to complete assigned tasks in group activities well and on time. (22.2.2, 22.3.2, 22.3.3, 22.3.4)  Inform the teacher when others fail to act responsibly during group tasks. (22.2.3)  Voluntarily do tasks that will cause individual and group assignments to be completed well and on time. (22.2.4, 22.3.2, 22.3.4, 23.2.2, 25.3.3) Understanding Responsibility 23.2.1 Justify why 23.3.1 Obey home,  [Voluntarily do tasks that 23.1 Know that families families and school and will cause individual and and schools have schools safety rules. group assignments to be rules. have rules. completed well and on 23.3.2 Start to time. (22.2.4, 22.3.4, 23.2.2 Take part in demonstrate safe 22.3.2, 23.2.2, 25.3.3)] 15 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: making habits. class rules.  Obey rules.(23.3.1) 23.2.3 Discuss 23.3.3 Discuss feelings  Choose safe spaces and 24.1 Begin to understand why rules honestly. activities for work and that a responsibility help them play. (23.3.2) can be for an keep safe. individual or for a  Evaluate situations so as to group. 23.2.4 Discuss determine what would be rules. the most responsible 25.1.1 Know that sometimes 25.3.1 Volunteer to do a course of action to you can be asked to be task when undertake. (25.2.1, 25.2.2, responsible for a task and at necessary. 25.2.3, 25.2.4, 25.2.5) other times you can volunteer. 25.3.2 Take leadership  Volunteer time and talent actions when at home and school. 25.2.1 Observe appropriate (25.3.1, 25.3.2) situations and  Face consequences without respond argument or grumbling. appropriate  (26.3.1, 26.3.2) ly.  Evaluate situations so as to determine what would 25.2.2 Start to be the most responsible develop critical course of action to thinking skills undertake. (25.2.1, 25.2.2, 25.2.3, 25.2.4, 25.2.5) 16 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: 25.2.3 Think 25.3.3 Make decisions  Volunteer time and talent creatively and judgements at home and school. and reason for the good of (25.3.1, 25.3.2) logically. the group and the completion 25.2.4 Make of a task. informed decisions. 25.2.5 Form conclusions. Understanding Responsibility  Face consequences without 26.1.1 Begin to understand 26.3.1 Face argument or grumbling. that when they do consequences for (26.3.1, 26.3.2) not act responsibly choices made or they should not try for acting to blame others but irresponsibly. should face the 26.3.2 Accept consequences of responsibility for their actions. their actions 17 V.C.C.E INFANT 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Citizenship: Rights  State three (3) of the 27.1.1 List some of the basic 27.2.1 Defend 27.3.1 Be considerate of rights to which children rights of the child. their rights others. are entitled.(27.1.1) and the  Speak out against acts rights of that threaten their rights others. and the rights of others. (27.2.1, 27.3.1) Citizenship: Nationhood 28.2.1 Respond 28.3.1 Portray a sense  Recognise images of the 28.1.1 Recognise symbols of appropriatel of national National Flag, National nationhood. y to the pride. Flower, National Birds playing of and Coat of Arms. 28.1.2 Recite the National the National 28.3.2 Communicate (28.1.1) Pledge and the Anthem or positively about  Stand at attention for the National Anthem. the symbols of playing of the National recitation of nationhood. Anthem and for the the National reciting of the National Pledge. Pledge. (28.1.2, 28.2.1, 28.3.1)  Speak with pride about the National Emblems. (28.3.1, 28.3.2) 29.1.1 Identify the President 29.3.1 Demonstrate  Recognise images of the and the Prime healthy curiosity President and the Prime Minister. about local Minister. (29.1.1) affairs.  Ask questions about national events. (29.3.1) 18 V.C.C.E.: INFANTS 1 GLOSSARY Trustworthiness Being worthy of another’s trust or confidence. When someone thinks you are trustworthy, they believe that they can depend on you to tell the truth and to do what you say you will do. Fairness Dealing objectively (and impartially) with challenging situations. When you are fair you take turns, you play by the rules and you listen to what others have to say. Respect Acknowledging the inherent dignity and worth of every person. When you respect yourself, you treat yourself well. When you respect others, you treat them as you would like to be treated. Caring Feeling and showing concern and empathy for others. Having compassion. When you care for yourself you do things to stay safe and healthy. When you care for others you do things to make them feel good about themselves. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  obeys home, school and safety rules,  uses self-control,  is dependable,  makes informed decisions. Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do. 19 Primary School Curriculum Values Character and Citizenship Education (VCCE) Infants 2 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Building trust through honesty: 1.1.1 Define the terms 1.3.1 Display honesty 1) Demonstrate a Define orally in 1-2 “honesty” and “loyalty” in and loyalty in their basic their own words interactions with others. understanding of simple sentences the the terms terms “honesty” and “honesty” and “loyalty”. (1.1.1) “loyalty”. 2.1.1 State reasons why he 2.2.1 Determine the 2.3.1 Exhibit behaviours  State 2-3 reasons for or she should not cheat or response that is 2) Give simple that make others not cheating or steal. most appropriate justifications for trust them even stealing. (2.1.1) in given behaving when there is no situations. trustworthily. apparent/immediate  Explain (orally) in reward. 2.2.2 Communicate 1-2 simple their opinions sentences two (2) truthfully yet reasons for chosen Building trust through tactfully. loyalty to family responses to given situations. (2.2.1) 3) Act trustworthily. 3.1.1 Recognise that some 3.3.1 Exercise prudence  Use the property of family information can be and discretion in others only after shared while some should divulging information about getting explicit be kept to themselves. family. permission to do so.(1.3.1, 2.3.1) 21 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Submit found items to their respective owners or the teacher. (2.3.1)  Comply with rules and instructions during games, competitions and tests. (2.3.1)  Tell the truth- Relate experiences without ‘embellishments’ and share opinions without using language that is hurtful. (2.2.2, 2.3.1)  Differentiate between private information and information that can be shared.(3.1.1, 3.3.1) 22 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: The effects of being unfair 4) Demonstrate a basic  Describe orally in 1-2 4.1.1 Describe 4.3.1 Be open minded understanding of simple sentences, the characteristics of an about the view of “fairness”. behaviours displayed open minded person. others before making a final by an open minded judgement. person. (4.1.1) Acting fairly/Fairness in  Don’t judge/label social interaction others based on 5.1.1 Suggest ways in 5.3.1 More consistently past experience which they can show treat others fairly. with persons who fairness to others. had similar 5.3.2 Develop an awareness of the appearance, level challenges faced by of physical ability senior citizens and or level of Acting fairly/Fairness in the differently performance in social interaction abled. class.  Be willing to 6.1.1 State in their own listen to the views words the possible consequences of of others. treating others unfairly.  Delineate orally, in writing, through 7.1.1 List ways in which 7.2.1 Respond drama or drawing, 2- they can respond to appropriately to 3 ways in which situations in which situations in fairness to others, the they are being treated which others are differently abled and unfairly. being treated unfairly. senior citizens can be 23 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: 5) Give simple displayed. (5.1.1) justifications for behaving fairly  Evaluate situations in which they or others have been treated 6) Act fairly. unfairly to determine the best way to respond. ( 7.1.1, 7.2.1)  Devise and use a mental checklist of 2-3 questions 6) Act fairly. to determine the best course of 7) Demonstrate basic action. understanding of the ways in which  State 2-3 respect for self and consequences of others can be being unfair to others. displayed during conflicts and other (6.1.1) interactions.  Listen to the views of others before making decisions. (4.3.1) 24 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Seek to include others in games and activities. (5.3.1, 5.3.2)  Organise self- initiated activities in ways that allow peers with challenges to experience success. (5.3.1, 5.3.2)  Speak out against unfair treatment of peers during playground activities. (7.2.1) Respond in a respectful  Describe orally in 1-2 manner to conflict simple sentences 8.1.1 List amicable ways of 8.2.1 Determine most 8.3.1 Display increased 8) Behave respectfully effective ways of responding to conflict. amicable level of self- during interactions remaining respectful solutions to restraint when during disagreements. disagreements. angry or upset. 9) Demonstrate a basic (8.1.1, 9.1.1) understanding of the  Use words that 9.1.1 State ways in which 9.2.1 Negotiate with term “caring”. help when talking they can disagree peers to derive about concerns. respectfully with win-win peers. (10.1.1) solutions. 25 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Avoid ‘physical 10.1.1 Differentiate between 10) Show concern for action’ as a words that hurt and self, others and the response. words that help. environment. Respect: Personal Space 11) Demonstrate a basic  Suggest 2-3 criteria and Public Space understanding of that can be used to 11.1 Distinguish between what constitutes determine the most their personal space 11.3.1 Demonstrate responsible amicable response in and that of another respect for the behaviour. given situations. person. personal space of (8.2.1) others. 12) Give simple  Recognise personal Respect: Personal Space justifications for boundaries and and Public Space behaving boundaries that 12.3.1 Act in ways that 12.1 Describe appropriate responsibly. respect others indicate the ‘personal conduct for public while in public space’ of other spaces. spaces. 13) Behave persons. (11.1.1) responsibly.  Describe orally, in writing, through drama or drawing two (2) ways in which the rights of others can be respected while using public spaces. 26 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: (12.1.1) .  Speak in a moderate tone and use non- aggressive and non- dismissive language when talking out ‘problems.’(8.3.1)  Invite others to share their views on a matter. (9.2.1)  Listen to the views of others when trying to resolve conflicts. (9.2.1)  Maintain respectful (appropriate) distances when speaking with others. (11.3.1)  Consider the rights of others when using commonly shared spaces (public 27 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: spaces). (12.3.1)  Avoid activities that would disturb the peace or interrupt the activities of others. Care for school, home and  Describe orally in 1-2 the community. sentences the term “caring”. (13.1.1) 13.1.1 Define the term “caring”.  Describe orally, in 14.1.1 List ways to show writing, through drama concern for self and or drawing 2-3 ways others. of showing concern for 15.3.1 Participate in 15.1.1 Suggest ways in 1) themselves 2) others class discussions. which they can show and 3) their immediate care for their 15.3.2 Respect and care environment (a. the classroom, school for the classroom, b. the and immediate environment. school compound and environment. c. the environs of the Consideration for others at community). (14.1.1, home, school and the 15.1.1) 16.3.1 Show concern for environment the needs of self  Recommend orally, in 16.1.1 List ways to be and others. writing, through drama considerate of others or drawing 3-4 ways in at home, school and 16.3.2 Encourage others which persons can feel 28 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: work. to be kind and safe and happy. considerate in (16.1.1, 17.1.1) their everyday  Speak positively of conduct. themselves and others. (16.1.1)  Work and play 17.3.1 Exhibit kindness safely (avoid 17.1.1 Through role-play 17.2.1 Model in varied contexts activity that can demonstrate ways in behaviours with relatives, which they can care cause injury). that would peers and others for themselves and (17.1.1) keep others. themselves  Help others who and others are in need. safe. (16.1.1) Consideration for others at  Speak in a 17.2.2 Differentiate home, school and the conversational tone acts of environment or whisper while kindness from acts of others unkindness. work.(16.1.1)  Work and play safely. (17.2.1)  Obey safety rules. (16.3.1)  Help others. (17.2.2, 17.3.1) 29 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Avoid wastage of resources. (15.3.1, 15.3.2)  Encourage others to be kind to each other, to avoid littering and to clean up after themselves. (16.3.2, 17.2.1) Concept of Responsibility  Describe orally, in 18.1.1 Begin to understand writing, through that being responsible drama or drawing 3-4 means doing what behaviours that can you say you will do. be labelled as responsible. (18.1.1, 19.1.1 Begin to understand 19.1.1, 20.1.1, 22.1.1, the value of doing 23.1.1, 26.1.1) things when they  Keep ought to be done. commitments and promises. (18.1.1)  Meet deadlines. 20.1.1 Demonstrate an 21.2.1 Justify the (19.1.1) understanding that need for rules  Take care of taking care of one’s in families and personal belongings is schools. belongings. responsible (20.1.1) behaviour. 21.2.2 Follow  Exercise self- instructions. control. (22.1.1) 30 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Be disciplined- Concept of Responsibility 22.2.1 Express exercise patience themselves in and diligence. 22.1.1 Understand that an appropriate (23.1.1) controlling one’s manner in  Use their emotions is various resources and responsible situations. classroom behaviour. 22.3.1 Use self-control resources . 22.2.2 Control in various constructively. emotions in situations. (24.1.1, 25.1.1) conflicting  Keep personal situations. 22.3.2 Behave space respectfully tidy.(26.1.1) towards others.  Define orally in 1-2 22.3.3 Encourage others simple sentences the 23.2.1 Justify the to respect one terms “resource”, need for self - another. 23.1.1 State in their own “resourceful” and discipline. words what is self- “self-discipline”. discipline. (23.1.1, 24.1.1, 24.2.1 Learn how to 25.1.1) manage their 24.1.1 Explain that resources 23.3.1 Show self – resources are those discipline things we have that  Explain orally in 1-2 help us meet our simple sentences the needs in life. 25.2.1 Create an item 24.3.1 Manage and take ways in which rules to store care of their help persons to 25.1.1 Begin to understand resources. resources. behave responsibly. what it means to be (21.2.1, 23.2.1) resourceful. 31 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will:  Cite 1-2 benefits of self-discipline. (23.2.1)  Follow (legitimate) instructions from parents, teachers and other authorised persons (prefects, coaches, trainers, etc.). (21.2.2)  Control emotions in various situations. (22.2.1, 22.2.2, 22.3.1, 22.3.2)  Encourage others to behave in ways that do not worsen problems. (22.3.3)  Do as expected even in the absence of supervision (23.3.1)  Use personal resources and items from within the classroom productively. (24.2.1, 24.3.1, 25.2.1) 32 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Concept of Responsibility 13) Behave responsibly  Tidy up work area after activities- return 26.1.1 Demonstrate an 26.2.1 Participate in 26.3.1 Keep personal materials to their understanding that on-going space clean and rightful places; keeping the clean-up tidy. dispose of garbage in environment clean is project at the recommended responsible school, home manner. (26.3.1) behaviour. and in the class.  Assist with activities that will preserve the environment or 27.3.1 Help others even community. (26.2.1) if they are not their friends.  Offer suitable assistance to any person who is in need of help. (27.3.1) Citizenship: Rights vs. 14) Demonstrate a basic  Describe orally, in Responsibilities 28.3.1 Through their understanding of writing, through behaviour, behaviours drama and drawing 28.1.1 Match their rights to demonstrate an displayed by a their responsibilities. understanding of 2-3 of the rights to ‘good’ citizen. the basic rights of which children are the child. entitled and their 29.2.1 Report on Citizenship: Becoming attendant ways in which involved 29.3.1 Participate in responsibilities. 29.1.1 Describe ways in they can make community which they can their school and (28.1.1) activities. make the school and community  Defend their rights community better. better. and fulfil their 33 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Citizenship: Becoming 29.2.2 Communicate responsibilities to the involved their ideas via best of their abilities. various forms 14) Demonstrate a basic (28.3.1) of media. understanding of  Recommend orally,  Compose behaviours simple jingles. displayed by a in writing, through  Dramatise ‘good’ citizen. drama or visual art 2- scenarios. 3 ways in which  Create children can sequences of contribute to the movement. improvement of their school and community. (29.1.1, 29.2.1, 29.2.2)  Participate and Citizenship: Nationhood encourage others to 30.1.1 Identify their local participate in government community building representative and activities at school respective Member of Parliament. and within the community via use of a variety of print and electronic media. (29.2.2, 29.3.1)  Recognise images of their respective Local Government 34 V.C.C.E: INFANTS 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Representative and Member of Parliament.(30.1.1)  Recognise the name of their respective local government representative and Member of Parliament when written or spoken. (30.1.1) 35 V.C.C.E.: INFANTS 2 GLOSSARY Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence. When you are trustworthy, others believe you are loyal and that they can depend on you to try always to say and do the right thing. Fairness Fairness: Dealing objectively (and impartially) with challenging situations. When you are fair you take turns, you play by the rules and you listen to what others have to say. Respect Respect: Regard or concern for one’s well-being and that of others. When you respect yourself, you take good care of yourself. When you respect others, you treat them as you would like to be treated. Caring Caring: Feeling and showing concern for self and empathy for others. Having compassion. Showing care for the environment. When you are a caring person you do things to show concern. When you care for the environment you do things to keep the environment clean. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  obeys home, school and safety rules,  uses self-control,  is self-disciplined,  is dependable,  makes informed decisions. Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do. 36 Primary School Curriculum Values Character and Citizenship Education (VCCE) Standard 1 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Trustworthiness:  Define the key terms in 2-3 Building a good written simple sentences. reputation (1.1.1, 2.1.1)  Recognise acts from within 1.1.1Describe the characteristics of 1.2.1 Purposefully 1.3.1 Display the home, school and 1) Demonstrate a basic community that represent a dependable engage in dependability on understanding of the person. reflection so as a more these values. (1.1.1, 2.1.2) following terms: good to recognise consistent basis. reputation, “community  Recommend ways in which behaviours/habit spirit” and dependability. community spirit can be built s they need to within the family, school and continue or discontinue in community. (2.2.1) order to become a more  Use journaling as a means to Trustworthiness: dependable record and review actions. Understanding social individual. responsibility (1.2.1)  Consider consequence of past 2.1.1 Define the term action when making “community decisions. (1.2.1) spirit”. 2) Act dependably.  Complete assigned tasks on 2.2.1 Propose ways to 2.1.2 Describe ways in time and as required on a build community which they can spirit at home, at consistent basis. (1.3.1) contribute to the school and  Can be relied on to make building of within the positive contributions to community spirit community. classroom activities. (1.3.1) within the family, school and 38 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS community. Being fair to those  Describe in 2- 3 written simple who may be sentences the meaning of the challenged key terms. (3.1.1, 3.2.1) 3.1.1 State ways in 3) Demonstrate a basic 3.2.1 Communicate 3.3.1 Allow classroom  Detail orally, in writing, which they can be understanding of the open to the needs their thoughts colleagues, who terms: through drama or Visual Art 2- of those who may about unjust acts. may be “challenged/disadvantag 3 means of being fair to be “challenged” ‘challenged’, to ed persons” and “unjust persons who are disadvantaged and/or have acts”. or challenged. (3.1.1) “disadvantaged”. opportunities to participate in classroom and  Evaluate the impact of unfair playground classroom and playground activities. practices on those involved. (3.2.1) 3.3.2 Be sensitive  Use 2-3 self-developed and empathetic criteria for making towards those Fairness: assessments. who may be Understanding the ‘challenged’. need for rules  Explain 1-2 ways in which 4.2.1 Propose rules for 4) Give simple justification 4.1.1 List some for the existence of rules. rules ensure that persons are classroom and the classroom treated fairly. (4.1.1, 5.1.1) playground rules. and the playground.  Treat others, regardless of 5.1.1 Justify and show 5) Act fairly and promote respect for rules. differences, fairly- 1) play by fairness. the rules, 2) include others in 39 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS activities and 3) allow access to 5) Act fairly and promote school and classroom fairness. facilities/resources. (3.3.1, 3.3.2, 5.1.1)  Act on behalf of others to ensure that they are treated fairly. (3.3.1, 3.3.2)  Recommend rules that would ensure that everyone has a fair chance during classroom and playground activities. (4.2.1) Respect for Authority 6) Demonstrate basic  Define in 1-2 written simple understanding of the sentences the key terms. (6.1.1) 6.1.1 Explain why their terms “person in parents, teachers, authority” and tolerance.  Describe orally and in writing leaders, elders 2-3 ways in which they can and persons in show respect for the religious authority ought to and cultural practices of other be respected. citizens. (7.1.1) Respect for cultural and religious diversity  Describe three (3) ways in which respect for the national flag and other emblems can be 7.1.1 State ways in 7.2.1 Demonstrate an 7.3.1 Remain tolerant shown. (8.1.1) which they can understanding and open  Keep the flag from show respect for that all persons minded while the cultural and in spite of their interacting with touching the ground. 40 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS religious background others of 7) Give simple justification  Do not use the flag for practices of other deserve respect. different cultural for respecting peers and decoration. citizens of 7.2.2 More and religious adults.  Do not use the flag to Trinidad & consistently backgrounds. 8) Demonstrate self-respect hold or carry anything. Tobago. manage their 7.3.2 Act with civility and respect for others. emotions while when interacting interacting with with others.  State two (2) reasons why others. (peers and) adults should be respected. (6.1.1) Respect for the  Address and respond to peers, National Emblems parents, teachers, other adults and persons in authority courteously- use appropriate courtesies and terms of 8.1.1 Describe ways in 8) Demonstrate self-respect reference. (7.2.1, 7.3.2) which respect is and respect for others. shown for the  Speak of the merits and value national flag and that other cultural and religious other national groups bring to the community. emblems. (7.2.1)  Maintain pride in their cultural heritage. (7.2.1)  Engage in healthy conversation with persons from other religious and cultural backgrounds. (7.2.2, 7.3.2) 41 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS  Disagree with the views of others without resorting to name-calling. (7.2.2, 7.3.1, 7.3.2) Caring for my Country 9) Demonstrate a basic  Discuss in 4-5 sentences ways 9.1.1 Identify ways in 9.3.1 Display national understanding of the in which care for the country which care for pride. terms: “national pride” and for its citizens can be the country can and “nation building”. displayed. (9.1.1, 10.2.1) be exhibited.  Evaluate means suggested for developing the country. (10.1.1) Caring for my Country 10.1.1 Explain ways in 10.2.1 Research means 10.3.1 Display 10) Demonstrate care for  Recommend appropriate means which they can through which kindness and the country and through which contributions contribute to care for others empathy appreciate the can be made to the the can be towards others contributions made by development of Trinidad and development of displayed at who would citizens. Tobago by students of their the country. home, school have age.(10.1.1) and in their contributed to country. the  Cite work done by any two (2) development of Trinidadians and any two (2) 10.2.2 Organise the country. Tobagonians to highlight assistance for others who may 10.3.2 Volunteer and means through which persons be in need of assist others. can contribute to national care and try to development. (9.1.1, 10.1.1) bring a sense of comfort to  Detail in 2-3 sentences them. contributions made to the 42 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS nation by at least one outstanding Trinidadian and at least one outstanding Tobagonian. (9.3.1)  Commit to developing their skills and abilities so as to be able to contribute to the development of the nation. (10.1.1)  Celebrate senior citizens as persons who would have helped to develop Trinidad and Tobago. (10.3.1)  Volunteer to offer appropriate assistance to senior citizens in the community. (10.2.2, 10.3.1, 10.3.2) Understanding  Describe in 2-3 sentences Responsibility orally or in writing and 11.1.1 Understand that 11.2.1 Work 11.3.1 Cooperate. 11) Demonstrate a basic through Visual Art ways in a responsible collaboratively understanding of what which a person can act citizen is a with others. constitutes responsible citizen who behaviour. responsibly. lives  Live harmoniously with harmoniously 11.2.2 Recognise the 11.3.2 Display others- 1) control emotions in with others. benefits of tolerance. disputes, 2) co-operate with 43 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS participating in others and 3) consider other groups. people when engaging in 12.1.1 Identify feelings. activities. (11.1.1, 11.2.1)  Co-operate with others to 12.2.1 Learn ways to complete assigned tasks. deal with (11.2.1. 11.2.2, 11.3.1, 11.3.2) emotions 12.3.1 Display the  Use appropriate vocabulary to ability to label feelings and describe exercise control conflicts. (12.1.1, 13.1.1) over feelings and emotions.  Control emotions during conflict and other situations. (12.2.1, 12.3.1, 13.2.1,13.2.2, 13.3.1, 13.3.2)  Resist negative peer pressure. (14.1.1)  Persist and persevere- continue to work towards worthwhile goals in spite of failure (cite an example of a national who persevered to support his point). (16.1.1, 16.2.1)  Use natural and man-made resources constructively. (17.1.1, 18.1.1, 18.2.1) 44 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS  Use time wisely. (17.1.1)  Eat healthy foods, wash hands and exercise regularly. (19.1.1) Understanding 13.2.1 Recognise and 13.3.1 Resolve 12) Explain the role rules Responsibility value conflicts in an play in helping persons 13.1.1 Understand the differences in acceptable way behave responsibly. meaning of others. to all involved. conflict. 13.2.2 Practise self- 13.3.2 Solve discipline in problems in 13) Behave responsibly conflicts. different Behave responsibly ways 14.1.1 Consider the positive and negative effects of peer pressure. 15.1.1 Understand that 15.2.1 Identify the 15.3.1 Accept rewards  Give a simple explanation for rules have purpose of rules or rules that maintain harmony rewards and that help people consequences among people. (15.2.1) consequences. work together. for their actions  16.1.1 Understand that 16.2.1 Research 16.3.1 Show a responsible citizens and one perseverance. person is international persistent. personality(e.g., sportsman) who 45 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS showed persistence and achieved. Understanding  Accept consequences of Responsibility personal choices. (15.1.1, 17.1.1 Explain that a 17.2.1 Set a goal to 17.3.1 Find value in 15.3.1) responsible achieve a task. something that person is was meant for  Persevere while problem resourceful: 1) 17.2.2 Make wise use another solving or working on assigned Find solutions 2) of time. purpose. tasks (16.3.1, 17.2.1) See value in  Make sound and responsible objects, ideas and use of available resources- people 3) Make wise use of time,  Use personal property and talent, energy and classroom resources for mind. their intended purposes.  Avoid wastage.  Use time wisely. (17.2.2)  Consider possible impacts/effects when using resources innovatively. (17.1.1, 17.3.1)  Participate in activities that preserve the environment- 1) dispose of refuse properly, 2) close taps after use, 3) reduce, 46 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS re-use and recycle everyday items, 4) participate in environmental projects. (18.3.1)  Assume more responsibility for those areas of personal health which they can manage. (19.1.1) 18.1.1 State why 18.2.1 Report ways to 18.3.1 Engage in a citizens should preserve the project to preserve the environment. preserve their environment. environment. 19.1.1 Suggest ways to live a healthy life Citizenship: Rights vs. Responsibilities 20.1.1 Differentiate 20.2.1 Communicate between rights their and views/opinions responsibilities. on rights and 20.1.2 Understand that responsibilities with rights come responsibilities .Citizenship:Becoming 14) Demonstrate a basic  Not only defend his rights and involved understanding of good the rights of others but fulfils 21.1.1 Describe ways in 20.3.1 Value the citizenship 47 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS which they can democratic his responsibilities. (20.1.1, become involved system of 20.1.2) in nation government in building Trinidad and  Discuss the importance of activities. Tobago. rights and responsibilities. Citizenship: Nation (20.2.1) Building 22.1.1 State the ways in 21.3.1 More willingly  Cite the merits of the which their volunteer their democratic system of community plays time and talents government. (20.3.1) a part in nation to community building. activity.  Seek ways in which to help at home, in the classroom, within 22.2.1 Share the value Citizenship: Nation of their the school and within the wider Building community with community (21.1.1, 21.3.1) 22.1.1 State the ways in others. which their community plays  Identify the positive a part in nation contributions made to the building.) nation by individuals and 23.1.1 Describe the organisations from within their benefits of community (22.1.1) becoming involved in  Speak with pride of their voluntary community and the country. organisations (22.2.1) such as 4H, 48 V.C.C.E: STANDARD 1 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Brownies,  Evaluate the role played by Scouts, etc. voluntary organisations within the community. (23.1.1)  Detail 2-3 benefits that volunteerism and voluntary organisations bring to the nation. (23.1.1) 49 V.C.C.E.: STANDARD 1 GLOSSARY Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence. When you are trustworthy, others believe that they can depend on you to try always to say and do the right thing. Fairness Fairness: Dealing objectively (and impartially) with challenging situations. When you are fair you consider the needs of others when making decisions. Respect Respect: Regard or concern for one’s well-being and that of others. We show respect for persons and their culture in order to build and maintain healthy relationships. Caring Caring: Feeling and showing concern and empathy for others. Having compassion. When you are a caring person you do things to contribute to the well-being of others. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  obeys home, school and safety rules  uses self-control  is self-disciplined  is dependable  makes informed decisions  shows perseverance Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do. 50 Primary School Curriculum Values Character and Citizenship Education (VCCE) Standard 2 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Trustworthiness &  Define the key terms in 2-3 simple Diplomacy sentences. (1.1.1, 2.1.1, 1.3.1) 1.1.1 Define the 1.2.1 Choose appropriate 1.3.1 More readily 1) Demonstrate a terms words to express exercise basic  Describe one (1) way in which tact “discretion” their thoughts and discretion in understanding of and “tact”. feelings. can be exercised. (2.1.1) stating or “discretion”, 2.1.1 Begin to 2.2.1 Assess the expressing their “tact” and understand views. loyalty.  Determine in which situations loyalty implications of that diplomacy is to be limited. (4.1.1) decisions before involves the taking action use of 2) Behave  Describe 2-3 ways in which to discretion. trustworthily deepen the confidence persons place Building trust in them. (5.1.1) through loyalty 3.1.1 Define the term “loyalty”  Tell the truth but carefully select the 4.1.1 Begin to 4.2.1 Use knowledge of words, time and place for sharing understand that what is considered there are thoughts and feelings. (1.2.1, 1.3.1) good, fair and right limitations to to determine to loyalty.  Consistently think through possible whom primary loyalty should be outcomes before acting. (2.2.1) given.  Create personal checklist of 4-5 items which can be used to determine the right thing to do in probable situations. (4.2.1) 52 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Building trust by doing the right thing 5.1.1 Recognise that in order to be trustworthy they should always try to do the right thing. Being fair to others 3) Demonstrate a  Illustrate through writing, drama or basic visual representation 2-3 ways in 6.1.1 Describe ways in 6.2.1 Critically analyse 6.3.1 Consider the understanding of which consideration can be shown which situations to impact of their fairness. for others during recreational consideration can determine the best behaviour on activities. (6.1.1) be shown to possible solution to others during others during dilemmas. recreational 4) Give simple  Describe 2-3 ways in which to be fair recreational activities. justification for to all persons involved in activities. 6.2.2 Consider multiple acting fairly. disagreements. (6.2.1, 6.2.2) perspectives before making 5) Act fairly  Recommend 2-3 ways in which to Social Justice: recommendations. assist peers who have been treated Consider consequence 6) Demonstrate a unfairly during playground and of unfair practices basic classroom activities. (7.2.1.) 7.1.1 State some of understanding of the 7.2 Recommend the terms:  Infer possible consequences of not consequences of practicable courses property, giving all citizens equal access to not giving of action that can sustainability and citizens equal resources and opportunities. (7.1.1) be undertaken to “respect for the access to counteract the environment”. resources and 53 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: opportunities. effects of social 7) Give simple  Strive to be fair to others during injustice justifications for leisure activities. (6.3.1) respectful  Remind others of the need to be fair exchanges while engaging in activities. (6.2.2, between persons 6.3.1) Respect for Property  Define in 1-2 written sentences the terms “property” and “sustainability”. 8.1 Begin to deepen 8) Display respect (8.1.1, 11.2.1) their for self, others understanding of and the the term environment.  Describe 2-3 ways in which respect for “property” the environment can be displayed. (11.1.1) 9.2.1 Justify the need for 9.3.1 Communicate  Cite 2-3 benefits of respecting others individuals to their opinions while conversing, working or playing. interact respectfully respectfully. (9.2.1) with each other Respect for Law &  Deduce 2-3 consequences of failing to Order respect others while conversing, 10.1.1 Give reasons 10.3.1Consistently working or playing together.(9.2.1) why persons demonstrate should respect respect for the  Cite 2-3 benefits of respect for law. laws governing property of (10.1.1) property rights, others (e.g., access to public avoid praedial places and larceny)  Share thoughts and feelings community respectfully (9.3.1) 54 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: resources.  Speak in a moderate tone  Use words that help  Use appropriate titles or terms of reference.  Use other persons’ property or consume the goods of others only after Respect for the having received consent to do so. Environment (10.3.1) 11.1 Describe ways 11.2.1 Examine the ways 11.3.1 Consistently in which respect in which respect demonstrate  Do not put to ill-use the property of for the can boost respect for the others.(10.3.1) environment environmental natural and can be sustainability. man-made  Consider impact of actions on plant demonstrated. environment. and animal life. (11.2.1, 11.3.1) Caring for the 9) Demonstrate a  Describe 2-3 ways in which care for Environment basic the land, air and water can be 12.1.1 Describe the understanding of demonstrated. (13.1.1) importance of 12.2.1 Express ideas that “caring”. contribute to the  Recommend at least one (1) solution caring for the land at home, enhancement of to a given environmental issue- (1) school and in the the environment. flooding, 2) landslides, 3) smog, 4) community. build-up of debris/pollutants in water 12.2.2 Create a resources). (12.2.2) brainstorm map showing ways in  Evaluate methods selected for caring 55 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Caring for and which they can for the land. (12.2.2, 13.1.1) Valuing the contribute to the 10) Give simple renewable/non- preservation of justification for renewable resources the environment. caring for the  Cite 2-3 benefits of caring for the available in the land. land. (12.1.1, 13.2.1) country  Infer 2-3 possible consequences of failing to care for the land. (12.1.1, 13.1.1 Demonstrate an 13.2.1 Illustrate the 13.3.1 More 13.2.1) understanding impact of consistently 11) Care for the of ways in conservation use resources land, air and which respect practices and wisely. water  Avoid littering and dumping of and care for the neglect of refuse in waterways (12.2.2) natural resources in the environment country through  Suggest ways in which to preserve (land, air and various forms of water) can be media. the environment. (12.2.1) shown. 14.2.1 Listen critically to 14.3.1 Display acts of  Use only as much of a resource as is the contributions compassion, necessary to complete a given task. of others. perseverance, (13.3.1) forgiveness, responsibility and commitment. Responsibility: 12) Demonstrate a  Describe in 2-3 written sentences Cleanliness basic responsible behaviours. 15.1 Summarize 15.3.1 Keep area and understanding  Keep personal space clean that untidiness personal of and tidy. (15.3.1) affects things/self- responsibility  Contribute to the upkeep of 56 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: everyone . clean and tidy. the environment- Beautify 15.3.2 Take part in an and keep clean. (15.3.2) environment  Be active and helpful. Self-Discipline project. (15.3.2)  Be resourceful-use everyday 16.2.1 Learn to control 16.3.1 Model self- items in new ways to solve emotions discipline. problems. (17.2.1)  Manage tasks well.(18.2.1) 17.2.1 Use their 17.3.1 Solve resourcefulness problems  Describe in 2-3 written sentences to solve problems and display possible consequences of “untidiness” and create creativity. (15.1.1) objects. 17.3.2 Adopt habit of 13) Act responsibly  Control emotions- Voice discontent resourcefulness. calmly, refrain from physical aggression when displeased. (16.2.1)  Do what is expected willingly. (16.3.1) 18.2.1 Make a time 18.3.1 Work on management goals.  Reduce, reuse (constructively) and plan. recycle items so as to preserve the environment. (17.2.1, 17.3.1, 17.3.2)  Sequence assigned tasks so as to have them done on time and as required. (18.2.1)  Set at least one (1) personal goal. (18.3.1) 57 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Citizenship: Rights 14) Demonstrate a  Compare and contrast 2-3 rights and vs. Responsibilities basic associated responsibilities. (19.1.1) understanding 19.1.1 Differentiate of good  Describe orally, in writing, through between rights citizenship. drama, song or Visual Art 2-3 rights and privileges. 20.3 .1 More guaranteed to citizens of Trinidad & 20.1.1 List some of the rights consistently Tobago. (20.1.1) guaranteed to consider the citizens of rights of  Develop and use a 2-3 item checklist Trinidad & others when in order to avoid infringement of the Tobago. making rights of others when making decisions. decisions. (20.3.1) 21.1.1 Recognise that each citizen has a right to a Standard of Living that is adequate to the health and well-being of himself and his family. 58 V.C.C.E. CONTENT STANDARDS: STANDARD 2 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Citizenship: Right vs. 14) Demonstrate a  Describe orally, in writing, through Responsibilities basic song or Visual Art the basic needs 22.1.1 Recognise that 22.3.1 Use their understanding of every human (21.1.1). citizens have a time and of good  Food responsibility talent wisely. citizenship. to become self-  (Potable) Water 22.3.2 Display sufficient.  Shelter positive attitudes to  Clothing learning. 22.3.3 Make full  Discuss 2-3 ways in which persons use of can become self-sufficient. (22.1.1) Citizenship: Nation opportunities Building provided to  Make good use of class time- pay 23.2.1 Recognise that learn. citizens have a attention, complete assignments, co- role to play in operate with peers and teachers. Local (22.3.1, 22.3.2, 22.3.3) Government.  Be active and helpful. (23.2.1) 24.1.1 Describe ways 24.2.1 Undertake simple 24.3.1 Give in which they initiatives to help appropriate  Recommend and assist in ventures can help, persons in need. support to the support and geared to support community efforts of bring a sense members. (24.1.1, 24.2.1, 24.3.2) others to seek of comfort to self- those who are  Support members of the community improvement in need of as they attempt to become self- assistance. 24.3.2 Be of comfort sufficient. (24.3.1) to those in need. 59 V.C.C.E.: STANDARD 2 GLOSSARY Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence. When you are trustworthy, others believe you are loyal and that they can depend on you to try always to say and do the right thing. Fairness Fairness: Dealing objectively (and impartially) with challenging situations. When you are fair you consider the needs of others when making decisions. Respect Respect: Regard or concern for one’s well-being and that of others. We can show respect for others, by taking care of the environment and obeying the laws of the land. Caring Caring: Feeling and showing concern and empathy for others. Having compassion. When you are a caring person you do things to maintain a safe and healthy environment for yourself and others. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  obeys home, school and safety rules  uses self-control  is self-disciplined  is dependable  makes informed decisions  shows perseverance. Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. 60 A good citizen knows what (s)/he can do, what (s)he should do and what (s)he must do. 61 Primary School Curriculum Values Character and Citizenship Education (VCCE) Standard 3 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Trustworthiness: 1) Demonstrate  Define the term “courage”. (2.1.1) Prioritizing Loyalty deepening  Describe 1-2 ways in which loyalty 1.1.1 Begin to 1.3.1 Use knowledge understanding of is displayed. (1.1.1) understand that of what is loyalty and moral  Be present when needed for they need to considered courage support or assistance. prioritize their good, fair and  Speak well of persons or entity loyalties. right to to whom loyalty is owed. determine to  Distinguish between loyalty owed Courage whom primary to pairs of the following persons 1) 2.1.1 Define in their loyalty should family, 2) friends, 3) classmates, 4) words what is be given. schoolmates and fellow citizens. meant by the (1.1.1, 1.3.1) term “courage”.  Determine to whom primary loyalty is owed by using 2-3 3.1.1 Begin to 3.2.1 Communicate established criteria to assess a understand the the importance given situation. (1.1.1) need to be of sincerity and  Is it fair to all concerned? courageous in candour in  Is it the right thing to do? (Will helping others. building and I break any rules/laws by doing maintaining this?) trust.  If I don’t speak or act what are some of the things that could happen? (1.3.1)  Tell the truth even when it is difficult to do so. (3.1.1, 3.2.1)  Cite 2-3 benefits of 1) sincerity and 2) candour (3.2.1) 4.3.1 Practice being 2) Demonstrate a  Determine steps that can be taken 63 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: fair towards deepening to arrive at the fairest course of others. understanding of action in a given situation. (5.2.1) fairness. Fairness:  State 2-3 possible consequences of Suspending Judgement failing to assess information before 5.1.1 Begin to 5.2.1 Develop a 5.3.1 Display a making a judgement. (5.1.1) understand that repertoire of willingness to information at least three delay judgment should be assessed problem until having 3) Act fairly.  Make fair decisions- Habitually before solving gathered and gather and interpret relevant judgements are strategies. evaluated information before making made. relevant decisions. (4.3.1, 5.1.1, 5.2.2) 5.2.2 Use appropriate information. sources of (Children are information to less inclined to deliberate on be hasty in  Delay judgement until after hearing matters before responding to all sides of a story or until making situations in sufficient applicable data has been decisions. which conflict gathered. (4.3.1, 5.1.1, 5.3.1) arises.) 64 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Respect for our 4) Demonstrate a  Describe ways in which respect Caribbean Neighbours deepening can be shown for persons from 6.1.1 Describe ways in 6.2.1 More 6.3.1 Demonstrate a understanding of other Caribbean nations. (6.1.1) which respect can consistently healthy respect respect.  Discuss matters related to be shown for critique their for persons from “protocols”: persons from actions for the other Caribbean  What are they? other Caribbean purpose of states despite  Why are they states. improving their their varied important? behaviour and cultural attitudes. practices. 5) Respect Caribbean  Evaluate past responses to and neighbours present views of Caribbean neighbours with a view to becoming more respectful. (6.2.1)  Speak positively (focus on the merits of) Caribbean culture. (6.3.1)  Use appropriate courtesies and terms of reference when addressing or speaking of Caribbean neighbours.(6.3.1) Becoming a Caring 6) Demonstrate growing  Detail 2-3 ways in which oceans Caribbean Citizen 7.2.1 Create action 7.3.1 Be more willing awareness of the sustain life: (7.1.1) 7.1.1 Recognise that the plans in harmony to engage in importance of  Provide a habitat for living oceans around us with abilities, activity that oceans and of the organisms; interests and 65 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: help to sustain life. beliefs to protect promotes need to care for  Pay a significant role in the the ocean from sustainability of them. hydrological cycle and over exploitation ocean life.  Act as food source for through the use of living organisms. various media. Becoming a Caring 6) Demonstrate growing  Describe orally, in writing, through Caribbean Citizen 7.3.2 Cooperate in awareness of the drama, visual art and ICT 3-4 ways group importance of in which children can demonstrate activities. oceans and of the care for the ocean: (8.1.1) need to care for  Avoid indiscriminate dumping them. of refuse (particularly the disposal of garbage in 9.2.1 Initiate plans to waterways); show care for  Engage in restoration efforts- others beyond e.g. Become involved in 1) 8.1.1 Describe ways in our borders. shoreline and waterfront clean- which they can up drives show care for the 2) removal of wrecked ships and ocean and its  Advocate for conservation resources on a 10.2.1 Participate in practices within firms and sustained basis. activities communities e.g., 1) community planned to marches 2) newsletters assist persons 9.3.1 Be willing to 3) creation of blogs. (in need). volunteer assistance to 7) Care for the Ocean.  Initiate and participate in activities persons in the . that promote care for the ocean. Caribbean (7.2.1, 7.3.1, 7.3.2) region. 8) Develop interest in  Describe 3-4 of the social issues 66 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: the welfare of plaguing the Caribbean: persons beyond our  Drug abuse shores.  School drop outs  Street children  Vagrancy  Poverty  Child Labour/Abuse  Human trafficking  Lack of access to education and health care services. 8) Develop interest in  Recommend 2-3 ways in which the welfare of help can be given to persons persons beyond our plagued by social issues. (9.2.1) shores.  Participate or support efforts to assist persons challenged by social issues. (9.3.1, 10.2.1) Social Responsibility 9) Demonstrate  Distinguish between group and 11.1.1 Explain why they 11.2.1 Develop a 11.3.1 Collaborate deepening individual responsibilities. (12.2.1) should behave personal with others. understanding of  Itemise two (2) responsibly at all responsibility the term distinguishing times checklist. responsibility. characteristics of group and individual responsibility. 11.2.2 Respond appropriately  Determine tasks for which they are in situations responsible at home, at school and where within the community. (11.2.1) responsibility  Develop 2-3 criteria for is necessary. 67 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: determining when and in what way 12.2.1 Classify they should assume responsibility responsibility for tasks. (11.2.2) as either group or  Share ideas and make valid individual contributions to group activities. tasks. (11.3.1)  Delineate 1-2 ways in which rules 13.2.1 Argue that all 13.3.1. Influence help persons to behave responsibly. individuals others to do their (14.1.1) must do their part in a task. part for group 10) Give simple responsibility  Describe three (3) benefits of justifications for to be behaving responsibly. (11.1.1, behaving effective. 13.2.1) responsibly. Responsibility: Rules 10) Give simple  Describe three (3) consequences of 14.1.1 Understand that 14.2.1 Examine justifications for being irresponsible: rules help them to some behaving o 1) At home be responsible. consequences responsibly. o 2) At school for being o 3) In the community. (11.1.1, irresponsible 14.2.1) 1) at home 2) at School 3)  Develop and use 2-3 point in the arguments to convince others to act community responsibly. (13.3.1)  Delineate two (2) benefits of 15.2.1 Consider the 15.3.1 Demonstrate making informed decisions and two importance of the ability to (2) consequences of failing to do 68 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: making make a so. (15.2.1) informed decision. choices.  Use at least one (1) decision- 11) Demonstrate making strategy to arrive at best 16.2.1 Read and understanding of possible decisions in given follow the importance of situations. (15.3.1, 16.2.1) decision making responsible  Discuss in 6-8 lines the steps that making steps decisions. can be taken to arrive at sound to solve a decisions. (15.3.1, 17.2.1) problem. 17.2.1 Discuss the  Follow safety procedure/guidelines steps in 12) Acknowledge governing: making a responsibility for  Use of classroom resources- decision. personal safety e.g., scissors and pencils; 18.2.1 Follow the  Placement of furniture and correct personal property in relation to procedure or exits and access ways guidelines to  Use of playground facilities. ensure safety (18.2.1) at all times.  Forge and maintain healthy 19.2.1 Discuss 13) Act responsibly. relationships. bullying.  Recognise “bullying” and report 19.2.2 Identify bullying to relevant authorities. feelings (19.2.1, 19.2.2) associated with being bullied. 69 V.C.C.E. CONTENT STANDARDS: STANDARD 3 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Responsible Behaviour 14) Demonstrate an  Describe three (3) ways in which to Citizenship- understanding of fulfil personal responsibilities. Rights vs. the behaviours (20.1.1) Responsibilities: Social associated with Justice good citizenship  Describe three (3) ways in which to 20.3.1 Act defend their rights. (20.1.1) 20.1.1 Describe ways in responsibly which a balance when  Be as interested in their rights as in can be achieved defending their responsibilities. (20.1.1, between demands their rights. 20.3.1) for rights and dedication to  Describe two (2) moral and two (2) responsibilities. social responsibilities which children have. (21.1.1) 21.2.1 Express views 21.3.1 More readily 21.1.1 Begin to on social pay attention to  Recommend three (3) ways in understand their issues that their moral and which social injustice can be moral and social exist at home social counteracted. (21.2.1) responsibilities as and in the responsibilities citizens. region with as citizens.  Volunteer services and participate confidence. in activities organised to deal with social issues. (21.2.1, 21.3.1) 22.2.1 Use ICT to gather  Keep informed about current affairs information (22.2.1) on current affairs. 70 V.C.C.E.: STANDARD 3 GLOSSARY Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence. When you are trustworthy, others believe you are loyal and that they can depend on you to try always to say and do the right thing. Fairness Fairness: Dealing objectively (and impartially) with challenging situations. When you are fair you consider the needs of others when making decisions. Respect Respect: Regard or concern for one’s well-being and that of others. We can show respect for persons and their culture in order to build and maintain healthy relationships. Caring Caring: Feeling and showing concern and empathy for others. Having compassion. When you are a caring person you do things to keep yourself and others safe and healthy. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  obeys home, school and safety rules  uses self-control  is self-disciplined  is dependable  makes informed decisions  shows perseverance  sets goals  contributes to the good of the whole. Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do. 71 Primary School Curriculum Values Character and Citizenship Education (VCCE) Standard 4 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Trustworthiness: 1) Demonstrate an  Describe four (4) elements of Communication & understanding of the effective communication. (1.1.1) Trust 1.2.1 Apply principles ways in which 1.1.1 Describe elements of effective effective  Evaluate the ways in which the of effective communication communication elements of effective communication. to build and helps to maintain communication can be used to maintain trust trust within build trust. Think carefully of: within relationships.  what is said; relationships with  how it is said; 1) peers and  when it is said; and those in  to whom it is said. (1.1.1, authority. Acceptable Disclosure 1.2.1) 2.1.1 Know when it is 2.3.1 Display integrity  Assess situations to determine acceptable to 2.2.1 Assess the of character. 2) Act with integrity whether or not secrets should be disclose ‘secrets’ advantages and and discretion. and to whom disadvantages of disclosed. (2.1.1) ‘secrets’ should be displaying  Would anyone be hurt or disclosed. loyalty to one’s 3.3.1 Be more negatively affected if I keep this peers. discerning when to myself? choosing friends or companions.  Recognise that persons with whom they associate affect their reputation and the level of confidence others put in them. (2.2.1) 2) Act with integrity 73 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: and discretion.  Be consistently sincere when sharing information. (2.3.1)  Be selective with respect to persons with whom they associate. (3.3.1)  Treat every person with respect yet associate with persons who encourage them to do what is good and right. Fairness: Impartiality 3) Demonstrate an  Describe four (4) ways in which in decision-making understanding of to make informed and impartial impartiality. decisions. (4.1.1) 4.1.1 Identify processes 4.2.1 Gather and 4.3.1 Demonstrate an that can be used interpret data increased  Discuss, in one paragraph, one (1) to make well from a range of capacity for informed and sources before considering process that can be used for impartial giving their own multiple making decisions. (4.2.1, 4.2.2) decisions. opinions on perspectives on matters of local, an issue before regional and making global interest. judgements. 4) Demonstrate a basic  Define in 2-3 sentences the terms: understanding of “advocacy” and “social injustice”. 4.2.2 Use the steps of advocacy and decision- (5.1.1) social injustice. making 74 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: processes  Describe three (3) ways in which competently. persons can advocate for others. (5.1.1) 5) Act fairly and  Consider the views of others Fairness: Advocacy display sensitivity and social justice to others who need when making decisions. (4.3.1) 5.1.1 Identify 5.2.1 Influence others 5.3.1 Exhibit concern support. situations in to be courageous for persons who  Defend the rights of peers who which they can in helping others. have been treated have been treated unfairly.(5.2.1, display courage unfairly and 5.3.1, 5.3.2) to ensure fair display treatment of willingness to  Initiate and participate in others. advocate for the rights of such activities geared to help persons persons. who are challenged by social issues. (5.3.1) 5.3.2 Display greater level of sensitivity to issues of social injustice that may have occurred at the local, regional and global levels. 75 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Respect for the right to 6.3.1 Demonstrate 6) Demonstrate an  Describe three (3) ways in which privacy willingness to understanding of the other persons’ “right to privacy” consider the “right to privacy” can be respected. (6.1.1) 6.1.1 Recognise that implications of and what it entails. each person has a using social  Discuss three (3) ways in which right to privacy. media to circulate persons’ right to privacy can be personal respected while using social information about media. (6.3.1) Respect for self and others. others 7.1.1 Detail ways in 7.2.1 Respect self and 7.3.1 Demonstrate 7) Demonstrate  Describe three (3) ways in which which persons can others during healthy respect deepening respect for self and others can be respect themselves exchanges via for self through understanding of shown. (7.1.1) and others. social media. their attitudes respect for self and and behaviour. others. 7.2.2 Justify the need 7.3.2 Demonstrate a 7) Demonstrate  Cite three (3) ways in which for self-respect healthy respect deepening respect for self and others can be and respect for for persons understanding of maintained while using social others. from other respect for self and media. (7.2.1) places. others.  Explain why respect for self and others is important. (7.2.2) 8) Respect for self and  Use positive language to refer to others. themselves and others. (7.3.1, 7.3.2) 76 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Caring: Considerate 9) Demonstrate  Describe three (3) ways in which Use of Media understanding of the media can be used 8.1.1 Describe ways in 8.2.1 Discuss ways in 8.3.1 Share ideas that ways in which the responsibly.(8.1.1) which they can which will assist in media can be used  Share the truth about situations demonstrate consideration can helping others. with due consideration for be shown for consideration for without using hurtful or others while using others while 8.3.2 Be considerate of others. ‘demeaning’ language. (8.2.1, the media. using the media. others when 8.2.2, 8.3.2) using the media.  Consider what needs to be 8.2.2 Use their shared. (8.3.1) understanding of caring to apply to  Maintain respect for persons’ their behaviours right to privacy. (8.3.2) and actions towards others. Responsibility & 10) Demonstrate an  Describe ways in which to cope Change 9.2.1 Recommend understanding of with change: (9.1.1, 9.2.1, 9.2.2) 9.1.1 Understand that ways to deal with ways in which to  Seek advice from more change is change. cope with .change experienced persons; unavoidable. 9.2.2 Reflect on  Acquire relevant knowledge adjustment to and skills; or change.  Develop “staying calm” strategies. 77 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: 10.2.1 Examine 10.3.1 Make consequences responsible of choices they choices for 11) Give simple  Detail three (3) consequences of 1) make 2) plan various justifications for poor choices. (10.2.1) to make 3) situations- e.g., responsible made. when selecting choices.  Describe three (3) benefits of music, responsible choices. (11.2.1) websites, print, etc. 11.2.1 Justify choices they make 1) at Home 2) at 12) Make responsible  Devise a system for making School 3) at choices. responsible choices re use of Church 4) websites, music and print. (10.3.1, within the 12.2.1) community. 12.2.1 Develop criteria  Listen to and view material that is for determining age appropriate. (12.2.1) the appropriateness of websites, music and print, etc. 78 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Citizenship- Rights vs.  Discuss three (3) ways in which Responsibilities: Social persons can seek redress for Justice wrongs committed against them. 13.1.1 Recognise that all 13.3.1 Appreciate the 13) Demonstrate an (13.1.1, 14.1.1) citizens have a role played by understanding of  Write letters right to justice. advocates for behaviours o to the media, social justice. displayed by good o to Member of Parliament, 14.1.1 Outline options citizens.  Write petitions, that are available to citizens for  Lobby public through legal seeking redress means, when their rights  Get Trade Unions involved. have been infringed.  Recommend two (2) ways in 15.1.1 Begin to which social injustice can be understand that 15.2.1 Use the media 15.3.1 Begin to effectively dealt with. (14.1.1) as they grow to become and consider the their stay an ways in which  Describe three (3) responsibilities responsibilities as informed individual that they may later have as citizens will citizen. choice affects teenagers and adults. (15.1.1) increase. the community and the wider society.  Use the print and electronic media to access information and to share useful information. (15.2.1)  Describe three (3) ways in which 79 V.C.C.E. CONTENT STANDARDS: STANDARD 4 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: individual choices can affect others.(13.3.1, 15.3.1 ) 80 V.C.C.E.: STANDARD 4 GLOSSARY Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence. When you are trustworthy, others believe they can depend on you to be truthful and that they can rely on you to try always to say and do the right thing. Fairness Fairness: Dealing objectively (and impartially) with challenging situations. When you are fair you consider the needs of others when making decisions. Respect Respect: Regard or concern for one’s well-being and that of others. We can show respect for persons and their culture in order to build and maintain healthy relationships. Caring Caring: Feeling and showing concern and empathy for others. Having compassion. When you are a caring person you do things to keep yourself and others safe and healthy. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  Contributes to the good of the whole;  Sets goals and aims to achieve them;  Accepts and fulfils commitment;  Is dependable; and  Takes responsibility for his/her actions. Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do. 81 Primary School Curriculum Values Character and Citizenship Education (VCCE) Standard 5 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Trustworthiness: 1) Demonstrate an  Describe three (3) ways in Building a good understanding of: which persons can build and reputation  Building and maintain a good reputation. 1.1.1 Describe ways 1.2.1 Consistently and maintaining a (1.1.1) of building and effectively good reputation  Tell the truth maintaining a prioritise time to consistently and good reputation. meet deadlines. and  Ways in which discreetly. (2.1.1, 2.3.1) healthy  Meet deadlines. (1.2.1) Trust and International relationships can  Complete assignments Relations be built and as required. (1.2.1) 2.1.1 Understand that 2.2.1 Suggest plausible 2.3.1 Use discretion maintained.  Think before making open and honest ways of restoring when keeping commitments. (2.3.1) communication or strengthening promises and  Make informed and is important in trust among speaking the citizens of the sound decisions (3.2.1, building and truth. 3.3.1) maintaining trust global village. in international relations. 3.2.1 Use various forms 3.3.1 Revise  Describe three (3) ways in of media/ICT to judgements and which persons can gather and analyse change communicate honestly yet information to behaviour in tactfully with others. (2.1.1) make informed light of new decisions on evidence.  Recommend two (2) ways in global issues. which relationships can be strengthened or restored. (2.2.1) 83 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: Fairness: Social 2) Demonstrate  Discuss in a short paragraph (6- Justice and Social understanding of social 8 lines) their understanding of Responsibility justice and social the terms and how they foster 4.3.1 Act in socially responsibility. peaceful relations. (4.1.1, 5.1.1) 4.1.1 Explain the responsible ways terms ‘social 4.2.1 Make decisions to counteract the  Describe three (3) social justice’ and after considering effects of social responsibilities persons may ‘social what would be injustice. have. (4.1.1) responsibility’. socially just in a given situation.  Volunteer to assist others. 5.1.1 Understand that social justice 5.3.1 Refrain from (4.3.1) and social carelessly  Avoid stereotyping when responsibility casting blame aid in fostering on certain ‘assessing’ others. (5.3.1. 5.3.2) world peace. groups for inequities suffered by  Avoid prejudging others. (4.2.1, other groups. 5.3.2) 5.3.2 Listen impartially to others. Respect: Tolerance 6.3.1 Maintain an 3) Display tolerance.  Speak and relate well with attitude of others despite differences. tolerance in (6.3.1, 7.3.1) classroom 84 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: discussions.  Cite 2-3 benefits of the cultural diversity found in Trinidad & Tobago. (8.3.1) 7.3.1 Respect the 3) Display tolerance.  [Speak and relate well with values, opinions, others despite differences. beliefs, and (6.3.1, 7.3.1) ideas of others within the global  Cite 2-3 benefits of the cultural community. diversity found in Trinidad & Tobago. (8.3.1)] 8.3.1 Take pride in/Be proud of the diversity found in Trinidad & Tobago. Care for the global 4) Demonstrate an  Describe four (4) benefits to be environment understanding of the derived from caring for the 9.1.1 Understand that benefits to be derived environment. (9.1.1, 10.1.1) caring for the from caring for the environment environment. around them is crucial to their and others’ survival. 85 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: 10.1.1 Recognise that to maintain health and well-being, it is crucial that we take care of the environment. Building a Caring 11.2.1 Initiate ideas that 11.3.1 Exhibit 5) Demonstrate an  Describe two (2) benefits of Global Community will assist in behaviours and understanding of : caring for themselves and others. helping others leadership  Reasons for caring (11.3.1) within the global skills that show for self and others community. caring for self  Ways in which  Describe 2-3 characteristics that and others in they can care for can contribute to the building of the community a caring global society. (12.1.1, and the rest of themselves and 12.2.1) the world. others. 12.1.1 Identify 12.2.1 Determine the 12.3.1 Display personal qualities that patriotism, 6) Take action to show care  Organise and participate in qualities that make a compassion, for others. activities to offer assistance to contribute to contributing unity and good others. (11.2.1, 11.3.1, 12.3.1) the member of the citizenship. development of society. 86 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: a caring global society. Change, 13.2.1 Defend 7) Demonstrate  Describe three (3) ways in Preparedness and preparedness as understanding of which to be prepared for Responsibility responsible responsibility. events and activities. (13.2.1) behaviour.  Describe three (3) necessary 14.2.1 Argue that skills life skills. (14.2.1) are needed to be a successful group member. 8) Give justifications for  State three (3) effects of behaving responsibly. irresponsible behaviour on 1) 15.2.1 Analyse the the individual 2) the group. effects of (15.2.1) irresponsibility in group related  Cite three (3) benefits of self- activities. discipline. (16.2.1) 16.2.1 Recommend that 9) Recognise personal  Determine three (3) ways in self-discipline responsibilities. which they can prepare for and responsible changes in their body. (17.2.1) behaviour are the foundations of good  Take more responsibility for citizenship. personal health and well- being. (17.3.1) 17.2.1 Consider the 17.3.1 Care for changes in their themselves. 87 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: body and the  Name three (3) persons or responsibility 17.3.2 Seek agencies from which they can associated with information on get reliable information on these changes. maturity. changes that will occur as they grow up. (17.3.2) Citizenship- 10) Demonstrate an  Discuss three (3) ways in which Rights vs. understanding of the media can be used as an Responsibilities: behaviour associated agent of social change. (18.1.1) Social Justice with good citizenship.  Build public awareness of 18.1.1 Investigate 18.2.1 Use social media 18.3.1 Be responsible social issues. (18.2.1) ways in which responsibly to in using social  Highlight efforts/drives in the media can advocate for 11) Become an informed media to which they can participate. be used to ethical, citizen. advocate for (19.2.1) promote social economic, and ethical,  Inform of available social justice. social practices. economic and services and how they can be social practices. accessed. (19.2.1) 12) Become an agent of 19.2.1 Use technology social change. to become an Citizenship- informed citizen. Rights vs. Responsibilities: 20.3.1 Defend the  Determine criteria for assessing Social Justice 20.2.1 Plan and rights of others the reliability of information organise in responsible accessed from media activities ways. 88 V.C.C.E. CONTENT STANDARDS: STANDARD 5 CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS Students will: (appropriate) to sources.(18.3.1) their level, in response to  Read print and electronic social injustice. versions of media to access information. (19.2.1)  Recommend 2-3 ways in which they can use media responsibly to highlight social issues to schoolmates and other young people. (18.2.1, 18.3.1, 20.2.1, 20.3.1) 89 V.C.C.E.: STANDARD 5 GLOSSARY Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence. When you are trustworthy, others believe they can depend on you to be truthful and that they can rely on you to try always to say and do the right thing Fairness Fairness: Dealing objectively (and impartially) with challenging situations. When you are fair you consider the needs of others when making decisions. Respect Respect: Regard or concern for one’s well-being and that of others. We can show respect for persons and their culture in order to build and maintain healthy relationships. Caring Caring: Feeling and showing concern and empathy for others. Having compassion. When you are a caring person you do things to keep yourself and others safe and healthy. Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:  Contributes to the good of the whole;  Sets goals and aims to achieve them;  Accepts and fulfils commitment;  Is dependable; and  Takes responsibility for his/her actions Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political Literacy. A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do. 90