| Topic | Competencies | Subject Content | Teaching/Learning Methods | Extra Notes |
|---|---|---|---|---|
| GRADE 6 | ||||
| 1. Our School | · Participates as an active member to develop the school "society" · Attends to duties and responsibilities as members of the school "society" · Agrees to customs, rules and regulations of the school culture | · Inception and progress · Organizational structure · School society · School culture · School identity · School song, school flag,school uniform, school crest, motto · Customs/Traditions · Rules and regulations · Duties and responsibilities of members of the school · Services rendered by the school · Relationship between the school and the society | Environment related activities, group work, field work, and different kinds of discussion, meeting, gathering are recommended | Teacher can use different methods as teaching and learning activities such as role play, group activity, field visit, case study, etc. |
| 2. Places where we live | · Uses both physical and human resources for the betterment of the society · Values, and works to conserve, the resources in one's locality · Exhibits the readiness to live cooperatively with residents in one's locality · Works with understanding that different types of people and institutions are needed in one's day-to-day life. | · Location - "Grama Niladari" Division - District - Province · Resources in our area - Physical resources - Human resources · Economic activities in the region/area · Instances where cooperation is highlighted among people in the locality · Services provided by religious institutions and societies in the area · People who help us such as "Grama Niladari," Samurdhi officer, midwife, public health officer, postman, police officer and voluntary organizations | ||
| 3. Qualities of a good citizen | · Shows the preparedness to work as a good member of society who possesses good qualities · Develops qualities to live as a good citizen in the society | · Environmental conservation · Protecting public property · Admiring local things/National heritage · Use of polite language · Use of resources with care · Discipline · Tolerating opinions of others and making correct decisions after discussion · Accepting what is good and rejecting what is bad in society · Respecting social customs, rules and regulations | ||
| Topic | Competencies | Subject Content | Teaching/Learning Methods | Extra Notes |
| GRADE 7 | ||||
| 1. Family | · Understands that the family is the smallest unit in society · Understands one's duties and responsibilities through the interrelationship built among members of the family, and gets accustomed to love accordingly | · Definition offamily (extended and nuclear) · Family members · Inherent customs, traditions and values · Duties and responsibilities of family members · Significance of the relationships existing betwen our family and neighbors · Gives priority to building up national unity, while safeguarding one's cultural identity |
· Observation · Discovery · Gathering information through interviews · Information analysis · Fieldwork · Children's parliament, welfare societies, volunteers free service camps · Cadet and Scout camps · Attending to the sick and management of contingency measures · Projects · Problem-solving · Inquiry methods · Question-andanswer methods · Wall newspaper · Exhibition | |
| 2. Our society | · Identifies the interrelationships that exist in a society · Identifies well the duties and responsibilities of citizens and acts accordingly · Gets accustomed to enjoy rights without disturbing others | · Inter-relationshisp existing within the society · Our duties and responsibilities in regard to society · How rights and responsibilities are implemented · Enjoying rights within the legal framework | ||
| 3. Our culture | · Develops skills necessary to value one's cultural heritage while valueing other cultures · Motivates towards safeguarding historical heritage, which generate cultural pride | · Definition of culture · Special characteristics of different cultures · Common characteristics of all cultures · National identity and national unity · National anthem, national flag and state emblem · National flower and national tree · Ethics of a good citizen | ||
| Topic | Competencies | Subject Content | Teaching/Learning Methods | Extra Notes |
| GRADE 8 | ||||
| 1. Common services in our region | · Understands the common services provided to our region · Identifies the responsibilities and duties of institutions providing common services to our region | · Common services provided to our region · Institution and officers connected with common services · Responsibilities and duties of citizens who make use of common services through field observation | · Observation · Discovery · Gathering information through interviews · Information analysis · Fieldwork · Children's parliament, welfare societies, volunteers free service camps · Cadet and Scout camps · Attending to the sick and management of contingency measures · Projects · Problem-solving · Inquiry methods · Question-andanswer methods · Wall newspaper · Exhibition | |
| 2. Local government institutions and peoples' participation | · Identifies needs/requirements for local governments · Analyses the work processes and functions of local government bodies · Analyses people's duties and responsibilities with regard to services rendered by the local governments | · Need for local government · Institutions connected to local government · Ways in which representatives are appointed to local government institutions · The working process and functions performed by local government · People's participation with regard to services rendered by local government institutions · People's duties and responsibilities with regard to services rendered by local government institutions | ||
| 3. Provincial Councils and the Central Government | · Identifies the difference between the central government and the provincial councils · Understands the services provided to the region by the central government and provincial councils · Analyses the composition, powers and services performed by the provincial councils | · Differences between the central government and provincial councils · Composition of the central government and provincial councils · How representatives are appointed to provincial councils · The functions of the central government and the functions of the provincial councils | ||
| 4. Law and order of the region | · Understands how protecting peace and order contributes to the well-being of society · Evaluates how the democratic way of life contributes to the well-being of society | · The qualities which citizens should possess for the beneficial existence of society · The need for self-discipline, respect for laws and human qualities · Rights that students should have · Child rights, with special reference to CRC · Characteristics which should exist in a democratic way of life · Respect for others' ideas, enduring opposing views, arriving at decisions through discussions · The way in which democratic life patterns are helpful for the good of society · The need to be accustomed to democratic way of life | ||
| 5. Multi-cultural society | · Identifies the main features of a multicultural society · Analyses the main characteristics of a multi-cultural society and the need to develop the required qualities to live in such a society | · Characteristics of a multi-cultural society · Multi-cultural society in Sri Lanka · How multi-cultural society can contribute towards the development of the country · Different cultural traditions, customs and festivals · Customs existing in different ethnic groups · Customs and festivals extending to different religions · Value the customs and traditions in different cultures | ||
| Topic | Competencies | Subject Content | Teaching/Learning Methods | Extra Notes |
| GRADE 9 | ||||
| 1. The society in which we live | · Contributes actively to the formal administration of society · Displays the preparedness necessary for the maintenance of good administration required for social progress · Acts with a sense of personal responsibility and duties towards social security | · Society and formal administration · Governance of the state · Public administration | Organization of field programmes and educational tours · Initiation of smallscale research projects · Conduct quiz programs, debates, exhibitions, etc. · Release of term announcements and wall newspapers · Working jointly with other organizations in the region · Working with national and international organizations · Conduct workshops with the participation of resource persons · Camps · Facilitator services |
Students should work with society as much as possible |
| 2. Current social changes | · Conforms to the technological, economic and social changes that contribute to the wellbeing of society · Develops the ability to face future challenges successfully · Selects from among current changes that affect the development of the individual and society, and conforms to them | · The importance of technological changes and the responses shown to them · Changes taking place in the economy · Trends interlinked with the employment market | ||
| 3. Local government institutions and public participation | · Analyses how the performance of local government institutions contributes to general well-being · Explores the performance of local government institutions · Demonstrates the procedures adopted in electing representa- tives to local government institutions · Fulfills one's obligation with respect to health andenvironmental conservation services carried out by local government institutions | · The need for local government bodies · Institutions connected to local government bodies · System of electing representatives to local government institutions · Structure, powers and functions of local government institutions · Public responsibilities and duties related to the services of local government institutions | ||
| 4. Administration and peoples participation | · Contributes actively to the successful maintenance of a democratic system of administration · Identifies one�fs responsibilities and duties as a good citizen in a democratic society and is motivated to act accordingly · Cultivates qualities that a good leader of a democratic society should possess | · Franchise and elections · Political parties and leadership · The democratic system of ruling | ||
| 5. Current problems | · Contributes actively to the well-being of society · Identifies conflicts that hinder progress of society and contributes towards their minimization | · Conflicts that hinder progress of society · Identification of conflicts · Reasons for conflicts · Suggestions on resolution of conflicts | ||
| Topic | Competencies | Subject Content | Teaching / Learning Methods | Extra Notes |
|---|---|---|---|---|
| 1. Democratic Government (30 periods) | 1. Understands the nature and evolution of democracy 2. Analyses the main characteristics of democratic governance 3. Appreciates the distinction between the state and government, and the responsibilities of and to citizens | · Definition of the concept of democracy · Origins and evolution of democracy-direct and representative · Characteristics of democratic governance · Definition of the state and of government · Nature of the state and government · Role of the State · The importance of democratic government | Debate and discussion of the above should be encouraged, with students given projects that involve research that promotes comparison and contrast | Role plays, group activities, field visits are encouraged Rights to vote, sovereignty and franchise |
| 2. Decentralization and Devolution of Power (15 periods) | 1. Identifies the differences between concepts of decentralization and devolution 2. Explores structures, functions and powers of various units of decentralization and devolution 3. Evaluates the necessity of making structural changes in a modern state | · Introduction of the concepts of decentralization and devolution · Examples of decentralization and devolution in modern states, with exploration of structures, functions and powers of relevant units · Instances of structural changes in recent times in selected examples · History of devolution and attempts at devolution of power in Sri Lanka | Students should be encouraged to discuss the functions of government at different levels within a country, and explore allocations of power and responsibility in the context of fulfilling such functions efficiently. | Right to participate in the activities in the society should be emphasized |
| Topic | Competencies | Subject Content | Teaching / Learning Methods | Extra Notes |
| 3. MultiCultural Society (15 periods) | 1. Appreciates the nature of multicultural society 2. Explores the formation of a multicultural society and its basic characteristics 3. Identifies the importance of nation-building in a multicultural society | · Introduction of the concept of multicultural society and its basic features · Factors behind the formation of a multicultural society · Multicultural society and the modern state · Possibilities of mutual benefit and good governance through respect for other political, socio-economic and cultural identities | Role-plays to evoke appreciation of different perspectives should be encouraged. | Field visits and participation in cultural festivals, practices are highly emphasized Right to live in peaceful manner |
| 4. Economic Systems and Relations (15 Periods) | 1. Understands economic activity and basic problems 2. Explores various economic systems 3. Analyses economic systems in relation to development 4. Appreciates the impact of globalization on Sri Lanka | · Definitions of economic activity and related problems · Introduction to various economic systems - Socialist, Capitalist and Mixed · The concept of the market economy, and its various forms · Present economic system in Sri Lanka in the context of development · The relationship of the Sri Lankan economy to the world economy · Impact of technological developments and globalization on the world economy as well as Sri Lanka | ||
| Topic | Competencies | Subject Content | Teaching / Learning Methods | Extra Notes |
| 5. Conflict Resolution in a Democratic Society (15 periods) | 1. Understands various types of conflicts 2. Explores positive approaches towards resolving conflicts 3. Evaluates the importance of resolving conflicts in a democratic society | · Introduction of conflicts · Types and sources of conflict (political, socioeconomic, ethnic) · Various methods of anticipating, containing, resolving conflicts · The advantages of avoiding conflicts and of resolving them peacefully | Case studies of at least a couple of other conflicts should be explored, with students making comparisons and contrasts to the Sri Lankan situation. Instances of successful conflict resolution, as well as the opposite, should be considered. Students should engage in role-plays to facilitate understanding both of the causes of conflict, as well as the difficulties and possibilities of peaceful resolution. | |
| 6. Law and Justice (15 periods) | 1. Appreciates the requirement for citizens of the rule of law and an independent judiciary system 2. Understands different types of law - Criminal, Civil, Constitutional 3. Analyses the present judicial system in Sri Lanka and its development 4. Assesses the role of the judiciary in a democratic system and its relation to other branches of government 5. Examines alternative methods of resolving disputes 6. Understands the implementation of justice |
· Different types of law, and the role of the state · Ensuring the independence of the Judiciary in a modern state with special reference to Sri Lanka · The current judicial system and its historical development · Role of Law Officials of the State - Chief Justice, Attorney General, Minister of Justice · Types of Courts and their functions and powers (Magistrate Courts, District Courts, High Courts, Court of Appeals, and Supreme Court) · Introduction of alternative dispute resolution methods: Counseling and Arbitration, Ombudsman, Human Rights Commission · Importance of the Rule of Law and implementing justice fairly and without delay | Students should be encouraged to look at legal systems in other countries, and make comparative assessments of structures and offices, in terms of the functions and responsibilities of a judicial system. | |
| Topic | Competencies | Subject Content | Teaching / Learning Methods | Extra Notes |
| 7. Different Layers of Government (15 periods) | 1. Understands the functions and powers of the Central Government, Provincial Governments and Local Government Institutions 2. Analyses the development of existing structures from a historical perspective as well as in the context of particular needs 3. Assesses possible changes in the current system in the context of development and other requirements | · Powers and functions of the Central Government, Provincial Governments, and Local Government Institutions · Previous situations and the introduction of current structures · Reasons for delegating powers to peripheral units, and existing and potential problems · Effectiveness of Provincial and Local governments · Responsibility and accountability of different layers of government to citizens and the corresponding duties and responsibilties of citizens |
Students should deal with these topics not only from theoretical perspective but also from assessments of local needs in the context of the areas where they live. They should look at their earlier work regarding the role of the State, and consider the role of peripheral units with regard to the different areas they identified. | |
| 8. Human Rights and Duties (20 periods) | 1.Understands concepts and definitions of human rights 2.Analyses measures taken with regard to protecting human rights in Sri Lanka 3.Appreciates the importance of the individual responsibilities and duties of citizens in the context of ensuring universal human rights 4.Applies the above understanding to particular issues including those of gender equity in Sri Lanka | · Introduction to United Nations documents regarding human rights, and the additional perspectives introduced since the Universal Declaration of Human Rights · Development of the constitutional provisions regarding human rights in Sri Lanka · Current status with regard to limitations and justiciability |
Students should pay particular attention in studying the documents in relation to gender issues as well as children's rights. They should discuss the current situation with regard to the upholding of these rights, and suggest methods of strengthening this. They should also discuss ways in which understanding of rights can be promoted among citizens, together with commitment to upholding these as well as fulfilling relevant responsibilities and duties. Issues such as the importance of the right to information should be discussed in the context of ensuring transparency and accountability in government. | CRC, UDHR and other declarations are to be covered emphasizing day-to-day life |
| Topic | Competencies | Subject Content | Teaching / Learning Methods | Extra Notes |
| 9. Environmental Problems and Sustainable Development (20 periods) | 1. Appreciates the importance of protection of the environment 2. Recognizes potential threats to the environment and the impact of these on society 3. Understands the importance of ensuring a balance between developmental requirements and environmental damage that will prevent sustainable development 4. Explores solutions for environmental problems taking into account the importance of sustainable development | · Definition of the environment and awareness of potential environmental problems in the modern context · Impact of damage to the physical, social and biological environment · The concept of sustainable development and promoting solutions that minimize damage · The responsibilities of citizens as well as the state regarding the environment |
Students should explore case studies relating to their immediate environment as well as other areas. They should also consider cases where solutions that ensured economic and social development while minimizing environmental damage were evolved. The importance of Environmental Impact Assessments, and statutory requirements concerning these should be stressed. | |
| 10. International Relations (20 periods) | 1. Appreciates the importance of international relations in the contemporary world 2. Explores the current state of international relations and the role of particular countries as they impact on Sri Lanka 3. Understands the structure of relevant international and regional organizations 4. Investigates the benefits for Sri Lanka of developing international relations for specific goals. | · Meaning and importance of international relations · Influential countries and potential impact on Sri Lanka · International institutions - UN and its related organizations · Regional organizations with special reference to SAARC and trade blocs · Modes of international relations - diplomacy, trade, war, foreign aid, donations, peace and development | Students should explore the above with special attention to the current status of Sri Lanka and its relationship to the countries, organizations and institutions that bear on, or could bear on, our developmental prospects. Students should be required to prepare group projects on initiatives that could be taken to enhance these prospects through improving bilateral relations or other bases. | |
| Topic | Competencies | Subject Content | Teaching / Learning Methods | Extra Notes |
| Skills, values and attitudes to be integrated into school curriculum for internalizing human rights concepts | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Year Level | Grade1 | Grade2 | Grade3 | Grade4 | Grade5 | Grade6 | Grade7 | Grade8 | Grade9 | Grade 10 |
| Languages and Social Studies | · Respect for self · Respect for identity with family · Respect for physical differences · Development of imagination · Appreciation and respect for nature · Critical thinking |
· Family culture · Personal care · Fairplay and justice · Preservation of things / sustainable development · Tolerance · Communication · Development of the imagination · Critical thinking |
· Respect for school culture · Tolerance · Personal perspective of peace · Development of imagination (to allow freedom) · Fairplay · Communication · Cooperation · Freedom / responsibility · Critical thinking |
· Respect for other's rights · Recognition of one's rights · Personal perspective on peace at personal and family levels · Development of imagination · Communication · Solidarity with others · Fairplay and justice · Critical thinking |
· Respect for other's rights · Recognition of one's rights · Personal perspective on peace at personal, family and social levels · Respect for one's own culture · Others' right to privacy · Critical thinking |
· Respect for right to dignity · Belief in participation · Respect for sense of common good · Cooperation · Responsibility for others · Communication · Awareness of child rights · Critical thinking |
· Personal perspective on peace at the local level · Respect for law and order · Sense of reconciliation · Fairplay and justice · Convention on the Rights of the Child · Critical thinking |
· Personal perspective on peace at the national level · Respect for collective decisionmaking · Respect for culture and religious diversity |
· Personal perspective on peace at the international level · Respect for cultural and religious diversity · Conflict resolution · Convention on the Rights of the Child · Critical thinking |
· Personal perspective on peace at the international level · Respect for rights of minorities · Respect and love for humanity · Study of UDHR |
| Numbers / Mathematics | · Respect for physical differences · Cooperation · Problem solving · Fairplay (through sharing numbers of things) · Rational decisionmaking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
· Problem solving · Fairplay · Rational decisionmaking · Critical thinking |
| Science | · Respect for self · Honesty · Respect for life · Awareness of environment |
· Critical thinking · Honesty · Respect for life · Self-reliance · Appreciation of nature · Respect for self |
· Critical thinking · Honesty · Respect for life · Participation · Discipline · Appreciation of the environment |
· Critical thinking · Honesty · Respect for life · Rational decisionmaking |
· Critical thinking · Honesty · Sustainable development/ responsible consumerism · Cooperation |
· Critical thinking · Honesty · Sustainable development/ responsible consumerism |
· Critical thinking · Honesty · Sustainable development/ responsible consumerism · Balance in nature |
· Critical thinking · Honesty · Sustainable development/ responsible consumerism · Interconnectedness |
· Critical thinking · Honesty · Sustainable development/ responsible consumerism · Interconnectedness |
· Critical thinking · Honesty · Sustainable development/ responsible consumerism · Interconnectedness |
| Year Level | Grade1 | Grade2 | Grade3 | Grade4 | Grade5 | Grade6 | Grade7 | Grade8 | Grade9 | Grade 10 |