Geography

Teaching and Learning Syllabus

Grades 3 to 6

Mauritius Institute of Education

under the aegis of
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
 Teaching and Learning Syllabus
Geography

The Teaching and Learning Syllabus refers to the content of what is to be taught, and to the knowledge,
skills, competencies, attitudes and values that are to be developed. It articulates concisely the specific
learning outcomes for each grade as per the NCF 2015 and features achievable learning outcomes that
represent a Teaching and Learning road map.

• The focus of the TLS

Clear
Statements
of what
Learners
must Achieve

Currency
and
Achievement Relevancy
Criteria FOCUS OF THE in Content
and Levels TEACHING AND
LEARNING
SYLLABUS
Detailed
Content/Topics
Progression and
to be Covered
Sequence of
and Skills to be
Topics across
Developed
Grades

• Clear statements of what learners must achieve

The TLS spells out the specific learning outcomes that learners are expected to achieve progressively in
terms of knowledge, understanding, skills, 21st Century Competencies, attitudes and values during each
year of schooling, from Grades 1 to 6.

• Currency and relevancy in content

The TLS ensures currency and relevance of content and acquisition of developmentally-appropriate
concepts and skills.

• Detailed content/topics to be covered and skills to be developed

The TLS details the content and topics to be covered as well as the skills to be developed for each grade
while addressing the problem of curriculum overload and stress.

1
 • Progression and sequence of topics across grades

The TLS outlines the scope and sequence of the specific learning outcomes for each grade. It indicates the
grade in which knowledge, concepts, skills and processes related to the learning outcomes are introduced, based
on a spiral curriculum. The learning outcomes are progressively sequenced across grades.

• Achievement criteria and levels

The TLS defines assessment criteria that are scaffolded and represent clear measurable outcomes. The levels
reflect the competencies in terms of knowledge, skills, values and attitudes expected to have been acquired by
learners. The development of achievement levels are meant to assist in the differentiation of teaching, learning
and assessment so that the curriculum is accessible to all learners.
 Contents

Rationale 5

Expected Learning Outcomes for Geography 5

The Development of 21st Century Competencies and Geography 6

Scope and Sequence of Content Areas for Geography 7

Content Areas, Specific Learning Outcomes and Achievement 8

Levels of Geography for Grade 3, 4, 5 and 6

3
4
RATIONALE

The Geography teaching and learning syllabus places emphasis on the following:

i. Development of inquiry skills and processes

ii. Integration of 21st Century Skills
iii. Adaptation to the generation of digital learners
iv. Integration of cross-curricular themes such as ESD, Disaster Risk Education and Citizenship.
v. Consideration for Lucerne Declaration on Geographical Education for Sustainable
Education (International Geographical Union)
vi. Encouragement of geographical thinking that upholds the Sustainable Development Goals

The Geography Teaching and Learning Syllabus encourages a progressive understanding and analysis
of and reflection on the characteristics of the places that make up our islands, the region and the world.
The syllabus is also a presentation of the competencies, specific learning outcomes and achievement
levels for all content areas at each grade of primary schooling.

Geography makes use of inquiry and geographical skills to bring an understanding to the concepts
of place, space, scale, environment, change, interconnection and sustainability.

EXPECTED LEARNING OUTCOMES FOR GEOGRAPHY

By the end of Grade 6, learners should be able to:

• Develop an interest in and enthusiasm for the study of people and environment
within the local community, country and the world
• Understand the basic geographical concepts of place and space, causes and effects
• Develop a range of inquiry skills
• Understand how people and the environment interact over time and space
• Understand and appreciate the complex interdependence of living and non-living things
• Develop caring attitudes and responsible behaviour towards the environment.

5
 THE DEVELOPMENT OF 21ST CENTURY COMPETENCIES AND
GEOGRAPHY

A knowledge of Geography and the development of geographical skills contribute in achieving

the 21st Century competencies as outlined in the NCF. Geography’s major contributions for
21st century skills development while also addressing sustainable development goals can be
viewed through three lenses:

1) The continued quest for knowledge about Earth and its future. In this journey, learners
develop critical and creative thinking and their learning experiences will be enhanced as they
will access, use and interpret information from different sources including technology.

2) Concerns for the positive relationship between people and the environment through
sustainable interactions. Learners will engage in problem solving by discussing on issues related
to sustainable development.

3) Equipping learners with the necessary values and skills that will enable them to become
responsible and effective in their roles as active global citizens.

Civic
Skills

Critical,
Learning Creative and
Skills Innovative
21st CENTURY Thinking
COMPETENCIES Skills
FOR ALL LEARNERS

Information Personal
and Communication and Social
Skills Skills

Figure 1: 21st Century Competencies for All Learners

6
SCOPE AND SEQUENCE OF CONTENT AREAS FOR GEOGRAPHY

- Geographical Knowledge and Understanding

The Geography syllabus comprises of 4 major units which are related to the natural
environment of our islands, to our weather and climate, to the occurrence of natural hazards
in the Indian Ocean region which has to be considered as a first step in Disaster Risk Education;
and Human Geography. Emphasis will be on changing land use in Mauritius and Rodrigues,
including agricultural land use, the agro-industry and land use for Tourism purposes. Situated
learning will be reinforced and further contextualised so that our children can connect the
learning of geography to their own context.

- Inquiry and Skills

Geography, which is a component of the SSEE curriculum, encourages the development of

inquiry skills and processes. Learners will be engaged across the different grades in the following:
Observing and questioning: Identifying an issue or problem and developing questions to
investigate the issue or find an answer to the problem.
Collecting, recording, evaluating and representing: Collecting information from primary
and/or secondary sources, recording the information and representing it in a variety of forms.
Interpreting and analysing: Making sense of the information.
Communicating: Communicating the results of inquiry using various methods (written, oral,
audio, graphical, visual and mapping)
Reflecting and responding: Reflecting on the findings of the inquiry, i.e., on what has been
learnt.

- Geographical Skills

These comprise the techniques that geographers use in their investigations, both in fieldwork
and in the classroom. Acquiring skills such as map skills will be integrated throughout the units.
Learners are expected to draw, sketch, trace, produce graphs and make use of instruments in
their observations and learning.

- Geographical Literacy and Language Development

Children’s learning in geography will be enriched with greater attention given to the use
of language skills. The development of geographical vocabulary is essential for a sound
understanding of the subject and pupils will be encouraged to convey their understanding in
a proper written form.

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 - Geographical Values and Attitudes

Geography helps learners to develop and clarify their attitudes and values towards people
and places and is key to environmental awareness and concern. Learners become prepared for
life as responsible and respectful glocal citizens. The philosophy behind the syllabus is meant to
empower them to take actions which could make the world more sustainable.

TOPICS GRADE 3 GRADE 4 GRADE 5 GRADE 6

OUR NATURAL • • •
ENVIRONMENT
WEATHER • • •

LAND USE •

NATURAL •
HAZARDS
INTEGRATION • • • •
OF MAP SKILLS

CONTENT AREAS, SPECIFIC LEARNING OUTCOMES AND

ACHIEVEMENT LEVELS OF GEOGRAPHY FOR GRADES 3, 4, 5 AND 6

Achievement criteria are assessment objectives that are scaffolded and represent clear
measurable outcomes. The levels reflect the competencies in terms of knowledge, skills,
values and attitudes expected of pupils. The criteria move progressively from Level 1 (basic
competency) to Level 3.

GRADE 3 – OUR NATURAL ENVIRONMENT

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Observe, Level Recognise and Name some Recognise Recognise

describe and 1 list some natural natural and/or and/or
classify basic features. features read; then read, name,
natural and name natural and write
ENVIRONMENT
OUR NATURAL

man-made features. correctly

features the name
in the of natural
immediate features
environment Recall and name Name one Name some Name some
(locality, some mountains, well known mountains, mountains,
Mauritius, hills, rivers mountain, hills, rivers hills, rivers
Rodrigues) and beaches in hill, river and and beaches and beaches
Mauritius and beach in her/ in her/his in Mauritius
Rodrigues his island island and Rodrigues

8
(Mountain, Level Recognise Identify the Identify and state Identify and
Hill, 2 and compare natural features the differences describe
some natural between natural in a short
River: features features sentence
Source, through the natural
Waterfall, diagrams, feature
Mouth / pictures, line and/or the
Seaside drawings differences
and Coastal and maps between
Features natural
(Beach, features.
Lagoon, Draw and Draw the Draw and label the Draw and
Reef, Cliff, label some natural features natural features label, with
Sand, natural creativity
Coral) features and properly
the natural
features
Realise that State that the State and briefly Suggest ways
the natural environment explain why the to keep the
environment is precious and environment is environment
is precious must be kept precious and must clean
and must be clean be kept clean
kept clean.
Level Observe Observe and Observe, name Observe,
3 and describe name natural and write a list of name and
your features in your natural features in describe
immediate immediate your immediate in a short
environment environment environment sentence
the natural
features
in your
immediate
environment
Develop Recognise that Recognise that Recognise
personal a child must be a child must be that a child
safety skills careful when careful when going must be
(seaside, going out in out in nature and careful when
rivers, nature must listen to going out in
waterfalls, parents / elders nature, can
forests) state things
we should
do and not
do and must
listen to their
parents.

9
 GRADE 4 – OUR NATURAL ENVIRONMENT
TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Observe, Level Locate and name Name the Name and Name and
describe and 1 the main features main features locate on locate on
classify basic of the natural of the of maps the maps and
natural and environment in the natural main features describe the
man-made Mauritius and environment of the of main features
features Rodrigues in Mauritius the natural of the of
in the and Rodrigues environment the natural
immediate in Mauritius environment
environment and Rodrigues in Mauritius
(locality, and Rodrigues
Mauritius,
Rodrigues)
(Mountains, Level Recognise and identify some Describe With the use
mountain 2 describe the basic characteristics the basic of drawings
ranges, hills, characteristics of natural characteristics and/or maps,
mounts, of some natural features e.g. of some describe
ENVIRONMENT
OUR NATURAL

plateau, features. lower & features the basic

plains, higher / flat & of the of characteristics
valleys, steep / the natural of some
ridge.) i.e. environment features
/ slope and in Mauritius of the of
height / and Rodrigues the natural
environment
in Mauritius
and Rodrigues
Level Draw and label Draw and Draw and Draw and
3 maps showing label map/s label map/s label map/s
the main features showing the with some accurately
of the natural main features key items with all
environment in of the natural (.e.g. title, key items
Mauritius and environment direction) (title, scale,
Rodrigues in Mauritius showing the direction, key)
and Rodrigues main features showing the
of the natural main features
environment of the natural
in Mauritius environment
and Rodrigues in Mauritius
and Rodrigues

10
 GRADE 5 – OUR NATURAL ENVIRONMENT
TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

1. Recall Level Name features Recall features Recall features Recall features
that the 1 which make of the of the of the
environment up the natural environment environment environment,
is made up environment and differentiate
of natural (rivers, differentiate between
features and mountains, between man-made
man-made sea, valleys man-made and and natural
features etc…) and natural features features and
man-made explain the
environment differences.
(buildings,
gardens,
reservoirs,
roads, etc…)
Name some Name the Name and Name, locate
environmental environmental locate places in places and
ENVIRONMENT
OUR NATURAL

problems in problems in Mauritius and describe

Mauritius and Mauritius and Rodrigues with environmental
Rodrigues Rodrigues environmental problems in
(beach erosion, problems Mauritius and
soil erosion (beach erosion, Rodrigues
and pollution) soil erosion (beach
and pollution) erosion, soil
erosion and
pollution)
Level Draw and label Draw and Draw and Draw and
2 features of the label diagrams label diagrams label diagrams
environment showing showing properly and
features of the features of the creatively
environment environment to show
and features of the
differentiate environment
between and
natural and differentiate
man-made between
features natural and
man-made
feature

11
 Recognise that Name and Name and Name and
natural sites locate natural locate natural locate natural
around the sites on a map sites on a map sites on a map
world are of (examples (examples (examples
great value to provided) provided) provided)
humanity
Realise that Realise that Realise that they
they form part they form part form part of our
of our natural of our natural natural heritage
heritage heritage
Inquire with
Inquire with the use of ICT
the use of ICT (Google Earth)
(Google Earth) Discuss and
give reasons
why they are
important and
need to be
protected
Identify and Identify/locate Identify/ Identify/locate,
describe and name the locate, name, name, interpret
features of the natural features interpret the and describe/
environment shown in the natural features explain the
from pictures diagrams and shown in natural features
and diagrams pictures. diagrams and shown in
pictures. diagrams and
pictures.

Recognise that Name and Name and Name and

natural sites locate natural locate natural locate natural
around the sites on a map sites on a map sites on a map
world are of (examples (examples (examples
great value to provided) provided) provided)
humanity
Realise that Realise that Realise that they
they form part they form part form part of our
of our natural of our natural natural heritage,
heritage heritage, inquire with
inquire with the use of ICT
the use of ICT (Google Earth)
(Google Earth)
Discuss and
give reasons
why they are
important and
need to be
protected
Identify and Identify/locate Identify/ Identify/locate,
describe and name the locate, name, name, interpret
environmental environmental interpret the and describe/
problems from problems environmental explain the
pictures and shown in the problems environmental
diagrams diagrams and shown in problems shown
pictures. diagrams and in diagrams and
pictures. pictures.

12
 Level Explain how Identify some Identify Identify,
3 people’s activities which and briefly describe and
activities may damage the describe the explain the
damage the environment activities which activities which
environment damage the damage the
environment environment
Appreciate Give a simple Give a simple
that we need definition definition
to take actions of the term of the term
to make our sustainability sustainability
environment and discuss
sustainable about it.
List and Name some Name and Name,
appreciate measures taken describe describe and
measures to protect and measures taken realise the
taken to embellish the to protect and importance
prote ct and environment embellish the of measures
embellish the (protect, environment taken to
environment restore and (protect, protect and
(protect, conserve) restore and embellish the
restore and conserve) environment
conserve) (protect,
restore and
conserve)

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement

OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

2. Explore, Level State that State that our State that long State that
describe and 1 Mauritius and islands are of ago our islands long ago our
explain the Rodrigues volcanic origin have been islands have
main natural have been formed by been formed
features of formed by volcanoes by volcanoes
our islands volcanoes which are now
dormant.
Name the Name some of Name the Name and
main products main products main products briefly
of a volcano of a volcano of a volcano describe the
(lava, tuffs, (lava, tuffs, ash, (lava, tuffs, ash, main products
ash, gas) gas) gas) of a volcano
(lava, tuffs,
ash, gas
Locate and Name some Name and Name and
name the of the main locate on a locate on
main volcanic volcanic cones map some a map the
cones and and crater lakes of the main main volcanic
crater lakes in Mauritius volcanic cones cones and
in Mauritius (dormant) and crater lakes crater lakes
(dormant) in Mauritius in Mauritius
Trou aux Cerfs, (dormant) (dormant)
Trou Kanaka,
Basin Blanc,
Grand Bassin,
Bar le Duc,
Mont Piton…
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 Locate and Name one Name the Name and
name active of the active two active locate on a map
volcanoes in volcanoes volcanoes the two active
the south-west (Karthala or La (Karthala or La volcanoes
Indian Ocean Fournaise) Fournaise) (Karthala or La
(active) Fournaise)
Locate and Name and Name and
name relief locate on locate on
features and map/s some map/s the
main rivers relief features relief features
on maps of and main rivers and main rivers
Mauritius and of Mauritius of Mauritius
Rodrigues and Rodrigues and Rodrigues
Level Draw and label Draw and label Draw and label Draw and
2 the main parts a diagram a diagram label diagrams
of a volcano showing some showing the properly and
in eruption parts of a parts of a creatively to
(magma volcano in volcano in show the parts
chamber, pipe, eruption eruption of a volcano in
crater, volcanic eruption
cone)
Differentiate State that State and Describe
between an some describe the with relevant
active and volcanoes difference examples the
a dormant are active between active difference
volcano and others and dormant between active
dormant. volcanoes. and dormant
volcanoes.
Locate and Name and Name, locate Name, locate
describe the locate some and attempted and accurately
main relief of the MAIN to describe described the
features of relief features the MAIN MAIN relief
Mauritius of Mauritius relief features features of
(mountains (mountains of Mauritius Mauritius
and mountain and mountain (mountains (mountains
ranges, central ranges, central and mountain and mountain
plateau and plateau and ranges, central ranges, central
plains) and plains) and plateau and plateau and
Rodrigues Rodrigues plains) and plains) and
(central ridge, (central ridge, Rodrigues Rodrigues
sloping lands sloping lands (central ridge, (central ridge,
and river and river sloping lands sloping lands
valleys, plain) valleys, plain) and river and river
valleys, plain) valleys, plain)
Describe what Provide Provide Provide
are alluvium, a simple a simple a simple
limestone and definition definition and definition,
tuffs. of alluvium, locate where locate where
limestone and alluvium, alluvium,
tuffs. limestone and limestone and
tuffs are found tuffs are found
(Rodrigues) (Rodrigues)
and discuss
about their
characteristics
and/or uses.
14
 Identify and Identify/locate Identify/ Identify/locate,
describe and name the locate, name name, interpret
examples of relief features and attempt and properly
relief features (mountain to describe the describe the
(mountain range, relief features relief features
range, mountain, hill, (mountain (mountain
mountain, hill, plateau, plain, range, range,
plateau, plain, rivers, river mountain, hill, mountain, hill,
rivers, river valley, and plateau, plain, plateau, plain,
valley, and gorges) from rivers, river rivers, river
gorges) from diagrams and valley, and valley, and
diagrams and pictures gorges) from gorges) from
pictures. diagrams and diagrams and
pictures pictures
Draw and Draw Draw and Draw and label
label diagrams diagram/s properly label diagram/s
showing showing diagram/s appropriately
relief features relief features showing and creatively
(mountain (mountain relief features to show the
range, range, (mountain relief features
mountain, mountain, range, (mountain
plateau, plain, plateau, plain, mountain, range,
waterfall, waterfall, plateau, plain, mountain,
gorge, river gorge, river waterfall, plateau, plain,
valley, hill, valley, hill, gorge, river waterfall,
volcanic volcanic valley, hill, gorge, river
cone, crater, cone, crater, volcanic valley, hill,
central ridge, central ridge, cone, crater, volcanic
sloping lands) sloping lands) central ridge, cone, crater,
and coastal and coastal sloping lands) central ridge,
landforms landforms and coastal sloping lands)
(cliff, bay, (cliff, bay, landforms and coastal
beach, coral beach, coral (cliff, bay, landforms
reef) and reef) and beach, coral (cliff, bay,
lagoon lagoon reef) and beach, coral
lagoon reef) and
lagoon
Level Describe a List some of Attempt Describe
3 volcano in the stages to describe correctly the
eruption during a some the stages during
volcanic stages during a volcanic
eruption a volcanic eruption
(magma from eruption (magma from
the chamber, (magma from the chamber,
eruption from the chamber, eruption from
a vent, magma eruption from a vent, magma
rising through a vent, magma rising through
the pipe, lava rising through the pipe, lava
flowing out the pipe, lava flowing out
of the crater, flowing out of the crater,
a cone is built of the crater, a cone is built
up) a cone is built up)
up)

15
 Give simple State that Describe some Describe and
explanations Mauritius and of the main briefly explain
about the Rodrigues facts in the the main
formation of were formed formation of facts and/or
Mauritius and by volcanoes Mauritius and sequence in the
Rodrigues long ago and Rodrigues formation of
provide some Mauritius and
elements of Rodrigues
description
Draw, read Read and/ Read and Read and
and interpret or Draw and interpret; and/ interpret and/
simple relief label map/s or Draw and or Draw and
maps of showing relief label map/s label accurately
Mauritius and of Mauritius relief of map/s with all
Rodrigues and Rodrigues Mauritius and key items (title,
Rodrigues with scale, direction,
some key items key)
(title, scale,
direction, key)

GRADE 3 – WEATHER
TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Observe Level Describe the Name types Identify Identify, name

and record 1 weather of the of weather and name and describe
a variety day (sunny, the type of the type of
of weather cloudy, rainy and weather of weather of
conditions windy) the day the day
Level Recognise Identify Identify and Identify and
2 weather weather state the describe
conditions conditions differences in a short
through through among the sentence
diagrams, diagrams, weather the weather
pictures and line pictures and conditions conditions
drawings. line drawings. through through
diagrams, diagrams,
WEATHER

pictures and pictures and

line drawings. line drawings.
Draw and label Draw the Draw and Draw and
different weather different label the label, with
conditions weather different creativity
conditions weather and properly
conditions the different
weather
conditions
Read and Name the Name and Name and
interpret a weather interpret interpret
weather chart conditions the weather the weather
from a conditions conditions
weather chart from a from a
weather chart weather chart
and describe
the uses of a
weather chart
16
 Level Recognise and Recognise Recognise and Recognise
3 draw symbols some weather draw some of and draw
to represent symbols the weather the weather
the weather symbols symbols
conditions appropriately
Observe, record Observe Observe, Observe,
and draw a and identify identify and identify
weather chart for the weather record the record and
one week. condition weather draw the
condition symbol on a
weather chart
accurately

GRADE 4 – WEATHER
TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Identify Level Identify and Name the Name and Name and
and name 1 describe the two seasons describe at describe the
instruments two seasons of (summer and least one two seasons
used to Mauritius and winter) of the two properly
measure Rodrigues. seasons
temperature, properly
rainfall, wind Draw and label Draw Draw Draw
direction and diagram showing diagram/s and label and label
speed the two seasons. showing appropriately appropriately
winter and/or diagram/s diagram/s
summer showing to show the
winter and/or difference
summer between
winter and
summer
Name the Name Name the Name the
WEATHER

instruments used some of the instruments instruments

to record weather instruments used to record used to
conditions. used to record weather record
(Thermometer, weather conditions weather
rain gauge, conditions. and attempt conditions
wind vane and to explain and explain
anemome-ter) the specific the specific
function function
of some of each
instruments instruments
Level Identify the Name one Name State the
2 summer and summer summer summer
winter months and winter and winter and winter
of Mauritius and month of months of periods of
Rodrigues. Mauritius and Mauritius and Mauritius and
Rodrigues. Rodrigues. Rodrigues.
(from … to …

17
 Differentiate Recall the Recall the Recall the
between the summer and summer and summer and
two seasons of winter periods winter periods winter periods
Mauritius and of Mauritius of Mauritius of Mauritius
Rodrigues. and Rodrigues. and Rodrigues. and Rodrigues.
(from … to …) (from … to (from … to …)
…) and state and describe
some of the the differences
differences
Recognise the Identify the Identify and Identify and
type of season types of season state the discuss the
through through differences differences
diagrams, diagrams, between between
pictures and pictures and the types of the types of
drawings. drawings. season through season through
diagrams, diagrams,
pictures and pictures and
drawings. drawings.
Level Make their Make their Make Make
3 own rain own rain gauge functioning functioning
gauge and and wind vane rain gauge and rain gauge and
wind vane to wind vane to wind vane to
observe and observe and observe and
record rainfall record rainfall record rainfall
(in mm) and (in mm) and (in mm) and
wind direction. wind direction. wind direction
on a weather
chart during a
week / month
Follow the List the media Recall for Recall for
weather through which a week the a week the
forecast the weather weather
issued by the meteorological forecast forecast
meteorological station issues issued by the issued by the
station the weather meteorological meteorological
(Mauritius and forecast station. station and
Rodrigues) discuss its
consistency
Realise the State one State the Discuss the
importance importance importance importance
of weather use of weather of weather of weather
forecast. (for forecast for forecast for forecast for
agriculture, people and people and people and
for air and sea their activities their activities their activities
transport, for
schools etc…)
Realise that State one State the Discuss how
weather weather weather weather
conditions condition conditions conditions
affect our lives which affect which affect affect our lives
and activities. our lives and our lives and and activities.
(rainfall, activities. activities. (rainfall,
drought, (rainfall, (rainfall, drought,
cyclone) drought, drought, cyclone)
cyclone) cyclone)

18
 GRADE 5 – WEATHER
TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Describe Level Name the Recall that a State that Describe how
and explain 1 instrument thermometer temperature and when
the climatic used to is used to is measured in temperature is
conditions measure measure degree Celsius recorded
in Mauritius and record and record
and temperature temperature
Rodrigues Read the Read the Read and
(temperature temperat- temperature interpret the
and rainfall) ure from a from a temperature
thermometer diagram/ (cold, cool,
(diagram/ picture of a warm, hot)
picture) thermometer from a
diagram/
picture of a
thermometer
Draw and Draw Draw and label Draw and label
label diagrams diagram/s appropriately appropriately
showing diagram/s diagram/s
WEATHER

showing
convectional convectional showing to show the
and relief and relief rains convectional difference
rains and relief rains between
convectional
and relief rains
Level Describe what Describe Describe
2 is temperature partially properly
of the air temperature temperature
(how hot / (how hot or
how cold the how cold the
air is) air is)
Use a Recognise Recognise the Recognise the
thermometer that the instrument, instrument,
to read instrument read and record read and record
and record is a temperature. temperature;
temperature thermometer and infer that
in degree the liquid rises
Celsius and falls with
change in
temperature
Describe the State the State and Describe and
temperature temperature describe the explain the
in Mauritius prevailing in temperature temperature
and Rodrigues Mauritius and prevailing in prevailing in
Rodrigues. Mauritius and Mauritius and
Rodrigues. Rodrigues.

19
 Describe how State the State and Describe and
temperature temperature describe the explain the
changes with in summer change in change in
seasons in and winter in temperature temperature
Mauritius and Mauritius and between between
Rodrigues. Rodrigues. summer and summer and
winter in winter in
Mauritius and Mauritius and
Rodrigues. Rodrigues.
Interpret Describe Describe and Demonstrate
diagrams and elements / conclude that and explain
pictures to features of temperature that
deduce that diagrams and decreases temperature
temperature pictures. with decreases with
decreases with height. (e.g. height. (e.g.
height, e.g. Kilimanjaro) Kilimanjaro)
Kilimanjaro with the use with the use of
of diagrams diagrams and
and pictures pictures
Explain how rain Explain how Identify and Identify and
is formed within rain is formed describe describe
the water cycle within the in correct in correct
process water cycle sequence the sequence the
process water cycle water cycle
and explain
how rain is
formed
Infer that rainfall Name and Name and Describe and
distribution is locate on locate on explain rainfall
related to relief map/s the map/s the distribution
(windward and windward windward in relation
leeward sides), and leeward and leeward to relief
seasons and sides, and the sides, and the (windward and
the South East South East South East leeward sides),
Trade Winds Trade Winds Trade Winds seasons and
(prevailing (prevailing (prevailing the South East
winds) winds) winds) and Trade Winds
describe (prevailing
the rainfall winds)
distribution
Identify and Identify/ Identify/ Identify/
describe locate locate, name locate, name,
convectional and name and attempt properly
and relief the type to describe describe and
rains through of rainfall the type differentiate
diagrams and through of rainfall between the
pictures diagrams and through two types of
pictures diagrams and rainfall through
pictures diagrams and
pictures

20
Level Describe the Describe Describe Describe
3 temperat- (only) that the clearly that the
ure over the that the temperature temperature
Earth’s surface temperature changes over changes over
by stating that is either the Earth’s the Earth’s
temperature hot at the surface from surface by
changes from the Equator or hot to cold. stating that
Equator (hot) to cold at the temperature
the Poles. poles. changes from
(cold) the Equator
(hot) to the
Poles. (cold)
Draw a globe Draw a globe Draw and Draw and label
showing how showing label a globe appropriately a
temperature temperature showing globe showing
changes from changes temperature temperature
Equator to the change from changes from
Poles. equator to equator to the
the Poles Poles with the
correct colour
theme.
Explain how Describe that Describe that Describe and
temperature temperature temperature explain the
changes also changes from changes from temperature
with height lowlands to lowlands to change from
(from place highlands highlands lowlands to
to place) in and between and between highlands
Mauritius and windward and windward and and between
Rodrigues. leeward sides leeward sides windward and
with the use leeward sides
of relevant with the use
examples of relevant
examples
Infer that Describe that Describe that Infer and
temperature temperature temperature discuss the
decreases with decreases decreases decrease in
height (altitude) with altitude with altitude temperature
with the use with altitude
of relevant with the use
examples of relevant
examples
Describe and Describe the Describe and Describe and
explain the formation explain the explain the
formation of one of formation formation
of relief and the types of of one of of relief and
convectional rainfall. the types of convectional
rains rainfall rains

21
 Differenti- Describe the Describe the With the use
ate between differences differences of well labelled
relief rain and between between diagrams and/
convectional relief rain and relief rain and or a concept
rain by convectional convectional rain map, explain
answering the rain by by answering to the differences
geographic answering to the geographic between relief rain
questions: some of the questions: when, and convectional
when, why, geographic why, how and rain by answering
how and questions: where. to the geographic
where. when, why, questions: when,
how and why, how and
where. where
Explain that Identify Identify some Identify some
the climate some human human activities human activities
is changing activities that that pollute the that pollute
because pollute the atmosphere and the atmosphere
of human atmosphere. describe what is and describe
activities climate change. what is climate
change and its
consequences.
Extract and Read and Read and Read, interpret,
interpret describe describe describe
information on information information from and discuss
climate from on climate tables, maps, information from
tables, maps, from some of grid maps and tables, maps,
grid maps and the secondary climate graphs grid maps and
climate graphs. sources (interpreting climate graphs
properly a climate (interpreting
graph) properly a climate
graph)

GRADE 6 – LAND USE

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Recognize Level Recognise Name the Name and Name,

the types of 1 and name the common recognise recognise
land use and different types types of from various and describe
investigate of land use and land use in sources the from various
the recent define the term Mauritius and common sources the
changes in ‘wasteland’ Rodrigues types of common
Mauritius land use in types of
LAND USE

and Mauritius and land use in

Rodrigues Rodrigues, Mauritius and
describe what Rodrigues,
Land use and a wasteland is. discuss on
changing wastelands.
land use / Explain the Show a partial Provide Discuss the
case study meaning of the understanding properly a meaning of
: land use term ‘tourist’ of what a definition the term
for tourism tourist; e.g. for the term ‘tourist’
purposes ‘someone ‘tourist’ and provide
(the tourist who travel’ a proper
sector) definition

22
 Give examples Name some Name and Describe and
of jobs in the jobs in the describe a discuss the
tourist industry tourist variety of jobs importance
industry. in the tourist of people
industry working in
the tourist
industry
Locate and name Name some Name and Name and
the countries of the main locate on a locate on a
from which countries of map some map some
tourists come to origin of the main of the main
Mauritius countries of countries of
origin origin and
discuss why
tourists come
from these
countries.
Level Define the term Show a partial Provide a Discuss the
2 land use and understanding definition meaning of
give reasons of what for the term the term ‘land
to account for land use is ‘land use’ use’, provide
different types and state and describe a proper
of land use some of the some of the definition and
reasons for reasons for describe the
the different the different reasons for
types of land types of land the different
use (purpose/ use (purpose types of land
function/ / function/ use (purpose/
activities/ activities/ function/
development) development) activities/
development)
Explore one Inquire and Inquire and Inquire,
change in recognise recognise recognise
land use : The from various from various from various
Tourist sector sources that sources that sources and
and explain one important land use discuss why
the changes in land use in changed land use
land use for the Mauritius is mostly from changed
development for tourism agricultural mostly from
of the tourist purposes. to tourism agricultural
sector purposes to tourism
purposes
Explain the Inquire and Inquire and Inquire,
geographical recognise recognise recognise
location of from various from various and explain
tourist hotels sources that sources that from various
most of our most of our sources
hotels are hotels are (providing
along the along the relevant
coast coast near examples)
the sandy the
beaches; geographical
providing location of
relevant most of our
examples. hotels.

23
 Give reasons Give one Give reasons Gives reasons
why tourists reason why why tourists and discuss
come to tourists come come to our why and how
Mauritius and to our islands islands tourists come
Rodrigues to our islands
State the State one of Identify the Identify and
benefits of the benefits main benefits discuss the
the tourist of the tourist of the tourist benefits of
industry industry industry the tourists
industry
Draw and label Draw and label Draw and label Draw and label
a map showing a map showing a map showing appropriately
types of land the types of the types of a map showing
use. land use in land use in the types of
Mauritius and Mauritius land use in
with some Mauritius with
key items all the key
(title, scale, items (title,
direction, key) scale, direction,
key)
Level Identify and Inquire and Use various Use various
3 explain the recognise from sources to sources to
recent changes various sources inquire, inquire,
land use the recent recognise and recognise
changes land describe the and explain
use. recent changes the recent
land use. changes land
use, including
the concept of
time. (or using
a timeline)
2. Read and Read and Read and Read, interpret,
interpret data, describe describe describe
maps and information information and discuss
pictures and correctly on correctly from information
diagrams on land use and maps and correctly from
land use and changes in pictures and maps and
changes in land land use from diagrams on pictures and
use some of the land use and diagrams on
secondary changes in land use and
sources land use changes in land
use

24
TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

2. Level Name some crops Name some Name some Name and
Investigate 1 grown and some crops grown crops grown discuss some
land use in animals reared and some and some crops grown
agriculture in Mauritius and animals animals reared and some
and the Rodrigues reared in your in Mauritius animals
methods of immediate and Rodrigues reared in
farming in environment. Mauritius and
Mauritius Rodrigues
and Locate some Locate some Inquire from Inquire from
Rodrigues places where the places where various various
land is used for the land is sources sources
agriculture in used for (maps) some (maps) some
Mauritius and agriculture in places where places where
Rodrigues Mauritius and the land is the land is
Rodrigues used for used for
agriculture in agriculture in
Mauritius and Mauritius and
Rodrigues Rodrigues
and discuss
the location
factors
Locate and State where Inquire from Inquire from
name sugar cane sugar cane various various
LAND USE

growing areas is grown in sources sources

and sugar mills Mauritius (maps) where (maps) where
and name the sugar cane sugar cane
sugar mills is grown in is grown in
Mauritius Mauritius
and name the and name the
sugar mills sugar mills
and discuss
the location
factors
Level Define the term Give a simple Give a simple
2 ‘agriculture’ definition definition
and explain its of the term of the term
importance ‘agriculture’ ‘agriculture’
and
discuss the
importance of
agriculture
List and describe Name the Name and Name,
the types of 4 types of describe the describe and
farming in farming in 4 types of discuss the
Mauritius and Mauritius and farming in 4 types of
Rodrigues Rodrigues Mauritius and farming in
Rodrigues Mauritius and
Rodrigues

25
 Level Explain why Describe Describe Discuss
3 terrace farming terrace and locate why terrace
is practised in farming where terrace farming is
Rodrigues farming is practised in
practised in Rodrigues
Rodrigues

Interpret data, Read and Read, Read,

maps, and describe interpret interpret,
pictures and information and describe describe
diagrams related correctly on information and discuss
to agricultural agricultural correctly from information
land use land use from maps and correctly from
some of the pictures and maps and
secondary diagrams on pictures and
sources agricultural diagrams on
land use agricultural
land use
Realise that in Recognise Inquire and Inquire,
Mauritius land that in recognise recognise
use changed Mauritius land from various from various
mostly from use changed sources that sources and
agricultural to mostly from in Mauritius discuss why
other types of agricultural to land use land use
land use. other types of changed changed
land use. mostly from mostly from
agricultural to agricultural to
other types of other types of
land use. land use.

GRADE 6 – NATURAL HAZARDS

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Recognise Level Define the term Give a simple Give a simple

different 1 ‘natural hazard’ definition definition
types of of the term of the term
natural ‘’natural ‘natural
hazards and hazards’’ hazards’ and
discuss their discuss about
impact them
HAZARDS
NATURAL

Name the most Name the Name and Name,

common ‘natural most common describe describe
(cyclones, hazards’ (cyclone, ‘natural the most and discuss
torrential torrential rain, hazards’ common the most
rain, flash flash flood, affecting ‘natural common
floods, drought, volcano, Mauritius and hazards’ ‘natural
drought, earthquake and Rodrigues affecting hazards’
volcanoes, tsunami) (cyclone, countries in affecting
earthquakes torrential rain, the Indian countries in
and flash flood, Ocean region. the Indian
tsunami.) drought) Ocean region

26
 Level Describe the State the Using relevant Using relevant
2 causes of conditions for examples and/ examples and/
these natural the occurrence or diagrams or diagrams
hazards of the natural state the discuss the
hazards conditions for occurrence
the occurrence of the natural
of the natural hazards in the
hazards Indian Ocean
Level State the State the effects State the effects Inquire on
3 effects of of natural of natural the effects of
these hazards hazards on hazards on natural hazards
on people, people, human people, human on people,
human activities and activities and human activities
activities and the natural the natural and the natural
the natural environment in environment in environment
environment Mauritius and countries of the
Rodrigues Indian Ocean.
List some State some basic State and Inquire and
precautions precautions explain explain and
that should that should be why some why some
be taken taken for better precautions precautions
for better preparedness that should be should be
preparedness and reduce risks. taken for better taken for better
and reduce preparedness preparedness
risks. and reduce and reduce risks
risks.
Realise that Realise that Realise that we Suggest actions
we need many people need to show to be taken to
to show need support empathy and demonstrate
empathy and and help during solidarity during solidarity during
solidarity such events such events such events
during such
events

GRADE 3 – MAP SKILLS

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Demonstrate Level Trace and draw Trace and Trace and Trace and
basic 1 simple maps and draw simple draw simple draw simple
graphical symbols maps maps and maps and
skills symbols symbols
creatively and
accurately
MAP SKILLS

Level Interpret Observe and Observe, Observe,

2 diagrams, recognise recognise recognise
pictures, line features in and interpret and interpret
drawings and diagrams, features in and discuss
maps pictures, line diagrams, features in
drawings and pictures, line diagrams,
maps drawings and pictures, line
maps drawings and
maps

27
 Level Compare Observe and Observe, Observe,
3 and describe compare compare and compare,
diagrams and features in differentiate differentiate
pictures. diagrams and among the among the
pictures. features in features in
diagrams and diagrams and
pictures pictures and
discuss

GRADE 4 – MAP SKILLS

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Locate places Level Identify the Identify the Identify the Draw and
and features 1 four cardinal four cardinal four cardinal label a
on a map points and four points points diagram to
using the intermediate and four show the
grid system, points intermediate four cardinal
direction and points points
scale. and four
intermediate
points
Level Locate features Identify the Identify in Draw a
MAP SKILLS

2 on a grid line map features on which grid is a feature in the

the grid line feature on the correct grid
map grid line map on the grid
line map
Read a map with Identify the Locate the
the use of a key symbols in the specific
key symbols on
the map
Level Measure straight Measure Measure Measure
3 line distances straight line straight line straight line
between two distances distances distances
points by using a between two between two between two
scale points close to points by points by
each other by using a scale using a scale
using a scale with accuracy

GRADE 5 – MAP SKILLS

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Read, Level Locate places Recall the Locate places

interpret 1 on a map using 4 cardinal on a map
and extract simple grid and points (N, S, using simple
information direction – 4 E,W) and 4 grid and
from a range cardinal points intermediate direction –
MAP SKILLS

of maps, (N, S, E,W) and points NE, 4 cardinal

graphs 4 intermediate NW, SE , SW) points (N, S,
and ICT points NE, NW, E,W) and 4
applications SE , SW) intermediate
points NE,
28 NW, SE , SW)
 Measure Measure Measure straight
distances on straight line line distances
a map using distances between two
the scale between two points by
points by using a scale
using a scale with accuracy
(reinforcement) (reinforcement)
Read and Read a map Read and
interpret a with the use interpret a map
map using a of with some with the use
key, symbols key items of key items
and scale (title, scale, (title, scale,
direction, key) - direction, key) -
reinforcement reinforcement
Recognise Identify the Identify and
outline Mascarene describe the
maps of the islands, Agalega Mascarene
Mascarene and Madagascar islands, Agalega
islands, from outline and Madagascar
Agalega and maps from outline
Madagascar. maps
Locate and Name the main Name and Name, locate
name the lines of latitude locate on a on a map and
main lines of and longitude map the main describe the
latitude and (equator, lines of latitude main lines of
longitude Tropic of and longitude latitude and
Cancer, Tropic (Equator, Tropic longitude
of Capricorn, of Cancer, Tropic (Equator, Tropic
Greenwich of Capricorn, of cancer, tropic
Meridian) Greenwich of Capricorn,
Meridian) Greenwich
Meridian)
Level Read and Recognise Recognise and Recognise,
2 interpret the type of interpret the interpret and
maps with isoline on a purpose of the discuss the
isolines map (contour isoline on a isoline on a
(contour lines, isotherm, map (contour map (contour
lines, isohyet) lines, isotherm, lines, isotherm,
isotherm, isohyet) isohyet)
isohyet)
Recognise Recognise the Recognise the Recognise the
the outline outline map of outline map of outline map
map and Africa Africa and name of Africa and
the oceans the two oceans name the two
and seas bordering it oceans and
bordering (Atlantic and seas bordering
Africa Indian oceans) it (Atlantic and
Indian oceans,
Red Sea,
Mozambique
Channel and
Mediterranean
Sea)

29
 Locate and Name the Locate and Locate, name
name the main global name the main and describe
main global features global features the main global
features on (continents, on a globe/ features on a
a globe/ oceans, world map globe/world
world map mountain (continents, map (continents,
(continents, ranges, rivers) oceans, oceans,
oceans, mountain mountain ranges,
mountain ranges, rivers) rivers)
ranges, rivers)
Draw the Draw and label Draw and label Draw and label
outline map a map showing a map showing appropriately
and label the oceans and showing the a map showing
the oceans seas bordering oceans and the types of land
and seas Africa seas bordering use in Mauritius
bordering of the Indian Africa with all the key
Africa Ocean of the Indian items (title, scale,
of the Indian Ocean with direction, key)
Ocean some key items
(title, scale,
direction, key)
Draw and Draw and Draw and Draw and label
label a world label a map label a map appropriately
map showing showing the showing the a map showing
the main main physical main physical the main
physical features features physical features
features (continents, (continents, (continents,
(continents, oceans, oceans, oceans,
oceans, mountain mountain mountain ranges,
mountain ranges, rivers) ranges, rivers) rivers)with all the
ranges, rivers) with some key key items (title,
items (title, scale, direction,
scale, direction, key)
key)
Locate Locate Give the latitude
countries, countries, and longitude of
capital cities capital cities any given capital
and ports in and ports in cities and ports
the Indian the Indian in the Indian
Ocean and Ocean and Ocean and wider
wider region wider region region
using latitude using the given
and longitude latitude and
longitude
Level Extract and Identify the Extract and Extract, interpret
3 interpret type and interpret and explain
information purpose of the information information
tables and information tables and tables and graphs
graphs (Line tables and graphs (line (line graph, bar
graph, bar graphs graph, bar graph, pie chart)
graph, pie graph, pie
chart) chart)

30
 Extract Identify the Extract and Extract, interpret
information type and interpret and explain
from larger purpose of information information
scale maps of larger scale from larger from larger
Mauritius and maps of scale maps scale maps
Rodrigues Mauritius and of Mauritius of Mauritius
Rodrigues and Rodrigues and Rodrigues
(local, district, (local, district, (local, district,
regional, regional, regional, coastal
coastal / coastal / / agriculture,
agriculture, agriculture, locality,
locality, locality, tourism…)
tourism …) tourism …)
Draw and Draw and Draw and Draw and label
label a map label a map label a map appropriately
showing the showing the showing the a map showing
main islands, main islands, main islands, the main islands,
countries and countries and countries and countries and
seas of the seas of the seas of the seas of the
Indian Ocean Indian Ocean Indian Ocean Indian Ocean /
/ rim / rim / rim rim
with some key with all the key
items (title, items (title, scale,
scale, direction, direction, key)
key)

GRADE 6 – MAP SKILLS

TOPIC LEARNING SPECIFIC Achievement Achievement Achievement
OUTCOME LEARNING Level Level Level
OUTCOMES 1 2 3

Read, Level Locate places Recall the 4 Locate places

interpret 1 on a map using cardinal points on a map using
and extract simple grid and (N, S, E,W) and simple grid and
information direction – 4 4 intermediate direction – 4
from a cardinal points points NE, NW, cardinal points
range of (N, S, E,W) and SE , SW) (N, S, E,W) and
maps, 4 intermediate 4 intermediate
graphs points NE, NW, points NE, NW,
and ICT SE , SW) SE , SW)
applications Measure Measure Measure
MAP SKILLS

distances on a straight line straight line

map using the distances distances
scale between two between two
points by points by
using a scale using a scale
(reinforcement) with accuracy
(reinforcement)
Read and Read a map Read and
interpret a map with the use interpret a map
using a key, of with some with the use
symbols and key items of key items
scale (title, scale, (title, scale,
direction, key) - direction, key) -
reinforcement reinforcement

31
 Level Read and Recognise Recognise Recognise,
2 interpret maps the type of and interpret interpret and
with isolines isoline on a the purpose discuss the
(contour lines, map (contour of the isoline isoline on a
isotherm, lines, on a map map (contour
isohyet) isotherm, (contour lines, lines, isotherm,
isohyet) isotherm, isohyet)
isohyet)

Level Extract and Identify the Extract and Extract,

3 interpret type and interpret interpret
information purpose information and explain
tables and of the tables and information
graphs (line information graphs (line tables and
graph, bar graph, tables and graph, bar graphs (line
pie chart) graphs graph, pie graph, bar
chart) graph, pie
chart)
Extract Identify the Extract and Extract,
information type and interpret interpret
from larger purpose of information and explain
scale maps larger scale from larger information
of Mauritius, maps scale maps from larger
Rodrigues, scale maps
Indian ocean and
the World
Draw and label Draw and Draw and Draw and label
maps showing label a map label a map appropriately
areas facing showing areas showing areas a map showing
natural hazards facing natural facing natural areas facing
in the Indian hazards in the hazards in the natural hazards
Ocean Indian Ocean Indian Ocean in the Indian
with some Ocean with all
key items the key items
(title, scale, (title, scale,
direction, key) direction, key)

32
www.mie.ac.mu

December 2015