Learning About Our Culture

Learning About Our Culture

Level: Primary

Series Title: Carlong Primary Integrated Studies (CPIS)

Subject: Integrated Studies

ISBN: 978 976 638 078 6

Pages: 180

Age Group: 8 - 9 years

Published: 2007

Carlong has pioneered the development of a comprehensive range of activity-oriented textbooks for Jamaica's new, completely integrated curriculum for the first three years of primary school. The series is organized around the curriculum's focus questions and emphasizes concept formation, content coverage, skills development and vocabulary building.

To ensure comprehensive coverage of the curriculum, there are five books for each year, making a total of fifteen books for three years.

Learning About Our Culture is an attractive activity-oriented textbook which generates an enthusiasm for learning through class discussions, group work, games, puzzles, poetry and alternative assessment strategies that have been aligned to the Focus Questions, Objectives and Attainment Targets of the Revised Primary Curriculum.


Phyllis Reynolds
a distinguished educator who has worked as both teacher and administrator. She is a former Assistant Chief Education Officer for Curriculum in Jamaica.
Bernetta Porter
former Senior Education Officer in the MOE, Jamaica and has been the Training Officer for the Primary Education Support Project (PESP). She has also served as Assistant Coordinator of the NAP.
Sharon Neil
taught English as Principal Lecturer at the tertiary level. She is a Senior Education Officer in the MOE, Jamaica where she has served on the Primary Education Implementation Project (PEIP) and on the NAP.
Pansy Robinson
experienced educator of social studies programmes for teachers at all levels of the educational system. She served for some time as Education Officer for Social Studies in the MOE, Jamaica.
Marceline Collins-Figueroa
experienced educator and senior lecturer in science education at the UWI, Mona.

Key Features

  • Concepts taught using a completely integrated and student-centred approach
  • Students will develop critical-thinking, problem-solving and science process skills, as well as positive values, attitudes and habits of mind
  • Activities and content designed to lay the pedagogical foundation for upper primary
  • Attractive and stimulating visuals are an integral part of the learning process

Look out For:

  • Assessment tasks interwoven throughout as well as at the end of each Focus Question
  • What have you learnt? and Window on Words at the end of each Focus Question summarize the concepts and key words learnt
  • Teacher/Parent Help pages involve parents and guardians in their child's learning process

Notes To Teachers:

Carlong Primary Integrated Studies: Learning About Our Culture, is the fourth of five books intended for Grade 3 students in the public and private school system. This hands-on, student-friendly, student-centred, activity oriented textbook addresses Unit 3 Term 2 of the Revised Primary Curriculum (RPC) for Grade 3.

The Grade 3 books are different in format (portrait) from the Carlong Primary Integrated Studies books for Grades 1 and 2 (landscape). This format gives the books a more mature look and gives the students a sense of progression. The books are also designed to satisfy the cognitive and pedagogical foundation for upper primary work. Grade 3 is the pivotal and most challenging year at the lower primary level, therefore the content and activities in these books are more detailed and demand more ‘time on task’ as children prepare to move on to Grade 4.

Curriculum Coverage and Match

In order to provide adequate coverage of the integrated curriculum it was necessary to divide the year’s work into five attractive books. Each book has a title that captures the essence of the content covered in that book. The section of the curriculum that each book addresses is clearly indicated on the cover.

The topics in this book:

  • follow the sequence of the Ministry of Education and Youth’s curriculum guide

  • address the attainment targets, objectives and focus questions

  • expand on the procedures and activities suggested in the guide

  • incorporate new procedures and activities to provide adequate depth and coverage to:

    • satisfy the demands of the objectives

    • ensure that students master the attainment targets.

The Integrated Units

We have tried to ensure coherence across and within the integrated units as well with the ‘Windows’ for Mathematics and Language Arts. We have also designed activities that integrate the Visual and Performing Arts (the “heart and soul” of the Revised Primary Curriculum), Religious Education, Science and Technology, Social Studies, Physical Education, Mathematics and Language Arts, as well as aspects of Information Technology. This is in order to provide:

the foundation, content and skills necessary for the discrete subject approach used in the upper primary curriculum (Grades 4–6)

support for the curriculum

a rich, holistic experience for students.

Provision for ‘Windows’


To facilitate as smooth a flow and as comprehensive a coverage as possible, we have integrated key Mathematics and Language Arts concepts and activities to support the ‘Windows’ programme.

Organization of the Books

The books are organized to help you recognize immediately which section of the unit each page addresses. The unit number and Focus Question being addressed are printed at the top of every right-hand page as a signpost. In addition, the headings relate to either a Focus Question, the Objectives being treated or incorporate phrases or concepts from the suggested Procedures/Activities in the curriculum guide.


We have included a wide variety of activities throughout the books. These activities:

  • require students to:
    • talk with one another in small groups or in whole class discussions
    • express their own ideas and listen to others
    • research and present data in a variety of way
    • begin to take responsibility for their own learning
    • tell or write their responses to questions
  • facilitate the development of conceptual understanding
  • stimulate critical thinking and problem solving
  • address the multiple intelligences and varying abilities of students
  • are designed to be challenging and fun
  • can serve as continuous assessment.