Teaching and learning resources help Ghanaian teachers translate curriculum objectives into meaningful classroom experiences. This complete guide explains the major types of teaching and learning resources, how teachers can select, create and use them effectively, and where to find approved curriculum and instructional materials in Ghana.
By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026
Article Information Box
| Article Information | Details |
|---|---|
| Article Type | Evergreen Education Guide |
| Category | Learn |
| Hub | Teaching and Learning Resources |
| Cluster | Teacher Education and Training |
| Primary Audience | Teachers and Educators |
| Coverage | Ghana |
| Focus | Teaching and Learning Resources |
| Last Updated | August 2026 |
Fact Check & Editorial Review
| Editorial Status | Details |
|---|---|
| Fact Checked | ✔ Verified against official education sources |
| Reviewed By | EducateGhana Editorial Team |
| Last Reviewed | August 2026 |
| Primary Sources | GES, NaCCA and Ministry of Education resources |
Introduction
Teaching and learning resources are an essential part of effective classroom practice in Ghana. They help teachers present concepts clearly, provide learners with opportunities to interact with content, and connect abstract ideas with practical experiences.
The quality of teaching does not depend solely on the availability of expensive equipment. A well-selected textbook, chart, specimen, locally produced model, picture, map, worksheet, digital presentation or real-life object can support learning when it is properly connected to the lesson objectives.
Ghana’s curriculum framework places considerable emphasis on learner-centred teaching, competencies, assessment and meaningful engagement with subject content. The National Council for Curriculum and Assessment (NaCCA) provides curriculum materials, teacher manuals, resource packs and approved instructional materials intended to support classroom implementation.
The Ghana Education Service (GES) also maintains dedicated sections for curriculum materials, teacher resources, policies, guidelines and downloads. These official resources provide teachers with useful materials for planning and classroom practice.
This guide explains the main teaching and learning resources available to Ghanaian teachers, how to select appropriate materials, how to use low-cost and locally available resources, and how digital tools can complement conventional classroom materials.
Key Takeaways
- Teaching and learning resources support teachers in explaining concepts and engaging learners.
- Resources should be selected according to curriculum objectives, learner needs and lesson activities.
- Textbooks, teacher manuals, charts, models, specimens, worksheets and real objects remain important classroom resources.
- Digital resources can complement physical teaching and learning materials where appropriate infrastructure is available.
- NaCCA provides curriculum materials, teacher manuals, resource packs and information on approved instructional materials.
- GES provides curriculum materials, teacher resources, policies and downloadable education resources.
- Teachers can create effective low-cost teaching materials using locally available objects.
- Good resource selection should consider accuracy, relevance, accessibility, inclusiveness, durability and cost.
- Teaching resources should support learning rather than become a distraction from the lesson objective.
What Are Teaching and Learning Resources?
Teaching and learning resources are materials, tools, objects, technologies and other forms of support used to facilitate teaching and learning. They may be physical, printed, digital, human or environmental.
A teaching resource can help the teacher introduce a topic, explain a difficult concept, demonstrate a process, organize learner activities, assess understanding or provide opportunities for independent learning.
In the Ghanaian context, teaching and learning resources should be linked to the curriculum. NaCCA’s curriculum materials identify expected learning outcomes, content, approaches to teaching and assessment. Its teacher resource materials are designed to help teachers understand curriculum requirements and translate them into classroom practice.
Teaching and learning resources therefore should not be viewed simply as classroom decorations. Their value lies in how effectively they help learners achieve intended learning outcomes.
For example, a teacher teaching fractions may use bottle tops, paper strips or pieces of fruit to demonstrate parts of a whole. A science teacher may use locally available materials to demonstrate filtration or changes in matter. A geography teacher may use a map, photographs or locally relevant environmental features to explain geographical concepts.
➡ Related: [Teaching Practice in Ghana: Requirements and Guidelines]
➡ Related: [Classroom Management Strategies for Teachers in Ghana]
Types of Teaching and Learning Resources in Ghana
Teaching and learning resources can be grouped into several broad categories. The categories often overlap because one resource can serve several purposes.
1. Printed Resources
Printed materials remain among the most widely used resources in Ghanaian classrooms.
They include textbooks, teacher guides, workbooks, exercise books, worksheets, handouts, newspapers, magazines, maps, atlases, dictionaries and reference books.
Textbooks provide structured content and can help learners consolidate concepts introduced during lessons. Teachers, however, should avoid treating textbooks as substitutes for the curriculum. A textbook is useful when its content and activities support the intended curriculum outcomes.
2. Visual Resources
Visual resources help learners understand information through images and representations.
Examples include charts, diagrams, photographs, posters, drawings, flashcards, maps, graphs, timelines and illustrations.
Visual materials are particularly useful when teaching concepts that are difficult to observe directly. They can also support learners who benefit from visual representation of information.
3. Audio Resources
Audio resources include recorded speeches, songs, pronunciation recordings, interviews, radio programmes, podcasts and other sound-based materials.
They can be particularly useful in language teaching, music education, social studies and lessons involving oral communication.
4. Audio-Visual Resources
Audio-visual resources combine sound and visual information.
Examples include educational videos, documentaries, animations, recorded demonstrations and teacher-created instructional videos.
When carefully selected, such resources can provide learners with experiences that may be difficult to reproduce physically in the classroom.
5. Real Objects and Specimens
Real objects can provide direct learning experiences.
A science teacher may use leaves, seeds, rocks, soil samples or laboratory specimens. A mathematics teacher may use everyday objects to explain measurement, shape, volume or quantity. An agricultural science teacher may use farm tools or crops.
These resources are particularly valuable because they connect classroom learning with the learner’s environment.
6. Models and Manipulatives
Models represent objects, systems or processes.
Examples include globes, anatomical models, geometric solids, molecular models, maps, circuit models and teacher-made representations.
Manipulatives are objects learners can physically handle while learning.
7. Digital Resources
Digital resources include computers, tablets, smartphones, projectors, educational applications, digital textbooks, online databases, simulations, interactive presentations and educational websites.
Digital resources should be used purposefully. Access to technology alone does not guarantee effective learning.
8. Human Resources
People can also serve as learning resources.
Teachers, resource persons, professionals, artisans, community leaders, parents and other members of society can provide knowledge and practical experience.
For example, a carpenter can help learners understand woodworking, a nurse can discuss health education, and an entrepreneur can explain aspects of business practice.
9. Environmental Resources
The school and surrounding community can function as a learning resource.
School gardens, markets, rivers, farms, historical sites, workshops, public institutions and community businesses can provide opportunities for experiential learning.
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
➡ Related: [Ghana’s Pre-Tertiary Education Curriculum: Complete Guide]
Curriculum-Based Teaching and Learning Resources
Teaching resources should begin with the curriculum rather than with the resource itself.
NaCCA is mandated to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding technical and vocational education and training institutions. Its official platform provides curriculum materials, assessment information, approved learning materials and teacher support resources.
The curriculum provides teachers with the framework for determining what learners should know, understand and be able to demonstrate. Resources should therefore be selected to support those expectations.
NaCCA’s teacher resource materials, for example, provide guidance on curriculum content, pedagogy, assessment, lesson planning and the use of resources. The Primary Teacher Resource Pack is specifically designed to support teachers in preparing schemes of learning and lesson plans and in teaching and assessing learners.
A teacher should therefore ask several questions before selecting a resource:
- What is the learning objective?
- What concept or skill am I teaching?
- What difficulty might learners experience?
- Which resource can make the concept clearer?
- Can learners interact with the resource?
- Is the resource appropriate for the learners’ age and ability?
- Can the resource be accessed safely and affordably?
- How will I assess learning after using it?
This approach prevents resources from becoming an end in themselves.
➡ Related: [Curriculum and Assessment in Ghana: Complete Guide]
➡ Related: [Common Core Programme in Ghana: Complete Guide]
Teaching and Learning Resources by Subject
Different subjects require different combinations of resources. Teachers should therefore avoid assuming that one type of resource is appropriate for every subject.
English Language
English Language teachers may use textbooks, storybooks, newspapers, flashcards, word cards, audio recordings, pictures, comprehension passages and digital resources.
Teachers can also use classroom conversations, debates, role play and storytelling as learning resources and activities.
Mathematics
Mathematics teachers can use number cards, counters, bottle tops, rulers, measuring instruments, geometric shapes, graphs, charts and locally produced manipulatives.
Everyday objects can make abstract mathematical concepts more understandable.
Science
Science teaching benefits from specimens, laboratory equipment, models, diagrams, charts, photographs, videos and locally available materials.
Where laboratory equipment is limited, teachers can use safe and appropriate locally available materials to demonstrate selected concepts.
Social Studies
Maps, photographs, newspapers, timelines, historical documents, charts, community visits and interviews can support Social Studies.
Local examples are particularly useful because they help learners connect national and global issues with their own communities.
ICT and Computing
Computers, tablets, projectors, internet resources, software applications and simulations may support ICT and computing lessons.
Teachers should also recognize that unplugged activities can be useful when computers or reliable internet access are unavailable.
Creative Arts
Creative Arts teachers may use drawing materials, musical instruments, craft materials, photographs, artworks, locally available materials and examples from Ghanaian cultural traditions.
Religious and Moral Education
Stories, texts, photographs, role play, discussions and community experiences can support teaching and learning.
Agricultural Science
Seeds, crops, farm tools, soil samples, livestock-related materials, diagrams, school gardens and farm visits can provide practical learning experiences.
➡ Related: [Early Childhood Education in Ghana: Programmes and Career Opportunities]
➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]
Official Teaching Resources for Ghanaian Teachers
Teachers should give priority to credible and curriculum-aligned sources when searching for instructional materials.
The Ghana Education Service maintains a resource section containing curriculum materials, teacher resources, policies, guidelines and downloadable documents. Its Teachers’ Corner also identifies curriculum materials and teacher resources as key categories of support.
Ghana Education Service Teacher Resources
NaCCA also provides curriculum resources, approved learning materials, teacher manuals, resource packs and other instructional support materials. The Council explains that approved instructional materials are reviewed against curriculum standards and considerations such as relevance, quality and age appropriateness.
NaCCA Official Website and Curriculum Resources
Teachers should also check their school’s approved resources, departmental materials, subject associations and official education notices when selecting materials.
Online materials from unknown sources should be checked carefully before classroom use.
➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
How to Choose Effective Teaching and Learning Resources
The best resource is not necessarily the most expensive one. It is the resource that helps learners achieve the intended objective effectively.
Relevance
The resource should directly support the lesson objective and curriculum content.
Accuracy
Information presented through a resource should be factually correct. Teachers should be particularly careful when using online materials.
Age Appropriateness
Resources should match learners’ developmental level, language ability and prior knowledge.
Accessibility
Teachers should consider whether all learners can see, hear, handle or otherwise access the resource.
Inclusiveness
Resources should avoid unnecessary stereotypes and should accommodate learners with different needs.
Practicality
The resource should be manageable within the available classroom time, space and facilities.
Cost
Teachers should consider whether the educational benefit justifies the cost.
Durability
Frequently used resources should be sufficiently durable to withstand repeated classroom use.
Safety
Science equipment, tools and physical materials must be selected and used with appropriate safety precautions.
Cultural Relevance
Resources should reflect the learners’ social and cultural context where appropriate.
Learner Participation
Where possible, learners should interact with resources instead of simply watching the teacher use them.
➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
Low-Cost Teaching and Learning Resources
Limited financial resources should not prevent teachers from developing useful instructional materials.
Teachers can produce many resources from inexpensive or discarded materials.
Bottle tops can be used for counting and grouping activities. Cardboard can become flashcards, charts or geometric shapes. Newspapers can support language activities and current affairs discussions. Empty containers can demonstrate measurement, volume and classification.
Local plants, leaves, seeds, stones and other safe natural materials can support selected science and agricultural lessons.
Teachers can also encourage learners to participate in producing learning materials. This can make resource development part of the learning process.
For example, learners studying geometric shapes can construct models from cardboard. Learners studying the environment can create posters showing waste management practices. Learners studying entrepreneurship can design simple product labels or business documents.
The important consideration is whether the material contributes meaningfully to the intended learning outcome.
➡ Related: [Teaching Practice in Ghana: Requirements and Guidelines]
➡ Related: [Classroom Management Strategies for Teachers in Ghana]
Digital Teaching and Learning Resources
Digital technology has expanded the range of resources available to teachers.
Computers, smartphones, tablets, projectors, digital presentations, educational videos, online libraries, simulations and interactive applications can support classroom teaching.
However, digital resources should be introduced according to educational purpose. A video, for example, should have a clear relationship with the lesson. Teachers can pause it for discussion, ask learners to identify key ideas, provide questions to guide viewing or use it as the basis for assessment.
Teachers should also consider connectivity, electricity, device availability, data costs and digital literacy.
Digital inclusion requires alternatives for learners who cannot access a particular technology outside school.
NaCCA’s curriculum resources recognize ICT as one of the tools that can support teaching and learning, while its curriculum framework emphasizes learner engagement, competencies and the development of digital literacy.
➡ Related: [AI and Digital Education in Ghana: Complete Guide]
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How Teachers Can Create Their Own Resources
Teachers should develop the capacity to create resources when suitable materials are unavailable.
The process can begin with the curriculum objective. The teacher then identifies the concept that learners are expected to understand and determines which representation would make that concept clearer.
The teacher can then select locally available materials and design a simple resource.
For example, a teacher teaching place value can create a number board from cardboard. A science teacher can prepare labelled specimens. A language teacher can create vocabulary cards. A Social Studies teacher can construct a local community map.
Teacher-created materials can also be adapted to the specific needs of a class.
NaCCA’s teacher resource materials provide guidance on lesson planning, pedagogy, assessment and the identification and use of resources.
Resource creation can therefore become part of professional practice rather than an emergency response to a lack of textbooks or equipment.
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Using Teaching Resources Effectively During a Lesson
Having a resource does not automatically make a lesson effective. The teacher must integrate it into the instructional process.
Before the Lesson
The teacher should identify the purpose of the resource and prepare it before learners enter the classroom.
The teacher should also test digital equipment and organize physical materials.
During Introduction
A resource can be used to stimulate curiosity or activate prior knowledge.
A photograph, real object, question, short recording or demonstration may provide an effective starting point.
During Lesson Development
The teacher should connect the resource directly to the content being taught.
Learners should have opportunities to observe, manipulate, discuss, compare, classify, explain or create.
During Assessment
The resource can also be used to assess understanding.
For example, learners can identify parts of a diagram, interpret a graph, explain a model, classify objects or solve a problem using manipulatives.
After the Lesson
The teacher should evaluate whether the resource actually helped learners achieve the objective.
If it did not, the teacher should consider modifying the resource or changing how it is used.
➡ Related: [Curriculum and Assessment in Ghana: Complete Guide]
➡ Related: [How to Become a Professional Teacher in Ghana]
Teaching Resources and Inclusive Classrooms
Effective resources should support participation by all learners.
A teacher should consider learners with visual, hearing, physical, cognitive or other learning needs when selecting materials.
For learners with visual difficulties, teachers may consider larger print, tactile materials, audio resources or other appropriate adaptations.
For learners with hearing difficulties, teachers can make greater use of visual information, written instructions and appropriate communication strategies.
Teachers should also avoid using resources that unnecessarily exclude learners because of language, gender, disability, economic background or cultural representation.
NaCCA’s curriculum work includes inclusive and gender-responsive approaches, while current curriculum development continues to address inclusive education needs.
The objective is to ensure that resources help learners participate meaningfully in classroom activities.
➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]
Managing Teaching and Learning Resources in Schools
Schools need systems for storing, maintaining and sharing teaching resources.
Departments can maintain inventories showing the available resources, their condition and their location.
Frequently used materials should be stored in places where teachers can access them without unnecessary delays.
Schools can establish resource corners, subject resource rooms, libraries, laboratories and digital learning spaces according to available facilities.
Teachers should also return resources after use and report damaged equipment.
School leaders can support resource management by involving teachers in identifying priorities and budgeting for essential instructional materials.
The GES resource system itself demonstrates the importance of organizing curriculum materials, teacher resources, policies and downloads into accessible categories.
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]
Common Problems Affecting Teaching and Learning Resources in Ghana
Teachers may face several challenges when using teaching and learning resources.
These include inadequate textbooks, limited laboratory equipment, insufficient digital devices, unreliable electricity, internet access problems, high data costs, inadequate storage facilities and limited teacher training in the use of certain technologies.
There may also be differences between schools in the availability of resources.
Another challenge is inappropriate use. A teacher may have access to a projector or digital device but use it only to display text that could have been written on the board.
Teacher professional development is therefore important. Teachers need opportunities to learn how to select, design, adapt and evaluate instructional resources.
The availability of resources should be considered alongside teacher competence, school leadership, infrastructure and curriculum implementation.
➡ Related: [Supported Teaching in School in Ghana: Complete Guide]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
EducateGhana Analysis
Educational Significance
Teaching and learning resources provide a bridge between curriculum intentions and classroom experience. A curriculum may identify competencies and learning outcomes, but teachers need practical means of helping learners engage with them.
The value of a resource is therefore determined by its educational purpose and use.
A locally produced model may be more useful for a particular lesson than an expensive digital resource. Similarly, a real object may provide a stronger learning experience than a photograph where direct observation is possible.
Effective resource use should consequently be treated as part of pedagogy.
Policy Implications
Education policy should address resource availability alongside teacher preparation and curriculum implementation.
Providing materials without ensuring that teachers know how to use them may limit their impact.
Policy implementation should therefore consider procurement, distribution, teacher training, maintenance, monitoring and evaluation.
The work of NaCCA in curriculum development and instructional material approval, together with the GES role in implementing pre-tertiary education policy, demonstrates the importance of connecting curriculum standards with classroom support.
Implementation Considerations
Schools can improve resource use by conducting regular resource audits.
Teachers can identify essential resources, develop low-cost alternatives, share departmental materials and use community resources where appropriate.
Professional Learning Communities can also provide opportunities for teachers to exchange ideas about lesson planning and instructional materials.
NaCCA’s teacher resource materials explicitly include guidance relating to lesson planning, pedagogy, assessment, resource identification and professional learning approaches.
Future Outlook
The future of teaching and learning resources in Ghana is likely to involve a combination of physical, locally produced and digital resources.
Digital technology can expand access to educational content, but physical resources and teacher-created materials will remain important, particularly where connectivity and device access are limited.
The strongest approach is therefore likely to be a blended resource system in which teachers select materials according to curriculum objectives, learner needs and local circumstances.
➡ Related: [AI and Digital Education in Ghana: Complete Guide]
➡ Related: [Ghana’s Pre-Tertiary Education Curriculum: Complete Guide]
Why You Can Trust This Information
This article draws primarily on official education resources from the Ghana Education Service and the National Council for Curriculum and Assessment.
GES identifies curriculum materials, teacher resources, policies, guidelines and downloads among its official resource categories.
NaCCA provides official curriculum resources, teacher manuals, approved learning materials and resource packs designed to support curriculum implementation.
EducateGhana.com reviews education content against authoritative sources and updates major evergreen guides when significant official information changes.
➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]
➡ Related: [Accredited Tertiary Institutions in Ghana: Updated Directory]
Frequently Asked Questions
1. What are teaching and learning resources?
Teaching and learning resources are materials, tools, objects, technologies and other forms of support used to facilitate teaching and improve learner understanding.
2. What are examples of teaching resources in Ghana?
Examples include textbooks, teacher manuals, charts, maps, models, specimens, worksheets, laboratory equipment, real objects, digital devices, educational videos and locally produced teaching materials.
3. Where can Ghanaian teachers find official teaching resources?
Teachers can consult official resources provided by the Ghana Education Service and NaCCA. GES provides curriculum materials and teacher resources, while NaCCA provides curriculum documents, teacher manuals, resource packs and information on approved instructional materials.
4. Does NaCCA provide teaching resources?
Yes. NaCCA provides curriculum resources, teacher manuals, resource packs and information on approved learning materials.
5. Can teachers create their own teaching materials?
Yes. Teachers can create appropriate teaching materials using locally available and safe resources, provided the materials support the curriculum and intended learning outcomes.
6. Are digital resources necessary for every lesson?
No. Digital resources can be useful, but they are not necessary for every lesson. Teachers should select resources according to the learning objective and classroom context.
7. How can teachers use local materials for teaching?
Teachers can use safe locally available objects such as bottle tops, cardboard, leaves, seeds, stones, containers and newspapers to create appropriate instructional materials.
8. What makes a teaching resource effective?
An effective resource should be relevant, accurate, accessible, age-appropriate, inclusive, practical and directly connected to the learning objective.
9. How can teaching resources support inclusive education?
Resources can be adapted through larger print, tactile materials, visual representations, audio support and other appropriate methods so that learners with different needs can participate.
10. Why are teaching resources important?
They help teachers explain concepts, provide practical experiences, engage learners and support assessment.
11. Can community members serve as teaching resources?
Yes. Professionals, artisans, parents, community leaders and other knowledgeable people can provide practical knowledge and experiences relevant to classroom learning.
12. How should schools manage teaching resources?
Schools should maintain inventories, store materials properly, monitor their condition, establish systems for sharing resources and budget for replacement and maintenance.
➡ Related: [How to Become a Professional Teacher in Ghana]
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
Conclusion
Teaching and learning resources remain an important component of effective education in Ghana. Their usefulness depends less on their cost than on their relevance to curriculum objectives, learner needs and classroom activities.
Teachers can draw from textbooks, teacher manuals, charts, models, real objects, specimens, locally produced materials, digital resources and community knowledge. Official sources such as GES and NaCCA provide important curriculum and teacher support materials that should form part of the teacher’s resource base.
Schools also have an important role in ensuring that resources are available, properly managed and accessible to teachers and learners.
Ultimately, effective resource use is a professional skill. Teachers who understand their curriculum, know their learners and select appropriate materials can create meaningful learning experiences even when resources are limited.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
➡ Related: [Teaching Practice in Ghana: Requirements and Guidelines]
Editor’s Recommendation
➡ Teacher Education and Training in Ghana: Complete Guide
➡ National Teachers’ Standards in Ghana: Complete Guide
➡ Supported Teaching in School in Ghana: Complete Guide
➡ AI and Digital Education in Ghana: Teacher Training Guide
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
References
Ghana Education Service. (2026). Resources. Ghana Education Service.
Ghana Education Service. (2026). Teacher resources. Ghana Education Service.
National Council for Curriculum and Assessment. (2026). National Council for Curriculum and Assessment. NaCCA.
National Council for Curriculum and Assessment. (2026). Teacher manual. NaCCA.
National Council for Curriculum and Assessment. (2019). Teacher resource pack: P1–P6. Ministry of Education.
National Council for Curriculum and Assessment. (2020). National pre-tertiary education curriculum framework. Ministry of Education.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Ellis, F. (2026). Teaching and learning resources for Ghanaian teachers: Complete guide. EducateGhana.com.
Source(s)
Ghana Education Service: Teacher Resources
Ghana Education Service: All Resources
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