Civic Education Scheme of Work for Kindergarten (Age 5)
The Civic Education Scheme of Work for Kindergarten (Age 5) spans three terms and focuses on fostering essential values and skills in young learners. In the first term, pupils engage in a comprehensive revision of the previous term’s work, honing their communication, critical thinking, and problem-solving abilities. The learning activities are designed to assess their progress accurately.
Moving on to the second term, the topic revolves around “Orderliness at Home.” Here, pupils learn the importance of orderliness and explore ways to maintain it not only at home but also in school and the wider community. Through group discussions and audio-visual resources, they develop collaboration, critical thinking, and leadership skills.
In the third term, the emphasis shifts to “Orderliness in School” and “Orderliness in the Community.” Pupils delve deeper into the concept of orderliness within school premises and the broader community. They learn to identify places where order should be maintained and the reasons for doing so. Additionally, they are encouraged to acknowledge the significance of peacefully taking turns and maintaining peace in public places, further enhancing their communication, leadership, and citizenship skills.
Throughout the scheme, cooperation is a central theme. Pupils learn to demonstrate cooperation between themselves and their parents, as well as between pupils and school authorities. This fosters a sense of unity and understanding within various social contexts and contributes to their overall personal development.
First Term Civic Education Scheme of Work for Kindergarten
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Revision | – | – | – | – |
| 2 | Gender Issues in Child Care: Play | By the end of the lesson, pupils should be able to: – Explain the simple meaning of play – Discuss the meaning of gender – Identify each other’s gender (male or female) | – Pupils play and do things together as a group irrespective of sex, thereby identifying the meaning of play – Pupils in groups identify gender differences amongst themselves – Pupils in the same groups explain the meaning of gender difference | Collaboration and communication, critical thinking and problem-solving, leadership and personal development, citizenship | Audiovisual resources, toys, charts, picture books, web resources, video clips, Prezi, YouTube |
| 3 | Gender Issues in Child Care: Games | By the end of the lesson, pupils should be able to: – Explain the meaning of games – Outline functions of games in our society – Identify different kinds of games irrespective of gender | – Pupils discuss the meaning of games – Pupils, as a class, mention some local games in the community and some modern games – Identify different kinds of games played by all genders | Communication and collaboration, critical thinking and problem-solving | Audiovisual resources, picture books, charts, web resources, video clips, YouTube |
| 4 | Sharing | By the end of the lesson, pupils should be able to: – Analyze the simple meaning of sharing – Identify and itemize some items that can be shared – Identify and justify benefits of sharing | – Pupils, as a class, brainstorm the meaning of sharing – Pupils in pairs mention some items that can be shared amongst themselves – Pupils in groups discuss the advantages of sharing | Communication and collaboration, critical thinking and problem-solving, leadership and personal development, citizenship skills | Audiovisual resources, storybooks, picture charts, web resources, YouTube |
| 5 | Songs | By the end of the lesson, pupils should be able to: – Acknowledge the meaning of a song – Organize singing activities – Compose/memorize short songs | – Pupils, as a class, sing various songs – Volunteer pupils compose songs while the teacher encourages them | Communication and collaboration, citizenship, creativity and innovation | Audiovisual resources, radio, musical instruments, picture books, web resources, video clips, YouTube |
| 6 | Midterm Break | – | – | – | – |
| 7 | Folk Tales | By the end of the lesson, pupils should be able to: – Explain the meaning of a folktale – Tell stories that will make pupils appreciate teachers irrespective of their gender – Identify lessons/morals from the story | – Each pupil tells a story while others listen attentively and deduce lessons from it | Citizenship, communication and collaboration skill | Audiovisual resources, storybooks, picture books, web resources, video clips, YouTube |
| 8 | Folk Tales II | By the end of the lesson, pupils should be able to: – Explain the meaning of a folktale – Tell stories that will make pupils appreciate one another irrespective of their gender – Identify lessons/morals from the story | – Each pupil tells a story while others listen attentively and deduce lessons from it | Citizenship, communication and collaboration skill | Audiovisual resources, storybooks, picture books, web resources, video clips, YouTube |
| 9 | Value: Colour Wheel | By the end of the lesson, pupils should be able to: – Discuss the meaning of a colour wheel – Explain how to mix colours to get other colors | Audiovisual resources, crayons, watercolor, paper, pencil, etc. | Critical thinking and problem-solving, creativity and innovation/imagination, leadership | Audiovisual resources, crayons, watercolour, paper, pencils, etc. |
| 10 | Revision | – | – Pupils mix different natural colors to form other colors – Pupils, in groups, create any shape and color with mixed (secondary) colours and label each colour | – | – |
| 12-13 | Examination | – | – | – | – |
Second Term Civic Education Scheme of Work for Kindergarten
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Revision of 1st term work | By the end of the lesson, pupils should be able to recall last term’s work and proffer current answers to the evaluation questions. | Pupils, as a class, revise their last term’s work with the help of the teacher. | Communication and Collaboration, Critical Thinking | Previous resources |
| 2 | Punctuality | By the end of the lesson, pupils should be able to give a simple meaning of punctuality and recite/explain the poem ‘Early to bed, early to rise’. | – Pupils discuss the meaning of punctuality as a class. – Individually, pupils identify and mention places/occasions where one should be punctual. – Recite another poem on punctuality as a whole class. | Communication and Collaboration, Critical Thinking, Problem Solving | Audio-visual resource, Songbook, Poetry, Picture books, Charts, Web resources (Video clip) |
| 3 | Obedience | By the end of the lesson, pupils should be able to explore the simple meaning of obedience, discuss some actions of obedience, and justify its value. | – Pupils discuss the possible meaning of obedience as a class. – In pairs, pupils identify and mention actions of obedience. – In small groups, evaluate the importance of obedience in different settings (school, home, society). | Critical Thinking, Problem Solving, Communication and Collaboration, Leadership, Personal Development, Citizenship Skills | Audio-visual resources, Songbooks on obedient children, Picture books, Charts, Web resources (Video clip) |
| 4 | Self-Control | By the end of the lesson, pupils should be able to identify and discuss the simple meaning of self-control and explain actions that demonstrate self-control. | – Pupils watch a video clip on self-control and discuss the meaning. – In groups, pupils mention additional actions of self-control. | Digital Literacy, Communication and Collaboration, Critical Thinking, Leadership, Personal Development, Citizenship Skills | Audio-visual resources, Picture books, Storybooks, Web resources (Video clips) |
| 5 | Advantages of Self-Control | By the end of the lesson, pupils should be able to identify and explain the advantages of self-control. | Pupils, in small groups, identify and deliberate on the advantages of self-control and discuss them with the class, guided by the teacher. | Critical Thinking, Problem Solving, Communication and Collaboration, Leadership, Personal Development, Citizenship Skills | Audio-visual resources, Storybooks, Web resources (Video clips) |
| 6 | Mid-Term Break | – | – | – | – |
| 7 | Responsibilities: Religious Places | By the end of the lesson, pupils should be able to explain and exhibit the culture/habit of taking care of personal and communal belongings at places of worship. | – Pupils, as a class, identify and mention personal and communal belongings at places of worship. – In groups, discuss how to take proper care of these belongings. | Critical Thinking, Communication and Collaboration, Leadership, Personal Development, Citizenship Skills | Audio-visual resources, Picture books on religious places, Web resources |
| 8 | Responsibilities: Religious Places | By the end of the lesson, pupils should be able to appraise the meaning of cleanliness in places of worship and identify possible rewards for such responsibilities. | – Pupils individually give and explain the meaning of cleanliness in places of worship. – In pairs, mention names of things to use in cleaning places of worship. – In groups, identify and explain ways to clean places of worship. | Communication and Collaboration, Critical Thinking, Problem Solving, Leadership, Personal Development, Citizenship Skills | Audio-visual resources, Picture books, Charts, Web resources (Video clip) |
| 9 | Good Citizen in School, Community, Country | By the end of the lesson, pupils should be able to display love and respect to others and the country, acknowledge how to identify and respect the national anthem and pledge, and explain how to live peacefully with others, showing loyalty, discipline, and tolerance. | – Pupils recite the national anthem and pledge and demonstrate how to obey and respect them. – In pairs, identify and mention national symbols and share them with the class. – Suggest ways to live peacefully with each other. | Citizenship, Leadership, Personal Development, Communication and Collaboration Skills | Audio-visual resources, Picture charts of national anthem and pledge, National symbols chart showing peaceful relationship, Web resources (Video clips) |
| 10 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Third Term Civic Education Scheme of Work for Kindergarten
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Revision of 2nd Term Work | Revise last term’s work and answer evaluation questions correctly | – Pupils revise previous lessons with the teacher’s help<br>- Pupils attempt assessment questions and receive feedback | – Communication and Collaboration<br>- Critical Thinking and Problem Solving | Previous Resources |
| 2 | Orderliness at Home | – Define orderliness<br>- Explain ways to maintain orderliness at home, school, and the community | – Class discussion on the meaning of orderliness<br>- Mention ways to maintain orderliness<br>- Small groups explain the importance of orderliness | – Communication and Collaboration<br>- Critical Thinking and Problem Solving<br>- Leadership and Personal Development<br>- Citizenship | Audio Visual Resources<br>Picture Books<br>Story Book<br>Web Resource<br>Video Clips<br>https://youtu.be/UVSIBEovcTB |
| 3 | Orderliness in School | – Explain the meaning of orderliness in schools<br>- Justify the importance of orderliness in schools | – Whole class attempts the meaning of orderliness<br>- Pupils identify places where order should be maintained<br>- Small groups give reasons for orderliness | – Critical Thinking and Problem Solving<br>- Communication and Collaboration<br>- Leadership and Personal Development<br>- Citizenship | Audio Visual Resources<br>Book Charts<br>Story Book<br>Web Resource<br>Video Clips<br>https://youtu.be/UVSIBCovcTB |
| 4 | Orderliness in the Community | – Explain the meaning of orderliness in the community<br>- Identify places where order should be maintained in the community | – Pupils give the meaning of orderliness in the community<br>- Small groups mention more places for orderliness | – Critical Thinking and Problem Solving<br>- Communication and Collaboration<br>- Leadership and Personal Development<br>- Citizenship | Audio Visual Resources<br>Picture Books<br>Charts<br>Poster<br>Web Resource |
| 5 | Orderliness in the Community | – Acknowledge reasons for taking turns in a queue peacefully<br>- Encourage peers on maintaining peace and order in public places | – Whole class demonstrates orderly queueing<br>- Discuss ways to maintain peace and order in public places | – Communication and Collaboration<br>- Leadership and Personal Development<br>- Citizenship | Audio Visual Resources<br>Picture Books and Charts<br>Web Resources |
| 6 | MID-TERM BREAK | – | – – | – | – |
| 7 | Cooperation at Home | – Discuss the meaning of cooperation between children and parents<br>- Cite examples of cooperation in various aspects of life | – Whole class mentions and demonstrates ways of showing cooperation at home | – Communication and Collaboration<br>- Leadership and Personal Development<br>- Citizenship | Audio Visual Resources<br>Picture Books and Charts<br>Web Resources<br>Video Clips |
| 8 | Cooperation: School | – Explain the meaning of cooperation between pupils and school authorities<br>- Give examples of cooperation between pupils and teachers | – Small groups demonstrate ways of showing cooperation among pupils and teachers | – Collaboration and Communities<br>- Critical Thinking and Problem Solving<br>- Citizenship Skills | Audio Visual Resources<br>Picture Books and Charts<br>Story Books<br>Web Resource<br>Video Clip<br>https://youtu.be/bsfXLKpG1c |
| 9 & 10 | Revision | – | – – | – | – |
| 11 & 12 | Examination | – | – – | – | – |