Civic Education Scheme of Work for Nursery1 (Age 3)
Civic education plays a crucial role in shaping the future citizens of a nation. Even at a young age, children begin to develop an understanding of the society they live in and their roles as responsible members of the community. For Nursery 1 students, civic education offers a foundation for instilling values, ethics, and a sense of citizenship from the early stages of their educational journey. This article presents a comprehensive scheme of work for Civic Education tailored to Nursery 1 students, aiming to foster a sense of social responsibility and active participation in their communities.
First Term Civic Education Scheme of Work for Nursery1
| Week | TOPIC | LEARNING OBJECTIVE | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | SOCIAL BEHAVIOUR | Communication and collaboration, Critical thinking and problem-solving, Leadership and personal development, Citizenship | By the end of the lesson, pupils should be able to explain the simple meaning of social behaviour and cite examples. | – Pupils in pairs, demonstrate social behaviour by sharing toys, joining queues, smiling, etc. | Audio-visual resources, Toys, Picture books, Web resources (https://www.virtuallabschool.org) |
| 2 | HONESTY | By the end of the lesson, pupils should be able to discuss the simple meaning of honesty and tell folktales that promote it. | – Role play on honesty, singing songs about honesty. | – Pupils watch a video clip on dishonesty, and a volunteer pupil shares a story about dishonesty. | Web resources (https://www.harrykindergarten.com, https://youtu.be/j6appq9b3kak) |
| 3 | DISHONESTY | Communication and collaboration, Critical thinking and problem-solving, Citizenship, Personal development | By the end of the lesson, pupils should be able to explain the simple meaning of dishonesty and tell folktales about it. | Digital literacy, Communication and collaboration, Creativity and innovation, Citizenship, Personal development | Audio-visual resources, Toys, Picture books, Web resources (https://youtu.be/j6appq9b3kak) |
| 4 | DISADVANTAGES OF DISHONESTY | By the end of the lesson, pupils should be able to explain the disadvantages of dishonesty and cite examples. | – Guide pupils to mention punishments for dishonesty, individual pupils cite examples. | Critical thinking and problem-solving, Communication and collaboration, Personal development | Audio-visual resources: Picture chart, Web resources (https://youtu.be/j6appq9b3kak) |
| 6 | MID-TERM BREAK | – | – | – | – |
| 7 | SELF AWARENESS | By the end of the lesson, pupils should be able to introduce themselves appropriately and build self-esteem and confidence. | – Individual pupils give self-expression and describe themselves. | – Pupils in small groups discuss their duties at home, and selected pupils demonstrate responsibilities in the class. | Audio-visual resources, Picture books, Charts on body parts, Web resources (https://www.pnterestalm.com, https://www.funzo.co/gamesmyidentity) |
| 8 | RESPONSIBILITIES AT HOME | By the end of the lesson, pupils should be able to discuss their duties at home and identify rewards for such duties. | Communication and collaboration, Critical thinking and problem-solving, Leadership and personal development, Citizenship | Audio-visual resources, Picture books, Chart, Storybooks, Web resources (https://youtu.be/j6appq9b3kak3) | Audio-visual resources, Picture books, Chart, Story books, Web resources (https://youtu.be/j6appq9b3kak3) |
| 10 | REVISION | – | – | – | – |
| 11-13 | EXAMINATION | – | – | – | – |
Please note that Week 5 is missing in the original text provided. I have retained the numbering from the original text and left Week 6 as “MID-TERM BREAK” as it was in the original scheme of work. Also, I have included the provided web resources for each topic.
Second Term Civic Education Scheme of Work for Nursery1
| Week | Topic | Learning Objectives | 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 some of the last term topics through revision. | – Pupils revise last term’s lessons as a class with the teacher’s guidance. | Communication and collaboration Critical thinking and problem-solving Leadership and personal development Citizenship | Audiovisual resources, toys, pictures books, last term’s video clips |
| 2 | Emotion | By the end of the lesson, pupils should be able to explain the simple meaning of emotion and express emotions. | – Pupils watch video clips on emotions and explain their simple meaning. – Pupils identify and mention some emotional expressions in small groups. | Communication and collaboration Critical thinking and problem-solving Leadership and personal development Citizenship | Video visual resources, pictures of emotional expressions, storybooks |
| 3 | Basic Child’s Rights | By the end of the lesson, pupils should be able to give a simple meaning of basic rights and discuss them. | – Pupils watch video clips on the topic and discuss the meaning of basic rights as a whole class. – Pupils individually mention and explain some rights. | Communication and collaboration Critical thinking and problem-solving Citizenship | Audiovisual resources, pupils’ personal belongings, posters, web resources, video clips |
| 4 | Forming Bonds | By the end of the lesson, pupils should be able to explain the simple meaning of bonds and their importance. | – Pupils study a chart or watch a video on the topic, discussing bonds as a class. – Pupils mention traits that strengthen bonds in pairs. | Communication and collaboration Critical thinking and problem-solving Leadership and personal development Citizenship Digital literacy skills | Audiovisual resources, songs on bonds, storybooks, web resources, video clips |
| 5 | Care of Belongings | By the end of the lesson, pupils should be able to understand the simple meaning of personal belongings. | – Pupils attempt the meaning of personal belongings as a class. – Pupils identify and mention personal belongings in pairs. | Communication and collaboration Critical thinking and problem-solving Citizenship | Audiovisual resources, pupils’ personal belongings, picture books, web resources, video clips |
| 6 | Mid Term Break | ||||
| 7 | Individual Differences | By the end of the lesson, pupils should be able to explain the simple meaning of individual differences. | – Pupils attempt the meaning of individual differences as a whole class. – Pupils identify and mention individual differences in pairs. | Critical thinking and problem-solving Communication and collaboration Citizenship | Audiovisual resources, posters, picture books, web resources, video clips |
| 8 | Quality Care | By the end of the lesson, pupils should be able to explain the simple meaning of quality care and its benefits. | – Pupils discuss the meaning of quality care as a class. – Pupils demonstrate actions of giving/receiving care together. | Communication and collaboration Critical thinking and problem-solving Citizenship | Audiovisual resources, storybooks, games, charts, web resources, video clips |
| 9 | Transparency | By the end of the lesson, pupils should be able to explain the simple meaning of transparency and its benefits. | – Pupils attempt the meaning of transparency as a class. – Pupils in small groups sing songs/tell folktales on transparency. | Critical thinking and problem-solving Communication and collaboration Leadership and personal development Citizenship | Audiovisual resources, toys, picture books, storybooks, web resources, video clips |
| 10 | Revision | ||||
| 12 | Examination |
Third Term Civic Education Scheme of Work for Nursery1
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Revision of 2nd term work | – Recall the last term’s topic through revision with the aid of the teacher<br>- Attempt evaluation questions given by the teacher correctly to assess their level of understanding of the last term’s work and their progress. | – Pupils in whole class, revise the last term topic with the help of the teacher<br>- Pupils individually attempt the evaluation questions given and proffer correct answers | Communication and collaboration<br>Critical thinking and problem-solving | None |
| 2 | Social Activities in the Community | – Discuss the meaning of social activities in the community<br>- Outline and explain in their own simple way some social activities in the community (e.g., birthday, cultural dance, naming ceremony, etc.) | – Pupils as a whole class interact with each other to discuss the possible meaning of social activities in the community<br>- Pupils in small groups demonstrate social activities in the community with the directions of the teacher | Communication and collaboration<br>Critical thinking and problem-solving<br>Leadership and personal development<br>Citizenship | Audio-visual resources<br>Charts on child-friendly environment<br>Rocking horse<br>Merry go round<br>Picture book story of various social activities in the community<br>Web resource video clip (https://www.kidscmy.mob) |
| 3 | Conflict Resolution | – Explain the simple meaning of conflict and resolution<br>- Identify some antisocial behavior amongst themselves and in the society (e.g., abusing, fighting, stealing, etc.) | – Pupils as a class discuss the meaning of conflict and resolution of conflict with the assistant of the teacher<br>- Small group of pupils do a role-play on conflict and resolution | Communication and collaboration<br>Critical thinking and problem-solving<br>Leadership and personal development<br>Citizenship | Audio-visual resources<br>Picture books<br>Charts showing examples of conflicts and resolution<br>Web resources video clips (https://youtu.be7p2UbPsR9Cu, https://youtu.be/bG_jctBOTVs) |
| 4 | Gender Fairness | – Discuss the simple meaning of gender<br>- Identify gender differences (e.g., boy, girl, man, and woman) | – Pupils discuss the meaning of gender differences while the teacher gives the correct meaning<br>- Pupils pair up in gender to identify individual differences amongst themselves<br>- Pupils mention some activities that promote gender fairness with the help of the teacher | Collaboration and communication<br>Critical thinking and problem-solving<br>Citizenship | Audio-visual resources: Picture<br>Charts of boys and girls wears, games, toys, and dolls<br>Web resources video clips (http://www.britishcouncil.org, https://m.youtube.com) |
| 5 | Child’s Environment | – Give a simple meaning of the environment<br>- Mention some items that can be found in the environment | – Pupils as a class watch a video on the topic and identify the meaning of the environment<br>- Pupils are guided to study the environment and mention things that can be found (e.g., flowers, house, trees, etc.) | Communication and collaboration<br>Critical thinking and problem-solving<br>Citizenship and leadership | Audio-visual resources<br>Picture/charts of people cleaning their environment<br>A visit to the school garden or the flower beds<br>Web resource video clip (www.youtube.com/NETLEearth Day) |
| 6 | Mid Term Break | None | None | None | None |
| 7 | Play Activities and Guide | – Identify some play/recreational activities<br>- Participate in some play/recreational activities (e.g., dancing, jumping, playing with toys, clapping, running, playing football, etc.) | – Pupils in pairs pick varieties of toys and other useful materials to learn as they play with each other in the class or school compound under the teacher’s supervision | Collaboration, communication, citizenship | Audio-visual resource: Toys, playing equipment (push-pull toy)<br>Web resources video clips (https://www.zerotothree.org, www.education.gouv.c.ca, www.momjunction.com) |
| 8 | Correct Dressing | – Explain the meaning of dressing<br>- Mention some clothes appropriate for boys and girls | – Pupils individually identify the differences in their dressing (boys and girls)<br>- Pupils in small groups identify and mention improper dressing for boys and girls (e.g., shorts and shirt for boys, skirts, blouse, wrapper for girls) | Critical thinking skill<br>Communication and collaboration<br>Leadership and personal development | Audio-visual resources: Pictures showing boys and girls’ dresses, dolls<br>Web resources video clip (https:/www.pinterecom>pin) |
| 9&10 | Revision | None | None | None | None |
| 11&12 | Examination | None | None | None | None |