Civic Education Scheme of Work for Primary 1
The Civic Education Scheme of Work for Primary 1 is divided into three modules or topics: “People, places, and objects to respect,” “Ruler and regulations in the society,” and “Importance of Civic Education.” The scheme aims to introduce primary school students to the concepts of respect, rules and regulations, and the significance of civic education in Nigeria.
First Term Civic Education Scheme of Work For Primary 1
Civic Education Scheme of Work for Primary 2
Civic Education Scheme of Work for Primary 3
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1, 2, & 3 | People, places and objects to respect | Pupils should: (1) Define respect | Meaning of Respect: Feeling of admiration for something or somebody because of their good qualities or achievements. Polite behavior towards or care for something or somebody you think is important. | Tell pupils why we should respect elders and leaders, Listen to stories and participate in class discussion | Charts, pictures of children greeting their elders, etc. |
| 4, 5, & 6 | People, places and objects to respect (Contd.) | Pupils should: (2) Identify people, places, and things to respect | (1) People to Respect: Traditional rulers, Parents, Religious leaders, etc. (2) Places/Things to Respect: Time, Public properties, Constitution, Mace, National flags, Places, and utilities | Show charts and pictures of significant places and objects, Visit important places like a king’s palace, mosque, church, museum, National Assembly | Pictures of mosque, church, palace, etc. |
| 7 | MID-TERM TEST | ||||
| 8, 9, & 10 | People, places and objects to respect (Contd.) | Pupils should: (3) Demonstrate ways of respecting | (1) Respecting people, e.g., greetings, running errands. (2) Respecting things, e.g., standing for the National Anthem | Demonstrate how to respect people, places, and things, Show videos and posters illustrating respect | Textbooks, posters, video clips |
| 11 | REVISION | ||||
| 12 | EXAMINATION AND COMPILATION OF RESULTS |
Second Term Civic Education Scheme of Work For Primary 1
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1, 2, & 3 | Rules and Regulations in the society | Pupils should: (1) Explain the meaning of rules and regulations | Meaning of rules and regulations: Do’s and don’ts that guide social behavior | Lead class discussion on the meaning of rules and regulations, Participate in class discussion on rules and regulations | Pupils’ textbooks |
| 4, 5, & 6 | Rules and Regulations in the society (Contd.) | Pupils should: (2) Mention some of the gains of obeying rules and regulations | Gains of obeying rules and regulations, e.g., love by elders, gifts from elders and friends, praise, etc. | Show pictures and video clips of children receiving gifts and guide discussion on the gains for obeying rules | Pictures of children receiving gifts |
| 7 | MID-TERM TEST | ||||
| 8 & 9 | Rules and Regulations in the society (Contd.) | Pupils should: (3) Mention the results of disobeying rules and regulations | Results of disobeying rules and regulations, e.g., unhappiness, punishment, denial of privileges, rejection by loved ones | Present pictures of children suffering from the results of disobeying rules and lead class discussion | Pictures of children suffering from the consequences of disobedience |
| 10 | Rules and Regulations in the society (Contd.) | Pupils should: (4) Mention the rules and regulations for food and drug administration | NAFDAC laws and regulations on food and drug control, e.g., Quality control law, laws on sale and use of foods, medicines, and cosmetics, laboratory laws, importation laws, etc. | Discuss NAFDAC rules and regulations on food and drug control | Pictures and diagrams of different foods and drugs |
| 11 | REVISION | ||||
| 12 | EXAMINATION |
Third Term Civic Education Scheme of Work For Primary 1
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1, 2, & 3 | Importance of Civic Education | Pupils should: (1) Discuss the need for Civic Education in Nigeria | Why study Civic Education – Understand democratic and civic rights and responsibilities – Nurture and sustain democracy, etc. | Guide discussion on the need for Civic Education, Listen to the teacher’s explanation | Textbooks |
| 4, 5, & 6 | Importance of Civic Education (Contd.) | Pupils should: (2) Mention the topics learned in Civic Education and their importance | Topics and importance of Civic Education – Learn about systems and institutions of government, democratic processes, etc. – Acquire skills such as active citizenship, inquiry, cooperation, etc. | Lead pupils to mention the topics and specific benefits of learning Civic Education, Contribute to discussions | Pictures of democratic activities, video clips/posters on democratic activities |
| 7 | MID-TERM TEST | ||||
| 8, 9, & 10 | Importance of Civic Education (Contd.) | Pupils should: (3) Identify some Public health enlightenment Campaigns as part of Civic Education | Public Health Enlightenment Campaigns on: – HIV/AIDS Education – Drug Abuse Education, etc. | Guide the class to identify ways of public health enlightenment campaigns as part of civic education | Video Clips, posters, and pictures of Public Health Enlightenment Campaigns |
| 11 | REVISION | ||||
| 12 | EXAMINATION |
Civic Education Scheme of Work for Primary 4
Civic Education Scheme of Work for Primary 5
Civic Education Scheme of Work for Primary 6
Unique Features Of Civic Education Scheme of Work for Primary 1
To enhance the Civic Education Scheme of Work for Primary 1, we can introduce some unique features and activities that promote active learning, critical thinking, and social engagement:
- Storytelling and Role-Playing: Incorporate storytelling sessions where students hear stories about respectful behaviour and the consequences of disobedience. After the stories, engage students in role-playing scenarios to demonstrate respectful actions in different situations.
- Civic Engagement Projects: Organize small-scale civic engagement projects within the school or local community. For example, students can participate in a community cleanup, visit elderly residents at a local nursing home, or create posters to raise awareness about important issues in their community.
- Cross-Curricular Integration: Integrate civic education with other subjects like language arts, social studies, and art. For example, students can write essays or poems about civic responsibilities, create artwork representing national symbols, or explore historical figures who exemplified civic virtues.
- Current Events Discussions: Discuss current events related to civic values and responsibilities. Encourage students to express their opinions and ideas on how they can contribute positively to society.
- Field Trips: Plan more field trips to relevant institutions such as courts, police stations, fire stations, and government offices. This hands-on experience will deepen students’ understanding of the importance of rules, regulations, and public services.
- Classroom Debates: Organize debates on civic issues, allowing students to research and present arguments on various topics like environmental conservation, community development, or the rights of children.
- Community Guest Speakers: Invite community leaders, public servants, or representatives from non-governmental organizations to speak to the students about their roles and responsibilities in society.
- Interactive Technology: Utilize educational apps, interactive websites, and multimedia resources to make the learning experience more engaging and interactive.
- Cultural Awareness: Include lessons on cultural diversity and the importance of respecting different customs and traditions within society.
- Civic Education Fair: Organize a Civic Education Fair where students can showcase projects, presentations, and creative works related to civic values and responsibilities.
By incorporating these unique elements, the Civic Education Scheme of Work for Primary 1 can become more dynamic, impactful, and empowering for young learners. It will encourage them to actively participate in shaping their communities and becoming responsible citizens with a strong sense of respect and civic duty.