Physical and Health Education Scheme of Work For Primary 6
Physical and Health Education (PHE) is an essential component of a well-rounded primary school education. This scheme of work is designed for Primary 6 students to build upon the foundation laid in previous years, further enhancing their physical fitness, motor skills, and understanding of health concepts. The curriculum emphasizes the importance of lifelong physical activity, sportsmanship, and making informed health decisions.
First Term Physical and Health Education Scheme of Work For Primary 6
Physical Health Education Scheme of Work For Primary 1
Physical Health Education Scheme of Work For Primary 2
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of Last Session Work/Welcome Test | – | – | – | – |
| 2 | Physical Fitness and Body Conditioning | Pupils should be able to: – Mention some physical fitness and body conditioning components e.g. agility, power, flexibility, and balance | – Components of physical fitness and body conditioning – Mention some components of physical fitness and body conditioning e.g. agility, power, flexibility, and balance | – Explain the components of physical fitness and body conditioning – Mention components of physical fitness and body condition e.g. agility, power, flexibility, and balance | – Charts – Video clips – Balance beam – Wall |
| 3 | Physical Fitness and Body Conditioning | Pupils should be able to: – Identify activities for measuring agility, power, flexibility, and balance | – Measurement of agility (10 metres shuttle run), power (Sergent jump, standing broad jump) – Demonstrate the activities for measuring agility, power, flexibility, and balance | – Observe the teacher’s demonstration of measurement activities – Measure their agility, power, flexibility, and balance | – Chalk – Measuring/tape ruler – Stopwatch – Field etc. |
| 4-5 | Athletics 1 | Pupils should be able to: – List the skills involved in Track Events such as relay races, hurdles | – Types of relay races (4x 100 metres, 4x 400 metres, Medley relay) – Relay skills: baton grip, take off, non-visual take-over exchange | – Explain the skills involved in relay races – Hurdles | – Listen to the teacher – Play the game of relay races, hurdles – Watch teacher’s demonstration |
| 6 | Athletics 1 | Pupils should be able to: – Perform the skills involved in Track Events such as relay races, hurdles | – Basic skills in hurdles: Starting position, approach to the 1st hurdle, clearing the hurdle, landing – Stages in long jump: run-up, take off, flight, landing – Rules and regulations in long jump | – Demonstrate the skills involved in relay races – Hurdles – Practice styles on long jump | – Bell – Charts – Track shoes – Baton – Hurdle sticks – Pictures – Video clips |
| 7 | Midterm Test | – | – | – | – |
| 8-9 | Athletics II | Pupils should be able to: – Explain the meaning of high jump and long jump | – Basic styles in high jump: The flop, Straddle, Western roll, Eastern roll, Scissors – Relay skills: baton grip, take off, non-visual take-over exchange | – Explain the meaning of high jump and long jump – Demonstrate the basic skills in high jump | – Basketballs – Basket court – Hockey sticks – Hockey balls – Hockey pitch – Handball balls – Identify normal dosage of common medicines like paracetamol – Describe the effects of normal use of medicine – Examine the effects of excessive use of drugs |
| 10 | Effects of Drug Abuse | Pupils should be able to: – State the meaning of drugs – Define drug abuse – List names of some common hard drugs | – Drugs: Heroin, Cocaine, Valium, Madrax, Indian hemp – Drug abuse | – Explain the meaning of drugs and drug abuse – Identify some common hard drugs | – Cardboard papers – Scissors – Gum – Crayon |
| 11 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Second Term Physical and Health Education Scheme of Work For Primary 6
Physical Health Education Scheme of Work For Primary 3
Physical Health Education Scheme of Work For Primary 4
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of Last Session Work/Welcome Test | – | – | – | – |
| 2-3 | Ball Games | Pupils should be able to: – List the rules and regulations (including safety rules) of various ball games – football, table tennis, volleyball, basketball, hockey, handball | – The rules and regulations of various ball games: football, table tennis, volleyball, basketball, hockey, handball | – Explain the rules and regulations of various ball games: football, table tennis, volleyball, basketball, hockey, handball | – Playground – Balls – Costumes – Seeds – Boards – Rackets |
| 4 | Indigenous Games | Pupils should be able to: – List indigenous games – Perform indigenous games | – Indigenous games: Dambe, Kokowa, Mgba, Ayo, Langa | – Explain indigenous games to the pupils – Demonstrate the various indigenous games | – Cardboard papers – Scissors – Gum – Crayon |
| 5 | Indigenous Games | Pupils should be able to: – Demonstrate the skills of some indigenous games – Mention safety rules in indigenous games | – Skills of indigenous games – Safety rules in indigenous games | – Explain the skills in indigenous games – List safety rules | – Cardboard papers – Scissors – Gum – Crayon |
| 6 | Ball Games | Pupils should be able to: – Identify the health effects of drug abuse – Discuss the socio-economic effects of drug/substance abuse | – Effects of drug abuse on health: respiratory tract infection, blood pressure, stroke, weight loss, death – Socio-economic effects of drug abuse | – Guides class discussions on the healthy and socio-economic effects of drugs/substance abuse – Arrange for a guest talk on drug/substance abuse | – Cardboard papers – Scissors – Gum – Crayon |
| 7 | Midterm Test | – | – | – | – |
| 8 | Use of Medicine | Pupils should be able to: – Mention the features for identifying fake medicines | – Features for identifying fake medicines | – Guides pupils to identify fake medicines using the features | – Identify fake medicines using the features |
| 9-10 | Effects of Drug Abuse | Pupils should be able to: – List some normal uses of common drugs – Describe the effects of normal use of medicines – Discuss the effects of excessive use of medicines | – Normal use of medicines – Effects of drug abuse on health: respiratory tract infection, blood pressure, stroke, weight loss, death – Socio-economic effects of drug abuse: poor performance in school, truancy, prostitution, financial problems, HIV infection, etc. | – Guides class discussions on the healthy and socio-economic effects of drugs/substance abuse – Plan simple demonstrations to show the effects of excessive use of drugs – Display posters and use them to educate against drug abuse | – Pictures/drawing of mad people – Poster on identification of drug abuse |
| 11 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Third Term Physical and Health Education Scheme of Work For Primary 6
Physical Health Education Scheme of Work For Primary 5
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of Last Session Work/Welcome Test | – | – | – | – |
| 2 | Personal and Environmental Health | Pupils should be able to: – Explain the meaning and importance of personal health – Explain the meaning and importance of environmental health | – Meaning and importance of personal health – Meaning and importance of environmental health | – Explain the meaning and importance of personal and environmental health | – Flip chart |
| 3 | Personal and Environmental Health | Pupils should be able to: – State the importance of vision – Draw and label structure of the tooth | – Importance of vision – Structure of the tooth | – Leads discussion on importance of vision – Guide the pupils through drawing and labelling the tooth | – IEC materials – Textbooks |
| 4 | Personal and Environmental Health | Pupils should be able to: – List 2 dental problems and their prevention – Mention some methods and importance of waste disposal | – Dental problems and prevention – Methods and importance of waste disposal | – Guides pupils to list 2 dental problems and their prevention – Guide the pupils to recall discussion on methods and importance of waste disposal | – Listen attentively to teacher’s explanation |
| 5 | Personal and Environmental Health | Pupils should be able to: – List some normal uses of common drugs – Describe the effects of normal use of medicines – Discuss the effects of excessive use of medicines | – Normal use of medicines – Effects of drug abuse on health: respiratory tract infection, blood pressure, stroke, weight loss, death – Socio-economic effects of drug abuse: poor performance in school, truancy, prostitution, financial problems, HIV infection, etc. | – Guides class discussions on the healthy and socio-economic effects of drugs/substance abuse – Plan simple demonstrations to show the effects of excessive use of drugs – Display posters and use them to educate against drug abuse | – Pictures/drawing of mad people – Poster on identification of drug abuse |
| 11 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Important Tips On On Physical and Health Education Scheme of Work For Primary 6
The meticulously designed scheme of work for Physical and Health Education reflects a holistic approach to educating young learners about the importance of physical fitness, sportsmanship, and overall well-being.
The curriculum is divided into three terms, each focusing on different thematic areas, creating a well-rounded educational journey. The first term centers on basic movement and physical fitness, emphasizing components like agility, power, flexibility, and balance.
Through engaging activities and resources such as charts, videos, and field exercises, pupils are not only taught these concepts but are also encouraged to actively demonstrate and measure them. The second term delves into games and sports, encouraging students to understand the rules and regulations of various ball games, fostering teamwork, and physical coordination.
The third term, health education, provides crucial insights into personal and environmental health, effects of drug abuse, and the proper use of medicine, empowering pupils with knowledge to make informed decisions about their well-being.
The scheme of work prioritizes practical learning and interactive sessions, ensuring that pupils are active participants in their education. The midterm tests provide essential checkpoints for assessing their grasp of the material, while the revision weeks offer opportunities for consolidating their knowledge before the final examinations.
Throughout the curriculum, teachers are facilitators, guiding discussions, demonstrations, and even arranging guest talks to enhance the learning experience. By integrating various teaching and learning resources such as videos, posters, and classroom discussions, the curriculum promotes a dynamic and engaging learning environment.
Importantly, the scheme’s structure aligns with the gradual progression of complexity and skills acquisition. Pupils are introduced to foundational concepts and gradually move towards more advanced topics, ensuring a logical flow of learning.
The scheme recognizes the multifaceted nature of physical education and health, covering areas such as physical fitness, sports, personal health, environmental health, and drug awareness. By addressing both physical and mental aspects of well-being, the curriculum equips students with valuable life skills that extend beyond the classroom.
In summary, the scheme of work for Physical and Health Education is a well-crafted educational roadmap that embodies comprehensive learning. It encompasses physical activities, cognitive understanding, and the nurturing of essential life skills.
Through its organized structure, interactive approaches, and engaging resources, it not only educates but also empowers pupils to make healthier choices, be active participants in sports and games, and develop a holistic perspective on their overall well-being.
