Sample Napps Scheme Primary 1 2-3-55izkk

NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA
National Association of Proprietors of Private Schools

(NAPPS) – NIGERIA
NATIONAL UNIFIED EXAMINATIONS TEACHING SCHEME
for
PRIMARY 1
PRIMARY 2
PRIMARY 3
2020 EDITION
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NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

FOREWORD
It is my pleasure to introduce this teaching scheme developed essentially as an offspring of the national curriculum
and equipped with basic necessities needed for complete education of 21st-century pupils.
This teaching scheme is developed intentionally by the National Association of Proprietors and Private Schools
(NAPPS) to provide seamless teaching and learning platform for private pre-schools and basic schools in Nigeria. It
is designed to meet the lofty standards expected of private schools under the umbrella of NAPPS, and to raise the
standard of teaching in Nigerian Private Schools. However, this scheme is in tandem with the Government's
approved curriculum.
Furthermore, this document is specially created with the intention of providing adequate teaching guide for private
school teachers and a good pattern which can be used to develop lesson plans to effectively and efficiently impart
pupils in Basic schools. As a result, this scheme is a tremendous improvement on existent schemes.
NAPPS through her team of seasoned professionals has taken well concerted precious effort to expand and
standardize the Government's approved curriculum for schools in order to create a unified NAPPS curriculum to
justify the long awaited NAPPS unified examination.
It is a great privilege to recommend this teaching scheme to all private schools who are registered members of the
National Association of Proprietors and Private Schools (NAPPS) for the purpose of achieving a common goal.
Abayomi Otubela (FNMA)

National President - NAPPS
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ACKNOWLEDGMENT
Much work and effort has gone into the adoption of the Federal Government Curriculum and in turn standardizing
it to match up with the expected standards of private schools under the umbrella of National Association of
Proprietors of Private Schools (NAPPS).
In this light, it is an honour to express inestimable gratitude to the following dearly esteemed people for their
immensely thoughtful and robust contributions to creating this treasure, as my heart specially swells with
appreciation:
• Chief Abayomi Otubela (FNMA) – National President, NAPPS
• Apetutu Jane – Secretary, xxxxxx
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CONTENTS
PRIMARY 1 PRIMARY 2 PRIMARY 3
SUBJECT PAGE PAGE PAGE
ENGLISH STUDIES 6 110 211
MATHEMATICS 19 124 232
BASIC SCIENCE AND TECHNOLOGY
BASIC SCIENCE 27 131 240
BASIC TECHNOLOGY 31 135 246
PHYSICAL AND HEALTH EDUCATION 35 138 250
COMPUTER STUDIES 40 141 256
NATIONAL VALUES EDUCATION
SOCIAL STUDIES 43 144 262
CIVIC EDUCATION 48 149 268
SECURITY EDUCATION 52 154 274
RELIGION STUDIES
ISLAMIC RELIGION STUDIES 56 159 278
CHRISTIAN RELIGION STUDIES 59 163 281
PRE-VOCATIONAL STUDIES
HOME ECONOMICS 63 167 286
AGRICULTURAL SCIENCE 69 173 293
LANGUAGES
HAUSA 72 177 279
IGBO 76 182 302
YORUBA 84 188 312
ARABIC LANGUAGE 94 196 324
CULTURAL AND CREATIVE ARTS 99 200 328

HISTORY 104 205 332
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SCHEME OF WORK
FOR
PRIMARY 1
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ENGLISH STUDIES
PRIMARY ONE – FIRST TERM
INSTRUCTIONAL
WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES
MATERIALS
1 READING (READING HABIT) Teacher guides pupils to identify: Pupils are to identify: Comprehension
Eye movement reading from left to right, top - First and last word on a page - First and last words on a page Textbooks, Posters,
to bottom etc. - Where to begin reading of printed words on - where to begin reading from, point and Charts.
a page. Write some familiar words on the at and read words from left to right.
board and guides the pupils to read and point
at the words as they read from left to right.
LISTENING AND SPEAKING Create home and school atmosphere through - Participate in the role play Textbooks, Posters,
Simple greetings and commands. Greetings at role play characters e.g. father, mother, elder, characters e.g. sons, daughter, sister, Pictures, and Charts.
home and appropriate times for particular teacher, etc. brother, etc.
greetings e.g. Demonstrates appropriate greetings for each - Demonstrates appropriate
Pupil: “Good morning papa, how do you do?” character. greetings for each character.
Papa: “Good morning Tunde. How do you do?” Encourage pupils to greet one another with - Greet one another with appropriate
Greetings at school e.g. Pupil: “Good morning appropriate gestures. gestures.
Madam/Sir/Mr. Olu.” Teacher: “Good morning, Give commands and demand appropriate
Amaka.” Greeting in the community; to responses from pupils.
neighbours, elders/ clan heads nurse, doctor,
etc.
GRAMMATICAL ACCURACY(STRUCTURE) Instruct and Demonstrate how pupils are to Each pupil introduces Grammar Textbook,
Identification of persons. introduce themselves to the class: himself/herself to the class: Posters, Pictures, and
Introduction, such as, “What is your name? “ “My name is Etim.” Etc. “My name is Etim.” Etc. Charts.
My name is Aisha. “what is your father’s
/mother’s/ brother’s/ sister’s name?”
WRITING Teacher guides pupils on how to write simple Pupils write simple words correctly, Writing Materials,
Writing three-letter words. words correctly and using the upper and using upper and lower cases Posters, Pictures, and
Write four-letter words. lower cases correctly. Writing should be from correctly. Writing should be from left Charts.
Pupils should write simple sentences such as: I left to right. to right.
am a boy.
2 LISTENING AND SPEAKING Teacher presents different household, Pupils identify different objects by Objects, Pictures,
Identification of objects. E.g. table, desk, classroom, natural, school, objects and guides name, learning and singing formed Charts, and Posters.
chalkboard, book, etc. pupils to identify them by name e.g. A bag, A songs and rhymes.
table etc. Form songs and rhymes.
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GRAMMATICAL ACCURACY (STRUCTURE) Teacher present different objects and guides Pupils identify different objects by Objects, Pictures,
Identification of objects and spelling out pupils to identify and spell the objects. name and spell out their names. Charts, and Posters.
names of objects.
READING Teacher presents simple sentences, and guide Pupils read simple sentences out Grammar Textbook,
Reading of simple sentences. pupils to read them out loud. E.g. He is up. I loud. Posters, Pictures, and
go on. It is an ox. Charts.
Identification of upper and lowercase letters. Teacher guides pupils to identify all Pupils identify Upper and lowercase Textbooks, Posters,
Starting every sentence with upper case. uppercase letter and lowercase letter letters Pictures, and Charts.
3 LISTENING AND SPEAKING Teacher guides pupils to identify given Pupils identify given objects by Objects, Pictures,
Identification of colours: primary colours and objects by names and colours. E.g. blue car, names and colours. E.g. blue car, Charts, and Posters.
secondary colours. green cap etc. green cap etc.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to identify objects, Pupils identify and spell objects. they Charts, posters, MP3
Identification and spelling of objects. spell and form simple sentences such as: form simple sentences with the Player, MP4 Player.
Formation of simple sentences with the This is my book. John is a boy. objects
objects.
READING Teacher presents simple sentences, and guide Pupils read simple sentences out Grammar Textbook,
Reading simple sentences. pupils to read the given letters correctly. loud. Posters, Pictures, and
Charts.
WRITING Teacher guides pupils to write alphabet Pupils write alphabet correctly, Writing Materials,
Writing simple meaningful sentences correctly from left to right. using upper and lower cases Posters, Pictures, and
correctly. correctly. Charts.
4 LISTENING AND SPEAKING Teacher explains what domestic and non- Pupils identify and differentiates Objects, Live animals,
Identification of animals and accurate spelling. domestic animals are with examples. Use between domestic and non-domestic Pictures, Charts,
Domestic animals e.g. cats, dogs, goats, sheep pictures, and live animals where necessary / animals; accurately naming and Videos, and Posters.
wild animals e.g. lion, tiger elephant. possible. spelling.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher touches and pronounce the name of Pupils identify and pronounce the Objects, Pictures,
Identification of objects in the classroom the objects being identified. name of objects Charts, and Posters.
READING Teacher presents simple sentences with two- Pupils read simple sentences loudly. Grammar Textbook,
Reading of simple sentences. letter and three-letter words to pupils and Pupils form simple sentences with Posters, Pictures, and
guides pupils to read them out loudly. E.g. She and without teacher’s assistance. Charts.
is up. The cat is up. I saw a rat.
WRITING Teacher guides pupils to write simple Pupils write alphabets correctly in Writing Materials,
Writing simple meaningful sentences sentences with two-letter, three-letter and upper and lower cases and properly Posters, Picture, and
correctly. four-letter words e.g. I am a girl. I am a boy. combine alphabets to form a simple Charts.
She is fine. He is tall. sentence.
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5 LISTENING AND SPEAKING Teacher presents and pronounces sounds Pupils repeat pronounced sounds Voice Recorder, Videos,
(PHONICS) correctly. Teacher guides pupils through correctly. Pictures, Charts, and
Production of basic sounds in simple words phonics practice. Posters.
correctly e.g. /a/ /b/ /d/
GRAMMATICAL ACCURACY Teacher guides pupils to pronounce the Pupils pronounce letters and words Voice Recorder, Videos,
Correct pronunciations of letters of the letters and words correctly. correctly. Picture, Charts, and
alphabet e.g. Aa, Bb, Cc Posters.
READING Teacher guides pupils to make sentences with Pupils make correct simple Grammar Textbook,
Reading simple sentences. common events: e.g I am eating rice. sentences with common events: e.g I Posters, Pictures, and
am eating rice. Charts.
WRITING Teacher guides pupils to write simple Pupils write simple sentences Writing Materials,
Writing simple meaningful sentences sentences correctly using simple words that correctly using simple words that Posters, Pictures, and
correctly. are easy to spell. are easy to spell. Charts.
6 LISTENING AND SPEAKING Teacher asks pupils simple question using Pupils respond to simple ‘what’ like Grammar Textbook,
Asking and answering questions: simple ‘What”. Teacher leads pupils to give correct questions. Posters, Pictures, and
questions and answer such as answers to the questions. Pupils participate in paired groups, Charts.
1). What is your name? ‘My name is Bola.’ Pairs pupils and guides pupils as they take taking turns to ask and answer
2). What is your father’s name? ‘My father’s turns to ask one another question and answer questions.
name is Ibrahim.’ them.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to form simple Pupils form simple meaningful Charts, posters, MP3
Formation of simple sentences with three- sentences such as: sentences with and without the Player, MP4 Player.
letter and four-letter words. This is my book. John is a boy. teacher’s guidance.
READING Teacher guides pupils to read simple Pupils read simple sentences. Comprehension
Reading simple sentences. sentences. Textbooks, Posters.
WRITING Teacher guides pupils to write simple Pupils write simple sentences using Writing Materials,
Writing simple meaningful sentences sentences using upper and lower cases upper and lower cases Posters, Pictures, and
correctly. appropriately. appropriately. Charts.
7 LISTENING AND SPEAKING Teacher presents and pronounces words and Pupils repeat pronounced words. Voice Recorder, Videos,
Correct pronunciation of some common guides pupils to do same. Form songs with Learn and sing songs with rhyming Pictures, Charts, and
words. rhyming words. words. Posters.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to spell correctly and Pupils identify and spell objects. they Charts, posters, MP3
Formation of simple sentences with three- to form simple sentences including three- form simple sentences with the Player, MP4 Player.
letter, and four-letter words. letter and four-letter words. objects
They will come. I can swim. She is good to me.
Ali is very tall.
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READING Teacher guides pupils to read simple Pupil read simple sentences Comprehension
Reading simple sentences. sentences. Textbooks.
WRITING Teacher guides pupils to form and write Pupils form and write simple Writing Materials.
Writing simple meaningful sentences simple sentences. sentences
correctly.
8 LISTENING AND SPEAKING Teacher presents and pronounces sounds Pupils repeat pronounced sounds Voice Recorder, Videos,
(PHONICS) correctly. Teacher guides pupils through correctly. Phonics practice Pictures, Charts, and
Production of basic sounds in simple words phonics practice. Posters.
GRAMMATICAL ACCURACY Teacher guides pupils to identify objects in Pupils identify and make sentences Grammar Textbook,
Identification of objects in the environment the environment and make sentences with it. with objects in their environment. Posters, Pictures, and
and using them in making sentences. Charts.
READING Teacher guides the pupils to read sentences Pupils read sentences formed based Comprehension
Reading of sentences formed based on formed based on common activities in the on common activities in the Textbooks, and
common activities in the environment e.g. “The environment e.g. “The dog ate the bone.” environment e.g. “The dog ate the bone.” Posters.
dog ate the bone.”
WRITING Teacher guides pupils to write small letter e.g. Pupils write small letter e.g. a, b, c, Writing Materials.
Formation of letter of the alphabet in small a, b, c, etc. etc.
letter.
9 LISTENING AND SPEAKING Teacher guides pupils through pronunciation Pupils repeat pronounced sounds Voice Recorder, Videos,
(PHONICS) of words with /a/, /b/ and /d/ sounds. correctly. Pictures, Charts, and
Pronunciation of basic sounds in simple words Posters.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to form simple Pupils form simple meaningful Charts, posters, MP3
Formation of simple sentences with three- sentences such as: sentences with and without the Player, MP4 Player.
letter, four-letter and five letter-words. I am going to school. My father is rich. Mom teacher’s guidance.
gave me a plate.
READING Teacher guides pupils to track familiar Pupils track and read out loud Phonics Book, Pictures,
Identification and reading of familiar sounds in sounds from words read aloud familiar sounds from words Posters, and Charts.
words e.g. Try – Fry. Cat – Bat. Top - Not.
WRITING Teacher guides pupils through writing simple Pupils writing simple sentences, Writing Material.
Forming sentences sentences and emphasises use of lower and using lower and uppercases and
uppercases, and full stop. puntuations
10 LISTENING AND SPEAKING Teacher guides pupils using pictures to Pupils identify sound head at the Phonics book, Pictures,
Word sounds and syllables. identify sound head at the beginning and beginning and ending of words. E.g. Charts and Posters.
ending of words e.g. Cat etc. CaT etc.
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GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to identify and count Pupils identify and count the number Grammar Textbook,
Words sounds and syllables. e.g. (bro-wn) the number of sounds in a syllable. of sounds in a syllable. Posters and Chart.
brown, etc.
READING Teacher reads given words and emphasizes Pupils learn to read given words Phonics Book, Pictures,
Combining sounds to form two and three letter the sounds in the words. paying attention to sounds in the Posters, and Charts.
words e.g. “tonight” from “to” and “night” Guides pupils to read given three letter words words.
“into” from “in” and “to” etc. using sounds. Reads three letter words using sound.
WRITING Teacher guides pupils to write simple Pupils write simple sentences. Writing Materials
Writing simple sentences. sentences.
LISTENING /SPEAKING Teacher guides pupils to identify letter Pupils identify letter sounds at the Phonics Book, Pictures,
Pronunciation of words, word sounds and sounds at the beginning, middle and end of beginning, middle and end of spoken Colours and Posters.
syllables. spoken words: words:
Blend letter sounds to form words: and Blend letter sounds to form words:
segment words in to letter sounds and segment words in to letter
(i) /i:/ beat (ii) /ᴐ:/ floor (iii) /ᴐi/toy sounds: (i) /i:/ beat (ii) /ᴐ:/ floor
(iv) /au/fowl (iii) /ᴐi/ toy (iv) /au/ fowl
GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to give example of Pupils give example of singular Grammar Textbook,
Indicating singular / plural forms, singular singular forms of words and Identify plural forms of words and identify plural Posters and Chart.
forms (addition of s) e.g. pen –pens book – forms; e.g. bag - bags, one book - two books, forms; e.g. bag - bags, one book - two
books, girl – girls, etc. one pencil – two pencils. books, one pencil - two pencils.
READING Teacher reads a story to pupils. Guides pupils Pupils read and learn to identify Story book, Posters
Parts of book, front cover, back cover, title, to identify front cover, back cover, title and front cover, back cover, title and and Charts.
pages, Anthem, etc. author of the story book read. author of a story book.
WRITING Teacher writes letters and words that pupils Pupils spell different letters and Writing Materials.
Combination of letters to form simple familiar spell. words
words e.g. – bag, ball, boy, etc.
11 REVISION Revision Revision
12 EXAMINATION Examination Examination
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ENGLISH STUDIES
PRIMARY ONE – SECOND TERM
INSTRUCTIONAL
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY LEARNER’S ACTIVITY
MATERIAL
1 RESUMPTION TEST AND REVISION Teacher guides pupils to recall last term’s Pupils participate in the Writing Materials,
Resumption test and revision work. resumption test and revision. Question and Answer
script.
2 LISTENING AND SPEAKING Teacher guides pupils to respond correctly to Pupils learn to respond accurately
Simple commands commands. to commands.
GRAMMATICAL ACCURACY Teacher guides pupils to identify things in Pupils identify images and objects Objects, Pictures,
Identification of objects pictures and in concrete form and spell them in pictures and in concrete form Charts, and Posters.
correctly. and spells them correctly
READING Teachers guides students to read correctly. Pupils participates in reading Comprehension
Reading simple sentences. exercises Textbooks or story
book
WRITING Teacher guides pupils to write and start Pupils start and write sentences Writing Materials
Writing simple sentences sentences with upper case with uppercase
3 LISTENING AND SPEAKING Teacher guides pupils to listen attentively Pupils listen Attentively to audio Audio player, videos,
Sorting out of object items / matching oral words using a reader and matching oral words to sounds and match oral words to readers, pictures,
in print prints etc. prints and posters.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to identify new and Pupils identify new and unfamiliar Grammar Textbook,
Counting numeracy 1-300 in words. E.g. One = 1 unfamiliar words. Correctly use the new words. Correctly use the new words Pictures, and Charts
Two = 2 etc. words in own speech. E.g. I have one nose, I in own speech. E.g. I have one nose,
have two eyes. I have two eyes.
READING Teacher reads a story to the class and lets the Pupils listen attentively, identify Flash Cards, Charts,
Matching oral words to print pupils identify new words. new words and match words on the and Posters
Displays word chart on the wall call on pupils wall to words printed on flash cards
to match words printed on flash cards to the
words on the wall.
WRITING Teacher guides pupils to spell new words. Pupils spell new words. Flash cards.
Forming new words.
4 LISTENING AND SPEAKING Teacher guides pupils to identify the sounds Pupils identify and imitate the Videos, Audios,
Auditing, perception and discrimination – sounds of various animals. sounds of various animals. Flash cards, Posters
of domestic animals such as; cat, horse, dog, cock, Ask pupils to imitate the sounds of the and Charts.
cow, goat etc. various animals.
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Grammatical Accuracy (Structure) Teacher explains possessive forms that show Pupils make list possessive words
Expressing possession using the possessives: my, ownership. List possessive words, use and use them in a sentence.
yours, his, hers, in simple correct sentences. E.g. possessives in sentences and encourages
This is my pen. Etc. pupils to repeat examples given.
Reading Teacher leads pupils to sing songs and recites Pupils sing songs and recites Videos, Audios,
Songs and Rhymes rhymes with the pupils. Guides pupils to rhymes. Pupils repeat sounds of Flash cards, Posters
repeat sounds of rhyming words in the songs rhyming words in the songs and and Charts.
and rhymes. rhymes.
Writes down set of words on the board and lead Pupils identify word sets that
pupils to identify word sets that rhyme. rhyme.
Writing Teacher guides pupils to write simple Pupils write simple sentences Writing Materials
Writing simple sentences. sentences.
5 LISTENING AND SPEAKING Teacher explains the concepts of gratitude Pupils make express gratitude to Flash Cards, Audio,
Expressing gratitude and farewell. and occasions when one should express friends, parents and elders etc. Video, and Posters.
Expressing gratitude through role play. Expressing gratitude e.g. when we receive gifts. Pupils make sentences expressing
farewell in various ways and situations Teacher guides pupils to make sentences farewell in various ways e.g.
expressing gratitude to friends, parents and goodbye, farewell bye-bye.
elders etc.
Teacher guides pupils to make sentences
expressing farewell in various ways e.g.
goodbye, farewell bye-bye
GRAMMATICAL ACCURACY (STRUCTURE) Teacher explains nouns and pronouns and Pupils learns nouns and pronouns Grammar Textbook,
Introducing nouns and pronouns e.g. Lagos, house, their uses to pupils. and their uses. Pictures, Poster and
Mary, school, cat etc. Teacher guides pupils to repeat sounds of Pupils repeat sounds of rhyming Charts
Pronouns e.g. she, he, they, it, etc. rhyming words. words.
READING Teacher guides pupils to read and repeat Pupils read and repeat rhyming Flash Card, Pictures,
Reciting and reading rhymes. sounds of rhyming words. words Poster and Charts
WRITING Teacher guides pupils to write simple Pupils form and write simple Writing Materials.
Writing simple sentences. sentences. sentences
6 LISTENING AND SPEAKING Teacher makes predictions based on Pupils properly express personal Story book, Flash
Expressing personal wants and feelings. illustrations in stories or portion of stories. want and feelings Card and Chart
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GRAMMATICAL ACCURACY(STRUCTURE) Teacher guides pupils to give examples of Pupils give examples of singular Grammar Textbook,
Indicating singular/plural forms. Introducing the singular forms. forms of One. Pictures, Poster and
concept of singular and plural by addition of “s” Teacher gives examples of plural forms Pupils match singular forms of One Charts
and “es” to simple words e.g. many, or more than one; two or more. to their Plural forms.
Boy – Boys Mango – Mangoes
Girl – Girls Box – Boxes
READING Teacher presents a rhyme, reads it aloud, Pupils Listen attentively to the Audio, Video, and
Reciting and reading songs and rhymes: clear pronounces the words clearly and gets the rhyme, read it aloud, pronouncing Posters.
recitation of various rhymes depicting nature, care, pupils to do the same. the words clearly.
kindness, honesty, love and diligent.
WRITING Teacher dictates words to pupils and the Pupils listen to pronounced word, Audio, Writing
Writing with appropriate upper and lowercases. pupils spell and write the words. spell and write them accurately Material.
7 LISTENING AND SPEAKING Teacher gives examples of present and past Pupils learn and give examples of Grammar Textbook,
Present and past actions. Identification of present actions: Eat – ate Come – came present and past actions: Eat – ate Pictures, Poster and
and past actions. Expression. Go – went. Come – came Go – went. Charts
GRAMMATICAL ACCURACY (STRUCTURE) Teacher asks pupils simple questions using Pupils participates in paired Flash Cards,
Asking and answering of questions. Further ‘What’ groups: pupils ask simple questions Pictures, Posters
practice on asking about things and responses. Teacher leads pupils to give correct answers using ‘What’ and give correct and Charts.
to questions, pairs pupils and guides them as answers to questions.
they take turns to ask one another questions
and answer them.
READING Teacher writes common punctuation signs Pupils locate common punctuation Comprehension
Concept on punctuation marks: on the board and explains the meaning of the signs in texts. Textbooks, Story
Comma (,), Full stop (.) signs and their uses in sentences. book, Charts and
Question mark (?) Teacher guides pupils to locate common Posters
punctuation signs in texts.
WRITING Teacher guides pupils to understand the Pupils write different punctuation Writing materials
Writing simple sentences with emphasis on the use concept of punctuation marks. marks and their uses
of punctuation marks appropriately.
8 LISTENING AND SPEAKING Teacher reads given words emphasizing the Pupils take note of the sound of Audio, Video, Chart,
Pronunciation practice - combining sounds to form sounds in the words. emphasised words and combine Poster, and Writing
simple words e.g. “tonight” from “to” and “night” Guide pupils to combine sounds to form sounds to form simple words e.g. Material.
“into” from “in” and “to” simple words e.g. “tonight” from “to” and “tonight” from “to” and “night”
“night” “into” from “in” and “to” “into” from “in” and “to”
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GRAMMATICAL ACCURACY (STRUCTURE) Teacher guides pupils to give examples of Pupils give examples of present Grammar Textbook,
Present tense. present action. Example action. Example Chart and Posters.
Identification of present actions I am; You are; I am; You are;
I am a boy; Are you a girl; I am a boy; Are you a girl;
READING Guides pupils to: Pupils read words placed in a row Comprehension
Decoding strategies Read words placed in a row and match text to and match text to words. Textbook, Chart, and
- Sounding out words in text words. Pronunciation of words syllable by Posters.
- Break words into smaller words Pronunciation of words syllable by syllable syllable while clapping and
- Words parts (compound words, digraphs) while clapping and counting syllables in counting syllables in words.
- Apply long and short vowels words.
WRITING Teacher guides pupils to write a simple Pupils write a composition on Writing Materials
Composition on “Myself” composition on “Myself” by providing a guide “Myself” with the teacher’s guide. Composition Manual
or sample composition
9 LISTENING AND SPEAKING Teacher guides pupils to separate words into Pupils separate words into Audio, Video, Flash
- Pronunciation consonant and vowel sounds. consonant and vowel sounds. Card, Posters,
- Decoding strategies words parts (compound Build words by blending word parts (long Build words by blending word parts Charts, and Picture.
words, digraphs). vowels/short vowels /diagraphs, etc. to form (long vowels/short vowels /diagraphs,
- Apply long and short vowels. new words. etc. to form new words.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher explains possessive forms that show Pupils presents examples of Grammar Textbook,
Expression of possession using the possessives: ownership and lists possessive words in possessive words in sentences. Flash Card, Posters
my, yours, his, hers, simple correct sentences e.g. sentences and encourages pupils to present and Chart.
- This is my bag. - This is your book. his/her examples.
READING Teacher guides pupils to say the sounds of Pupils sounds words correctly. Audio, Video, Chart
Reading simple sentences. words correctly. and Posters.
WRITING Teacher guides pupils to write a simple Pupils write a composition on Writing Materials
Composition on “Myself” composition on “Myself” by providing a guide “Myself” with the teacher’s guide. Composition Manual
or sample composition
10 LISTENING AND SPEAKING Teacher guides pupils to make their own Pupils make their own sentences Charts, Tables, and
Matching and sequencing of cut – out letter. E.g. sentences based on information contained on based on information contained on Graphs
- Give me my pencil. - I want to go to my house. charts, tables and graphs. charts, tables and graphs.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher explains possessive forms that show Pupils use possessive forms that Grammar Textbook,
Expressing personal wants and feelings. personal wants and feeling. show personal wants and feeling. Flash Card, Posters
Guide pupils to read letter of the alphabets Pupils read letters of the alphabets and Chart.
READING Teacher guides pupils to read letters of the Pupils read letters of alphabet. Flash Card, Posters
Reading simple sentences. alphabet. and Chart.
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WRITING Teacher guides pupils to write sentences Pupils write sentences accurately Writing Materials
Writing simple sentences. accurately.
ENGLISH STUDIES
PRIMARY ONE – THIRD TERM
INSTRUCTION
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY LEARNER’S ACTIVITY
AL MATERIAL
1 Resumption test and Revision of last term’s Teacher gives commands and demands Pupils participate in the resumption Question and
work appropriate responses. test and revision. Answer script.
Resumption test and Revision of last term’s work Guides pupils to recall last term’s work.
2 LISTENING AND SPEAKING Teacher ask pupils to use provided cut - out Pupils use provided cut - out letters and Flash Card,
Oral communication and dialogue. letters and pictures to match in sequence, pictures to match in sequence all the Pictures,
teacher guides pupils to match all the given given materials available to their Posters, and
materials available. matching sequence. Charts
GRAMMATICAL ACCURACY Teacher guides pupils to work in group to Pupils work in group to spell pictures Pictures and
Spelling of words – from pictures on charts. spell pictures on charts. on charts. Charts.
READING Teacher writes sentences on the board and Pupils read sentences from the board.
Reading simple sentences. lets pupils read the sentences.
WRITING Teacher frames sentences and guides pupils Pupils read and write framed Writing
Writing simple sentences. to read the sentences. sentences. Materials.
3 LISTENING AND SPEAKING Teacher presents different household objects Pupils identify different objects by Objects, Charts
Identification of objects in the environment. and guides pupils to identify them by name name and colour. and Pictures.
Describing simple objects in the environment. and colour e.g. green bag, yellow table, etc.
GRAMMATICAL ACCURACY Teacher guides pupils to make inquiries using Pupils ask questions to inquire of Question form
Asking about numbers of objects in question form, question form. number of objects using question form.
e.g. How many tables are there?
READING Teacher presents a rhyme, reads it loudly, Pupils recite the rhymes and sing songs. Flash Card,
Clear recitation and reading of various rhymes pronounces the words clearly, encourages Posters and
depicting nature. pupils to recite the rhymes and sing songs. Chart.
Page | 15

WRITING Teacher asks pupils to write simple sentences Pupils writes simple sentences in their Writing
Writing of simple sentences. in their exercise books. exercise books. Materials.
5 LISTENING AND SPEAKING Teacher guides pupils to give examples of Pupils give examples of singular and Posters and
Expression of singular and plural forms of objects. singular and plural forms of objects. plural forms of objects. Charts
E.g. one ball, two balls.
GRAMMATICAL ACCURACY Teacher guides pupils to give examples of Pupils give examples of singular form Posters and
Singular forms adding “s” e.g. ball, girl, etc. plural singular forms and plural forms. and plural form. Charts.
forms e.g. balls, girls etc.
Singular forms adding “es” e.g. Mango – Mangoes,
Box – Boxes, etc.
READING Teacher presents labelled objects in singular Pupils mention the plural forms of the Charts and
Reading objects in singular and plural forms e.g. form and guides Pupils to mention their given singular objects. Posters.
This is one ball, these are two balls. plural form.
WRITING Teacher gives pupils examples of sentences Pupils write more examples sentences Writing
Writing simple singular and plural forms in involving singular and plural forms. involving singular and plural forms. Materials.
sentences.
6 LISTENING AND SPEAKING Teacher guides pupils to speak appropriately Pupils speak appropriate sentences,
Expression of singular and plural forms of objects. to emphasis singular and plural forms. emphasising the singular and plural
E.g. one ball, two balls. forms in the sentence.
GRAMMATICAL ACCURACY Teacher guides pupils to understand that a Pupils identify verbs and they give Grammar
VERB – Action Words. verb is a word that shows an action e.g. sleep, examples of verb on their own. Textbook.
Identification of verbs. talk, eat, run, pray, etc.
READING Teacher guides pupils to identify new and Pupils identify new and unfamiliar
Reading of simple sentences including numbers unfamiliar words of numerical meaning. words of numerical meaning.
written in words.
WRITING Teacher guides the pupils to write simple Pupils write simple sentences including Writing
Writing simple sentences including numbers. sentences. numbers. Materials
7 LISTENING/SPEAKING Teacher present and pronounces basic Pupils learn to pronounce basic sounds Audio, Video
Production of basic sounds in given words sounds correctly. correctly.
correctly e.g. /a/, /b/, /d/ in days of the week.
GRAMMATICAL ACCURACY Teacher guides pupils to make sentences Pupils learn to make simples sentences Flash card,
Verbs – Identification of verbs including verbs e.g. I can sing. I want to eat indicating nouns. Posters,
Formation of simple sentences with verbs, rice. She will cry. I will come. Pictures and
Charts.
Page | 16

READING Teacher reads a story / list of words to the Pupils listen to list of words and Chart, Posters,
Words game/picture matching, e.g. objects found pupils and they identify where the story identify where the story starts and Audio and
in the school, home, etc. starts and ends. ends. Video.
Teacher guides pupils to identify the verbs in Pupils match words on chart.
the story and displays a word chart on the
wall and call on pupils to match.
WRITING Teacher guides pupils to write examples of Pupils write examples of simple Writing
Writing simple sentences. simple sentences. sentences Materials.
8 LISTENING AND SPEAKING Teacher guides the pupils to spell and Pupils learn to spell and correctly Flash Cards,
Spelling and correct pronunciation of days of the correctly pronounce the days of the week. pronounce the days of the week. Charts and
week e.g. Monday, Tuesday, Wednesday, Thursday, Posters.
Friday, Saturday, and Sunday.
GRAMMATICAL ACCURACY Teacher guides pupils to make a list of their Pupils make a list of their habitual Flash Cards,
Present Tense: Expression of habitual actions in habitual actions by questioning them on their actions within the days of the week. Posters, and
the present using days of the week e.g. habitual actions within the days of the week. Charts
I wash every Saturday.
I go to church every Sunday.
I go to Mosque for Juma’at prayer every Friday.
READING Teacher guides the pupils to form words by Pupils form words by combining Chart, Posters
Combination of letters to form simple words e.g. the combination of letters. letters. and Pictures.
books, class, shoes, biro, cup boy etc.
WRITING Teacher guides the pupils to write out words Pupils writes out words through Flash Cards,
Combination of letters of the alphabet to write out through combination of letters. combination of letters. Posters, and
simple words e.g. biro, cap, cup, socks etc. Charts.
9 LISTENING AND SPEAKING Teacher guides the pupils to expressively Pupils makes simple sentences with Flash Cards,
Expression of things that could be taken into the make simple sentences with names of things names of things that can be taken into Posters, and
body such as foods and medicines e.g. bread, tea. that can be taken into the body e.g. the body e.g. she can’t eat stones. Charts.
I can drink tea. You can’t eat that bread etc.
GRAMMATICAL ACCURACY Teacher guides pupils to give examples of Pupils give examples of past actions Grammar
Past Tense: Expression of past actions today and past actions using today and yesterday e.g. I using today and yesterday e.g. I drank Textbook, and
yesterday. drank tea today, I ate bread yesterday. tea today, I ate bread yesterday. Charts.
READING Teacher guides pupils to blend the sounds of Pupils blend the sounds of letters to Flash Cards,
Combination of letters to form simple words e.g. letters to form words e.g. /v/+an = van; form words e.g. /v/+an = van; /c/+an Posters, and
/v/+an to form van, /c/+an to form can /c/+at to /c/+an =can; /c/+at= cat etc. =can; /c/+at= cat etc. Charts
form cat etc.
Page | 17

WRITING Teacher guides the pupils to think and write Pupils think and write freely by forming Flash Cards,
Combination of letters to form simple familiar freely by forming words from combined words from combined letters. Posters, and
words that are mono-syllabic e.g. bed, bat, pen, letters. Charts
mat, toy, cow, etc.
10 LISTENING AND SPEAKING Teacher guides pupils to imitate the sound of Pupils imitate the sound of the various MP3 Player
Auditory perception and discrimination of sounds the various animals. animals.
of domestic animals. Such as cats, horse, dog, cock, MP4 Player
cow, goat, sheep etc.
GRAMMATICAL ACCURACY Teacher guides different pairs of children to Pupils introduces themselves and Posters
Introduction of persons and objects such as: What introduce themselves and objects. object to one another.
is your name? This is a car. He is Taiwo. This is a Grammar
book. Textbook
READING Teacher guides pupils to identify numbers of Pupils identify number of objects and
Reading of number words 1 – 100 (One – Hundred) objects and persons. persons. e.g. twenty-one books. Thirty Real objects
with names of objects and persons e.g. twenty-one pencils, etc.
books. Thirty pencils, etc. Pictures
WRITING: Formation of words from the alphabets: Teacher guides pupils to write words Pupils form words correctly from the
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, correctly without difficulties. alphabets. Charts
V, W, X, Y, Z.
Flash Cards
LISTENING / SPEAKING Teacher guides pupils to identify the various Pupils identify various activities
Drama, depicting events of marriage ceremony. activities involved in a marriage ceremony as involved in a marriage ceremony as
Writing
well as giving meanings to the various words well as give meanings to the various
Materials
used. words used.
GRAMMATICAL ACCURACY Teacher gives pupils the guide to make simple Pupils makes simple sentences using
Expressing past tense actions in sentences e.g. I sentences using past tense actions. past tense action
went to school today. I ate rice yesterday.
READING Teacher guides pupils to sound out sounds of Pupils sound out sounds of letters of
Further practice on sounds of the alphabet /a/, letters of the alphabet in words alphabet in words.
/3:/ e.g. /a/ - apple = a, /b/ - ball = b
/k/ - cat = c
WRITING Teacher guides pupils to write the numbers in Pupils write numbers (100 - 200) in
Writing of number words 100 – 200 (one hundred words. words
– two hundred).
11 Revision of the terms work Revision of the term’s work. Revision
12 Examination Examination Examination
Page | 18

MATHEMATICS
INSTRUCTIONAL
WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
1 WHOLE NUMBERS 1 – 200 Teacher mixes the collection and ask Pupils sort collections according to Counting devices e.g.
Collecting, sorting and classifying objects leading to pupils to sort. Guides pupils to form types. bottle tops, beads,
the idea of numbers 1 – 200 groups of collection. Read number 1 – 200. Classify mixed collections by forming stones, etc.
Identification of number of objects 1 – 200 Guide pupils to write numbers 1 – 200. groups for objects.
Reading of numbers 1 – 200 Teacher guides pupils to write numbers 1 Read and write numbers 1 – 200. Number flash cards
Writing of numbers 1 – 200 – 50 in words. Arrange objects in order of
Ordering of numbers up 1 – 200 magnitude.
Writing numbers in words: 1 – 50
2 WHOLE NUMBERS 1 – 300 Teacher guides pupils to classify groups of Pupils sort and classify collection. Counting devices e.g.
Collecting, sorting and classifying objects leading to similar objects. Guide pupils to count, Identify numbers 1 – 300 using flash bottle tops, beads,
the idea of numbers 1 – 300 read, and write numbers 1 – 300. Leads cards. stones, etc.
Identification of number of objects 1 – 300 pupils to write numbers in order of their Count, read and write numbers 1 –
Reading of numbers 1 – 300 magnitude; ascending order and 300. Arrange numbers 1 – 300 in Number flash cards
Writing of numbers 1 – 300 descending order. order of magnitude.
Ordering of numbers up 1 – 300 Teacher guides pupils to write numbers in
Writing numbers in words: 1 - 70 words.
3 WHOLE NUMBERS 1 – 500 Teacher guides pupils to classify groups of Pupils sort and classify collection. Counting devices e.g.
Collecting, sorting and classifying objects leading to similar objects. Leads pupils to identify Identify numbers 1 – 500 using flash bottle tops, beads,
the idea of numbers 1 – 500 numbers that add up to 50. Guide pupils to cards. Count, read and write numbers stones, etc.
Identification of number of objects 1 – 500 count, read, and write numbers 1 – 50. 1 – 500. Arrange numbers 1 – 500 in
Reading of numbers 1 – 500 Leads pupils to write numbers in order of order of magnitude. Number flash cards
Writing of numbers 1 – 500 their magnitude. Pupils write numbers 1 – 100 in
Ordering of numbers up 1 – 500 Teacher guides pupils to write numbers 1 words.
Writing numbers in words: 1 – 100 – 100 in words.
4 PLACE OF VALUE Teacher guides pupils to identify numbers Pupils write numbers in arranged Abacus
Recognition of 10 as a group in tens. Teacher guides pupils to arrange format of tens and unit.
Use of place value – Tens and Units (i.e. T, U) numbers in tens and unit formation. Flash cards
Pupils identify tens digit and unit
Numbers 1 – 600 Teacher guides pupils to identify tens digit in any given number less than Charts
digits and unit digit in numbers less than 100.
100.
Page | 19

T U 1 – Tens Pupils identify and read numbers 1 –

600.
1 5 5 – Unit
Teacher uses teaching resources to assist

pupils identify and read numbers 1 – 600.
Guides pupils to write numbers 1 – 600.
5 ADDITION Teacher guides pupils to carryout addition Pupils carryout addition operations Flash cards
operation by arranging digits in place that do not require carrying over.
Adding 2-digit numbers with sum less than 100 values to form sums less than 100 Number charts
Without “Carrying Over”. T U
T U Counting devices e.g.
1 5 2 7 beads, stones, etc.
+ +
5 3 6 0
6 8 8 7
6 SUBTRACTION Teacher guides pupils to arrange the digits Pupils carryout subtraction Flash cards
Subtraction of whole numbers lesser than 100 of numbers in Ten and Unit. operations that do not require
Without “Carrying Over”. Teacher guides pupils to carryout carrying over”. Number charts
subtraction operations that do not require
Mentioning activities where accuracy in “carrying over”. Give examples of everyday life where Counting devices e.g.
subtraction is needed. Leads pupils to give examples of situations accuracy in subtraction is needed. beads, stones, etc.
where accuracy is needed.
T U T U
9 5 6 7
− −
2 5 5 0
7 0 1 7
Page | 20

7 ADDITION AND SUBTRACTION Teacher guides pupils to differentiate Pupils carryout addition and Flash cards
between addition and subtraction subtraction operations with and
Differentiating between addition and subtraction operations using place value arrangement. without the teacher’s guidance. Number charts
using place value not exceeding tens and unit (T- T U
T U
U). Counting devices e.g.
5 6 8 6 beads, stones, etc.
+ −
2 2 1 2
7 8 7 4
8 ADDITION AND SUBTRACTION (Continued) Teacher guides pupils to carryout addition Pupils carryout addition and Flash cards
and subtraction operations using place subtraction operations with the
Addition and subtraction operations using place value arrangement. teacher’s guidance. Number charts
value not exceeding tens and unit (T-U). Teacher guides pupils to carryout
operations without supervision Counting devices e.g.
beads, stones, etc.
T U T U
5 6 8 6
+ −
2 2 1 2
7 8 7 4
9 ADDITION AND SUBTRACTION Teacher guides pupils to understand and Pupils solve problems on open Pebbles, beads,
Finding missing numbers in open sentences e.g. differentiate increasing and decreasing sentences and gets the missing bottle tops, numbers
8 + (____) = 9 numbers. numbers etc. Beads, oranges.
10 – (___) = 6 Guides pupils through solving open
12 – (____) = 7 sentences.
10 FRACTION Using charts, cardboard, an MP3 player or Pupils practice dividing objects into Charts
Introduction to the concept of fraction as part of a MP4 Player and real objects like orange, ½ and ¼. MP3/MP4 Player
whole. the teacher presents each object as a Colour ½ and ¼ of shapes in their Cardboard
Identification of half (1/2) whole. The teacher cuts objects into equal workbooks. Give examples of things Orange
Identification of quarter (1/4) parts of two e.g. orange into four equal that can be shaded into ½ and ¼. Marker
Colouring parts of a whole parts. Asks pupil to colour ½ and ¼ of Suggest reasons for sharing things Scissors
shapes in their books. into ½ and ¼.
11 Revision Revision Revision
12 Examinations Examinations Examinations
Page | 21

MATHEMATICS
INSTRUCTIONAL
RESOURCES
1 ADDITION AND SUBTRACTION Teacher guides pupils to interpret simple Pupils read word problems and Counting devices
Simple word problems leading to addition word problems and determine whether an interpret to determine whether e.g. beads.
Simple word problems leading to subtraction. addition operation or a subtraction is addition or subtraction operation is
required. required. Textbook
Teacher guides pupils to carryout addition Pupils carryout required addition or
and subtraction operations in word subtraction operations in word Workbook
problems. problems.
2 MONEY Teacher leads pupils through suitable Pupils engage in sorting out the Actual coins, paper
The concept of kobo e.g. 50k, 25k, 10k, 5k, and 1k. activities to recognize the different denominations and identifying them. money, dummy
Simple addition of money. Nigerian denominations. Pupils carryout simple addition and notes, etc.
Simple subtraction of money. Teacher guides pupils to add and subtract subtraction of money.
money in simple operations.
3 MONEY Teacher guides pupils to establish a Pupils gather items for the shopping Coins – 1k, 5k, 10k,
- Shopping: buying and selling and the concept and shopping corner in the classroom. corner. Pupils group themselves into N1.00, paper coins.
receiving change. Guides pupils to gather some items for seller and buyers and they
- Simple word problems involving money. sale to demonstrate buying and selling demonstrate buying and selling.
with money and to collect change.
Pupils solve simple word problems
Pupils solve simple word problems on on money involving buying and
money involving buying and selling and selling and other activities.
other activities.
4 LENGTH Teacher directs pupils to use footsteps to Measure the length and width of the Pencil, sticks,
- The concept of length measure the length of the classroom. classroom with their feet and arm classroom, pupils
- Comparison of length of two or more objects to Guides pupils to use arm length to respectively. themselves.
develop the idea of “longer than and “shorter than”. measure the width of the classroom. Pupils use finger span to measure
Guides pupils to compare the lengths objects in the classrooms such
sticks of different lengths to compare their tabletops, window length, etc.
lengths and to determine which is the Pupils compare objects of different
longest and shortest. lengths and they determine which is
longer or shorter.
Page | 22

5 LENGTH Teacher directs pupils to gather objects of Pupils gather objects of different Pencil, space-
- Ordering of lengths of objects. different lengths lengths. Arrange them according to classroom, sticks,
- Measuring the length of objects using natural units Arrange them in order of magnitude increasing or decreasing length. hands.
such as hand span, steps, arm-length, stride, etc. To measure these objects with stripes, Measure and record.
robe, hands etc.
6 LENGTH Teacher guides pupils to identify value of Pupils identify the value of length. Ruler
- Value of length length. Guides pupils to state why lengths State the importance of orderliness.
- Ordering of length need to be ordered. Charts
- Units of measurement of length. Teacher guides pupils to identify various Pupils identify Standard units of
- Recitation of conversion of units e.g. 10 dm = 1cm; units of measurement of length such as measurement of length and they
100cm = 1m; 1000m = 1 km. cm, m etc. recite the conversion of units of
- Simple addition and subtraction of lengths Teacher guides pupils to carryout simple length.
addition and subtraction of lengths e.g.
5cm + 8cm = 13cm
7 CAPACITY Teacher directs pupils to gather contains Pupils gather containers of different Cans of different
- Idea of capacity as way of measuring liquid, grains, of different sizes and volume and to fetch sizes. Fetch water to fill the sizes, water.
sand, etc. water in the containers. containers.
- Units of measuring capacity
- Identifying different sizes of objects Teacher guides pupils to identify the units Pupils identify units of measurement
of measurement of capacity such as cm3, of capacity.
litre, etc.
8 CAPACITY Teacher guide pupils to say the uses of the Pupils say the uses of the empty Cup, bucket, empty
- Comparison of capacity of containers. empty containers. containers. container, water.
- Ordering of capacity of containers. Guides pupils to arrange the containers Arrange the container according to
- Value of capacity. according to the size and things it can their sizes and things they can
- Simple addition and subtraction of capacity. contain. contain.
Teacher guides pupils to identify units of
measurement of capacity and to carryout
simple addition and subtraction e.g.
9 L + 8 L = 17 L
9 WEIGHT Teacher guides pupils to understand the Pupils lift and compare the weights of Weighing balance,
- Concept of weight. concept of weight and units of weight. different objects to determine which see saw, etc.
- Ordering of weight of objects. is heavier or lighter.
Page | 23

- Estimating weight of objects i.e. heavier than or Teacher guides pupils to compare and Pupils explain the meaning of weight
lighter than. order the weights of different objects after and identify the units of weight.
- Comparing weight of objects. lifting.
- Units of weight. Pupils carryout simple addition and
- Simple addition of weights Teacher guides pupils to identify units of subtraction of weight.
measurement of weight and to carryout
simple addition and subtraction e.g.
5g + 7g = 12g
10 TIME Teacher guides pupils to identify and Pupils observe the movement of the Wall clock, charts
- Concept and unit of time understand the movement of hands of hand of wall clock indicating activities
- Identifying activities suitable for different times of wall clock. State the time when certain things peculiar to different
the day e.g. morning, afternoon and evening. States the time when certain things are are done. period of the day.
- Days when certain activities are taken e.g. today, done e.g. time to sleep, time to go to Play a drama on time and events to
yesterday. school. do certain things.
- Telling time in O’ Clock format e.g. 7 O’clock; in Play a drama on time and events to do
half-past format: 6:30. certain things.
Teacher guides pupils through telling
simple time on a clock such 6 O’clock,
eight-thirty, etc.
Page | 24

MATHEMATICS
INSTRUCTIONAL
RESOURCES
1 ADDITION Teacher guides pupils to carryout addition Pupils carryout addition operations Flash cards
operation by arranging digits in place that do not require carrying over.
Adding 2-digit numbers with sum less than 100 values to form sums greater than 100 Number charts
involving regrouping or “carrying over”. T U
T U Counting devices
1 5 2 7 e.g. beads, stones,
+ + etc.
5 7 6 3
7 2 9 0
2 SUBTRACTION Teacher guides pupils to arrange the digits Pupils carryout subtraction Flash cards
Subtracting 2-digit numbers involving regrouping of numbers in Ten and Unit. operations that require carrying
or “carrying over”. Teacher guides pupils to carryout over”. Number charts
subtraction operations that require
“carrying over”. Give examples of everyday life where Counting devices
accuracy in subtraction is needed. e.g. beads, stones,
T U T U etc.
9 5 7 1
− −
2 7 5 6
6 8 1 5
3 ADDITION ON NUMBER LINE Teacher guides pupils to order numbers Pupils order numbers on a straight Charts, a board
- The concept of number line (positive part only). on a straight line. 0 – 1 – 2 – 3 – 4 – 5… etc. line. ruler.
- Reading numbers on the number line. Reads the numbers on a number line. Read numbers on a number line.
4. SUBTRACTION ON NUMBER LINE Teacher guides pupils to read positive Pupils read positive parts and Chart, a board ruler
- Reading positive and negative numbers on the parts and negative parts of number line, 0 negative parts of number line, 0
number line, 0 inclusive. inclusive. inclusive.
- Concept of subtraction on a number line.
Page | 25

5. 2 - DIMENSIONAL SHAPES Teacher guides pupils to identify and Pupils identify and naming of 2- Square shapes,
- Identifying and naming of 2 dimensional shapes naming of 2-dimensional shapes. dimensional shapes. Distinguish Rectangle, table,
rectangles and circle. Distinguish between square and rectangle. square and rectangle. Draw door, exercise
- Distinguishing between squares and rectangles Draw different types of 2-dimensional different types of 2-dimensional books, triangle etc.
- Drawing of different types of 2-dimensional shapes. shapes. Value of square rectangle and shapes. Describe values of square,
- Values of squares, rectangles and circular shapes. circular shapes at home. rectangular and circular shapes.
6. 3 - DIMENSIONAL SHAPES Teacher guides pupils to identify shapes Pupils identify shapes like cube, Empty carton, magi
- Identification of cubes, cuboid, cylinder, sphere, etc. like cube, cuboid, cylinder sphere. cuboid, cylinder, sphere. cube, ball, tin etc.
- Distinguishing between cubes and cuboids. Cubes, cuboids,
- Collection of different types of 3-dimensional Guides pupils to distinguish between Distinguish between cubes and cylinders, sphere.
objects. cubes and cuboids. cuboids. Mention the solid shapes
- Categorizing the objects collected according to cubes Leads pupils to mention the solid shapes in their homes and environment.
and cuboids. - Value of solid shapes at home and in in the home and environment.
the environment.
7. TIME Teacher guides pupils to state when things Pupils state when things are done Clock, watch,
- Days of the week are done at school and homes. at school and homes. Study a clock activity chart
- Reading clock; hour, minutes and seconds Guides pupils as they study a clock noting noting the hands on it. showing different
- Differentiating between hours, minutes and the hands of the clock. periods of the day.
second’s hand in a clock.
8. TIME Teacher guides pupils as they draw clocks. Pupils draw wall clocks. Indicate Wall clock.
- Drawing clock, indicating a given time e.g. 5 O’clock, Guides pupils to indicate the hour on the the hour on the clock. Tell the time.
6 O’clock, time of going to school and time of closing clock.
from school. Lead pupils as they tell the time.
- Drawing clock, indicating on a given time e.g. half
past One etc.
9. MONEY Teacher guides pupils as they recognize Pupils sort coins into Actual coins, model
- Coins and notes of Nigerian currency denomination of Nigerian coin. denominations from collections. coins etc.
- Idea of Kobo and Naira i.e. 100 kobo = 1 Naira. Uses flash cards to show addition of coins. Adds coins using flash cards.
10. DATA COLLECTION Teacher guides pupils to mention their Pupils mention their ages. Card written ages,
- Collection of different data i.e. ages. Measure their heights. wall rule etc.
- Age of pupils Lead pupils to measure their heights. Group themselves according to
- Height of pupils their ages and heights.
- Grouping of data collected according to ages and
height.
11. Revision Revision Revision
12. Examinations Examinations Examination
Page | 26

BASIC SCIENCE AND TECHNOLOGY (BST)
(BST) - BASIC SCIENCE

LEARNING
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES.
1 THE ENVIRONMENT Teacher takes pupils on a study-walk around and Pupils observe and identify things around and Pictures, Charts,
- Exploring the outside the school to observe things or objects in the outside the school. and Textbook.
environment. environment. They mention things in the environment.
- Things in the environment. - aids pupils to mention things in the environment.
2 ROADS Teacher demonstrates walking safely along the road (i) Walk safely along the road. Pictures, Charts,
- Walking within and and crossing the road. (ii) List the types of road within and outside the Video, Posters, and
outside the school. (ii)Guides the pupils to mention the types of roads school. Textbook.
- Crossing the road. within and outside the school (iii) Observe road crossing rules.
3 SOIL (i) Guides pupils to identify types of soil. (i) Identify the types of soil Different soil
- Types of soil (ii) Aids the pupils to state the uses of soil. (ii) List the uses of soil samples, Chart,
- Importance of soil (iii) Assists pupils to list the components of soil. (iii) State the components of soil. Posters and Picture
4 AIR (i) Guides pupils to identify air as other components (i) Identify air as other components of the Paper, Hand fan,
- Existence of air. of the surrounding. surrounding. Balloons, Polythene
- Air occupies space (ii) Guides Pupils to demonstrates the existence of (ii) Demonstrate the existence of air using paper Bags Charts, and
air using paper or hand fan. using paper or hand fan. Poster.
(iii) Guides Pupils to demonstrates that air occupies (iii) Inflate balloons, polythene bags, etc.
space by inflating balloons.
5 WATER (i) Guides the pupils to identify sources of water and (i) Mention the sources of water. Water Sample,
- Sources of water the uses of water. (ii) Recite a poem about water. Posters, Chart and
- Uses of water (ii) Takes pupils on a tour to a nearby source of Pictures.
water.
6 COLOUR (i) Uses the colour chart to guide pupils to identify (i) Identify colours of objects provided by teacher. Colour Chart,
- Types of colour colour. (ii) Collect materials of different colours provided Posters, and
(ii) Guides pupils to identify different colours of by the teacher for identification. Objects with
different materials and natural objects. different colours.
Page | 27

7 COLOUR Teacher guides Pupils to mention different uses of Pupils mention the different uses of colour and Chart, Pictures,
- Uses of colour: colour and areas where colour is important areas where colour is important Posters, and
Traffic light - Road signs Textbook.
8 LIVING THINGS (i) Uses pictures and charts to guide pupils to Observe the pictures and charts to recognize some Pictures, Charts of
- Living things in the school identify some living things in the school living things. Living things,
- Living things at home environment. (ii) Identify self as a living thing. Posters and
(ii) Takes pupils around the school compound and Textbook.
the classrooms showing them living things.
9 NON-LIVING THINGS (i) Guides pupils to identify non-living things (i) Identify non-living things in pictures and Pictures, Charts of
- In school through pictures and charts in the classroom, school. charts in the classroom, school. Non-living things,
- At home (ii) Takes pupils around the classroom and school to (ii) Observe and identify and non-living things in and Textbook.
show them non-living things around them. the classroom and in the school compound.
10 LIVING THINGS AND NON- (i) Uses pictures and charts to guide pupils to (i)Identify from pictures and charts non-living Pictures, Charts,
LIVING THINGS identify non-living things in the home. things in the home. Drawing materials,
- In an office (ii) Guides the pupils to draw the pictures of some (ii) Draw the picture of some non-living things in Posters, and
- On a farm non-living things in the home. the home with the help of a teacher Textbook.
11 REVISION Guides pupils to read and revise all that has been Listen, Read and Ask questions.
taught in the term.
12 EXAMINATION EXAMINATION EXAMINATION
(BST) – BASIC SCIENCE

LEARNING
RESOURCES
1 SIMPLE MACHINES Teacher guides the pupils to describe simple Listen and describe the meaning of simple Samples of
Meaning of simple machines machines machines. Simple Machines,
Provides samples of simple machines in the Collect and use some simple machines e.g. broom, Chart, Posters
home and school. hoe, can openers, etc. and Pictures.
2 SIMPLE MACHINES Demonstrates how to safely use simple machines Play on a seesaw and / or swing Samples of
– the safe use of simple machines Guides pupils to identify dangers in the use of Identify dangers in the use of simple machines. Simple Machines,
simple machines Chart, Posters
and Pictures.
Page | 28

3 ENERGY Guides the pupils to define energy Define Energy Chart, Video,
Definition of energy Guides pupils using charts and posters to identify Identify from charts and posters objects that show Pictures and
Examples of things that use objects around them where energy is used e.g. the use of energy Posters.
energy grinding machine, car, etc.
4 USE OF ENERGY Guides the pupils to perform activities involving Performing simple activities showing the use of Field, Chart,
Perform activities involving the the use of energy e.g. jumping, running, cutting of energy such as running, walking and cutting Video, Pictures
use of energy grasses, etc. grasses. and Posters.
5 MOVEMENT Guides Pupils to demonstrate some techniques in Practice the techniques of leaping, walking and Field, Chart,
Moving our body locomotor movement. running. Video, Pictures
Supervises the pupils and offers assistance. Follow the teacher’s guide and supervision and and Posters.
assistance.
6 MOVEMENT Guides the pupils to practice manipulative i) Practice manipulative patterns of throwing – Field, Chart,
Throwing of objects, catching of patterns of throwing – catching in pairs etc. catching in pairs etc. Video, Pictures
objects, kicking of objects, etc. Guides the pupils to list the safety rules in basic ii) Mention the dangers in basic movements. and Posters.
movements.
7 MOVEMENT Guides the pupils to define athletics. Define Athletics Field, Chart,
Athletics Aids the pupils to mention some athletic Mention some athletic activities. Video, Pictures
activities. and Posters.
8 MOVEMENT Demonstrates the events e.g. 50 meters (start Observe the teacher’s demonstration in running. Field, Chart,
Simple athletics activities. and finish) Practice the events Video, Pictures
Supervises and corrects practice by pupils. Mention safety rules in Athletics. and Posters.
Guides the pupils to state the safety rules in
athletics.
9 GAMES Explains the meaning of games to pupils List the different types of games. Chart, Posters,
Games Assists the pupils to mention different types of Observe and mention some materials use in games. Pictures,
games. Computer and
Show the pupils some materials use in games. Textbook.
10 LOCAL GAMES AND SAFETY Explains the meaning of local games to the pupils. i) Mention some local games. Local Games,
RULES Lists examples of local games. ii) Observe the teacher’s demonstration. Posters, Videos
Demonstrates some local games. iii) Follow the teacher’s instructions and and Charts.
Observes pupils playing local and offers assistance.
assistance. iv)Mention and follow the safety rules.
List safety rules.
Page | 29


LEARNING
WEEK CONTENT/TOPICS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
1 SWIMMING Explains the concept of swimming. Listen to the teacher Swimming Kits,
-Concept of Swimming Explains the preliminary skills in swimming. Explain swimming as understood by them. Charts, Posters,
- Preliminary Skills. Demonstrates the preliminary skills. Perform the preliminary skills videos, and Textbook.
2 SAFETY RULES IN SWIMMING Explains the safety rules in swimming Pupils practice swimming using their swimming Swimming Kits,
-Importance of keeping to safety Explains the importance of keeping to safety rules clothe and life jackets, etc. Charts, Posters,
rules. in swimming and the dangers of disobeying the videos, Textbook
safety rules. and Pool.
3 HEALTH AND HYGIENE Explains the concept of health and hygiene. Participate and demonstrate how to wash Washing Agents,
- Cleanliness Guides the pupils to demonstrate how to wash hands, bath and brush the teeth. Washing
-Care of the body their hands, bathe and brush their teeth. Participate in discussion on the care for the equipment. Chart,
Guides the pupils through discussion on care of following: nails, hairs, foot wear, and clothes. Posters and
nails, hair, footwear, clothes and the skin. Pictures,
4 BENEFITS OF CLEANLINESS List the benefits of cleanliness. Mention some benefits of cleanliness. Charts and Posters.
5 FIRST AID Explains the meaning of First Aid. Write the meaning of First Aid. First Aid Box,
- Objectives of First Aid. Guides the pupils to list and explain some List objectives of First Aid. Charts, and
objectives of First Aid. Pictures.
6 CONTENT OF FIRST AID BOX Presents a First Aid Box with its content. Identify contents of First Aid Box. First Aid Box, Charts,
Guides pupils to identify the contents. and Pictures.
7 COMPUTER Leads pupils to identify a computer. Identify a computer Computer, TV,
Shows the pupils the differences between Describe the differences between a computer Charts and Posters.
computer and a television. and a television.
8 PARTS OF A COMPUTER Arrange computer parts on a table. Touch and identify the mouse, monitor, printer, Computer, TV,
Shows differences between different computer etc. Charts and Posters.
parts.
9 COMPUTER HARDWARE AND Shows the parts of computer that make up the Observe the computer hardware. Computer Set,
THE COMPONENTS. computer hardware. Draw and label the hardware components. Charts and Posters.
Displays pictures of the hardware components.
10 USES OF SOFTWARE (PLAYING Plays available game on computer/mobile phone. Repeat each activity demonstrated by the Computer Set,
GAMES) teacher. Charts and Posters.
11 REVISION REVISION REVISION
Page | 30

(BST) – BASIC TECHNOLOGY

LEARNING
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
SIMPLE MACHINES Guides pupils to define machine a device for Identify simple machines. Broom, Sea-saw,
1 Meaning of: Simple machine (a device that making work easier. 2. Provides sample of Collect and use some simple machine e.g. Hoe, Cutlass, Can-
makes work easy e.g. Broom, Spoon, See- simple machines (broom, spoons, pair of broom, hoe, can-opener, spoon, etc. opener, Spoon.
saw/swing, Hoe, Cutlass etc.) scissors etc.).
2 SIMPLE MACHINES IN THE SCHOOL Leads pupils to identify simple machines in the Identify simple machines in the school. Broom, Spoon, See-
school. saw.
3 SIMPLE MACHINES IN THE HOUSE Leads pupils to identify simple machines in the Identify simple machines in the home Blender, Iron,
home. (pair of scissors iron etc.). Scissor, Mortar &
Pestle.
4 SIMPLE MACHINES ON THE FARM Takes pupils to visits and observe workers on Observe workers as they use simple Cutlass,
the farm. machines on the farm. Wheelbarrow, Hoe,
Leads them to identify simple machines used by Basket, Head pan
workers on the farm.
5. USES OF SIMPLE MACHINES AT HOME. Explains the uses of simple machines safely at Writes the uses of simple machines on Charts, posters,
Uses of simple machines at school home. Demonstrates safe usage of the simple the farm. Practice all that the teacher had bottle opener, mop,
machines. done. spoon, etc.
Explains the uses of simple machines safely at
school. Demonstrates safe usage of the simple
machines.
6. USES OF SIMPLE MACHINES ON THE Explains the uses of simple machines safely on a Writes the uses of simple machines on Board, pen, marker,
FARM farm. Demonstrates safe usage of the simple the farm. Practice all that the teacher had ruler, charts,
machines. done. posters, etc.
7. SAFETY WHEN USING SIMPLE - Explains the meaning of safety. Define safety. Write the importance of Safety Charts,
MACHINES AT HOME - Explains the importance of safety. safety. Write methods of using simple Posters and
- Explains how to use machines safely at home. machines safely. Picture.
Explains reasons for using simple machines
safely.
8. SAFETY WHEN USING SIMPLE Explains methods of using simple machines Writes methods of using simple machines Charts, posters, etc.
MACHINES AT SCHOOL safely at school. safely at school.
Page | 31

9. SAFETY WHEN USING SIMPLE Explains methods of using simple machines Writes the uses of simple machines on Cutlass, hoe, rake,
MACHINES ON THE FARM safely on a farm. Demonstrates safe usage of the the farm. Practice all that the teacher had charts, posters, etc.
simple machines. done.
10. STORAGE AND CARE OF SIMPLE Explains how to care for different simple Identify methods of caring for and storing Charts, posters, etc.
MACHINES machines. Assists pupils to label and store their simple machines at home, school, or on
collections of simple machines in the science the farm
corner. Explains to pupils to store simple
machines in a cool dry place.

LEARNING
RESOURCES
REVISION Guides pupils to revise last term’s work. Attempt simple revision exercises last term’s notes,
1 past questions, etc.
2 SIMPLE MACHINES – BLENDER Guides pupils to identify a blender by showing Identify a blender and state the uses of blender. Pictures of a blender
Uses of a blender picture of a blender. and charts.
Leads them to know its uses by demonstration.
3 SIMPLE MACHINES – - Guides pupils to identify a wheelbarrow. -- Identify a wheelbarrow. Charts showing a
WHEELBARROW Leads them to know what it is used for. Say the uses of wheelbarrow on the farm. wheelbarrow.
Uses of a wheelbarrow
4 SIMPLE MACHINES – BASKET Guides pupils to identify a basket. Identify a basket. Chart showing a
Uses of a basket Leads them on a class discussion to know its List the uses of basket. basket, Real objects
use. of a basket.
5 SIMPLE MACHINES – HOE Guides pupils to identify a hoe. Identify a hoe as a simple machine. Hoe, Farmland.
Uses of a hoe Leads them to know the use of hoe by Say how hoe is used.
demonstrating how it is used.
Page | 32

6 SIMPLE MACHINES – MORTAR Guides pupils to identify mortar and pestle. Identify mortar and pestle. Charts showing
AND PESTLE Leads them to know the uses of mortar and Say what mortar and pestle is used for. mortar and pestle.
Uses of mortars and pestles pestle.
7. SIMPLE MACHINES – SCISSORS Guides them to identify a pair of scissors. Identify a pair of scissors. Real object of a pair
Uses of scissors Demonstrates how scissors is used by cutting a Cut a piece of cloth with bare hands and then of scissors, Cloth,
piece of cloth with a pair of scissors. with a pair hands and then with a pair of scissors Paper.
and describe their experience.
8 SIMPLE MACHINES – PRESSING Guides pupils to identify pressing iron. Leads Identify a pressing iron. Chart showing a
IRON them to know what it is used for. Say what it is used for. pressing iron.
Uses of pressing iron
9 SIMPLE MACHINES – COOKER Guides pupils to identify gas and electric Identify and differentiate gas and electric Charts showing
(Electric cooker and gas cookers. cookers cookers.
cooker) Leads them to know what they are used for. Say what they are used for.
Uses of Electric and gas cooker.
10 THE SAFE USE OF SIMPLE Demonstrates how to safely use simple Identify dangers in the use of simple machines in Charts, videos,
MACHINE AT HOME AND IN machines in the school and at home. the home. textbooks, etc.
THE SCHOOL
12. EXAMINATION EXAMINATION EXAMINATION

LEARNING
WEEK TOPIC/ CONTENT TEACHERS’ ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
ENERGY Leads pupils to know the meaning of energy. Defines energy as the ability to do work. Textbooks, charts, etc.
1 Forms of Energy Leads them to know the different forms of List the forms of energy.
energy.
2 THINGS THAT USE ENERGY Guides pupils to identify themselves using Perform simple activities showing the use of Pupils in the
Identify things that uses Energy. energy to move, write, jump, run, lift objects. energy such as walking, running jumping, etc. classroom, Desk and
Page | 33

Guides pupils using posters to identify objects Identify from charts and posters objects that chairs, Posters and
around them where energy is used e.g. grinding show the use of energy. chart
with mortar, pounding with pestle, riding a
bicycle etc.
3 LIGHT ENERGY Guides pupils to know the meaning of light Listen to their teacher attentively. Sun, Electric bulb
Meaning of Light Energy energy.
4 SOURCE OF LIGHT ENERGY Tells pupils the sources of light energy. States the sources of light energy. Electric bulb, Candle,
Torch. Matches,
Kerosene lamp.
5 USES OF LIGHT ENERGY Leads pupils to know the uses of light as a form Identify the uses of light energy as a form of Textbooks, charts, etc.
of energy. energy.
6 SOUND ENERGY Leads them to know the meaning of sound Say what sound energy means. Textbooks, charts, etc.
energy.
7 THINGS WHICH MAKE SOUND Tells them things which make sound. Identify things which make sound. Charts showing things
which make sound
8 EFFECTS AND USES OF SOUND Leads pupils to identify things that produce Identify things that produce sound. Pictures of drum,
sound. violin, piano, whistle
etc.
9 LOCAL INSTRUMENT THAT Leads pupils to identify local instruments that Identify local instruments that produce sounds Bamboo stem, Flute,
PRODUCE SOUND produce sound using a chart. from a chart. Chart showing other
local instrument that
produce sound.
10 GENERATING ENERGY Leads pupils to strike two stones together. 2. Strike two stones together to generate light Stones, Palm.
Leads them to rub their palms to generate heat energy. Textbook.
energy. Rub their palm together.
Page | 34

(BST) – PHYSICAL HEALTH EDUCATION

LEARNING
RESOURCE
1 MOVING OUR BODY PARTS Teacher guides Pupils to: Demonstrate correct walking and leaping Large Field, Chart,
Leaping and Walking Demonstrate correct walking and leaping Identify safety rules in walking and leaping Posters, Picture,
Identify safety rules in walking and leaping Identify non-locomotive movements Videos and Textbook.
Identify non-locomotive movements
2 MOVING OUR BODY PARTS Teacher guides Pupils to: Demonstrate correct stepping and hopping Large Field, Chart,
Stepping and Hopping Demonstrate correct stepping and hopping Identify safety rules in stepping and hopping Posters, Picture,
Identify safety rules in stepping and hopping Identify techniques in stepping and hopping Videos and Textbook.
Identify techniques in stepping and hopping
3 MOVING OUR BODY PARTS Teacher guides Pupils to Demonstrate correct running and pushing Large Field, Chart,
Running and Pushing Demonstrate correct running and pushing Identify safety rules in running and pushing Posters, Picture,
Identify safety rules in running and pushing Identify techniques in running and pushing Videos and Textbook.
Identify techniques in running and pushing
4 MOVING OUR BODY PARTS Teacher guides Pupils to: Demonstrate (a) throwing of objects (b) Large Field, Chart,
Throwing and Catching Demonstrate (a) throwing of objects (b) catching of objects. Posters, Picture,
catching of objects. Identify safety rules in throwing and catching Videos and Textbook.
Identify safety rules in throwing and catching of objects.
of objects. Identify the techniques in throwing and
Identify the techniques in throwing and catching of objects.
catching of objects.
5 MOVING OUR BODY PARTS Teacher guides Pupils to: Demonstrate (a) kicking of objects (b) striking Large Field, Chart,
Kicking and Striking Demonstrate (a) kicking of objects (b) striking of objects. Posters, Picture,
of objects. Identify safety rules in kicking and striking of Videos and Textbook.
Identify safety rules in kicking and striking of objects.
objects. Identify the techniques in kicking and striking
Identify the techniques in kicking and striking of objects.
of objects.
6 CARE OF THE BODY Teacher guides Pupils to: Explain how to wash hands and bath Chart, Posters,
General Body Cleanliness Explain how to wash hands and bath Explain how to brush their teeth Picture, Videos and
Explain how to brush their teeth Demonstrate how to brush their teeth Textbook.
Demonstrate how to brush their teeth Demonstrate how to use chewing stick,
Demonstrate how to use chewing stick, toothbrush and paste to clean the teeth.
toothbrush and paste to clean the teeth
Page | 35

7 CARE OF THE BODY Teacher guides Pupils to: Explain ways of caring for the skin like wearing Chart, Posters,
Care of the Skin Explain ways of caring for the skin like wearing clean dry clothes, avoiding the use of wet wears Picture, Videos and
clean dry clothes, avoiding the use of wet wears to avoid skin disease, etc. Textbook.
to avoid skin disease, etc. Discuss methods of caring for the skin.
Discuss methods of caring for the skin.
8 CARE OF THE BODY Teacher guides Pupils to: Describe how to cut nails Chart, Posters,
Care of nails and hair Describe how to cut nails Mention why we should maintain our hair Picture, Videos and
Mention why we should maintain our hair Mention ways of maintaining our hair Textbook.
Mention ways of maintaining our hair Describe why we should cut our nails.
Describe why we should cut our nails.
9 CARE OF THE BODY Teacher guides Pupils to: List types of foot wears Chart, Posters,
Care of footwear List types of foot wears Discuss ways you can keep the foot clean Picture, Videos and
Care of clothes Discuss ways you can keep the foot clean State ways of maintaining foot wears. Textbook.
State ways of maintaining foot wears. Identify types of good or proper clothes
Identify types of good or proper clothes Discuss ways of maintaining our clothes
Discuss ways of maintaining our clothes.
10 CARE OF THE BODY Teacher guides Pupils to: Demonstrate the benefits of general body Chart, Posters,
Benefits of cleanliness Demonstrate the benefits of general body cleanliness. Picture, Videos and
cleanliness. List some benefits of cleanliness. Textbook.
List some benefits of cleanliness.
Page | 36


LEARNING
RESOURCE
1 ATHLETICS The teacher explains and demonstrates the Pupils listen and watch the teacher, then Large Field, Chart,
Short distance race e.g. 50 Start – on your mark, set, go. practice the activity; Safety rules. Posters, Picture,
metres Finish – breasting the tape Videos and Textbook.
2 ATHLETICS The teacher explains and demonstrates the Pupils listen and practice the activity, paying Large Field, Chart,
Long Jump Run, take-off and landing. attention to safety rules. and Posters.
3 GAMES The teacher explains local games, guides the Pupils Pupils lists examples of local games, Large Field, Chart,
Local Games e.g. Rat and Rabbit, to; lists examples of local games, demonstrate the demonstrate the various local games, and Posters, Picture,
Cat and Rat various local games, and demonstrate the skills in demonstrate the skills in rats and rabbit, cat Videos and Textbook.
rats and rabbit, cat and rat. and rat.
4 GAMES The teacher guides the Pupils to demonstrate the Pupils demonstrate skills in the game ‘Fire Large Field, Chart,
Local games continue e.g. Fire on game ‘Fire on the mountain’ on the mountain’ Posters, Picture,
the Mountain, etc. Guides the Pupils to hone the skills in fire on the Pupils list the benefits of local games. Videos and Textbook.
mountain
Guides the Pupils to know the Benefits of local
games.
5 GAMES The teacher guides Pupils to list examples of ball Pupils lists examples of ball games e.g. Large Field, Chart,
Ball Games games e.g. football, basketball, tennis, etc. football, basketball, tennis, etc. Posters, Picture,
Guides Pupils to mention the skills in ball games. Pupils mention the skills in ball games. Videos and Textbook.
6 GAMES Teacher guides Pupils to practice some ball games State safety rules on ball games. Large Field, Chart,
Ball Games adhering to safety rules on ball games. practice some ball games adhering to safety Posters, Picture,
rules on ball games. Videos and Textbook.
7 SWIMMING Teacher explains preliminary skills, and guides Pupils demonstrate preliminary skills e.g. Swimming Pool,
Skills for beginners Pupils to demonstrate preliminary skills e.g. coming into and going out of the water, Chart, Posters,
coming into and going out of the water, breathing breathing mode, turtle float, face float, etc. Picture, Videos and
mode, turtle float, face float, etc. Textbook.
8 SWIMMING Teacher explains safety rules in swimming and Pupils practice swimming, adhere strictly to Swimming Pool,
Safety Rules in Swimming guides Pupils to swim and observe safety rules in the safety rules in swimming. Chart, Posters,
swimming. Picture, and videos.
9 SWIMMING Teacher guides Pupils to lists the benefits of Pupils list the benefits of swimming and Swimming Pool,
Benefits of Swimming swimming. practice more swimming skills. Chart, and Videos.
Page | 37

10 PRACTICAL Teacher guides the Pupils practice lessons learnt. Pupils Practice lessons learnt. Swimming Pool,
and Field.

LEARNING
RESOURCE
1 ACCIDENTS Teacher guides the Pupils in the discussion, Pupils participates actively in discussion. Text book, Video
- Meaning and Causes explaining the meaning of Accidents and it causes. Pupils learn to practice safety rules on the Clips, and Charts.
- Precautions Teacher explains and guides discus the safety rules Playground and the proper use of play
on the playground. materials and machines.
2 SAFETY Teacher instructs pupils on how to avoid accident Pupils learn to obey traffic lights, avoid Text book, Video
- Avoiding Road Accidents on the road, obey traffic lights, avoid playing in the walking in the middle of the road, ask adults to Clips, and Charts on
middle of the etc. help get across the road. road safety.
3 SAFETY Teacher instructs Pupils on how to avoid accident Pupils learn how to avoid accident at home Text book, Video
- Avoiding Accidents at Home at home. Teacher guides Pupils to discuss the and participate actively in the discussion on Clips, and Charts on
danger in using electrical appliances without adult the danger in using electrical appliances the home and Home
supervision. without adult supervision. appliances
4 SAFETY Teacher guides Pupils to identify the result of Pupils understand the danger in playing with Text book, Video
- Avoiding Harmful and Sharp playing with harmful objects. harmful object. Clips, and Charts.
objects
5 FIRST AID Teacher explains the meaning of First Aid and Pupils states a simple definition of First Aid. First Aid box, Text
Simple Definition /Meaning of guides Pupils to states a simple definition of First book, Video Clips,
first aid Aid. and Charts.
6 FIRST AID Teacher guides Pupils to lists objectives of First Aid Pupils lists objectives of First Aid e.g. arrest First Aid box, Text
Objectives of first aid e.g. arrest bleeding, save life, prevent injury from bleeding, save life, prevent injury from book, Video Clips,
becoming worst. becoming worst. and Charts.
Pupils demonstrate first aid treatment on an
injured person.
Page | 38

7 FIRST AID Teacher guides the Pupils to identify the content of Pupils identify the content of First Aid box e.g. First Aid box, Text
Contents of first aid box. First Aid box. cotton wool, bandage, linemen, methylated book, Video Clips,
spirit, iodine, scissors, razor blade, etc. and Charts.
8 FIRST AID Teacher guides the Pupils to list the content of First Pupils list the content of First Aid box e.g. First Aid box, Text
Contents of first aid box Aid box e.g. cotton wool, bandage, linemen, cotton wool, bandage, linemen, methylated book, Video Clips,
methylated spirit, iodine, scissors, razor blade, etc. spirit, iodine, scissors, razor blade, etc. and Charts.
9 FIRST AID Teacher explains who a First Aider is and guides Pupils learn to identify and list the qualifies of Text book, Video
Qualities of a First Aider the Pupils to list the qualities of a good First Aider. a good First Aider. Clips, and Charts.
10 FIRST AID Teacher guides Pupils to describe First Aid box and Pupils describe First Aid Box with the aid of a First Aid box, Text
Demonstration of First Aid to demonstrate first aid treatment on an injured diagram and demonstrate first aid treatment book, Video Clips,
treatment person. on an injured person. and Charts.
Page | 39

(BST) – COMPUTER STUDIES

LEARNING
RESOURCE
1 DESCRIPTION OF COMPUTER Teacher leads pupils to identify a computer Pupils draw a computer. Charts,
Definition of computer Teacher leads pupils to draw a computer. Pupils identify aa computer and differentiates computers in a
it from other gadgets. computer room.
2 Parts of computer Teacher guides the pupils to identify parts of a Pupils identify each parts of the computer. Charts showing
computer. Pupils draw and colour the pictures of the parts of a
identified parts. computer.
3 The Monitor Teacher displays the picture of a monitor. Pupils identify and match the picture with the chart showing
Teacher arranges the computers on a table or real object. monitor,
provides pictures of computer parts for the pupils to Pupils describe a monitor and tells its look monitor.
draw. alike.
4 Function of the Monitor Teacher guides pupils to knowing the functions of a Pupils state the different types of monitors: Charts showing
monitor operate a monitor to explore its functions. different types
of monitors.
5 The Keyboard Teacher guides pupils to knowing the functions of a Pupils state the different types of keyboards: Chart showing a
keyboard. operate a monitor to explore its functions. keyboard.
6 Function of the alphabetic and Teacher helps pupils to identify and state functions Pupils identify and state functions of chart showing a
numeric keys of the alphabetic and numeric keys. alphabetic and numeric keys. keyboard with
Pupils also press these keys to see its alphabetic and
interpretation on the monitor. numeric keys.
7 System unit Teacher describes the system units with the aid of a Pupils listen and observe the system units. Picture of a
picture. system unit
8 Components of system units Teacher explains the components of a system unit Pupils listen to their teacher. Pupils match the Charts showing
CPU, RAM, DISK DRIVE using pictures. pictures of each system unit to its name. pictures of each
system unit
9 The mouse Teacher guides pupils to identify a mouse; guides Pupils identify a mouse and points out its Chart showing a
Features of a mouse pupils to know the features of a mouse. features. mouse.
10 The printer Teacher guides pupils to identifying a printer. Pupils identify a printer and states types of Chart showing
Types of printer Teacher makes use of a computer to help student printer. the picture of a
Functions of a printer better understand its function. printer.
Page | 40


LEARNING
RESOURCES
1 PARTS OF A COMPUTER Teacher guides Pupils to identify a speaker as Identify a speaker and list its features. Textbooks, Pictures of
- SPEAKER part of a computer and to identify parts of a a speaker and Chart.
speaker.
2 DRAWING OF COMPUTER Teacher guides pupils to draw them. Draw parts of a computer. Pencil, Crayon, Paper,
PARTS Leads them to colour the picture of computer Colour pictures of a computer parts. Pictures of mouse,
Drawing and colouring parts. printer, keyboard, etc.
3 DIFFERENCES BETWEEN A Teacher guides Pupils to note the differences Look at the real computer and a television. Charts of computer and
COMPUTER AND A TELEVISION between Computer and Television. Identify what makes them different. television
4 USES OF COMPUTER IN Teacher leads pupils to know uses of computer in Pupils list the uses of computer in schools. Charts of Computer
SCHOOL school. and Printer.
5 USES OF COMPUTER AT HOME Teacher leads pupils to know the uses of Pupils use computer at home Text book, Computer
computer at home. and Charts
6 USES OF COMPUTER IN THE Teacher leads pupils to know the uses of Pupils list the uses of computer in the bank. Text book, Computer
BANK computer in the bank and Charts
7 USES OF COMPUTER IN Teacher leads pupils to know the uses of State the uses of computer in the hospital. Text book, Computer
HOSPITALS computer in the hospital. and Charts
8 THINGS COMPUTER CANNOT Teacher leads pupils to know things computers Pupils make a list of what computers cannot Text book, Computer
DO cannot do. do and Charts
9 THINGS PRODUCED WITH A Teacher shows pupils things produce with a Pupils come out in groups of two to examine Text book, Computer,
COMPUTER computer. what the teacher has produce with computer. Print-outs and Charts.
10 PEOPLE WHO USE COMPUTER Teacher leads them to know the people who uses Pupils listen attentively to their teacher. Text book, Computer
computer. and Charts
Page | 41


LEARNING
RESOURCES
1 COMMON IT DEVICES Teacher leads pupils to know the meaning of IT Pupils identify and name common IT Toy GSM Phones, Smart
devices and identify common IT devices. devices. phones, Toy calculator.
2 COMMON DEVICES – Teacher guides Pupils to identify GSM phones and the Pupils identify GSM phone. 2. Say the GSM Phones, Pictures
full meaning of GSM. Teacher leads them to know the full meaning of GSM. 3. Name the of different types of
PHONES types and uses of GSM Phones. types and uses of GSM phone GSM Phone.
3 COMMON IT DEVICES – Teacher describes a calculator. Teacher leads them to Pupils identify and describe a Calculators, Textbook,
CALCULATOR know and uses the different types of calculator calculator, name types of calculator Pictures of different
(scientific and standard calculator). and state their uses of a calculator types of calculator.
4 COMMON IT DEVICES – Teacher describes the types of wristwatches (digital Pupils identify digital and analogue Wristwatches, Pictures
WRISTWATCHES and analogues wristwatches) and leads pupils to know wristwatches, distinguish between of wristwatches
the use of wristwatches. them and state their uses.
5 COMMON IT DEVICES ORGANIZER Teacher describes an organizer and guides Pupils to Pupils identify and list the uses of an Device Organizer,
know the uses of an organizer organizer. Pictures and Chart.
6 COMMON IT DEVICE – PAGER Teachers guides pupils to describe a pager and leads Pupils identify and describe the uses Textbook, Pictures of
them to know the uses of pager of pager. pager.
7 FAX MACHINE Teacher guides pupils to describe a fax machine and Pupils identify a fax machine and Chart showing a fax
leads them to know the uses of fax machine. state the uses of fax machine. machine.
8 RADIO Teacher guides Pupils to describes a radio and leads Describe a radio and state the uses of Radio, Chart, Pictures
them to know the uses of a radio. a radio. and Posters.
9 TELEVISION Teacher guides Pupils to describes a television with Describes a television. 2. Say its uses. Television, Charts and
pictures of it and leads them to know its uses. Workbook.
10 LIQUID DISPENSERS Teachers guides Pupils to describes liquid dispensers Describe liquid dispenser and say Pictures of liquid
and tells them its uses. what it is used for. dispenser.
Page | 42

NATIONAL VALUES EDUCATION (NVE)
(NVE) – SOCIAL STUDIES

LEARNING
RESOURCES
1 SOCIAL STUDIES Teacher guides the pupils to explain the meaning Pupils give possible solutions to Pupils textbooks,
Meaning of social studies of Social Studies. problems stated by the teacher. workbook and charts.
The study of man and how problems Listen and respond to questions in class
are solved in the environment. on the meaning of social studies
2 THE FAMILY Leads pupils to find out the meaning of the word Find out from home the meaning of the Charts
Meaning of a family (father, mother and family and through guided questions explain the word “family” and report back to class.
children) types of family.
3 THE FAMILY Teacher leads pupils to identify types of family. PROJECT: pupils bring a drawing of their Family photographs,
Types of family. family to school, teacher tells them the Nuclear family tree,
The nuclear family. type of family they belong based on their Extended family tree.
Extended family. drawing.
4 QUALITIES OF A GOOD FAMILY Teacher guides pupils to identify and explain the Role play the family showing the qualities Pictures, charts and
Qualities of a good family: honesty, qualities of a good family. of a good family: honesty, love, caring, videos showing moral
contentment, not greedy, discipline, not etc. values.
selfish, obedience, etc.
5 QUALITIES OF A GOOD FAMILY Not Explanation of other qualities of a good family. Role play the family showing the qualities Pictures, charts and
greedy, not selfish, discipline obedience. of a good family. videos.
6 MEANING AND TYPES OF CULTURE Through guided questions and role play, leads Listen and respond to questions in class Pictures, charts,
meaning of culture e.g. peoples ways of the pupils to explain the meaning of “culture”. and participate in role play. people from different
life that include dressing, dancing, Teacher can dress in his/her cultural attire, sing background.
eating, etc. cultural songs and perform cultural dance.
7 MEANING AND TYPES OF CULTURE Teacher guides pupils to identify material PROJECT: pupils bring an item/object Pictures, charts and
- Types of culture e.g. material culture culture. that his peculiar to their culture. photographs.
- Types of culture e.g. non – material Teacher leads pupils to outline non – material Pupils talk about non-material ideas Pictures showing non -
culture types of culture. about their culture. material culture.
8 MORAL VALUES Teacher leads pupils to identify values which Demonstrate different types of good Cartoons, posters,
Values that show good morals in our show right morals in the society. values through, e.g. greetings, respect. Rom film and video
society. clips.
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9 GOOD MORAL VALUES Teacher leads pupils to role play morals, values, Participates in the role – play of good Cartoons,
Values that show good morals in our attitudes that are good. morals. photographs, video
society. clips.
10 BAD MORAL VALUES Teacher leads pupils to dramatize values which Participates in the drama of bad values. Cartoons,
Values that show bad morals in our show bad morals in the society and attitudes that photographs, video
society are wrong. clips.
Page | 44


LEARNING
RESOURCES
1 REASONS FOR TAKING SUBSTANCES INTO Teacher guides pupils to demonstrate each of Pupils give examples of substances we Posters, charts and
THE BODY - Definition of substance that can the reasons for taking substance into the body. take into the body and the reason why pictures.
be taken into the body. each is taken.
2 REASONS FOR TAKING SUBSTANCES INTO Teacher guides Pupils to use drama to show Pupils discuss reasons for taking Charts, Pictures,
THE BODY - Imitation, curiosity, the reasons for taking substances into the substance into the body Posters and
availability, etc. body. materials.
3 EFFECTS OF TAKING SUBSTANCES INTO Teacher uses stories to highlight effects of Narrate their own experiences of taking Charts, pictures,
THE BODY - Effects of taking substances into taking substance into the body. substances into the body, (if any) and the posters and
the body e.g. stomach pain, vomiting, etc. effect it had on their body. drawing materials.
4 OVERDOSE Teacher guides pupils to narrate their Pupils identify and explain meaning of Posters, charts and
Meaning of overdose: experiences of taking substances into the body. overdose. pictures of effects.
Causes and observable sign and symptoms Teacher leads pupils to identify and explain Pupils discuss causes and observable
of overdose e.g. coughing, fainting, etc. meaning of overdose. signs and symptoms of overdoes.
5 EFFECT OF OVERDOSE Teacher guides Pupils to know the effect of too Pupils list the effect of too much eating Video clip, stage,
Effects of too much eating and drinking. much eating and drinking. and drinking. microphone.
6 HOW TO HELP PEOPLE SUFFERING FROM Teacher guides Pupils to demonstrate how to Pupils demonstrate how to help people Posters of people
FOOD AND DRUGS OVERDOSE. help people suffering from overdose suffering from overdose. helping sufferers.
7 FOOD Teacher guides Pupils to discuss the meaning Pupils discuss the meaning and types of Charts, pictures,
Meaning and Types of food. and types of food. And list the food eaten food. Pupils list the local food and samples of
Foods eaten in the locality. locally. local food.
8 SOURCE OF FOOD Teacher guides Pupils to find out the sources of Pupils discuss and make a list of sources Charts, pictures,
Sources of food in the locality: farms, food they eat. of local food. and drawing
markets, rivers, etc. materials.
9 FOOD SAFETY Teacher leads pupils to define food safety and Pupils define food safety and discuss Textbooks, charts,
Meaning of food safety, how to ensure that discuss ways to ensure that what people eat or ways to ensure that what people eat or Posters and videos.
what we eat or drink is not harmful to our drink is not harmful to people’s health. drink is not harmful to people’s health.
health.
FOOD SAFETY Teacher asks questions to lead pupils to Participate in mentioning ways of Pictures showing
- Guide to food safety: identify ways of making sure that Food is safe. ensuring food safety. different ways of
making food safe.
Page | 45

Pupils think up other means to ensuring

food safety.

LEARNING
RESOURCES
1 REVISION REVISION REVISION Last term’s
Notebook
2 RISK FACTORS IN FOOD Teacher leads pupils to identify and explain Pupils discuss and explain the various Pictures of types of
Meaning of Risk factor: those factor that risk factor. risk factors. food.
drive the occurrence of a hazard.
3 RISK FACTORS IN FOOD Present pictures / photo graphs of risk Participate in class discussion on risk Video clip on risk
- Food risk incidences factors in food distribution and factors associated with food distribution factors in food.
- Agro-chemical induced death etc. preparation. and preparation.
4 RISK FACTORS IN FOOD Teacher guides pupils to state risk factors Pupils states risk factors in food Photographs of risk
Risk factors in food distribution and in food distribution and preparation distribution and preparation. Pupils factors in food
preparation: Pupils think up ways to correct these risk discuss ways to correct risk factors. distribution and
factors. preparation.
5 SOURCES AND USES OF WATER Teacher leads pupils to discuss sources of Pupils describe these water sources. Pictures depicting
Sources of water supply in the locality: water supply and to talk about the sources Pupils are taken to the water source(s) sources of water.
stream, spring, river, tap, bore hole, well, of water that can be found in their homes. available in the school premises.
rainfall.
6 SOURCES AND USES OF WATER Teacher uses pictures and questions to Enumerate the sources and uses of water Pictures showing
Uses of water: guide pupils in enumerating the sources of supply in homes. domestic uses of
Drinking, washing, cooking, etc. water in homes. water.
7 INDUSTRIAL USES OF WATER Teacher guides the Pupils to list the Pupils discuss and list the industrial use Poster, Charts and
industrial uses of water. of water Pictures.
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8 USES AND MANAGEMENT OF WATER Teacher guides the pupils to discuss Pupils discuss and list ways of managing Poster, Charts and
management of water and it importance. water. Pictures.
9 CONCEPT OF SECURITY Teacher guides pupils to explain the Pupils contribute ideas to the meaning Textbooks, charts
- Meaning of security of life and property. meaning of security. and discuss concepts of security and Pictures.
10 SOURCES OF DANGER AND INSECURITY Teacher guides pupils to identify sources of Pupils find out other sources of Textbooks, Posters,
- Sources of danger and insecurity e.g. road danger and insecurity. insecurity. Charts and
accidents, fire outbreak, kidnapping, Teacher directs the role-playing of fire Dramatize fire outbreaks and appropriate Pictures.
relationship with strangers, eating unsafe outbreak/road accidents. response.
Food, fake drugs intake etc.
Page | 47

(NVE) – CIVIC EDUCATION

LEARNING
RESOURCES
1 MEANING OF CIVIC EDUCATION Teacher guides discussion on the need for civic Pupils listen to teacher’s explanations. Textbooks
Why study civic education education.
2 DEMOCRATIC RIGHTS Teacher illustrates what democracy is and leads Pupils participate in discussion of what Textbook, Pictures,
What is democracy pupils to understand the democratic rights of democracy is and state how the government Charts and Videos.
What is democratic right? the government. exercises their rights from grass root.
3 CIVIC RIGHTS Teacher guides pupils on what civic is and leads Pupils participate in class discussion on the Textbook, Chart,
What is civic? What is civic rights? the pupils to mention the things governments topic by mentioning the things governments and Posters.
Those things we need as citizens. do for them. do for them
4 CIVIC RESPONSIBILITIES Teacher describes the duties of the government Pupils participate in class discussion on civic Textbook, Chart,
What are the civic responsibilities of to the pupils and leads them to name what the responsibilities, they make a list of a good and Posters.
the government to the people? government should provide for the people government should provide for the people.
5 HOW TO NURTURE AND SUSTAIN Teacher teaches the pupils how to nurture and Pupils mention the agency in charge of the Textbook, Chart,
DEMOCRACY sustain democracy through the National sensitization. Mention the duties of the and Posters.
Nature and sustain democracy through. Orientation Agency. National orientation Agency.
6 RULING PARTY IN NIGERIA Teacher guides pupils to name some political Pupils mention the Political parties in Nigeria Textbook, Chart,
Political parties in Nigeria parties in Nigeria and leads pupils to mention mention the ruling party in Nigeria. and Posters.
the ruling party in Nigeria.
7 IMPORTANCE OF CIVIC EDUCATION Teacher leads pupils to mention the topics and Pupils listen to teacher’s explanations and Textbook, Chart,
Learn about systems and institution of specific benefits of learning civic education. contribute to discussions. and Posters.
government, democratic processes, etc.
8 IMPORTANCE OF CIVIC EDUCATION Teacher leads pupils to mention the topics and Pupils listen to teacher’s explanations and Video clips on
Stimulation of civic engagement in the specific benefits of learning civic education. contribute to discussions. democratic
political, social and economic processes activities.
9 PUBLIC HEALTH ENLIGHTENMENT Teacher guides the class to identify some ways Pupils identify ways of public health Radio jingles. Video
Public health enlightenment campaigns of public health enlightenment campaign as enlightenment campaigns as part of civic clips, posters and
on - HIV/AIDS Education - Drug Abuse part of civic education. education. pictures.
Education etc.
10 HIV/AIDS Teacher explains the meaning of HIV and AIDS Pupils states the meaning of HIV/AIDS and Textbook, Chart,
HIV/AIDS Education - Meaning of HIV - and guides Pupils to list the dangers of HIV/AIDS discuss the dangers of HIV/AIDS. and Posters.
Meaning of AIDS.
Dangers of HIV/AID.
Page | 48



LEARNING
RESOURCES
1 RULES AND REGULATIONS Teacher guides Pupils to discuss the meaning of Pupils participate in class discussion on Pupils’ textbook,
Meaning of rules and regulations - Dos rules and regulations - do’s and don’ts that rules and regulations. Chart, Posters and
and don’ts that guides social behavior guides social behaviour. Pictures.
2 DO’S AND DON’TS THAT GUIDE THE Teacher leads the pupils to mention the Do’s and Pupils participate in the discussion to Charts, Flash Cards,
SOCIAL BEHAVIOUR Don’ts of their locality and guides the Pupils to mention the do’s and don’ts, and they and Posters.
- Do’s and don’ts that guide the social begin to practice the Do’s and avoid the Don’ts practice the Do’s and avoid the Don’ts.
behaviour of an individual
3 THE GAIN OF OBEYING RULES AND Teacher shows pictures, video clips of children Pupils interpret the pictures of children Charts, Flash Cards,
REGULATIONS receiving gifts and guides discussion on the receiving gifts and participate in and Posters.
Love and gifts from elders and friends. various gains for obeying rules. discussions.
4 RESULTS OF DISOBEYING RULES Teacher presents pictures of children suffering Pupils describe pictures of children Pictures, Charts,
AND REGULATIONS from the results of disobeying rules and suffering from the result of disobeying the Posters and Video.
regulations, leads class discussion on the picture laws.
5 RULES AND REGULATIONS FOR Teacher leads pupils to discuss the NAFDAC Pupils participate in class discussion on Food and drug packs
FOOD AND DRUG, ADMINISTRATION rules and regulations on food and drug control. NAFDAC rules and regulations. and instructional
leaflet.
6 OTHER LAWS Teacher leads pupils to discuss the laws that Pupils participate in class discussion on the Pictures, Charts,
Laboratory laws - Product registration regulate laboratory product registration and topic. Posters and Video.
laws - Importation laws etc. importation.
7 THE RULES AND REGULATIONS OF Teacher leads the pupils to mention the do’s and Pupils reproduce the do’s and don’ts of the Charts showing the
THE SCHOOL don’ts of the school. school at the command of the teacher. rules and
The school’s rules and regulations - regulations of the
The dos and don’ts of the school. school.
Page | 49

8 RESULTS OF DISOBEYING Teacher guides the Pupils to discuss the results Pupil sites examples of results / Pictures, Charts,
GOVERNMENT RULES AND of disobeying Government rules and regulation consequences of disobeying Government Posters and Video.
REGULATION rules and regulation.
9 RESULTS OF OBEYING Teacher leads the pupils to mention the result of Pupils sites examples of people who have Pictures, Charts,
GOVERNMENT RULES AND obeying Government rules and regulation good results by obeying Government rules Posters and Video.
REGULATION and regulation
10 COURTESY, POLITENESS, AND Teacher guides Pupils to know the difference Pupils immediately inculcate courtesy, Pictures, Charts,
ETIQUETTE between courtesy, politeness and etiquette. politeness and etiquette into their daily Posters and Video.
activities

LEARNING
RESOURCES
1 RESPECT Teacher tells pupils stories and reasons why Pupils listen to the stories and participate Charts, Posters and
Meaning of respect: people should respect one another or places in class discussion. Listen and ask Pictures.
that are important. questions.
2 PEOPLE TO RESPECT Teacher leads the pupils to identify whom to Pupils participate in the identification of Charts and pictures
People to respect: Traditional rulers, respect. whom to respect of church, mosque
parents, leaders. and palace etc.
3 PLACES AND THINGS TO RESPECT Teacher leads the pupils to identify places and Pupil identify places and things to respect Visit to important
Places and things to respect; things to respect. and demonstrate how to show respect. places e.g. a King’s
palace.
4 WAYS OF RESPECTING PEOPLE Teacher guides Pupils to demonstrates how Pupils demonstrates how they can show Cartoons, textbook
Respecting people e.g. greetings, running they can show respect in their localities. respect in their localities. posters, video clips.
errands.
Page | 50

5 WAYS OF RESPECTING PLACES AND Teacher guides Pupils to demonstrates how Pupils demonstrates how they can show Cartoons, textbook
THINGS they can show respect in their localities. respect in their localities. posters, video clips.
6 HOW TO RESPECT GOVERNMENT Teacher leads pupils to identify government Pupils participate in identifying Cartoons, textbook
PROPERTIES properties. Teaches them how to maintain government property. Listen and discover posters, video clips.
Maintaining government properties e.g. - government properties. how to maintain government properties.
Building - Library - Road - Pipe born
water etc.
7 REASONS FOR RESPECTING ELDERS I Teacher leads the pupils to identify the elder, Pupils identify their elders and they learn Cartoons, textbook
Why we should respect elders - Parents - teaches the pupils why they should respect why they should respect elders. posters, video clips.
Teachers - Staff etc. them.
8 REASONS FOR RESPECTING ELDERS II Teacher leads the pupils to identify the Pupils participate in identifying the Cartoons, textbook
The reason for respecting elders - religious and political leaders and mentions religions and political leaders and mention posters, video clips.
Religions leaders - Political leaders etc. the reason for respecting them. the reasons for respecting them.
9 DIFFERENT WAYS OF GREETINGS Teacher leads the pupils to identify different Pupils participate in identifying different Cartoons, textbook
Name different ethnic groups in Nigeria ethnic groups in Nigeria. Guides the pupils to ethnic groups in Nigeria and demonstrate posters, video clips.
e.g. - Yoruba - Hausa - Igbo - Ijaw etc. demonstrate the greetings in different ethnic the greetings from different ethnic groups
Demonstration of their greetings to groups. in Nigeria.
show respect.
10 HOW TO RESPECT GOD AND WHY? Teacher leads pupils to identify who God is. Pupils participate in the demonstrations Cartoons, textbook
Who is God? Guides them to mention why they should to show how to respect things and places. posters, video clips.
Why must we respect Him? respect God. Directs pupils to worship/honour
God with praises.

Page | 51

(NVE) – SECURITY EDUCATION

LEARNING
RESOURCES
1 CONCEPT OF SECURITY Teacher guides Pupils to define the term and Pupils participate in class discussion, listen charts and videos.
Meaning of security of life and property. explains the meaning of security to pupils. and ask questions.
2 CONCEPT OF SECURITY Teacher leads pupils to explain the Pupils participate in class discussion Charts, Posters and
Importance of security importance of security to pupils and guides explaining the importance of security, listen Videos.
How to ensure security. pupils on how to ensure security. and ask questions.
3 SOURCES OF INSECURITY Teacher leads pupils define the terms and Pupils participate in class discussion. pupils Charts, Posters and
Examples of sources of insecurity e.g. lists examples of sources of insecurity. listen and ask questions. Videos.
Road accident, etc.
4 SECURITY ALERT SIGNS Teacher guides the pupils to list examples of Pupils identify the different security alert Charts, Posters and
Road signs, danger signs, etc. security alert signs at home, in school, on the signs in different places and their meanings. Videos.
road and different places.
5 SECURITY COLOURS Teacher guides the pupils to explain the Pupils identify traffic light and its colours. charts and videos.
Security colours such as red, green, security meaning of different colours, participate in class discussion. pupils listen
yellow etc. Traffic light explaining how a traffic light works and the and ask questions.
meaning of the colours of a traffic light.
6 TRAFFIC LIGHT AND ROAD SIGNALS Teacher describes a traffic light in details. Pupils explains the meaning of the colours of charts, pictures and
The colours of traffic light Lists the importance of a traffic light. Lists a traffic light. participate in class discussion, videos of traffic light
Road signals such as No Parking, U- examples of road signals. listen and ask questions. and road signals.
Turn, etc.
7 SECURITY GADGETS Teacher guides Pupils to define the terms. Pupils identify security gadgets and lists their charts and videos of
Walking-talking, Radio, camera, metal Lists examples of security gadgets and their uses, participate in class discussion and listen security gadgets.
detector, etc. uses. to ask questions.
8 HOME SECURITY Teacher explains basic methods or Pupils list safety measures at home. charts and videos of
How to be safe at home. precautions to ensure safety at home at all demonstrates safety measures at home. security gadgets.
times.
9 SCHOOL AND OFFICE SECURITY Teacher defines the terms. Explains basic Pupils participate in class discussion. pupils charts and videos of
How to be safe in the school or at work. methods or precautions to ensure safety at listen and ask questions. security gadgets.
work or in the school at all times.
10 NATIONAL SECURITY Teacher defines the terms. Guides the pupils Pupils discuss the problem of Boko Haram, charts and videos of
Problem of Boko Haram, Fulani to discuss the problem of boko haram, Fulani and list the importance of national security. security gadgets.
Page | 52

Safety of all citizens herdsmen, and Lists the importance of

Importance of National security national security.

LEARNING
RESOURCES
1 REVISION Revision of last term’s work. REVISION Last term notes
2 PREVENTIVE MEASURES FOR SAFETY Teacher explain the terms. Discusses Pupils participate in the class discussion. Charts and videos.
Instructions that must be obeyed to examples of safety preventive measures and Lists examples of safety measures and the
ensure safety. guides Pupils to list the importance of safety importance of preventive measures.
measures.
3 SECURITY AGENTS Teacher explains the term security agents Pupils define security agencies and security Pictures and charts
Definition of security agents. and guides the pupils to lists the functions of agents and list the functions of security of security agents.
Functions of security agencies. security agents. agencies.
4 SECURITY TIPS WHEN RELATING Teacher explains and guide pupils to discuss Participate in the class discussion and list Charts and videos.
WITH STRANGERS how to relate or interact with security agents how to relate or interact with security agents
How to interact with security agents in in different situations to ensure safety. in different situations to ensure safety.
different situations.
5 IDENTIFICATION OF SECURITY Teacher explains and guides Pupils to discuss Participate in class discussion and list how to Charts and videos.
AGENCIES how to identify security agents in Nigeria and identify security agents in Nigeria and how to
How to identify security agencies and how to differentiate them. differentiate them.
agents: Mode of dressing…
6 SECURITY AGENCIES: FRSC, VIO, Teacher explains and guides Pupils to discuss Participate in class discussion and list how to Charts and videos.
LASTMA how to identify and list the functions of FRSC, identify the functions of FRSC, VIO and
VIO and LASTMA Agents. LASTMA Agents.
Page | 53

7 SECURITY AGENCIES: Teacher explains and guides Pupils to discuss Participate in class discussion and state how Charts and videos.
NAFDAC, NDLEA how to identify and lists the functions to identify, listing the functions NAFDAC and
NAFDAC and NDLEA Agents. NDLEA Agents.
8 SECURITY AGENCIES: Teacher explains how to identify SSS and Identify SSS and Peace Corps. Write the Charts and videos.
SSS, Peace Corps Peace Corps Agents. Guides the Pupils to list functions of SSS and Peace Corps.
the functions of SSS and Peace Corps.
9 SECURITY AGENCY: Teacher explains how to identify NSCDC Identify NSCDC agents. Write the functions Charts and videos.
NSCDC agents. Lists the functions of NSCDC. of NSCDC.
10 SECURITY AGENCY: Teacher explains how to identify police Identify police officers and soldiers. Write Charts and videos.
Police, Army officers and soldiers and guides Pupils to list the functions of the police and the army.
the functions of the police and army.

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 REVISION Revision of last term’s work. REVISION Last terms Notes
2 CONCEPT OF SECURITY: Teacher explains the terms and guides Pupils to Pupils participate in the class discussion. Charts and videos.
Road accidents – how to ensure safety discuss how to be safe on the road. Safety Lists examples of safety preventive
on the road. preventive measures on the road. measures on the road.
3 SOURCES OF DANGER Teacher explains the term fire outbreak. Guides Pupils explain the concept of fire outbreak. Pictures and charts
Fire Outbreak – meaning of fire Pupils to discuss the causes of fire outbreak and Participate in the class discussion. List what of security agents.
outbreak. Causes of fire outbreak. how to prevent fire outbreak and what to do to do during fire outbreak.
How to prevent fire outbreak. during fire outbreak.
4 RELATIONSHIP WITH STRANGERS Teacher explains who a stranger is, guides Pupils participate in the class discussion. Charts and videos.
Pupils to discuss how to relate with strangers Listen and ask questions.
Page | 54

How to relate with strangers in

different places.
5 CONTAMINATED FOODS Teacher explains food contamination and guides Pupils participate in class discussion by Charts and videos.
How foods get contaminated pupils to explains causes of food contamination explaining the causes of food contamination
Prevention of food contamination and prevention and prevention.
6 INTAKE OF FAKE DRUGS Teacher explains the meaning of fake drugs. Pupils participate in class discussion of fake Charts and videos.
Meaning of fake drugs Opens discussion on the effects of taking fake drugs and the preventive measures that
Effects of fake drugs drugs and the preventive measures should be practiced.
7 TAKING HARD DRUGS Teacher explains the meaning of hard drugs. Pupils participate in class discussion. Listen Charts and videos.
Meaning of hard drugs Opens discussion on the effects of hard drugs and ask questions
Effects of taking hard drugs and the preventive measures.
8 ELECTROCUTION Teacher explains the meaning of electrocution. Pupils participate in class discussions Charts and videos.
Meaning of electrocution. Opens discussion on causes of electrocution and sharing way of preventing electrocutions.
Causes of electrocution the preventive measures.
Prevention of electrocution
9 GANG Teacher explains the meaning of gang. Opens a Pupils participate in the class discussion. Charts and videos.
Bad Gang class discussion on bad gang and the negative Listen and ask questions.
effects of keeping a bad gang.
10 CHARACTERISTICS OF BAD GANGS Teacher lists examples of bad characteristics Pupils identify the characteristics of the Charts and videos.
The negative features of bad gangs that members of a bad gang exhibit. members of a bad gang.
Page | 55

(RS) – ISLAMIC RELIGION STUDIES

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 ARABIC ALPHABET Teacher guides Pupils in reciting of the Arabic Pupils read, write and recites the Charts, Flash Cards and
Alphabet Arabic Alphabet Posters.
2 AL –QUR’AN Teacher guides Pupils in the reading and Pupils read and memorize the Arabic Holy Qur’an, Charts, Flash
Suratul Fatiha memorization of the Arabic text of the surah. text of the surah. Cards and Posters.
3 ARTICLES OF FAITH Teacher guides Pupils in the reading the text of Pupils read and memorize the text of Holy Qur’an, Charts, Flash
Kalimatu shahadah (1st part) the kalimat. the kalimat. Cards and Posters.
4 PROPHET MUHAMMAD (S.A.W.) Teacher guides Pupils to know the year, the Pupils learn the year, the date and Holy Qur’an, Charts, Flash
The birth of the holy prophet(S.A.W.). date and where the holy prophet was born. where the holy prophet was born. Cards and Posters.
5 ISLAMIC SONGS Teacher guides Pupils to know about the pillars Pupils learn about the pillars of Holy Qur’an, Charts, Flash
Islamic religions song. of Islamic religion through songs. Islamic religion through songs. Cards and Posters.
6 THE NAMES OF ALLAH (S.W.T) Teacher guides Pupils to read the glorified Pupils read the glorified names of Holy Qur’an, Charts, Flash
Allah, Ar-Rahman, Ar-Rahim, Al-Malik, Al- names of Allah (SWT). Allah (SWT). Cards and Posters.
Qudus.
7 THE GLORIOUS QUR’AN Teacher guides Pupils to read and memorize of Pupils read and memorize of the Holy Qur’an, Charts, Flash
The Chapter of Nas (114) the chapter of Nas in Arabic text chapter of Nas in Arabic text. Cards and Posters.
8 ARTICLES OF FAITH Teacher guides Pupils to read the 2nd part of Pupils read the 2nd part of the kalimat Holy Qur’an, Charts, Flash
Belief in Allah. (2nd part) the kalimat in Arabic. in Arabic. Cards and Posters.
9 ATTRIBUTES OF ALLAH (SWT) Reading and memorization Reading and memorization Holy Qur’an, Charts, Flash
Article 1-5 Cards and Posters.
10 CLEANLINESS IN ISLAM Teacher guides Pupils to demonstrate how Pupils demonstrate how cleanliness is Holy Qur’an, Charts, Flash
Meaning of cleanliness. cleanliness is achieved, advantages and how it achieved, advantages and how it is Cards and Posters.
is practiced. practiced.
Page | 56


WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 SURATUL FALAQ Teacher guides Pupils to read and memorize Pupils read and memorize Chapter Holy Qur’an, Charts, Flash
Chapter 113 Verse 1-5 Chapter 113 Verse 1-5 of the Holy Qur’an. 113 Verse 1-5 of the Holy Qur’an Cards and Posters.
2 WATER SUITABLE FOR ABLUTION. Teacher explains and guides Pupils to discuss Pupils discuss the type of water Holy Qur’an, Charts, Flash
Sources of water, tap, well stream etc. the type of water suitable for Ablution. suitable for Ablution. Cards and Posters.
3 OBEDIENCE TO ALLAH AND HIS Teacher explains and guides Pupils to discuss Pupils discuss the various ways of Holy Qur’an, Charts, Flash
MESSENGERS the various ways of Allah’s blessings to His Allah’s blessings to His creature who Cards and Posters.
Ways of showing obedience to Allah creature who show obedience to Him. show obedience to Him.
and His messengers.
4 NAMES OF 5 MOST IMPORTANT Teacher guides the Pupils to discuss the five Pupils discuss the five most Important Holy Qur’an, Charts, Flash
PROPHETS. most Important Prophets (Nuhu, Ibrahim, Musa, Prophets (Nuhu, Ibrahim, Musa, Isa, Cards and Posters.
Isa, and Prophet Muhammad (S.A.W) and Prophet Muhammad (S.A.W)
5 SURATUL IKHLAS Teacher guides Pupils to read and memorize Pupils read and memorize Chapter Holy Qur’an, Charts, Flash
Chapter (112) verse (1-4) Chapter (112) verse (1-4) of the Holy Qur’an. (112) verse (1-4) of the Holy Qur’an Cards and Posters.
6 AL-WUDU’U (ABLUTION) Teacher guides Pupils to perform Ablution and Pupils perform Ablution and discuss Holy Qur’an, Charts, Flash
How to perform ablution. discuss the need and requirement for Ablution the need and requirement for Ablution Cards and Posters.
7 ARABIC ALPHABETS Teacher guides the Pupils to Huruf – Arabic Pupils Huruf – Arabic Alphabets. Holy Qur’an, Charts, Flash
Huruf – Arabic alphabets Alphabets. Cards and Posters.
8 ARTICLES OF FAITH. Teacher guides the Pupils to discuss their belief Pupils discuss their belief in the Holy Qur’an, Charts, Flash
Belief in the Prophets of Allah. in the Prophets of Allah. Prophets of Allah. Cards and Posters.
9 THE NAMES OF ALLAH. Teacher guides the pupils to discuss the names Pupils discuss the names of Allah from Holy Qur’an, Charts, Flash
From 6-10 of Allah from 6 - 10 6 - 10 Cards and Posters.
10 CLEANLINESS (PURIFICATION) Teacher guides the Pupils to discuss and Pupils discuss and practice cleanliness Holy Qur’an, Charts, Flash
Why should we clean ourselves? practice cleanliness (purification). (purification). Cards and Posters.
When do we clean ourselves?
Page | 57


LEARNING
RESOURCES
1 SURATUL MASAD. Teacher guides Pupils to read and memorize, then Pupils to read and memorize, then recite Holy Qur’an, Flash
Chapter 111 Verse (1-3) recite the Arabic text of the surah. the Arabic text of the surah. Cards and Posters.
2 WHAT SPOILS ABLUTION? Teacher guides Pupils to discuss the thing that Pupils discuss the thing that spoils Holy Qur’an, Flash
The things that spoils ablution: spoils ablution stool, urine, passing wind, etc. ablution stool, urine, passing wind, etc. Cards and Posters.
3 ARABIC ALPHABETS. Teacher guides the Pupils to read and recite the Pupils read and recite the Arabic Holy Qur’an, Flash
Writing of Arabic alphabets Arabic Alphabets. Alphabets. Cards and Posters.
4 PLACE OF WORSHIP (MOSQUE). Teacher guides the Pupils to discuss the reason Pupils discuss the reason for Adhan and Picture showing
Introduction to place of worship for Adhan and when it should be done. when it should be done. mosques.
5 ISLAMIC RULES OF CONDUCT. Teacher guides the Pupils to practice Islamic rules Pupils practice Islamic rules of conduct Holy Qur’an, Flash
Rules of conduct relating to: of conduct relating to table manners, sneezing, relating to table manners, sneezing, Cards and Posters.
Table manners, sneezing. visiting toilet, greeting etc.. visiting toilet, greeting etc..
6 THE NAMES OF ALLAH. Reading, memorisation and recitation by the Reading, memorisation and recitation by Holy Qur’an, Flash
(11- 15) teacher and Pupils to repeat after him. the Pupils. Cards and Posters.
7 THE FIVE DAILY PRAYERS. Teacher guides Pupils to list the five daily prayers; Pupils list the five daily prayers; Zuhur, Chart showing times
Listing the five daily prayers: Zuhur, Asr, Magrib, Ishai, and Subh Asr, Magrib, Ishai, and Subh for prayer
8 ARABIC ALPHABETS. Reading/memorisation. Reading/memorisation. Holy Qur’an, Flash
Writing Cards and Posters.
9 TIMES OF PRAYERS. Teacher guides Pupils to state the importance of Pupils state the importance of observing Holy Qur’an, Flash
Time of prayers (salat) observing prayers on time. prayers on time. Cards and Posters.
10 ARABIC VOWELS. Teacher guides Pupils to identify and recite the Pupils identify and recite the Arabic Chart showing Arabic
Introduction of vowels. Arabic Vowels; Fataha, Kasra and Dhumma Vowels; Fataha, Kasra and Dhumma vowels
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(RS) – CHRISTIAN RELIGION STUDIES

LEARNING
RESOURCES
1 INVISIBLE SPIRIT Teacher guides Pupils to read the bible verses and Pupils read the bible verses and shares Holy Bible, My Bible
Invisible Spirit shares revelation gotten from the scripture about revelation gotten from the scripture Story, Chart, and
All powerful (John 4:26) the Invisible Spirit. about the Invisible Spirit. Posters
2 GOD THE CREATOR Teacher guides the Pupils to discuss about God as a Pupils discuss about God as a creator Holy Bible, My Bible
God made all things (Gen. 1:1 - 27) creator and all the things He created. and all the things He created Story, and Posters
3 THING THAT GOD CREATED Teacher guides the Pupils to discuss about God as a Pupils discuss about God as a creator Holy Bible, My Bible
Sun, moon, stars. Plants animal and creator and list accordingly all the things He and list accordingly all the things He Story, Chart, Flash
human being etc (Genesis 1:1-27) created. created. Cards and Posters
4 WHY GOD CREATED THINGS Teacher guides the Pupils to read and give Pupils read and give scriptural Holy Bible, My Bible
For his glory and honour scriptural references and reasons God created the references and reasons God created the Story, Chart, and
That we might serve and worship him things he created. things he created. Posters
To reproduce Genesis 1:28
5 WHY GOD CREATED HUMAN BEING Teacher guides the Pupils to read and give Pupils read and give scriptural Holy Bible, My Bible
To serve and worship him scriptural references and reasons God created references and reasons God created Story, Chart, and
To take care of everything he has made Human Being. Human Being. Posters
6 THINGS THAT WERE CREATED BY Teacher guides the Pupils to read and give Pupils read and give scriptural Holy Bible, My Bible
HUMAN BEING scriptural references of things created by humans. references of things created by humans. Story and charts.
7 THE BIRTH OF JESUS Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
The angelic visit to Mary scriptural revelations from the story of the birth of revelations from the story of the birth of Story, Chart, Flash
(Luke 1:26- 38) Jesus. Jesus. Cards and Posters
8 THE BIRTH OF JESUS COUNT Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
How, where and why Jesus was born scriptural revelations from the story of how, where revelations from the story of how, where Story, Chart, Flash
(Luke 2:1-7, Matthew 2:1-6, John 3:16) and why Jesus was born. and why Jesus was born. Cards and Posters
9 THE SIGNIFICANCE OF CHRISTMAS Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
Christmas help to remember Jesus scriptural revelations of the significant of revelations of the significant of Story, Chart, Flash
Christmas Christmas Cards and Posters
10 WAYS OF PROTECTION Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
scriptural revelations of the ways in which God revelations of the ways in which God Story, Chart, Flash
protects. protects. Cards and Posters
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LEARNING
RESOURCES
REVIEW OF LAST TERM WORK Pupils ask questions from last terms Holy Bible, My Bible
1 Teacher reviews last term work with Pupils
Review of last term work work. Story, and Posters
THE LIFE OF JESUS Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
2 Jesus call little children to come to him scriptural revelations and references from the revelations and references from the life Story, Chart, Flash
(Matthew 19:13 - 15) life of Jesus. of Jesus. Cards and Posters
THE TWELVE DISCIPLES Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
3 Jesus call his disciples friends scriptural revelations and references from Jesus’ revelations and references from Jesus’ Story, Chart, Flash
(John 15:13 - 15) ministry; calling His disciples. ministry; calling His disciples. Cards and Posters
JESUS FEEDS 5000 PEOPLE
Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
Jesus feeds 5000 people with food
4 scriptural revelations and references from Jesus’ revelations and references from Jesus’ Story, Chart, Flash
from a little child who was willing to
ministry; feeding 5000 people. ministry; feeding 5000 people. Cards and Posters
share (John 6:1 – 13)
THE PROVISION OF FOOD
5 scriptural revelations and references of ways revelations and references of ways God Story, Chart, Flash
Ways God provide for us
God Provide for people. Provide for people. Cards and Posters
THE DEATH AND RESURRECTION
OF JESUS
6 scriptural revelations and references from the revelations and references from the Story, Chart, Flash
The definition of Jesus the death and
event of Jesus’ death and resurrection. event of Jesus’ death and resurrection. Cards and Posters
resurrection of Jesus
JESUS WAS CRUCIFIED Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My Bible
7 How and why Jesus had to die scriptural revelations and references of How and revelations and references of How and Story, Chart, Flash
(Matthew 27:27 - 50 ,28:1 – 8) why Jesus had to die. why Jesus had to die. Cards and Posters
THE POWER OF DEATH Pupils read and share scriptural
Teacher guides the Pupils to read and share
God has power over death, suffering revelations and references of how God Holy Bible, My Bible
scriptural revelations and references of how God
8 and all evil powers. God has given us has given Humans His power and how Story, Chart, Flash
has given Humans His power and how God’s
His power. God’s power protects us God’s power protects us from any kind Cards and Posters
power protects us from any kind of harm.
from any kind of harm. of harm.
WAYS OF SACRIFICE
Obeying parent, keeping your home
9 scriptural revelations and references on ways of revelations and references on ways of Story, Chart, Flash
and classroom clean, forgiving others.
living a sacrificial life. living a sacrificial life. Cards and Posters
(Matthew 23:11, Gal. 6:9 – 10)
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Teacher leads Pupils to fast and pray in the spirit; Pupils fast and pray in the spirit; Holy Bible, My Bible
PRACTICAL
10 thanking God for the birth, life, death and thanking God for the birth, life, death Story, Chart, Flash
Praying in the spirit.
resurrection of Jesus Christ our Lord. and resurrection of Jesus Christ our Lord Cards and Posters

LEARNING
RESOURCES
1 REVIEW OF THE LAST TERM’S WORK Review of the last term work Review of the last term work
2 WHO IS A CHRISTIAN Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My
Definition of a Christian scriptural revelations and references on steps revelations and references on steps Bible Story, Chart,
Bible list steps to become a Christian (Acts to becoming a Christian. to becoming a Christian. Flash Cards and
2:37-39, Rom 6:23, Col. 1:13-14, Acts 26: 18, Posters
Rom 3:23)
3 HOW CAN YOU BECOME A CHRISTIAN? Teacher guides the Pupils to read and share Pupils to read and share scriptural Holy Bible, My
Salvation, Belief in Jesus Christ, and doing scriptural revelations and references on steps revelations and references on steps Bible Story, Chart,
good deeds. (, 1John 5:9-10, Rom 10:9, Eph to becoming a Christian. to becoming a Christian. Flash Cards and
2:8, Matthew 1:2, 2Cor 5:17, Rom 3:23) Posters
4 OUR GOOD WORK Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My
Explain why our good work cannot save us scriptural revelations and references to explain revelations and references to explain Bible Story, Chart,
from god’s eternal punishment (Acts 4:12, how and why good works is not good enough how and why good works is not Flash Cards and
John 3:16-17, Titus 3:5, Rom 7:24, Rom 3:23.) to save anyone. good enough to save anyone. Posters
5 WHAT A CHRISTIAN DOES Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My
Some things children of God should do (Deut scriptural revelations and references on what a revelations and references on what a Bible Story, Chart,
6: 2 Lk 10:25—28). Christian should do. Christian should do. Flash Cards and
Love God and one another, obeying God, Love God and one another, obeying God, Love God and one another, obeying Posters
parents and the Government. parents and the Government. God, parents and the Government.
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6 WHAT A CHRISTIAN SHOULD NOT DO Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My
Things a Christian should not do (exodus 20 scriptural revelations and references on what a revelations and references on what a Bible Story, and
:1-17, John 12:24, John 21:18) Christian should not do. Christian should not do. Posters
7 HOW A CHRISTIAN SHOULD RELATE TO Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My
OTHER PEOPLE scriptural revelations and references on why a revelations and references on how a Bible Story, Chart,
Importance of working together Christian should agree and work with one Christian should agree and work Flash Cards and
another. with one another. Posters
8 TALKING TO GOD IN PRAYER Teacher guides the Pupils to read and share Pupils read and share scriptural Holy Bible, My
The importance of praying together scriptural revelations and references on why a revelations and references on why a Bible Story, Chart,
Christian should communicate with God. Christian should communicate with Flash Cards and
God Posters
9 SHARING WITH ONE ANOTHER Teacher guides Pupils to discuss the benefit Pupils discuss the benefit and joy of Holy Bible, and My
Importance of sharing together and joy of sharing things with one another. sharing things with one another Bible Story.
10 BENEFIT OF RELATING WITH GOD Teacher guides Pupils to discuss the benefit Pupils discuss the benefit and joy of Holy Bible, and My
Gods provision, Human being provision, etc. and joy of relating with God. relating with God. Bible Story.
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PRE – VOCATIONAL STUDIES (PVS)
(PVS) – HOME ECONOMICS

TOPIC/CONTENT LEARNING
WEEK TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
1 THE HUMAN BODY Teacher asks the pupils to identify their head, hair, Pupils where identify head, hair, eyes and Charts, Posters,
(I) Identification of head, hair, eyes and nose. nose on the chart. Videos and
eyes and nose. Teacher shows the pupils chart of the human body Pupils identify and touch main parts of Textbook.
(ii)identification of mouth and and lists parts of the body. their body.
ears Teacher asks the pupils which part of the body they
use for eating, hearing, breathing, etc.
2 THE HUMAN BODY Teacher explains the meaning of trunk to the pupils Pupils identify the human neck on the Charts, Posters,
(i) identification of the neck and using the chart of human body: trunk is part of human chart. Videos and
trunk body from neck to waist. Textbook.
(ii) Identification of the chest and Teacher asks the pupils to identify their trunk and
belly. neck.
Teacher shows the pupils picture of the human body
and asks the pupils to identify the chest and belly.
Teacher shows the pupils chest and belly using the
picture of human body.
3 THE HUMAN BODY Teacher shows the pupils a picture of the human body Pupils identify which parts of the body are Charts, Posters,
Identification of the leg and hand. and asks the pupils to identify leg and hand. used to walk and write. Videos and
Identification of nails Teacher asks the pupils to show her their finger nails Textbook.
and toe nails.
Teacher explains that finger nails are the nails on
human fingers and toe nails are nails on the human
toes.
4 DAILY CARE OF THE BODY Teacher asks the pupils questions about taking their Pupils state reasons for daily care of the Charts, Posters,
Reasons for daily care of the body bath. body. Videos and
Teacher and pupils state reasons for taking daily care Textbook.
of the body. e.g. to look neat, to prevent body odour, to
prevent diseases, etc.
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5 DAILY CARE OF THE BODY Teacher asks the pupils what they use for taking care Pupils list methods of taking care of the Charts, Posters,
materials used for the care of the of the body. body. Videos and
body. Teacher shows the pupils some materials used for the Textbook.
care of the body e.g. sponge, soap, water, brush, body
cream etc.
6 PRACTICAL Teacher asks the pupils question. If you don’t want Pupils state some ways of taking care of Charts, Posters,
(I) care of the nose, eyes and your teeth to be smelling what do you do? the materials used to care for the body. e.g. Videos and
teeth Teacher explains care of nose, eyes and teeth to the washing the comb used for the hair, Textbook.
(ii)Care of the materials used. pupils. keeping toothbrush in a clean dry place.
Teacher and the pupils state some ways of taking care
of the materials used to care for the body. e.g. washing
the comb used for the hair, keeping toothbrush in a
clean dry place.
7 CARE OF THE MOUTH, TEETH Teacher asks the pupils which part of the body they Pupils list the functions of the mouth, teeth Charts, Posters,
AND TONGUE use for eating. and tongue. Videos and
(I) function of the mouth, teeth, Teacher explains the functions of the mouth, teeth and Pupils where asks why do you brush your Textbook.
and tongue. tongue to the pupils. teeth and tongue?
(ii) reasons for cleaning our Teacher explains some reason for cleaning one mouth,
mouth, teeth and tongue teeth and tongue.
8 CARE OF THE MOUTH, TEETH, Teacher asks the pupils to mention anything that can Pupils write examples of traditional and Toothpaste,
AND TONGUE. be used for cleaning teeth, mouth and tongue. modern materials used for cleaning teeth, chewing stick, ash,
(I) materials used for cleaning the Teacher explains the two types of cleaning materials mouth and tongue etc. Charts, Posters,
mouth, teeth, and tongue to the pupils. There are two types of materials used Videos and
for cleaning our teeth, they are: Textbook.
9 CARE OF THE MOUTH, TEETH Teacher explains some ways of caring for our mouth, Pupils demonstrate how they brush their brush, tooth paste,
AND TONGUE teeth and tongue. teeth and with what. chewing stick,
ways for caring for our mouth, Teacher uses one of the pupils to demonstrate how to Pupils look at their classmates’ teeth to water.
teeth and tongue. brush teeth. check if it is decayed or not. Charts, Posters,
Care of the mouth, teeth and Teacher explains causes of tooth decay to the pupils. Videos and
tongue. Teacher allows the pupils to state methods of Textbook.
- Causes and prevention of preventing tooth decay.
decay tooth. Teacher shows the pupils a chart of a man with
decayed teeth and cannot eat meat.
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10 CARE OF HAND AND FEET Teacher asks the pupils which part of the body they Pupils state ways of taking care of hands Charts, Posters,
(I)parts of the hands and feet’s use for clapping. and feet. Videos and
(II)Care of hand and feet. Teacher shows the pupils a chart of human body and Textbook. Nail filer,
(III) Reasons for keeping hands shows the pupils parts of hand and feet. water nail remover,
and feet clean. Teacher show the pupils some material used for feet crater.
taking care of hand and feet using the instructional
resources
Teacher asks the pupils question is it good to keep our
finger nails long? If no why?
Teacher discusses reasons for keeping hand and feet
clean.

LEARNING
RESOURCES
1 CARE OF THE HAIR: Teacher explains two types of hair e.g. soft hair and Pupils list tools use in caring our hair e.g. Comb, hair brush,
Types – soft and coarse, coarse hair. shampoo, comb, and cream etc. cream/pomade,
Function of hair Teacher guides the pupils with soft hair and coarse Pupils with soft hair and coarse hair to shampoo
Care of the hair: hair to differentiate between the two hairs to them; differentiate between the two hairs to
Hair care materials and tools. Teacher let them touch and feel it, to see the them; they touch and feel it to tell the
differences. difference.
2. CARE OF THE HAIR: Teacher explains the results of lack of caring for one’s Pupils discusses how many times we care Charts, Posters,
Danger of neglecting the hair, it hair. for the hair and the ways of caring for the Videos and
results to dandruff, ringworm, Teacher guides pupils to know how many times we hair? Textbook.
etc. Ways of caring for the hair care for the hair and the ways of caring for the hair?
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3. CARE OF THE EAR AND NOSE: Teacher explain the three parts of the ear, e.g. inner Pupils: what do we use in cleaning the ear Charts, Posters,
Ear and Nose ear, middle ear and outer ear; or mention the tools use in cleaning the Videos and
Materials for cleaning the ears Teacher mentions the tools ear; Textbook.
and nose:
4. CARE OF THE EAR/NOSE: Teacher discusses with the pupils the danger for not Pupils to discuss ways of caring for the Charts, Posters,
Dangers of not caring for the ear caring for the ear and nose. ears and nose. Videos and
and nose Teacher involves the pupils to tell her their own pupils tell her their own experience in Textbook.
Care of the ear and nose: experience in cleaning the nose and ear. cleaning the nose and ear.
Ways of caring for the ears and Teacher guides Pupils to discuss ways of caring for
nose the ears and nose.
5. CARE OF THE EYES: Teacher explains the five sense organs Pupils discuss the function of the eyes and Charts, Posters,
Function of the eyes Teacher explains the function of eyes. the danger of not taking care of the eyes. Videos and
Caring: Teacher discusses the dangers of not taking care of Textbook.
Dangers of not caring for the the eyes with the pupils.
eyes
6. PRACTICAL: Teacher uses the full diagram of the eyes picture or Pupils will see, touch the eyes and draw Charts, Posters,
Care of the eyes chart of the eyes, use any child to demonstrate in the the full diagram of the eyes. Videos and
class. Textbook.
7. THE HOME: Teacher defines home as each room is a place you use Pupils mention any house they know e.g. Charts, Posters,
Definition of the home to live, to sleep, and cook etc. sitting room, bedroom, toilet, kitchen, Videos and
Teacher explains and separate rooms and their uses. store food etc. Textbook.
8. THE HOME: Teacher guides Pupils to mention parts of the home Pupils mention parts of the home and Charts, Posters,
uses of parts of the home and their uses. their uses. Videos and
Textbook.
9. HOME: Teacher guides Pupils to mention items founding the Pupils mention items founding the Charts, Posters,
Item found in the different parts different parts of the home and their uses. different parts of the home and their uses. Videos and
of the home. Textbook.
10. THE HOME AND ITS Teacher defines home surrounding to the pupils. Pupils to discuss how to properly care for Charts, Posters,
SURROUNDINGS: Teacher guides the pupils to discuss how to properly their homes and surroundings. Videos and
Definition of home surrounding care for their homes and surroundings. Textbook.
Care of home and surrounding
Page | 66


LEARNING
RESOURCES
1. TOILET HYGIENE: Teacher guides Pupils to define toilet and list the Pupils define toilet and list the type of toilet Charts, Posters,
Define toilet type of toilet and items found in the toilet. Then and items found in the toilet. Then learn to Videos and
Types of toilet and items found in the teacher explains the proper use of toilet. practice the proper use of toilet. Textbook.
toilet.
2. TOILET HYGIENE: Teacher explains simple toilet hygiene to the Pupils discuss how to practice proper toile Charts, Posters,
Simple toilet hygiene pupils. hygiene Videos and
Guides Pupils to discuss how to practice proper Textbook.
toile hygiene
3. PRACTICAL: Teacher group the pupils and ask them to Pupils fetching of water. Divide water into Bucket, water, soap,
Demonstrate cleaning of the school mention any material use for cleaning toilet. two portions. Add detergent to one portion and sponge.
toilet Teacher guide the pupils on steps for cleaning of water. Clean the toilet with detergent
toilet in the school water using brush. Rinse with clean water
and disinfectant.
4. HOME AND ITS SURROUNDING: Teacher asks the pupils what makes our Pupils clean the surroundings or Charts, Posters,
Types of dirt surrounding dirty? environment by picking, sweeping, dusting. Videos and
Cleaning of dust Teacher explain types of dirty to the pupils. Textbook.
Teacher asks the pupil how do you clean dirt?
5. THE HOME AND ITS SURROUNDING Teacher explains to the pupils; there are some Pupils are grouped into different sets Charts, Posters,
(PRACTICAL) paper that can be used to beautify the home. Pupils clean the surroundings or Videos and
Paper decoration to beautify the Teacher guides the pupils to use the beautiful environment by picking, sweeping, dusting. Textbook.
home. ones and decorate the class Pupils mention any paper that beautifies
Ways of cleaning the surrounding of Teacher ask the pupils to mention any cleaning the home.
the home (practical) tool they know. Pupils use the beautiful ones and decorate
Teacher display the cleaning tool and guides of the class.
the teacher some pupils pick, some sweep and pupils mention any cleaning tool they
some dispose the waste. know.
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6. THE HOME AND ITS Teacher asks the pupils to mention some tools Pupils mention some tools and materials Charts, Posters,
SURROUNDINGS: and materials used for cleaning used for cleaning and discus how the Videos and
Tools and materials used for cleaning Teacher shows the pupil a chart of tools and materials are actually used. Textbook.
Maintenance of tools used materials used for cleaning
Teacher explains how to maintain tools used for
cleaning the surroundings
7. FOOD FOR HEALTH: Teacher asks the pupils “what do you eat last Pupils mention food items found in the Charts, Posters,
Definition of food night? One after the other; locality and they state why they eat food. Videos and
Reasons for eating food Teacher defines food to the pupils. Teacher Textbook.
guides Pupils to mention food items found in the
locality.
Teacher guides the pupils to state why they eat
food.
8. Food for health: Teacher explains the classes of food with their Pupils discuss the classes of food with their Charts, Posters,
Classes of food examples to the pupils. examples. Videos and
Teacher shows the pupils example of all classes Textbook.
of food e.g. yam, fish, orange, egg and salt.
9. FOOD FOR HEALTH: Teacher guides the pupils to describe and Pupils describe and explains the basic Charts, Posters,
Basic method of cooking explains the basic methods of cooking. methods of cooking. Videos and Textbook.
10. GOOD FEEDING HABITS: Teacher guides the Pupils to discuss good Pupils to discuss good feeding habit, table Charts, Posters,
Good feeding habit feeding habit, table manners and effects of poor manners and effects of poor feeding habit. Videos and
Table manners feeding habit. Textbook.
Effects of poor feeding habit
11. REVISION REVISION REVISION
12. EXAMINATION. EXAMINATION. EXAMINATION.
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(PVS) – AGRICULTURAL SCIENCE

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES
THE SUN AND ITS USES Teacher guides pupils to describe the Sun; the Pupils describe the Sun; the sun shines Charts, Posters,
1 Description of Sun sun shines above the earth, an object far away above the earth, an object far away from Videos and
from the earth, sends its hot rays to the earth. the earth, sends its hot rays to the earth. Textbook.
2 THE SUN AND ITS USES Teacher guides Pupils to discuss the uses of the Pupils discuss the uses of the sun to Charts, Posters,
Uses of sun to the plants sun to plants, animals and man. plants, animals and man. Videos and Textbook.
3 AIR AND ITS USES Teacher guides Pupils to describe Air and state Pupils describe Air and state the Charts, Posters,
Description of Air the characteristics and uses of Air. characteristics and uses of Air. Videos and Textbook.
4 AIR AND ITS USES Teacher guides Pupils to demonstrates Pupils demonstrates respiration process Charts, Posters,
Uses of Air respiration process by breathing in and out. by breathing in and out. Videos and Textbook.
5 WATER AND ITS USES Teacher guides Pupils to discuss the source of Pupils discuss the source of water. Charts, Posters,
Sources of Water water. Videos and Textbook.
6 WATER AND IS USES Teacher guides Pupils to discuss and state the Pupils discuss and state the various uses Charts, Posters,
Uses of Water various uses of water. of water. Videos and Textbook.
7 FOOD Teacher guides Pupils to discuss and define Pupils discuss and define Food. Charts, Posters,
Meaning of Food Food. Videos and Textbook.
8 FOOD Teacher guides Pupils to discuss the sources of Pupils discuss the sources of food. Charts, Posters,
Sources of Food. food. Videos and Textbook.
9 FOOD Teacher guides Pupils to discuss and list the Pupils discuss and list the different food Charts, Posters,
Food items gotten from animals. different food items gotten from animals. items gotten from animals. Videos and Textbook.
10 FOOD Teacher guides Pupils to discuss and list the Pupils discuss and list the different food Charts, Posters,
Food items gotten from plants. different food items gotten from plants. items gotten from plants. Videos and Textbook.
Page | 69


WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES
PLANTS Teacher guides Pupils to describe and define Pupils describe and define Plant, naming the Charts, Posters, Videos
1 Meaning of Plants Plant, naming the types of Plants. types of Plants. and Textbook.
2 EXAMPLES OF COMMON Teacher guides the Pupils to give and describe Pupils give and describe examples of common Charts, Posters, Videos
PLANTS examples of common plants. plants. and Textbook.
3 PARTS OF TYPICAL PLANT Teacher guides the pupils to describe parts of a Pupils describe parts of a typical plant. Charts, Posters, Videos
-Roots -Stem typical plant. and Textbook.
4 DRAWING OF A TYPICAL Teacher guides the pupils to draw and label the Pupils draw and label the parts of a typical Charts, Posters, Videos
PLANT parts of a typical plant plant and Textbook.
5 USES OF PLANTS Teacher guides the pupils to state the uses of Pupils state the uses of plant. Charts, Posters, Videos
plant. and Textbook.
6 USES OF PLANTS Teacher guides the pupils to describe and state Pupils describe and state the uses of plant. Charts, Posters, Videos
the uses of plant. and Textbook.
7 LAND AND IT USES Teacher guides the Pupils to describe and Pupils describe and define Land and list the Charts, Posters, Videos
Meaning of Land define Land and list the types of land. types of land. and Textbook.
Types of Land
8 USES OF LAND Teacher guides the pupils to describe the uses Pupils describe the uses of Land for the Charts, Posters, Videos
of Land for the cultivation of crops, grazing and cultivation of crops, grazing and road and Textbook.
road construction. construction.
9 USES OF LAND Teacher guides the pupils to describe the uses Pupils to describe the uses of Land for Charts, Posters, Videos
of Land for construction of farm structures and construction of farm structures and for and Textbook.
for building construction. building construction.
10 PRACTICAL PRACTICAL PRACTICAL
Page | 70


RESOURCES
FARM ANIMALS Teacher takes pupils to visit a poultry Pupils visit a poultry farm in or near the Some farm animals,
1 Meaning of farm animals farm in or near the school. school. chart.
2 FARM ANIMALS Teacher takes pupils to visit a poultry Pupils visit a poultry farm in or near the Some farm animals,
Animals and their young ones, e.g. farm in or near the school. school. chart.
Cow-calf, Dog – puppy etc.
3 THEIR HOMES Teacher guides the Pupils to describe and Pupils describe and state the habitat of A dog, chicken, fish etc.
Water and land state the habitat of various animals. various animals.
4 THEIR HOMES Teacher guides the Pupils to describe and Pupils describe and state the habitat of Charts, Posters, Videos
Water and land state the habitat of various plants. various Plants. and Textbook.
5 FARM ANIMALS Teacher guides the Pupils to describe and Pupils describe and examples of animals that Charts, Posters, Videos
Examples of animals that live on examples of animals that live on land and live on land and examples of animals that live and Textbook.
land e.g. goat, rabbit, poultry, etc. examples of animals that live in water. in water.
Examples of animals that live in
water e.g. fish, snails etc.
6 USES OF FARM ANIMALS Teacher guides the Pupils to describe and Pupils describe and state the uses of farm Charts, Posters, Videos
Animals used for food e.g. chicken, state the uses of farm animals. animals. and Textbook.
goats, rabbit etc.
i. Animals used for transportation state the uses of farm animals. animals. and Textbook.
e.g. donkey, camel.
ii. Animals used for security e.g. dog,
cat.
Animals kept as pets, e.g. cats, dogs state the uses of farm animals. animals. and Textbook.
and parrots.
9 Animals used for hunting e.g. dogs. Teacher guides the Pupils to describe and Pupils describe and state the uses of farm Charts, Posters, Videos
Animals used for sport e.g. horse state the uses of farm animals. animals. and Textbook.
10 PRACTICAL PRACTICAL PRACTICAL

Page | 71

NIGERIAN LANGUAGES (NL)
(NL) – HAUSA LANGUAGE

ZANGO NA DAYA AJI DAYA
MAKO JIGO/ MAKASUDI AYYUKA
1 HARSHE: a. Kawo sunayen abubuwa daban-daban. Masu rai.
Sunayen abubuwa: masu raid a marasa rai
a) Masu rai misali doki, kaza, ayuka,kifi
b) Marasa rai misali mota, kofi, taburi da sauransu
2 HARSHE:
Maimaita ayyukan mako na ɗaya. Sanayen abubuwa.
3 AL’ADU: a. Su iya bayana hali na gari.
Ladabi da biyyaya: Ma’anar ladabi, ma’anar biyyaya.
4 AL’ADU: Kawo misaloli na halayen gari.
Ladabi da biyyaya misali tarbiya dasauransu.
5 HARSHE: a. Jagoranci
Kalmomin aiki: misali tafi, sha, karatu, wanki, wasa da b. Bayani
sauransu c. Tambayoyi
6 AL’ADU: a. Jagora
Gaisuwa: ma’anar gaisuwa. Yanayin lokacin gaisuwa a b. Kawo misali gaishe-gaishe
misali safe, rana, yamma. c. Tambayoyi
Taɗi: ma’anar taɗi misali hire, tsakanin aboki da aboki, b. Bayyana sanan kani da aboki, da kanwa ds.
kawa da kawa, ya da uwa da sauransu.
8 ADABI: a. Jagoranci
Wasan ƘwaiƘwayo: indar was an ƘwaiƘwayo. Misali was b. Bayani akan was an kwaikwayo
an ƘwaiƘwayo : dan dali, talabijin, nradiyo, majigi. c. Tambayoyi
9 AL’ADU: a. Jagoranci
Tsabta: Ma’anar tsabta da misalin su. b. Bayani
HARSHE: c. Tambayoyi
Kiɗaya: daya zuwa ashirin (1-20) a. Jagoranci
b. Fadar misalin aikalamin kidaya
Page | 72

Rubutattun wasan ƘwaiƘwayo b. Bayani
AL’ADU: c. Tambayoyi
Ranakun mako Jagoranci da rubutu da karanta kariku makoni
11 MAIMAITAN AYYUKAN BAYA MAIMAITAN AYYUKAN BAYA
12 JARABAWA JARABAWA

ZANGO NA BIU AJI DAYA
MAKO JIGO/MAKASUDI AYYUKA
1 Maimaita ayyukan baya Maimaita ayyukan baya
2 Jagoranci
HARSHE: Bayani
Karatu kafin fara babbaku misali. Tantance sunaye da Tambayoyi
hotune
3 ADABI: Jagoranci
Wakokin yara: ma’anar waka, ire-iren waƘoƘi. Kawo rabe-rabe waka
Rerawan da sauransu
4 ADABI: Jagoranci
WaƘoƘin yara: Kawo rabe-rabe waka
a. Yara mata Rerawan da sauransu
b. Yara maza
5 AL’ADU: Bayani a yada ake kulawa da iyali da tambayoyi
Kulawa da iyali misali uwa da uba
6 AL’ADU: Jagoranci
Kulawa da iyali: Yin biyeya, ayyukan uwa da uba Bayani da
Tambayoyi
7 HARSHE; Jagoranci
Karatun babbuka misali b, ɓ, c, d, ɗ, da sauran su Rubuta bakake allo
Tambayoyi
Page | 73

8 HARSHE: Jagoranci
Karatun babbaku: Bayani da rubuta bakake a allo
Kulawa da iyali misali inna da goggo Bayani akan iyali
Kulawa da iyali misali kawu, yaya, kaka da sauransu. Bayani
Tambayoyi
11 MAIMAITA AYYUKAN BARA MAIMAITA AYYUKAN BARA

12 JARABAWA JARABAWA

ZANGO NA UHU AJI DAYA
MAKO JIGO/ MAKASUDI AYYUKA
2 HARSHE: Jagoranci
Rubutu kafin fara babbuka Bayani
Tambayoyi
3 HARSHE: Jagoranci da bayani
Rubutun babbaku
4 ADABI: Jagoranci da
A. Tatsuniya: Ma’anar tasuniya Bayani tsuniya
b. Ƙwatanci tasuniya Tambayoyi
5 ADABI: Jagoranci
Page | 74

Tasuniya: Ire-ire tasuniya. Bayani

Ire-iren tasuniya
Tambayoyi
6 ADABI: Jagoranci
Tasuniya: muhimancin tasuniya Bayani akan muhimanci tasuniya
Tambayoyi
7 AL’ADU: Lisafa kayayyakun al’adu. Jagoranci
Misalen kayan al’adu
Tambayoyi
8 Misalin kayayyakun al’adu Jagoranci
Misalen kayan al’adu
Tambayoyi
9 HARSHE: Jagoranci
Rubutu babbaku Bayani da
Tambayoyi
10 HARSHE: Jagoranci
Rubuta wasullan hausa. Misali i, e, a, o, u. Bayani da
Tambayoyi
12 Jarabawa. Jarabawa.
Page | 75

(NL) – ASỤSỤ IGBO

PRAỊMARỊ 1 TAM NKE MBỤ
IZUỤKA ISIOKWU/ NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI
1. MKPỤRỤEDEMEDE IGBO (Abịdịị) IHE ỤMỤAKWỤKWỌ GA-EME:

Mkpọpụta na ọdide abịdịị Igbo ndị nnukwu 1.Ige ntị
2. Ịgụpụta abịịdị Igbo
3. Ịrụgosi ha n’ugbọ ojii
4. Iji ha mepụta mkpụrụokwu
NGWA NKỤZI
Akwụkwọọgụgụ, ụgbọ ojii, chaatị, kaadị mgbubam (flash card), dgz.
2. MMAKỌ MKPỤRỤEDEMEDE NDỊ NNUKWU NA IHE ỤMỤAKWỤKWỌ GA-EME

NDỊ OBERE 1. Ịgụ mkpụrụedemede ndị nnukwu na ndị obere
Iji mkpụrụ Abịdịi mepụta mkpụrụokwu dịka: A = 2. Idepụta ha
Aka, B = Bọọlụ, Ch = Oche, dgz. 3. Igosipụ nke bụ nke
4. Iji ha mepụta mkpụrụokwu
IHE ỤMỤAKWỤKWỌ GA-EME

3. IME IHE E KWURU 1. Ime ihe ekwuru
Okwu ndị na-egosị ihe a ga-emedịka: nọdụ, 2. Isịrịta onwe ha mee ihe e kwuru.
kwụrụọtọ, gbaa, kụọ aka, kpudo isi dgz. 3. ide ihe odide
NGWA NKỤZỊ
Eserese, kaadị mgbubam (flash card), akwụkwọọgụgụ, ụmụaka n’onwe ha.
IHE ỤMỤAKWỤKWỌ GA-EME:

4. EKWUMEKWU: 1. Ịkpọpụtasị na ịrụgọsị akụkụ ahụ mmadụụfọdụ
1. Ịkpọgasịihe aha dịka akụkụ ahụ mmadụ 2. Ịkpọgasị aha ihe ndị ha hụrụ na gburugburu ha
2. Ịkwọwa/ikwu ọdịdị ihe ndị dị na gburugburu 3. Ịkọwa ihe ha hụrụ/nụrụ na gburugburu ha
3. Ụda ndị a nụrụ na gburu-gburu 3. ịkparịta gbasara ihe ha hụrụ na
ụda ha nụrụ na gburugburu
NGWA NKỤZI:
Eserese/foto na -egosi akụkụ ahụ, ngwa mmetụaka, ụgbọ odee, redio, tepụrekọda na tiivi.
IZUỤKA ISIOKWU/NDINISIOKWU IHE OMUME NA NGWA NKỤZI
Page | 76

5. ABỤỤMỤAKA IHE ỤMỤAKWỤKWỌ GA-EME

1. Abụụmụaka dị iche 1. Ịgụ abụ
dịka abụ ndị e ji eku nwa 2. Ikwe abụ n’isi
2. Uru dị n’abụụmụaka/abụ 3. Ịjụ na ịza ajụjụ
e jieku nwa 4. Izipụta mmasị na obi ụtọ ha site n’isinye n’abụ a na-agụ
NGWA NKỤZI
Eserese, ngwa egwu, redịọ, ụmụaka n’onwe ha, dgz.
6. EKELE IHE ỤMỤAKWỤKWỌ GA-EME

1.Ekele utụtụ, ehihie na 1. Ikwu ekele dị iche ha na-ekele
anyasị 2. Ikelerita onwe ha
2. Oge e ji ekele ndị a 3. Ịgụ uri /egwu na-eso ekele
3. Etu e si ekele ndị a. NGWA NKỤZI
Eserese onye/ndị na-ekele ekele dị
iche, akwụkwọọgụgụ, ụmụaka n’onwe ha, tepụ rekọda, dgz.
7. ONỤỌGỤGỤ (0-20)
1. Mkpọpụta ọnụọgụgụ IHE ỤMỤAKWỤKWỌ GA-EME
2. Ngụtalịọnụọgụgụ 1. Ịkpọpụta ọnụọgụgụ
3. Odide ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ
4. Igwu egwuregwu ọnuọgụgụ: 3. Ịrụgosi ọnụọgụgụ
otu, abụọ tụtụrụ akị, atọ anọ 4. Idetalịọnụọgụgụ
tipịa ya, ise, isii tụba n’ọnụ, NGWA NKỤZI
asaa, asatọ tapịa ya, toolu, iri, loo Chaatị, akwụkwọọgụgụ, okwuchi karama, mkpụrụokwe dị iche.
mmiri ya dgz.
8. EZIAGWA
1. Agwa ndị ziri ezi dịka: IHE ỤMỤAKWỤKWỌ GA-EME
ikwu eziokwu, ịkele ekele, 1. Ige ntị na ịza ajụjụ
ịsọpụrụ ndị tọrọ gị, ịbịa 2. Ikwupụta agwa ndị ziri ezi
akwụkwọ n’oge dgz. 3. Ikwu uru na ọghọm dị n’ịkpa
2. Uru na ọghọm dị n’ịkpa na maọbụ akpaghị ezi agwa
akpaghị eziagwa NGWA NKỤZI
Ụmụaka n’onwe ha, akwụkwọọgụgụ, tepụ redio, dgz.
9. ONỤỌGỤGỤ (21-40)
1. Mkpọpụta ọnụọgụgụ IHE ỤMỤAKWỤKWỌ GA-EME
2. Ịgụpụta ọnụọgụgụ
Page | 77

3. Odide ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ

4. Idetalịọnụọgụgụ
NGWA NKỤZI
10. ỌGỤGỤ ESERESE DỊ N’AKWỤKWỌỌGỤGỤ HA Chaatị, akwụkwọọgụgụ, okwuchi karama, mkpụrụokwe dị iche.
1. Ịhụta na ịhụba ihe ama
2. Ịhụta ihe ndị dị n’eserese IHE ỤMỤAKWỤKWỌ GA-EME
3. Ịgụpụta/ịkọwapụta ihe 1. Ịkọwa ihe ha chere na-eme
eserese na-egosi na-eserese
4. Nkọwa eserese 2. Ịgụpụta ihe eserese na-egosi
3. Ịkparịtaụka gbasara ihe ha chere
na-eme n’eserese.
11. EKWUMEKWU: Ihe mere n’oge ụtụtụ n’ụlọ ha NGWA NKỤZI
nakwa n’ama egwuregwu Eserese/foto, tivii na akwụkwọọgụgụ.
IHE ỤMUAKWỤKWỌ GA-EME:

1. Ikwu ihe mere n’oge ụtụtụ n’ụlọ ha
12. MMỤGHARỊ IHE A KỤZIRI NA TAM 2. Ikwu ihe mere n’ama egwuregwu ha
NGWA NKỤZI
13. ULE Ụmụaka n’onwe ha, akwụkwọọgụgụ, dgz.
Page | 78


PRAỊMARỊ 1 TAM NKE ABỤỌ
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI
1 ỌGỤGỤ ESERESE: IHE ỤMỤAKWỤKWỌ GA-EME:
i. Ịmụbawanye Mkpụrụokwu 1. Ịgụpụta mkpụrụokwu
ii.Ikwu okwu were n'usoro 2. Ịrụgosi mkpụrụokwu
akwụkwọọgụgụ 3. Idepụta mkpụrụedemede
4. Iji mkpụrụokwu mepụta ahịrị-okwu
NGWA NKỤZỊ
Akwụkwọọgụgụ, kaadi mgbubam, tepụ rekọda, ụgbọ ojii, dgz.
2 MKPỤRỤEDEMEDE IGBO (ABỊỊDỊ) IHE ỤMỤAKWỤKWỌ GA-EME:
i. Ịchọpụta nke bụ nke 1.Ịkpọpụta mkpụrụabịịdị
ii. Ịgụpụta mkpụrụedemede 2. Ịrụgosi mkpụrụabịịdị
3. Ịgụpụta mkpụrụedemede
4. Idepụta mkpụrụabịịdị
NGWA NKỤZI:
Eserese/foto, ngwa mmetụaka, ụgbọ odee, tepụrekọda na televishọnụ.
3 EKWUMEKWU: IDEBE GBURUGBURU ỌCHA IHE ỤMỤAKWỤKWỌ GA-EME
i. Nkọwa na ikwu ụzọ dị iche 1. Ikwu ụzọ ha si edebe gburugburu ha ọcha
Iche e si edebe gburugburu 2. Ịkpọsịta ngwa ndị e ji edebe gburugburu ọcha
Ocha 3. Ikwu mkpa ọ dị idebe ebe ha ọcha
ii. Ngwa ndị e ji edebe gburu- NGWA NKỤZI
gburuọcha Akwụkwọọgụgụ, ụmụaka n’onwe ha, ngwa ndị e ji edebe gburugburu ọcha, kaadị
ii. Mkpa ọ dị idebe gburugburu ọcha mgbubam.
4 ỌGỤGỤNA ODIDE MKPỤRỤOKWU SITE IHE ỤMỤAKWỤKWỌ GA-EME
N’AKWỤKWỌỌGỤGỤ 1. Ịkpọpụta mkpụrụokwu
i. Nkọwa eserese 2. Ịrụgosi mkpụrụokwu
ii. Odide mkpụrụokwu 3. Idepụta mkpụrụokwu.
4. Ịkọwa ihe ha hụrụ n’eserese
5. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ụmụaka n’onwe ha, kaadị mgbubam, eserese, akwụkwọọgụgụ, dgz.
5 NKỌWA ONWE: AKỤKỤ AHỤ DỊ ICHE IHE ỤMỤAKWỤKWỌ GA-EME
i. Ịkpọpụta akụkụ ahụ dị iche 1. Ịrụgosi akụkụ ahụ dị iche
ii. Ikwu ọrụ akụku ndị a na-arụ 2. Ịkpopụta aha akuku ahụ
Page | 79

3. Ikwu ọrụ akụku ahụhagasị

NGWA NKỤZỊ
Eserese na-egosi akụkụ ahụ mmadụ, chaatị, kaadị mgbu bam, akwụkwọọgụgụ, ụgbọ
ojii, dgz.
6 ABỤỤMỤAKA N’ỤDỊ EGWU- REGWU: IHE ỤMỤAKWỤKWỌ GA-EME
i. Ịgụ abụ ndị ahụ 1. Ịgụ abụ
ii.Ije ejije dị n’abụ 2. Igwu egwuregwu
iii.Izipụta mmasi na obiụtọ n’ịgụ 3. Iji ejije dị n’abụ
ha site n’isonye n’ịgụ abụ NGWA NKỤZI
Akwụkwọọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz.
7 ỊGỤỌNỤỌGỤGỤ (40-60) IHE ỤMỤAKWỤKWỌ GA-EME
i. Mkpọpụta ọnụọgụgụ 1. Ịgụ abụ
ii. Nchọpụta nke bụ nke 2. Igwu egwuregwu
iii. Ndepụta nke ọ bụla n’ime ha 3. Iji ejije dị n’abụ
NGWA NKỤZI
Akwụkwọọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz.
8 EKWUMEKWU: EZINỤLỌ IHE ỤMỤAKWỤKWỌ GA-EME
i. Nkọwa ezinụlọ 1. Ịgụọnụọgụgụ
ii. Ndị mebere ezinụlọ 2. Ịrụgosi ọnụọgụgụ
3. ịdepụta ọnụọgụgụ
NGWA NKỤZI
Akwụkwọọgụgụ, kaadị mgbubam, ụgbọ ojii, chaatị, osisi, okwuchi karama,
mkpụrụokwe, dgz.
9 ỊGỤỤBỌCHỊ: IHE ỤMỤAKWỤKWỌ GA-EME

i) ỊGỤPỤTA ỤBỌCHỊ DỊ N’IZUỤKA 1. Ịkpọsta ndị ha na-ahụgasị
ii) Iji ụbọchị ndị mebe ahịrịokwu n’ezinụlọ ha
iii) Ikwu ihe ha na-eme n’ụbọchị dị 2. Ịrụgosi n’eserese ndị nọ ezinụlọ
iche. 3. Ịjụ na ide ihe odide
NGWA NKỤZI
Eserese, akwụkwọọgụgụ, ụgbọ ojii, kaadị mgbubam.
10 EKWUMEKWU: Akụkọ ifo maka ụmụanụmanụ dị iche. NGWA NKỤZI

- Ihe mmụta si n’ime nke ọ bụla Kalenda Igbo, akwụkwọọgụgụ, ụgbọ ojii, dgz.
Page | 80

11 MMỤGHARỊ IHE NDỊ A KỤZIRI IHE ỤMỤAKAWỤKWỌGA-EME

1. Ige ntị
2. Ịkọtalị akụkọ ifo nke ha
3. Ijụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọọgụgụ, tepụ redio, ụmụaka n’onwe, dgz.
12 ULE NA MMECHI

PRAỊMARỊ 1 TAM NKE ATỌ
1. IDEBE GBURUGBURU ỌCHA IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ebe ndị bụ gburugburu anyị dịka: i. Ikwu banyere idebe gburu-
i) Ụlọakwụkwọ gburu ọcha
ii) Ụlọ obibi ii. ịkparịtaụka gbasara ụzọ ha ga-
iii) Okporoụzọ esi edebe ebe ha ọcha.
2. Ụzọ dị iche e si edobe gburu- iii. Ijụ na ịza ajụjụ.
gburuọcha NGWA NKỤZỊ
Eserese ngwa ndị e ji ekpocha/edebe gburugburu ọcha dịka azịza, ọgụ, mma,
reki, nkọala, hedipanụ dgz.
2. IDEBE GBURUGBURU ỌCHA IHE ỤMỤAKWỤKWỌ GA-EME:
Page | 81

1. Mkpa ọ dị idobe gburu ọcha 1. Ikwu mkpa ọ dị idebe gburu-

2. Nsogbu na-apụta n’edobeghi gburu ọcha
gburu ọcha.Ọmụmaatụ,ọnwụ, 2. Ịkọwapụta nsogbu na-apụta
Ọrịa. n’edobeghị gburugburu ọcha
NGWA NKỤZI:
Eserese dị iche, tepụ redio, akwụkwọọgụgụ, ụmụaka n’onwe ha.
3. ỌGỤGỤMKPỤRỤEDEMEDE IHE ỤMỤAKWỤKWỌ GA-EME

(Abịchịị) 1. Ịkpọpụta mkpụrụedemede ndị
1. Mkpọpụta Mkpụrụedemede nke nnukwu na obere
nnukwu na nke obere 2. Ndepụta mkpụrụedemede nke
2. Mmakọ mkpụrụedemede ndị nnukwu
nnukwu na ndị obere 3. Ịmakọ mkpụrụedemede ndị
nnukwu na ndị obere
NGWA NKỤZI
Akwụkwọọgụgụ, chaatị, kaadị mgbubam. aja ụrọ dgz.
4. ODIDE MKPỤRỤEDEMEDE (Abịchịị) IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkpọ mkpụrụedemede 1. Ịkpọ mkpụrụedemede nnukwu
2. Ndepụta mkpụrụedemede nnukwu 2. Ịrụgosị mkpụrụedemede na
ụda ya
NGWA NKỤZI
Ụmụaka n’onwe ha, kaadị mgbu-bam, akwụkwọọgụgụ, ụgbọ ojii, dgz.
5. ODIDE MKPỤRỤEDEMEDE IHE ỤMỤAKWỤKWỌ GA-EME

(Abịchịị) 1. Idepụta mkpụrụedemede
1. Ndepụta mkpụrụedemede 2. Ịrụgosị mkpụrụedemede na ụda
2. Mmakọ mkpụrụ edemede na ụda ya.
yaỊmatụ: n +a= na, g+a= ga, NGWA NKỤZI
b+a= ba Ụgbọ ojii, akwụkwọọgụgụ, kaadị mgbubam, ụmụaka n’onwe ha.
6. EKWUMEKWU IHE ỤMỤAKWỤKWỌ GA-EME

Ịkpọgasị ihe aha: Ọmụmaatụ akụkụ ahụ mmadụụfọdụ 1. Ịkpọpụtagasị na ịrụgosi akụkụ
ahụ mmadụụfọdụ.
2. Isepụta akụkụ ahụ hagasị dịka:
anya, ntị, aka, dgz.
NGWA NKỤZI
Ngwa mmetụaka, foto, eserese, ụgbọ ojii, akwụkwọọgụgụ.
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7. ỌNỤỌGỤGỤ (60-80) HE ỤMỤAKWỤKWỌ GA-EME

2. Odide ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ
3. Ịrụgosi ọnụọgụgụ
4. Idepụta ọnụọgụgụ
NGWA NKỤZI
Chaatị, kaadị mgbubam, mkpụrụ okwe, okwuchi karama, akwụkwọọgụgụ, dgz.

8. AKỤKỌ IFO DỊ ICHE ICHE Dịka 1. Ige ntị
1. Nke metụtara mmadụ na mmadụ 2. Ịkọ akụkọ ifo nke ha
ibe ya 3. Ije ejije dị n’akụkọ
2. Nke metụtara mmadụ na anụmanụ 4. Ikwu ihe akụkọ ifo na-akụzi
3. Akụkọ ifo nke na-akụzi ezi NGWA NKỤZI
omume /ezi agwa Eserese, akpụrụakpụ, akwụkwọọgụgụ, tepụ rekọda, ụmụaka n’onwe ha.

9. AKỤKỌ IFO Ọ BỤLA NA IHE MMỤTA SỊ N’AKỤKỌ IFO 1.Ige ntị
1. Nke metụtara anụmanụ na 2. Ịkọ akụkọ ifo nke ha
anụmanụ 3. Ije ejije
2. Akụkọ ifo nke na-akụzi ajọ omume 4. Ịjụ na ịza ajụjụ
na ọghọm ya.
3. Akụkọ ifo metụtara ezi omume na NGWA NKỤZI
uru ya Ụmụaka n’onwe ha, akwụkwọọgụgụ,
eserese, tepụ rekọda, dgz.
IHE ỤMỤKWỤKWỌ GA-EME

10. EGWU (URI) 1. Ige ntị
Uri dị iche dịka egwu ọnwa na egwu mmemme dị iche 2. Ịgụ egwu/uri dị iche
3. Ịgba egwu/ ụrị di iche
NGWA NKỤZI
MMỤGHARỊ NA ULE Ngwa na ejiji egwudị iche dịka : ịgba, udu, ọsha, ogene, eserese na foto.
11.
ULE NA MMECHI
12.
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(NL) – YORÙBÁ
PRIMARY 1 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÀŚÀ: - Ìkíni ní ilê Yorùbá OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni śeré.
ÀKÓÓNÚ IŚË 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö.
1. ìkíni àti ìdáhùn fún ôjö AKËKÕÖ
2. ìkíni ní onírúurú iśë. Bí àpççrç iśë àgbê, iśë awakõ 1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö.
abbl 2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí
OHUN-ÈLÒ ÌKÖNI
Àwòrán ènìyàn tó ń kí ara wôn
2. ÁLÍFÁBËÊTÌ ÈDÈ YORÙBÁ OLÙKÖ
1. Kô álífábëêtì Yorùbá sí ara pátákó
ÀKÓÓNÚ IŚË 2. Ka àwôn álífábëêtì Yorùbá náà sí etígbõö àwôn akëkõö
Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé 3. Ka àwôn álífábëêtì Yorùbá náà kí akëkõö máa pè é têlé e
4. Pe akëkõö láti kà á.
AKËKÕÖ
1. Fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà.
2. Śe ìdámõ àwôn álífábëêtì Yorùbá náà lára pátákó
3. pè é têlé olùkö bí ó śe ń kà á.
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé.Káàdì aláfihàn. Pátákó çlëmõön
3. SÍŚÊDÁ ÕRÕ PÊLÚ ÁLÍFÁBËÊTÌ (A – K) OLÙKÖ
1. Kô álífábëêtì Yorùbá láti A – K sí ara pátákó
2. Ka àwôn àpççrç õrõ tí a śêdá náà sí etígbõö àwôn akëkõö
ÀKÓÓNÚ IŚË 3. Ka àwôn àpççrç náà kí akëkõö máa pèé têlé e
Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti A – K 4. Pe akëkõö láti kà á.
Kô bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç A- AKËKÕÖ
ajá, B – bàtà, D – dòjé, Ç – çyç abbl 1. Fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà
2. Śe ìdámõ àwôn õrõ tí a śêdá náà lára pátákó
3. Ka têlé olùkö bí ó śe ń kà á.
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé. Káàdì aláfihàn
4. SÍŚÊDÁ ÕRÕ PÊLÚ ÁLÍFÁBËÊTÌ (L – Y) OLÙKÖ
1. Kô álífábëêtì Yorùbá láti L – Y sí ara pátákó
ÀKÓÓNÚ IŚË 2. Ka àpççrç àwôn õrõ tí a śêdá náà sí etígbõö àwôn akëkõö
1. Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti L – Y. 3. Ka àpççrç àwôn náà kí akëkõö máa pè é têlé e
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2. kíkö bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç; 4. Pe akëkõö láti kà á têlé e.
L – Labalábá, M – Màlúù abbl AKËKÕÖ
1. Fi etí sílê bí olùkö śe ń kà á.
2. Śe ìdámõ àwôn õrõ tí a śêdá náà lára pátákó
3. kà á têlé olùkö bí ó śe ń kà á.
OHUN-ÈLÒ ÌKÖNI
• Pátákó Ìkõwé
5. ÒÝKÀ YORÙBÁ: 1 – 10 OLÙKÖ
1. Śàlàyé ohun tí òýkà jë
ÀKÓÓNÚ IŚË 2. Tö akëkõö sönà láti ka òýkà
1. Kín ni òýkà? 3. pe akëkõö láti töka sí fígõ òýkà
2. Ìlò òýkà AKËKÕÖ
3. Kíka òýkà 1. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê.
4. Śíśe ìdámö fígõ òýkà 2. ka oókan títí dé çëwàá
3. Da òýkà tí a kô sójú pátákó/ káàdì pélébé mô ni õkõõkan
OHUN-ÈLÒ ÌKÖNI: 1. kádíböõdù tí a kô òýkà oókan dé çëwàá sí. 2. káàdì pélébé pélébé tí a kô òýkà
kõõkan sí. 3. àwôn ohun tó śe é kà ìdérí ìgò ôtí, òkúta, ôsàn, igi wëwë, igi ìsáná abbl.
6. MÍMÔ ÊYÀ ARA OLÙKÖ
1. Ka êyà ara wa sí etígbõö àwôn akëkõö
ÀKÓÓNÚ IŚË 2. Ka êyà ara náà kí akëkõö máa pè é têlé e
1. kíka àwôn êyà ara wa. Àpççrç ojú, orí, etí, apá abbl 3. Pe akëkõö láti fôwö kan êyà ara kõõkan
2. Orin kíkô nípa êyà ara wa. AKËKÕÖ
1. Fi etí sílê bí olùkö śe ń kà á.
2. kà á têlé e olùkö bí ó śe ń kà á
3. śe idámõ àwôn êyà ara kõõkan
OHUN-ÈLÒ ÌKÖNI: Àwòrán ènìyàn tí a yà sára pátákó.
Kádíböõdù tí a ya àwòrán ènìyàn sí láti śe àpèjúwe êyà ara.
7. ÌMÖTÓTÓ ARA ÇNI OLÙKÖ
1. Śe àlàyé lórí ìmötótó
ÀKÓÓNÚ IŚË 2. Fi orin àti ewì tó jçmö imötótó fa pàtàkì rê yô fún akëkõö
1. ìtöjú ara 3. Śàlàyé bí a śe lè töjú ara çni
2. ohun èlò ìtöjú ara. Àpççrç (a) ôsç ìfôyín (b) ìpara 4. Sô àwôn ohun èlò itöjú ara çni
abbl. AKËKÕÖ
1. Kô orin àti ewì tó jçmö ìmötótó.
2. Sô àwôn ewu tí àitöjú ara lè fà
3. Śàlàyé bí a śe lè töjú ara çni
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OHUN-ÈLÒ ÌKÖNI: Ìyàrí, ìyarun, kóòmù, bíléèdì, pákò, ôsç, kàìnkàìn, abbl
8. ÌTÊSÍWÁJÚ LÓRÍ ÌMÖTÓTÓ ARA ÇNI OLÙKÖ
ÀKÓÓNÚ IŚË 2. Śàlàyé bí a śe ń lo àwôn ohun èlò ìtöjú ara wõnyí lëyô kõõkan
i. Bí a śe ń lo ohun èlò kõõkan fún ìtöjú ara 3. Śàlàyé àwôn ewu tó wà nínú àìtöjú ara çni.
ii. Ewu tí ó wà nínú àìtöjú ara çni AKËKÕÖ
2. Sô ewu tó wà nínú àìtöjú ara çni
3. Kópa nínú śíśe ìtöjú ara.
OHUN-ÈLÒ ÌKÖNI: Löfíndà, bíléèdì, ôsç ìfôyín.
Àwòrán tó ń fi çni tó ń wê ní balùwê hàn.
9. ÌSÕRÕÝGBÈSÌ OLÙKÖ
1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö.
ÀKÓÓNÚ IŚË 2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn
Bíbéèrè ìbéèrè láti õdõ akëkõö sí olùkö AKËKÕÖ
Láàrin akëkõö sí ara wôn Fún olùkö ní ìdáhùn tó bá ìbéèrè olùkö mu.
OHUN-ÈLÒ ÌKÕNI: Śíśe àmúlò àwôn akëkõö láti béèrè ìbéèrè löwö ara wôn.
10. ORIN ERÉ ÌDÁRAYÁ OLÙKÖ
1. Śe àlàyé lórí eré ìdárayá
ÀKÓÓNÚ IŚË 2. kô oríśiríśi àwôn eré ìdárayá tí ó wà.
Orin eré ìdárayá. Àpççrç “çyç mëta wáyé tolongo” 3. Śàlàyé àkókò tí a máa ń śe eré ìdárayá
abbl 4. Kô orin àti ewì tí ó jçmö eré ìdárayá
AKËKÕÖ
1. Kô orin eré idaraya
2. Kópa nínú eré ìdárayá
3. Śàlàyé bí a śe ń śe õkõõkan wôn
OHUN-ÈLÒ ÌKÖNI: Àwòrán àwôn akëkõö láti béèrè ìbéèrè löwö ara wôn.
11. ÌWÀ RERE OLÙKÖ

1. Sô oríśiríśi õnà tí a lè fi jé oníwà rere
ÀKÓÓNÚ IŚË 2. Töka sí àwôn ìwà tí kò fi ìwà rere hàn
i. Kín ni à ń pè ní ìwà rere? 3. Kô orin aköniníwà fún akëkõö
ii. Báwo ni a śe lè dá ômôlúàbí mõ. 4. Sô èrè tàbí àýfààní tó wà nínú kí ènìyàn jë oníwà rere
AKËKÕÖ
1. Fetí sí àlàyé nípa ìwà rere
2. Kópa nínú kíkô oríśiríśi orin aköniníwà
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3. Sô àwôn àýfààní jíjë oníwà rere.

OHUN-ÈLÒ ÌKÖNI: 1. Fídíò àti kásëëtì tó ń köni ní ìwà rere. 2. Àwòrán tó ń śàfihàn ibõwõfágbà
3. Téèpù àti kásëêtì tí a gba orin akömô níwà sí
12. ÌGBÀ NÍNÚ ÔDÚN OLÙKÖ
1. śàlàyé ohun tí ìgbà ôdún jë
ÀKÓÓNÚ IŚË 2. kô àwôn ìgbà ôdún náà ní orin
Àwôn ìgbà tó wà nínú ôdún: ìgbò òjò, ìgbà êêrùn, 3. pe akëkõö láti sô ohun tí à ń pè ní ìgbà ôdún.
ìgbà oorun, ôyë abbl AKËKÕÖ
1. Tëtí sí àlàyé olùkö lórí ôdún kõõkan
2. ka ìgbà ôdún náà láti orí
OHUN-ÈLÒ ÌKÖNI: Àwòrán òjò tó ń rõ
13. ÀTÚNYÊWÒ ÊKÖ
14. ÌDÁNWÒ
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(NL) – YORÙBÁ
PRIMARY 1 TÁÀMÙ KEJI
1. ÌTÊSÍWÁJÚ LÓRÍ ÌMÖTÓTÓ OLÙKÖ

1. Śe àlàyé ní êkúnrërë nípa ìmötótó ní àyíká ilé àti ilé-êkö.
ÀKÓÓNÚ IŚË 2. Fi àwôn ohun èlò fún ìmötótó ilé àti àyíká hàn
1. ìtöjú àyíká ilé-çni 3. kô orin tí àìtöjú àyíká çni lè fà
2. Ìtöjú àyíká ilé-ìwé àti gbígbá àyíká 4. Tö akëkõö sönà láti śe àkíyèsí àyíká kí wön sì śe àtúnśe rê
3. Kíkô orin tí ó bá ìmötótó lô AKËKÕÖ
4. Gbíngbin òdòdó sí àyíká wa 1. Sô bí a śe lè śe ìmötótó àyíká wa
2. sô àwôn ewu tí àìtöjú àyíká le fà
3. kô orin àti ewì ìmötótó
4. kópa nínú títún àyíká śe
OHUN-ÈLÒ ÌKÖNI: 1. Ìgbálê 2. Ôkö 3. Àdá 4. Réèkì 5. apêrê ìdalê-nù. 6. ìkólê
2. KÍKÔ ÁLÍFÁBËÊTÌ ÈDÈ YORÙBÁ OLÙKÖ
1. Tó álífábëêtì Yorùbá elégèé sí ara pátákó
ÀKÓÓNÚ IŚË 2. Pe akëkõö láti fi çfun kô álífábëêtì Yorùbá elégèé tí olùkö kô sí ojú pátákó
1. Kíkô álífábëêtì Yorùbá elégeé sí ara pátákó AKËKÕÖ
2. Dídá álífábëêtì kõõkan mõ, àpççrç – A B D E Ç abbl 1. fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà
2. pè é têlé olùkö
3. fi çfun/ pëńsù tó àwôn lëtà álífábëêtì Yorùbá náà.
OHUN-ÈLÒ ÌKÖNI: Kádíböõdù pélébé pélébé tí a kô álífábëêtì Yorùbá elégèé sí
3. DÍDÁ NÝKAN INÚ KÍLÁÁSÌ MÕ OLÙKÖ
1. Darí akëkõö láti śe ìdámõ àwôn nýkan tó wà nínú kíláásì
ÀKÓÓNÚ IŚË 2. Tö wôn sönà láti dárúkô àwôn nýkan náà
Mímô ohun tí ó wà nínú kíláásì bí i àga, tábìlì, pátákó AKËKÕÖ
ìkõwé, àwòrán ara ògiri abbl 1. Dídá ohun tó wà nínú kíláásì mõ
2. Dídárúkô àwôn nýkan náà
OHUN-ÈLÒ ÌKÖNI: Àwôn ohun tó wà nínú kíláásì bí i: àga, tábìlì, pátákó ìkõwé, àwòrán ara ògiri,
ìwé, çfun ìkõwé abbl.
4. MÍMÔ OHUN TÍ Ó WÀ NÍ ÀYÍKÁ – ILÉ-ÌWÉ OLÙKÖ
1. pe akëkõö láti dárúkô àwôn ohun tí ó wà ní àyíká rç.
ÀKÓÓNÚ IŚË 2. sô ìwúlò àwôn ohun tí ó wà ní àyíká
Orúkô àwôn nýkan tí ó wà ní àyíká: Bëêdì, òdòdó, 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kôrin
ewúrë, igi, àga, amóhúnmáwòrán, ilê, ôkõ abbl AKËKÕÖ
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1. Dárúkô ohun tí ó wà ní àyíká rç

2. Sô ìwúlò wôn
3. fi àwôn ohun tí ó wà ní àyíká kô orin
OHUN-ÈLÒ ÌKÖNI
• Àwòrán àwôn ohun tó wà ní àyíká tàbí nýkan náà gan-an.
5. MÍMÔ NÝKAN TÍ Ó WÀ NÍ ÀYÍKÁ OLÙKÖ
1. Pe olùkö láti dárúkô àwôn ohun tí ó wà ní àyíká rê
ÀKÓÓNÚ IŚË 2. sô ìwúlò tàbí àýfààní wôn
Àwôn orúkô nýkan tó wà ní àyíká akëkõö 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kô orin
Ilé – tçlifísàn, rédíò, bëêdì, àga abbl AKËKÕÖ
Ilé-ìwé – çfun, aga àti tábìlì, rúlà, bírò abbl 1. Dárúkô àwôn ohun tí ó wà ní àyíká rç.
Ôjà – ata, iśu, èso, èlùbö, çran abbl 2. Sô ìwúlò àwôn ohun tí ó wà ní àyíká rç
3. Fi àwôn ohun tó wà ní àyíká wôn kôrin/ śeré
OHUN-ÈLÒ ÌKÖNI: Àwòrán àwôn ohun tó wà ní àyíká tàbí àwôn nýkan náà gan-an
6. ŚÍŚE NÝKAN OLÙKÖ
Olùkö tö akëkõö sönà pé kí wön dìde, dúró, jókòó, wôlé, wá, jáde pàtëwö abbl
ÀKÓÓNÚ IŚË AKËKÕÖ
Pípa àśç – àpççrç Dìde, jókòó, dúró, wá, jáde, wôlé, Śe àwôn ohun tí olùkö ní kí o śe
dákë, pàtëwö abbl OHUN-ÈLÒ ÌKÖNI: 1. Śíśe àmúlò àwôn akëkõö. 2. Àwôn nýkan inú kíláásì
7. ÒÝKÀ YORÙBÁ (11 – 20) – Óókànlá dé ogún OLÙKÖ
1. Tö akëkõö sönà láti ka òýkà láti ôökànlá dé ogún
ÀKÓÓNÚ IŚË 2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti ôökànlá dé ogún
1. Òýkà láti óókànlá dé ogún AKËKÕÖ
2. Śíśe ìdámõ fígõ óókànlá dé ogún 1. Tëtí sí àlàyé olùkö lórí òýkà láti ôökànlá dé ogún
2. Ka òýkà láti ôökànlá dé ogún
3. Dá òýkà tí a kô sí ojú pátákó/ ìwé pélébé pélébé mõ ní õkõõkan.
OHUN-ÈLÒ ÌKÖNI: Kádíböõdù àti ìwé pélébé pélébé tí a kô òýkà kõõkan sí láti ôökànlá dé ogún
8. ÔJÖ INÚ ÕSÊ OLÙKÖ
1. Śàlàyé ohun tí ôjö jë
ÀKÓÓNÚ IŚË 2. Kô àwôn ôjö náà ní orin
1. Dídá orúkô ôjö inú õsê mõ: Sunday – Àìkú, Monday – 3. Pe akëkõö láti sô òun tí a pe ôjö Monday abbl ní èdè Yorùbá.
Ajé, Tuesday – Ìśëgun abbl AKËKÕÖ
2. Sô di orin – Àiku ajé ìśëgun ôjörú ôjöbõ çtì àbámëta. 1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan
2. Ka ôjö náà láti àìkú dé àbámëta
3. Kô àwôn ôjö náà ni orin.
OHUN-ÈLÒ ÌKÖNI: kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí.
Page | 89

9. ÌTÊSÍWÁJÚ LÓRÍ ÔJÖ INÚ ÕSÊ OLÙKÖ

1. Śàlàyé ìtumõ àwôn ôjö wõnyí
ÀKÓÓNÚ IŚË 2. Pe akëkõö láti sô ìtumõ ôjö kõõkan
1. Àlàyé àti ìtàn nípa ôjö kõõkan: AKËKÕÖ
i. Ôjö Àìkú jë ôjö ayõ ó dára láti śe ohun rere. 1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan
ii. Ôjö Ajé – ôjö rere láti bêrê òwò śíśe tàbí ôjà títà, Ilé 2. Pè wön têlé olùkö.
kíkö. OHUN-ÈLÒ ÌKÖNI
2. Kíkô ní orin. Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí.
10. OLÙKÖ
ÒÝKÀ OWÓ NÁÍRÀ 1. Śàlàyé ohun tí owó náíra jë
2. Tö akëkõö sönà láti ka owó náírà
ÀKÓÓNÚ IŚË 3. Pe akëkõö láti töka sí owó náírà
1. Àlàyé lórí kíka owó náíra AKËKÕÖ
2. Ìlò owó náírà 1. Tëtí sí àlàyé olùkö lórí owó náírà
3. Śíśe idámõ owó náírà kõõkan 2. Ka iye owó náírà
3. Dá iye owó náírà kõõkan mõ
OHUN-ÈLÒ ÌKÖNI
Śíśe àfihàn owó náírà kõõkan
12. ÌDÁNWÒ
Page | 90

(NL) – YORÙBÁ
PRIMARY 1 TÁÀMÙ KËTA
1. ÌKÍNI: Ìkíni ní onírúurú ìgbà OLÙKÖ
1. Darí akëkõö láti fi bí a śe ń kí ni śeré
ÀKÓÓNÚ IŚË 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö
1. Ìkíni ní onírúurú ìgbà tó wà nínú ôdún. Ìkíni ní ìgbà AKËKÕÖ
òjò, ìgbà êrùn tàbí õgbçlê, ìkíni ní ìgbà ôyë abbl. B.a, Ç 1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö.
kú òjò, ç kú õgbçlê, ç kú ôyë 2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí sáájú ìdánilëkõö
3. kópa nínú eré bí a śe ń kí ni
OHUN-ÈLÒ ÌKÖNI
Àwòrán àwôn tó ń kí ara wôn.
2. ÌWÀ RERE OLÙKÖ
1. Lo ewì, owe, àśàyàn õrõ, orin àti ìtàn láti fi töka sí àýfààní tí ó wà nínú ìwà rere. B.a “Töjú Ìwà
ÀKÓÓNÚ IŚË rç õrë mi”.
i. Kín ni à ń pè ní ìwà rere tàbí ômôlúàbí? 2. Śàlàyé ojúśe ômôlúàbí sí òbí, ômônìkejì, ìjôba, àwùjô
ii. Báwo ni a śe lè dá ômôlúàbí mõ? Àpççrç – ìsòdodo, 3. Ìśòro tí ômôlúàbí lè dojú kô àti bí ó śe le borí rê
sùúrù, õyàyà, ìmúra, ìkónimöra, ìwà pêlë abbl. AKËKÕÖ
1. Sô àpççrç ìwà ômôlúàbí
2. Sô àýfààní tó wà nínú híhu ìwà bëê.
3. Sô àpççrç ìwà tó lòdì sí ìwà ômôlúàbí àti ewu tí irú ìwà bëê lè fà.
4. Sô wàhálà tí ó lè dé bá ômôlúàbí àti bí òótö inú śe le kó o yô.
OHUN-ÈLÒ ÌKÖNI
1. Fídíò àti kásëêtì tó ń kö ni ní ìwà rere 2. Téèpù àti kásëêtì tí a gba orin akömôníwà sí.
3. ÌTÊSÍWÁJÚ LÓRÍ ÌWÀ RERE OLÙKÖ
1. Sô oríśiríśi õnà tí a lè fi jë oníwà rere
ÀKÓÓNÚ IŚË 2. Töka sí àwôn ìwà tí ó fi ìwà rere hàn
Ìbõwõ fágbà:- kíkö nípa bí a śe ń bá àgbà sõrõ, 3. sô èrè tàbí àýfààní tó wà nínú kí ômôdé bõwõ fágbà
dídõbálê, kíkúnlê abbl AKËKÕÖ
1. Fetí sí àlàyé nípa ìwà rere 2. Sô àwôn àýfààní jíjë oníwà ìrêlê
OHUN-ÈLÒ ÌKÖNI: Àwòrán tó ń śàfihàn ìbõwõfágbà
4. OJÚŚE (ÇBÍ SÍ ÌDÍLÉ) OLÙKÖ
1. Sô ìtumõ ojúśe 2. Śàlàyé ojúśe çnìkõõkan nínú ìdílé
ÀKÓÓNÚ IŚË 3. Jë kí akëkõö fi ìbõwõ fágbà òbí śeré
1. kín ni ojúśe? AKËKÕÖ
1. Sô ìtumõ têlé olùkö 2. Sô ojúśe rê gëgë bí ômô nínú ilé.
Page | 91

2. ojúśe çnìkõõkan nínú ìdílé – ômô sí òbí, êgbön sí 3. Kópa nínú eré.
àbúrò, òbí sí ômô. OHUN-ÈLÒ ÌKÖNI:
Àwôn akëkõö gan-an kí wôn kópa nínú eré ìbõwõ fún òbí àti çni tí ó ju ú lô.
5. ÌTÊSÍWÁJÚ LÓRÍ OJÚŚE (ÇBÍ ÀTI ÌDÍLÉ) OLÙKÖ
1. Sô ìtumõ ojúśe
ÀKÓÓNÚ IŚË 2. Śàlàyé ojúśe òbí sí ômô, ômô sí òbí, êgbön sí àbúrò nínú ìdílé
1. Ojúśe ômô nínú ilé – bí àpççrç; fô abö, jë iśë tí wôn 3. Jë kí akëkõö fi ìbõwõ fún òbí śeré
bá rán-an. AKËKÕÖ
2. Òbí sí ômô, b.a san owó ilé-ìwé, ra aśô fún ômô, pèsè 1. Sô ìtumõ têlé olùkö 2. Sô ojúśe rç gëgë bí ômô nínú ilé
ìwòsàn nígbà àìsàn, wá oúnjç abbl 3. Kópa nínú eré
3. Êgbön sí àbúrò – śe ìtöjú àbúrò rê, dáàbòbò ó abbl OHUN-ÈLÒ ÌKÖNI : Àwòrán ômô tí ó ń gbálê nínú ilé.
6. ÌSÕRÕÝGBÈSÌ LÁÀRIN AKËKÕÖ OLÙKÖ
1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö
ÀKÓÓNÚ IŚË 2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn.
1. Ìbánisõrõ láàrin akëkõö méjì lórí bíbéèrè orúkô ara AKËKÕÖ
wôn àti orúkô òbí wôn. Fún olùkö ní àwôn ìdáhùn tó bá ìbéèrè olùkö mu.
OHUN-ÈLÒ ÌKÖNI: Śíśe àmúlò akëkõö láti béèrè ìbéèrè löwö ara wôn.
7. ORÍŚIRÍŚI ÈSO, OÚNJÇ ÀTI EWÉBÊ OLÙKÖ
1. Pe akëkõö láti dárúkô àwôn èso, oúnjç àti ewébê.
ÀKÓÓNÚ IŚË 2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe ara
• Dídárúkô oríśiríśi èso òrombó, õgêdê, AKËKÕÖ
àgbálùmõ abbl. 1. Dárúkô àwôn èso, oúnjç àti ewébê tí ó wà ní agbègbè.
• Oúnjç: ìrçsì, êwà, iśu, gààrí abbl 2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe
• Ewébê: êfö, amúnútutù, ewédù, êfö têtê abbl OHUN-ÈLÒ ÌKÖNI
Àwòrán àwôn igi eléso, oúnjç àti ewébê.
8. SÁÁJÚ KÍKÔ ÁLÍFÁBËÊTÌ YORÙBÁ OLÙKÖ
1. Kô álífábëêtì Yorùbá sókè fún àwôn akëkõö
ÀKÓÓNÚ IŚË 2. Kô àwôn lëtà tí ó dúró fún ìró õrõ köńsónáýtì, fáwëlì àìránmúpè lötõõtõ sójú pátákó.
1. Kíkô fáwëlì àti köńsónáýtì èdè Yorùbá b, d, f, g, gb, 3. Pè wön lökõõkan fún akëkõö köńsónáýtì
h, j, k, l, m, n, p, r, s, ś, t, w, y. AKËKÕÖ
2. Fáwëlì àìránmúpè: a, e, ç, i, o, ô, u. 1. Śe àwòkô àtç álífábëêtì Yorùbá
3. Fáwëlì aránmúpè: an, ôn, çn, un, in. 2. Śe àwòkô àwôn lëtà ìró köńsónáýtì, fáwëlì àìránmúpè àti àránmúpè.
3. Pe àwôn fáwëlì àti köńsónáýtì náà bí olùkö śe pè wön.
OHUN-ÈLÒ ÌKÖNI
1. Kádíböõdù ńlá tí a kô álífábëêtì Yorùbá sí.
Page | 92

2. Káàdì pélébé pélébé tí a kô àwôn lëtà náà sí.

9. ÌMÕLÁRA AKËKÕÖ LÁSÌKÒ TÍ A WÀ OLÙKÖ
1. Pe akëkõö láti sô ìmõlára rê ní àkókò tí ó wà
ÀKÓÓNÚ IŚË 2. Bíbéèrè löwö akëkõö ohun tí ó śe é tí ojú rê fi körë löwö.
1. Ooru mú mi – ìgbà oorùn AKËKÕÖ
2. Otútù mú mi – ìgbà òjò tàbí ìgbà ôyë abbl 1. Sô ohun tí ó śçlê löwö sí i.
2. Kópa nínú eré náà
OHUN-ÈLÒ ÌKÖNI: Àwòrán tó śe àfihàn çni tí ó kájô sí ojú kan náà.
10. ÀRÒKÔ KÉÈKÈÈKÉ OLÙKÖ
1. Tö akëkõö sönà láti jíròrò lórí àkôlé kan tí wön báyàn.
ÀKÓÓNÚ IŚË 2. Darí akëkõö láti śe ìlapa èrò.
1. Àròkô nípa oúnjç. Àpççrç; oúnjç tí mo fëràn jù 3. Tö akëkõö sönà láti kô àròkô
2. Àròkô nípa orúkô ènìyàn AKËKÕÖ
1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìlànà olùkö.
2. Kópa nínú śíśe ìlapa èrò àti àtúntò rê.
3. Lo ìlapa èrò láti kô àròkô.
OHUN-ÈLÒ ÌKÖNI: Pátákó çlëmõön tí a kô àkôlé àti ìlapa èrò sí.
12. ÌDÁNWÒ
Page | 93

‫‪NAPPS‬‬ ‫‪NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS‬‬ ‫‪NIGERIA‬‬
‫‪ARABIC LANGUAGE‬‬
‫المنهج الدراسي للسنة األولى اإلبتدائية‬

‫‪ARABIC LANGUAGE‬‬
‫‪PRIMARY ONE – FIRST TERM‬‬
‫ر‬
‫الفتة األوىل‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫مثل السالم عليكم ورحمة هللا وبركاته‪,‬‬ ‫التحايا‬ ‫األول‬
‫الخت‬
‫الخت ومساء ر‬ ‫الخت‪ ,‬ونهار ر‬
‫وصباح ر‬
‫مثل السالم عليكم ورحمة هللا‪ .‬وعليكم‬ ‫التحايا مع المحادثة‬ ‫ى‬

‫الثاب‬
‫السالم ورحمة هللا وبركاته‪.‬‬
‫الخت؟ صباح النور‬ ‫صباح ر‬
‫الخت؟ نهار النور أو نهار السعيد‬ ‫نهار ر‬
‫الخت؟ مساء النور‬ ‫مساء ر‬
‫ى‬
‫مثل‪ .‬س‪ :‬مااسمك يا أخ؟‬ ‫التعارف‬ ‫الثالث‬
‫ج‪ :‬إسىم ‪..........‬‬
‫س‪ :‬مااسم أبيك؟‬
‫ج‪ :‬إسم ىأب‪.........‬‬
‫س‪ :‬مااسم أمك؟‬
‫ج‪ :‬إسم أىم‪........‬‬
‫التعريف باآلشياء ىف المدرسة مثل‪:‬‬ ‫التعريف باألشياء‬ ‫الرابع‬
‫ى‬
‫سبورة‪ ,‬ممسحةز التعريف باآلشياء ف‬
‫‪Page | 94‬‬
‫‪NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES‬‬

‫المستشف مثل‪ :‬حقنة‪ ,‬رسير‪ ,‬بطانية‪,‬‬‫ى‬ ‫اآلصوات العربية ر‬

‫بالتتيب‬ ‫الخامس‬
‫سماعة‬
‫مثل‪ :‬أ ‪ ,‬ب ‪ ,‬ت ‪ ,‬ث ‪ ,‬ج ‪ ,‬ح ‪ ,‬خ ‪ ,‬د ‪,‬‬ ‫اآلصوات العربية بدون ر‬
‫التتيب‬ ‫السادس‬
‫ى‬
‫ذ‪ ,‬ر ‪ ,‬ز‬ ‫اآلصوات المتشابهة ف النطق‬ ‫السابع‬
‫ب‪ ,‬ج‪ ,‬د‪ ,‬ت‪ ,‬ر‪ ,‬ث‪ ,‬أ‪,‬ح ذ‪ ,‬خ‬ ‫قرأة بعض الحروف الهجائية‬ ‫الثامن‬
‫مثل‪ :‬أ ع‪ ,‬د‪ ,‬ذ‪ ,‬ث‬ ‫األناشيد العربية‬ ‫التاسع‬
‫مثل‪ :‬من ألف إىل راء‬ ‫نطق األرقام العربية‬ ‫العارس‬
‫صغتة ‪ #‬إىل ‪.....‬‬
‫ر‬ ‫قطت‬‫مثل‪ :‬ر‬ ‫الخط العربية‬ ‫الحادى عش‬
‫من واحد إىل عش‬
‫ى‬ ‫ى‬
‫كتابة الحروف ف الهواء وعىل األرض ثم‬ ‫المراجعة العامة‬ ‫الثاب عش‬
‫الكراسة‬ ‫اإلمتحان‬ ‫الثالث عش والرابع عش‬
‫للدروس السابقة‬ ‫والتصحيح‬
‫‪Page | 95‬‬


‫‪SCHEME OF WORK FOR PRIMARY ONE‬‬
‫‪SECOND TERM‬‬
‫ر‬
‫الفتة الثانية‬
‫التحية الزمنية العادية‬ ‫الفرق ر ى‬
‫بي التحيات‬ ‫األول‬
‫مت جئت؟ كم الساعة؟‬ ‫س‪ :‬ر‬ ‫التعارف باألزمنة‬ ‫ى‬

‫الثاب‬
‫ى‬
‫ج‪ -‬جئت ف الساعة السابعة صباحا أو مساءا‬
‫أو نهارا‬
‫من زاي إىل فاء‬ ‫قراءة بعض الحروف الهجائية‬ ‫الثالث‬
‫أىم أىم الخ‬ ‫األناشيد العربية المختارة‬ ‫الرابع‬
‫من ‪ ١١‬إىل ‪٢٠‬‬ ‫نطق األرقام العربية‬ ‫الخامس‬

‫رسم األشياء بلونها مثل‪ :‬جبل‪ ,‬كرة‪ ,‬شجرة‪,‬‬ ‫الرسم‬ ‫السادس‬
‫كلب‪.‬‬
‫ى‬
‫كتابة الحروف واألرقام ف الهواء وعىل األرض‬ ‫العرب‬
‫ى‬ ‫الخط‬ ‫السابع‬
‫ثم الكراسة مثل‪ :‬ب‪ ,‬ف‪.٣ ,٢ ,١ ,‬‬
‫بي ح خ ىف الكلمة مثل‪ :‬حبل وخيل‪.‬‬ ‫رى‬
‫التميت ر ى‬ ‫األصوات المتشابهة‬ ‫الثامن‬
‫ر‬
‫مدرست‪....‬‬ ‫ر‬
‫مدرست‬ ‫األناشيد العربية المناسبة‬ ‫التاسع‬
‫للدروس السابقة‬ ‫المراجعة العامة‬ ‫العارس‬
‫اإلمتحان والتصحيح‬ ‫الحادى عش‬

‫ى‬
‫والثاب عش‬
‫‪Page | 96‬‬


‫‪SCHEME OF WORK FOR PRIMARY ONE‬‬
‫‪THIRD TERM‬‬ ‫ر‬
‫الفتة الثالثة‬

‫من بعض الحروف الهجائية‬ ‫اإلمالء‬ ‫األول‬
‫كيفية التحية واإلجابة مثل‪ :‬السالم‬ ‫المحادثة‬ ‫ى‬

‫الثاب‬
‫عليكم ورحمة هللا‪ .‬وعليكم السالم‬
‫ورحمة هللا‪.‬‬
‫بخت‬
‫كيف س‪ -‬أنت؟ ج‪ -‬أنا ر‬
‫التعارف باألشياء‬ ‫الثالث‬
‫ىف الشكل واللون مثل‪ :‬رسم الكتاب‬
‫والقلم والمسطرة‬ ‫العرب‬
‫ى‬ ‫الخط‬ ‫الرابع‬
‫من قاف إىل ياء عىل األرض قم ىف‬
‫الكراسة‪.‬‬ ‫المطالعة‬ ‫الخامس‬
‫القصتة المفيدة المشتملة‬
‫ر‬ ‫القصص‬
‫عىل األمانة والصدق والتواضع وبر‬ ‫الرسم‬ ‫السادس‬
‫الوالدين‪.‬‬
‫من األشياء الموجودة ىف المدرسة‬
‫طباست‪ ,‬مسطرة‪ ,‬فصل الخ‬‫ر‬ ‫مثل‪:‬‬ ‫اآلناشيد العربية‬ ‫السابع‬
‫‪Page | 97‬‬

‫ياإلىه ياإلىه ‪ #‬يامجيب الدعوات‬ ‫القراءة والفهم‬ ‫الثامن‬

‫إجعل اليوم سعيدا ‪........... #‬‬
‫معرفة الحروف الهجائية عن طريق‬
‫الشفىه مثل‪ :‬ما هو الحرف األول؟‬ ‫نطق األرقام العربية‬ ‫التاسع‬
‫األخت؟‬
‫ر‬ ‫وما هو الحرف‬
‫من ‪ ٢٠‬إىل ‪٣٠‬‬ ‫المطالعة‬ ‫العارس‬
‫القصتة المفيدة المشتملة‬
‫ر‬ ‫القصص‬
‫عىل العدل واإلحسان ووفاء العهد‪.‬‬ ‫المراجعة العامة‬ ‫الحادى عش‬
‫للدروس السابقة‬ ‫اإلمتحان‬ ‫ى‬

‫الثاب عش‬
‫والتصحيح‬ ‫والثالث عش‬
‫‪Page | 98‬‬

CREATIVE AND CULTURAL ARTS (CCA)

WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 MEANING OF ART AND CULTURE. Teacher explains meaning and branches of art and Pupils mention and write the branches Pictures,
Definition of art and culture. culture. of art Textbooks, video
Branches of art: Drama, painting, clips and Charts.
drawing, music etc.
2 ART MATERIALS -Teacher lists and teaches the uses of each one Pupils mention and write the art pencil, ruler,
1. Identification of art materials -Teacher draws them on the board. materials. crayons, water
2. Uses of each material colour, drawing
3. Drawing of art materials books.
3 FUNCTIONAL ARTS -Teacher explains what functional art is Pupils identify different types of pictures, real art
-Definition of functional art -Shows illustrations of functional art works found at woven art works. works
-Types of functional arts e.g. woven home.
items like mats, baskets, hand fans.
4 DRAWING OF FUNCTIONAL ART -Teacher draws on the board and she show what to be Pupils draw in their drawing books. real woven art
WORKS FOUND AT HOME draw to pupils. material pictures.
Drawing of baskets, hand fans, mats.
5 PAINTING OF CARVED OBJECT: -Teacher shows pupils real calabash. Pupils draw and paint a carved pencil, calabash,
CALABASH PAINTING She guides them to paint calabash crayon paper.
6 MEANING OF CRAFT -Teacher defines craft. Pupils write the meaning of craft and Wall hanging, table
Definition of craft -teacher writes the types of craft e.g. Embroidery types. cover etc.
Identification of craft works.
7 LOCATION OF CRAFT WORK -Teacher teaches pupils the town where the do these -Pupils writes where they practice all Pictures of people
1. Area or state / town where these as their occupation these craft works. weaving aso oke in
craft work are common: -Teacher shows them pictures of people working. Oyo state.
weaving of aso oke
8 PREPARATION OF CLAY FOR -Teacher teaches pupils by demonstrating on how to -pupils watches teacher on how to clay, bowl, water,
MOULDING POT. prepare clay. prepare clay. nylon.
1. Collection of clay -Teacher writes the steps for pupils -pupils prepare their own clay.
2. kneeling of clay
3. Removal of impurities in clay.
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9 MODELLING -Teacher shows pupils examples of different types of -pupils watch the teacher moulding. clay, spatulas,
Moulding a pot pot. -pupils mound their own pots water, bowl, nylon.
(practical) -Teacher moulds pot by using coiling method.
-Teaching resources
10 DRAWING AND PAINTING OF -Teacher draws basket and mats. pupils bring craft works and their own all craft works
CRAFT WORKS -Teachers guides pupils to paint basket and mat, works for exhibitions. brought by pupils
Painting to craftworks: basket and crayon, pencil. and pictures.
sleeping mats. -Teacher asks pupils to bring some craft works with
EXHIBITION the ones they produced in schooling for study.
Display of all craftworks that can be
found in the school and home
CULTURAL AND CREATIVE ARTS

RESOURCES
1 RESUMPTION AND TEST Revision of last term and test
2 DRAWING AND PAINTING -Teacher guides pupils to paint the works drawn -pupils draw and pain different types pencil, drawing books,
Drawing and painting of craft work. of craft works. crayon.
3 BEADS DECORATION(PRACTICAL) Teacher shows pupils different types of beads. Pupils participates in the making of Pictures, Textbooks,
- Identification of beads for different -Teacher explains the uses and shows them how to different beads. video clips and Charts.
occasions. make beads of how to make beads of different kinds.
- Uses of beads
- Making different types of bead.
4 WOVEN CLOTHES Teacher describes different types of woven clothes Pupils identify the different types of Pictures, Textbooks,
Identification of different types of and shows them to pupils woven clothes e.g. aso oke, akwuete. video clips and Charts.
woven clothes e.g. aso oke, akwuete,
saki, kente.
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5 MEANING OF RHYMES Teacher explains rhythms and types of rhythms Pupils copy some rhymes and recites picture books and
Definition of rhymes: types rhythms Teacher recites so many rhymes them. rhyme books.
e.g. traditional, children, occasional
rhymes e.g. rain, rain go away.
6 RECITATION OF RHYTHMS AND -Teacher recites rhythms for pupils. -pupils recite rhymes taught by the Pictures, Textbooks,
THE LYRICS OF A RHYTHMS -Teacher plays C.D. for pupils on rhymes and allows teacher and they learn the lyrics of video clips and Charts.
them to recite in groups. rhymes.
- pupils listen to C.D. or tape
recorder.
-They recite in group.
7 RECITATION OF RHYMES. -Teacher plays C.D. for pupils on rhymes and allows -pupils listen to C.D. or tape recorder. Pictures, Textbooks,
- Recitation of rhymes from a tape them to recite in groups. video clips and Charts.
recorder or C.D. -They recite in group.
- Recitation of rhymes in groups
8 RECITATION TO ROLE PLAY -Teacher teaches pupils rhymes in different languages. -pupils recite rhymes in their Pictures, Textbooks,
- Meaning of role play languages. video clips and Charts.
- Name of some actors and actresses
in Nigerian movies
9 Introduction to role play. Teacher defines role play and mentions some people Pupils mention the meaning of role Pictures, Textbooks,
- Meaning of role play taking part in a play called actors and actresses. play and names of some actors and video clips and Charts.
- Names of some actors and actresses actresses in Nigeria moves.
in Nigeria movies
10 INTRODUCTION TO A FOLK TALE – -Teacher explains what folk tales or story is -pupils listens and the demonstrates Pictures, Textbooks,
STORY -Teacher demonstrates the characters in the story. characters. video clips and Charts.
- Meaning of folk talk or story -Teaching resources: story books.
- Demonstration of a character in a
story book or folk tales e.g. tortoise,
rabbit,
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RESOURCES
1 RESUMPTION AND TEST REVISION -Teacher asks questions on the exams of last term and -Pupils answer the questions on last Last terms question
OF LAST TERM WORKS AND TEST gives them test term. papers.
2 CHARACTERS IN THE TEACHER’S Teacher describes to pupils how obi was a hard- -Pupils listen and they act like obi in Story books and
STORY BOOK working boy in the story. the story book. costumes.
-Demonstration of a character in a
story book that was read e.g. obi as a
hard-working boy in a story book.
3 STORY TELLING -Teacher tells stories based on these themes. Pupils write and tell their own story Story books.
-Creation of stories using these -Teacher groups pupils on each of these themes to tell based on the theme assigned to
themes: Tolerance, service to the their own stories. them.
nation, respect, obedience.
4 STORY TELLING -Teacher tells Pupils stories from television or event -Pupils tell their own stories from
-Stories on environment or in the from environment their environmental experiences
media.
5 CEREMONIES -Teacher explains types of ceremonies -Pupils listen and mention types of Pictures of different
-Stories on environment or in the ceremonies in their local area types of ceremonies.
media.
-Types of ceremonies
6 IMPORTANCE OF CEREMONIES: -Teacher teaches Pupils the reasons for ceremonies. Pupils write the importance of Chart, Pictures and
-Ceremonies bring unity, -Teacher guides the Pupils to write the importance of ceremonies in their books. Posters.
remembrance, joy, peace. ceremonies in their books.
7 TRADITIONAL CEREMONIES -Teacher explains traditional ceremonies and gives Pupils listen and they say the Pictures of different
Traditional ceremonies include: example. marriages, yam festival. ceremonies they have witnessed. ceremonies.
naming, fishing, durbar, yam festival,
marriage.
8 RELIGIOUS CEREMONIES -Teacher teaches pupils meaning of these religious Pupils explain how these are Pictures of Jesus in a
-Christmas, Salah, Easter. ceremonies. celebrated in their area. manger.
-Teacher calls pupils to say how they cerebrate each
of these religious ceremonies.
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9 NATIONAL ART AND CULTURE -Teacher teaches pupils different culture in a locality -pupils listen and say how these pictures.
FESTIVALS – and shows them pictures of these festivals. festivals are performed in their area.
- Egungun festival in Oyo state -Teacher teaches them why these are celebrated
- Abuja carnival every year.
- Antilogous dancers in Anambra state
- Eyo masquerade in Lagos.
10 DRAWING AND PAINTING -Teacher shows pupils pictures of these festivals and -pupils observe these pictures and pictures of different
FESTIVALS AND CARNIVALS guides pupils to paint them. apply colours into their drawings. festivals.
- Eyo masque rade
- Carnival
- Atilogwu dancers
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HISTORY

RESOURCES
1 RESUMPTION TEST Teacher gives pupils resumption test. Pupils answer the resumption test
questions.
2 HISTORY – Meaning and Importance Teacher defines History and asks pupils to Pupils narrate their family history. Charts
- It is the study of past and present in order to tell their family history.
predict the future. Teacher tells brief history of his or her Textbook
Importance of History family. Project: Pupils come to school with their
- It tells us how we evolved family tree to tell the class their family
- It directs us on what decisions to work with in Teacher creates his/her family tree to give history.
particular situations pupils better understanding of family
- It helps us to know about our past. evolvement.
3 MEANING OF FAMILY HISTORY Teacher explains the meaning of family Pupils draw family tree. Sample Family
- Family Tree e.g. parents, grandparents, great history and shows pictures of family tree to Project: Pupils come to school with their tree
grandparents, etc. the pupils. family tree to tell the class their family
history.
4 IMPORTANCE OF FAMILY HISTORY Teacher lists and explains importance of Pupils write out the importance of family Charts
- It helps the child to know his parents/ancestors family history history in their exercise books.
- To know where he/she comes from Textbook
- To know the meaning and importance of Teacher lists the importance of history. Pupils mention the importance of history
surname. For each importance mentioned, teacher and how it has helped humanity as taught Family tree
- To forecast the future helps pupils understand how it has helped by the teacher.
- To avoid repeating same mistakes of the past humanity.
- To present factual information
5 IMPORTANCE OF FAMILY HISTORY Teacher enumerates and explains Pupils mention the dos and don’ts in their Charts
- To know the dos and don’ts of his/her family. importance of family history. family.
- To help the child to relate well with members of Textbook
the family.
- It guides Pupils to tell correct history of their Family tree
family.
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7 DIFFERENT KINDS OF HISTORY Teacher enumerates different kinds of Pupils name the different kinds of history Map of Nigeria
- Nigeria history history and displays pictures of Nigeria and and identify the picture of Nigeria
- Community history different communities in Nigeria. Charts
- Individual history
8 DIFFERENT KINDS OF HISTORY Teacher shows the pupils pictures of Africa Pupils identify the pictures of Africa and Map of Africa
- Africa history and family history. family history.
- Family history Teacher gets pictures from countries across Map of Nigeria
- Nation history the African continent and tells pupils the Pupils try to identify the country whose
- World history name of the country and their unique picture is shown by the teacher. World atlas
history.
Teacher differentiates between nation and Pupils identify world map and locate
world and shows picture of Nigeria as a Africa on world map.
nation and the world atlas.
Teacher shows the pupils the location of Pupils try to identify other continents on
continents on the world map. the map with teacher’s guidance.
9 COMPONENTS OF FAMILY HISTORY Teacher mentions the components of family Pupils mention the names of their
- Family name history. Teacher guides pupils to mention parents, origin and occupation.
- Family origin their parents’ origin and occupation.
- Family skills and Occupation
10 COMPONENTS OF FAMILY HISTORY Teacher lists the components of family Pupils mention their parents’ religion and
- Family religion history. Teacher guides Pupils to mention taboos.
- Family taboos their parents’ religion and taboos in their
- Family culture family. Pupils mention the name of their culture
- Family Language and attempt to speak the language.
Teacher asks pupils to say “I am going
home” in their respective indigenous or
local languages.
11 REVISION Teacher asks Pupils to express themselves Pupils use their mother tongues to
using their mother tongue e.g. greetings demonstrate greetings.
12 EXAMINATIONS REVISION AND EXAMINATIONS REVISION AND EXAMINATIONS
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HISTORY
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 RESUMPTION TEST Teacher gives pupils’ resumption test Pupils answer the resumption test Notebooks
questions.
2 PEOPLE AND PLACES IN THE Teacher shows pupils pictures of different Pupils try to link the picture of each
COMMUNITY group of people in the community and the community to the name of their groups.
- Meaning of Community name of their communities.
3 PEOPLE AND PLACES IN THE Teacher shows pupils pictures of different Pupils mention and identify groups of Map of Nigeria
COMMUNITY groups of people in the community. Teacher people in the community, their language
- Various groups of people in the explains that each community is identified by and what part of the country they can be Pictures of local people
community their culture and language. found.
Pupils tell the class what community they Pictures of different tribes
come from, their community name, and
where their community can be found in
the country.
4 IMPORTANT PLACES IN THE Teacher shows pictures of schools and markets Pupils list the importance of schools and Picture of public school
COMMUNITY and guides the pupils to list the importance of markets in a community.
School schools and markets in a community. Picture of local market
Markets Charts
5 IMPORTANT PLACES IN THE Teacher shows pictures of hospitals, Church, Pupils talks about activities that take Pictures of church, mosque.
COMMUNITY Mosques and shrine and place in places of worship and hospitals
- Hospital and they demonstrate some of these
- Places of worship e.g. church, activities.
mosque, shrines, etc. Pupils mention places of worship and
hospitals in their community.
6 IMPORTANT PLACES IN THE Teacher, with the aid of pictures and charts Pupils identify and mention the palace Picture of the palace of
COMMUNITY explains the kind of activities that take place in and court in their community. Omni of Ife
- Palace a palace and a court. Pupils identify the functions of palace and
- Courts court in their community. Picture of the Federal High
Court in Abuja
7 IMPORTANT PLACES IN THE Teacher, with the aid of pictures and charts Pupils identify and mention village Charts
COMMUNITY explains the kind of activities that take place in square and community hall.
- Village Square a village square and a community hall. Video clips
- Community Hall
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Pupils talk about the last time they went

to their village and activities they saw
taking place at the village square.
8 Meaning of Local Government Teacher shows pictures of different people in Pupils name the Local Government
Area (LGA) the Local Government Area and asks them to chairpersons and councillors in their
identify the roles of the chairperson, councillor, communities.
etc.
9 IMPORTANT PLACES IN THE Teacher shows pupils the pictures of local Pupils identify police stations, LGA Pictures of LG secretariats
LOCAL GOVERNMENT AREA government secretariat, police station and Secretariats, and palace.
- Police station palace. Picture of a police station
- LGA secretariat
- Palace
10 FUNCTIONS OF THE LOCAL Teacher shows pictures of roads, markets, Pupils identify pictures of roads, markets,
GOVERNMENT AREA hospitals, police, pipe borne water, etc. hospitals, police, pipe-borne water.
- Provide social amenities e.g.
water, roads, schools, hospitals,
markets, security, etc.
11 REVISION AND EXAMINATIONS REVISION AND EXAMINATIONS REVISION AND EXAMINATIONS
12 COMPILATION OF RESULTS AND COMPILATION OF RESULTS AND CLOSING

CLOSING
HISTORY
WEEK TOPIC/CONTENT TEACHER ACTIVITY PUPILS’ ACTIVITY
1 Resumption Test Teacher gives Pupils’ resumption test Pupils answer the resumption test
2 HEROES AND HEROINES IN NIGERIA Teacher guides the Pupils to mention Pupils mention the names of some heroes Chart, Poster,
- Meaning of Heroes and Heroines the names of some heroes and and heroines in their community Textbooks, Videos and
- Differences between heroes and heroines in the community. Flash Cards
Heroines.
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3 HEROES AND HEROINES IN NIGERIA Teacher asks the Pupils to identify Pupils identify the pictures of heroes and Chart, Poster,
- Names of heroes and heroines in our each of the heroes and the heroines by heroines in their community as taught by Textbooks, Videos and
nation. their names the teacher. Flash Cards
4 QUALITIES OF HEROES AND HEROINES Teacher enumerates the qualities of Pupils write the qualities of heroes and Chart, Poster,
- Men and women of courage heroes and heroines in the heroines in their community. Textbooks, Videos and
- Integrity – Discipline - Honesty community. Flash Cards
5 QUALITIES OF HEROES AND HEROINES Teacher lists the qualities of heroes Pupils write out qualities of heroes and Chart, Poster,
- Discipline and heroines in the community heroines in their exercise book. Textbooks, Videos and
- Sacrificial life Flash Cards
6 ACHIEVEMENTS OF HEROES AND Teacher enumerates the Pupils mention the achievements of heroes Chart, Poster,
HEROINES IN OUR COMMUNITY. achievements of the heroes and and heroines in their community. Textbooks, Videos and
- Fought for political independence heroines in the community Flash Cards
7 ACHIEVEMENTS OF HEROES AND Teacher shows Pupils pictures of Pupils mention the achievements of heroes Chart, Poster,
HEROINES slave trade and palm production farm and heroines in their community. Textbooks, Videos and
Social development, Abolition of slave Flash Cards
trade, Agricultural development
8 TRADITIONAL RULERS Teacher explains the meaning of Pupils identify and mention their traditional Chart, Poster,
- Meaning of Traditional Rulers traditional rulers rulers. Textbooks, Videos and
- Title and Names - Shows pictures of title holders Flash Cards
and their names
9 TITLES AND NAMES OF POPULAR Teacher shows the pictures of some Pupils mention titles and names of Chart, Poster,
TRADITIONAL RULERS e.g. Esu, Tor Tiv, traditional rulers in the community. traditional rulers in the community Textbooks, Videos and
Bong Gwom, Ngolong Ngas, Ochi Idoma Teacher guides the Pupils to identify Pupils mention various traditional title Flash Cards
Title Holders various traditional title holders in the holders and their duties.
- Meaning of Title Holder community and their duties.
10 LOCAL GOVERNMENT CHAIRPERSON Teacher shows the Pupils pictures of Pupils mention their Local Government
Mention name of local government Local Government chairperson in area chairpersons
chairperson where the school is located - Name and their duties
- Names and duties
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SCHEME OF WORK
FOR
PRIMARY 2
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ENGLISH STUDIES
PRIMARY TWO – FIRST TERM

WEEK TOPIC - CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING
RESOURCES
1 REVISION Revision Pupils answer and write in their exercise Notebook,
books. textbook,
2 SPEECH -Teacher writes out the examples of -The pupils reproduce in writing teacher’s Flash card,
-Expressing plurals using the structure: singular and plurals. examples of singular and plurals. chart,
Table - tables -Teacher guides pupils in the formation Textbook
Bag - bags of plurals.
GRAMMATICAL ACCURACY (Structure) Teacher guides pupils to make The pupils make sentences with plurals using Chart, flash
-Indicating plurals, using the structure: “We are”, sentences. nouns. card, notebook,
“You are”. textbook
-Indicating plurals using nouns:
(i) We are boys/girls
(ii) They are teachers
READING -Teacher explains how to describe past Pupils listen and prepare to make their own Reading text,
Passage Illustrating the use of the various actions using past tense. sentences textbook,
structure patterns. -Teacher gives them examples notebook
(i) Passage describing past actions
(ii) Passage connected with asking answering
questions
WRITING -Teacher guides pupils to describe past -Pupils describe past actions Recorder,
Illustrating the use of the various structures at actions. -Pupils write sentences in their books. textbook,
patterns -Teacher corrects their use of tenses. notebook,
(i) Passage describing past actions chart.
(ii) Passage connected with asking answering
questions
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3 SPEECH Teacher presents items that things are -Pupils listen to the teacher’s presentation of Chart,
-Expressing what things are made of made of. some items such as leather, glass and wood, textbook,
Question – What are shoes made of? etc. notebook,
Answer – They are made of leather etc. -Pupils see them and understand things that
they are made of.
GRAMMATICAL ACCURACY (STRUCTURE) Teacher helps pupils to present more Pupils listen and describe people according to Flash card,
-Describe things and people according to weights examples their weight size. chart, textbook,
and size e.g. little, large, small, big etc. notebook.
READING -Provides relevant passages. -Listen to the teacher read. Reading text,
-Reading materials -Guides the pupils to read the passage -Read simple passage based on question textbook,
Who is he? He is Eze. fluently. statement for naming and introducing notebook, chart
Who are you? I am Olu. individuals.
WRITING Teacher writes out the sentences on the Pupils reproduce the teacher’s examples. Colour chat,
Describing things according to colour e.g. A red board. flash card,
cap textbook,
notebook
4 SPEECH Teacher tells the pupils some of items Pupils listen to the teacher’s explanation and Chart,
Expressing what things are made of. This shirt is at things are made of. E.g. Shirt is made ask questions. textbook, flash
made of cotton material. of cotton. Table is made of wood. card, notebook
GRAMMATICAL ACCURACY (STRUCTURE) Presents and demonstrates use of past -Pupils reproduce in writing, examples of Chart,
Expressing how past actions were performed. tense of common verbs. Guides pupils simple past tense of common verb9s. textbook,
Past action such as: “I walked to school yesterday” to use past tense of common verbs in -Pupils produce their own sentences using past notebook
sentences tense of common verbs.
READING -Asks the pupils questions. -Pupils listen to the teacher. Chart,
Reading and writing numbers in words: 1 – 500 -Reads questions and responses are -They read and write the numbers from 1-500. notebook,
Question and response: provided by the teacher. textbook
Q: How many bottles are there in the class?
A: There are three bottles.
WRITING Teacher spells names of his or her The pupils spell after the teacher and they Notebook,
-Spelling of names of persons and places within parents, their towns and other places. write the names of teacher’s parents, etc. chart, textbook
pupils’ environment. Spelling of: (i) Names of
parents
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(ii) Names of teachers (iii) Names of towns or

places.
5 SPEECH -Reads interesting passages to the -Listen carefully to the passage read by the Story book,
Oral comprehension pupils, emphasizing important words. teacher. chart, flash
-Reading passages that will interest the pupils -Tells a story to the pupils. -Re-tell the story to the teacher and other card, textbook,
-Reading short stories to the pupils. -Selects some pupils to re-tell the story. pupils. notebook
-Asks pupils simple questions based on -Answer simple questions based on the story.
the story.
GRAMMATICAL ACCURACY (STRUCTURE) -Prepare questions for the pupils -Listen carefully to the question asked by the Chart,
Responding to “what” questions about the past. -Guides the pupils to answer question teacher. textbook,
Q: What did you do last Saturday? about past correctly -Respond to questions asked by the teacher. notebook
A: I washed my bag.
READING Reads a passage to the pupils. Listen to the teacher. Pronounce the key Reading text,
Reading passage Emphasises pronunciation of the key words. Re-tell the story in the passage. recorder, chart,
Passage based on imaginative writings in familiar words. flash card,
context e.g.: textbook,
The adventure of Danjuma the Village hero. notebook.
WRITING Teacher names the familiar objects Pupils write in their writing exercise books. Recorder, flash
Spelling of simple words, names of familiar objects with monosyllabic names. card, chart,
at home, school, or in the community at large. notebook,
textbook
6 SPEECH -Reads an interesting passage to the -Listen to the passage read by the teacher and Reading text,
-Oral expression pupils. answer simple questions based on the story. flash card,
-A story built on any topic that will -Tells a story to the pupils. Selects some chart,
(I) Interest the pupils pupils to re-tell the story. notebook,
(II) Encourage them to tell their own stories in a -Asks pupils simple questions based on textbook
simple language e.g. “The old man and the dog” the story.
GRAMMATICAL ACCURACY (STRUCTURE) -Presents and demonstrates use of -Reproduce in writing teacher’s examples of Textbook,
-Reading simple passages simple present tense singular. simple present singular. -Produce their own notebook, chart
-Guides pupils to use present tense sentences using the present simple tense
singular. singular.
READING -Provides simple passages for pupils to -Read the sentences silently and aloud. Reading text,
-Reading simple passage read -Find answers to factual questions individually, textbook,
-Passages based on subject matter occupation and -Guides pupils to read the sentences in pairs. notebook
titles e.g. Fatima becomes a doctor.
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WRITING -Teacher writes the sentences on the The pupils copy the sentences. Chart,
-Asking questions using the correct form of ‘be’ board textbook,
-Asking future questions about the location of notebook
person with appropriate prepositional Am + I +
prepositional phrase, Am I in the mosque?
Are you outside the classroom?
7 SPEECH -Provides questions for the pupils. -Pupils listen to the question. Recorder,
-Giving oral information through response to -Guides the pupils to answer question. -They answer questions asked by the teacher. chart, textbook,
question. notebook
-Giving oral information through response to
question e.g.
Q –Where are you going
A- I am going to school
GRAMMATICAL ACCURACY (STRUCTURE) -Provides what question for thee -Listen to the teacher’s question. Chart,
-Denoting continuous action. pupils. -Ask and answer questions in group and in textbook,
-Denoting continuous action -Guides to answer questions. pairs. notebook
-Using singular forms of pronouns as subjects -Correct the pupils oral work.
READING -Teacher provides relevant passage. -Pupils read silently and aloud Reading text,
-Reading passages -Guides pupils to read the passage -Identify facts and other information in flash card,
-Reading simple sentences based on culture e.g. fluently passage individually or in groups. textbook,
custom and traditions Festivals e.g. -Guides pupils to identify facts and notebook
Aranugu, Christmas, Ogun. information relevant to the passage.
WRITING Guides pupils to write words. The pupils write as instructed by the teacher. Flash card,
Writing of given short and simple words e.g. eat, chart, textbook,
cat, book, house, basket, egg etc. notebook
Writing short and simple words e.g. eat, cat, book,
house, bag, pen etc.
8 SPEECH -Provides relevant question for the Pupils listen and answer the question Chart,
Given oral information through response to pupils. correctly. notebook
question e.g. -Guides them to answer them
Q- Are you cooking?
A-No, I am not; I am singing.
Q-Are Bash and Aisha sleeping?
A-No, they are reading.
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GRAMMATICAL ACCURACY (STRUCTURE) -Teacher writes out on the board -Pupils reproduce in writing teacher examples Chart, flash
-Irregular plurals examples of irregular plurals of Irregular plurals card, notebook
-Simple irregular formation e.g. -Guides pupils in the formation of -Form Irregular plurals.
Man-men child –children irregular plurals.
READING -Teacher introduces him/herself to the -Ask pupils to Introduce themselves Recorder,
-Reading simple passage based on question and pupils. -Pupils Introduces themselves individually by chart, textbook,
statement for naming and introducing individuals - Embassies on the words that make mentioning their names. notebook
introduction e.g. “I am,” ‘you are ‘we -Introduce themselves to their partners in
are’, My name is ……. pairs.
-Guides pupils to introduce themselves
WRITING Teacher dictates correctly. The pupils write the words into their exercise Chart, flash
Dictation books. card, notebook
Spelling dictated simple words in writing e.g. Hen,
boy, girl, teacher, box, pencil, stone, table, chair,
ball.
9 SPEECH A story built on any topic that will Listen carefully to the passage read by the Recorder,
-Oral comprehension (I) Interest the pupils teacher reading text,
-A story built on any topic that will (II) Encourage-them to tell their own (2) Retell the story to teacher and other pupils notebook
(I) Interest the pupils stories in a simple language e.g. the old (3) Answer simple questions based on the Chart, flash
(II) Encourage pupils to tell their own stories in a man and the dog story. card.
simple language e.g. The old man and the dog.
GRAMMATICAL ACCURACY (STRUCTURE) -Reads an interesting passage to the -Ask the pupils simple question based on the
Expressing future action and plans with future pupils, emphasizing important words. story
time adverbial -Tells a story to the pupils -Listen to the teachers question about future
Future actions and plans with future time -Select some pupils to retell the story actions.
adverbial: i.e.: Using the present continuous tense -Ask or/and answer questions in group/pairs.
in place of shall and will.
READING -Teacher guides pupils to answer the -Pupils listen carefully to the passage read by
Reading simple statement question the teacher
Simple statement such as. This is a book This is a -Correct the pupils oral work -Answer simple questions based on the story.
pencil This is a table etc.
WRITING -The teacher reads the simple -Pupils repeat simple statements read by the
-Copying of given simple words statement before the pupils teacher.
-Writing of given short and simple words e.g. -Tells pupils to read after her. -Pupils write in their writing books.
Game, came, cry, buy, eye, grass, pass, class.
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10 SPEECH -Provides questions for the pupils. - Listen to the teacher questions on past Chart,
-Expressing past actions. -Guides the pupils to answer the actions. textbook,
Past actions such as: questions. -Answer questions on past actions. notebook
-I walked to school yesterday? -Correctly the pupils oral work -Ask and answer question in groups and in Textbook, flash
-He went to market last Saturday pairs. card, reading
GRAMMATICAL ACCURACY (STRUCTURE) -Teacher makes sentences with the -Listen to the teacher and make sentences on text.
Using the verb “to have” verb “to have” their own.
(i) I /YOU/WE/THEY/HAVE A BAG.
(II) I don’t have a bag
READING -Teacher reads parts of the body. -Pupils listen to the teacher read.
-Reading simple sentences (parts of the body) -Tell the pupils to touch the part of the
body mentioned.
WRITING -Teacher writes the sentences on the -Pupils copy the sentences in their writing
-Parts of the body (writing simple sentences) board. exercise books.
-Tell pupils to write them in their
writing exercise books.
ENGLISH STUDIES
PRIMARY TWO – SECOND TERM
RESOURCES
1 REVISION OF LAST TERM’S WORK Guides pupils to answer questions Pupils answer question in their exercise Notebook
book
2 SPEECH -Writes the sounds /a/, /a:/ in Isolation on the -Pupils answer question in their English Flash cards,
-Pronunciation of sounds board exercise book. chart, recorder,
-Using sounds and combinations of -Produces the sound in the words as in -Listen to the teacher as he pronounces notebook,
sounds to decode unknown words. fat/sat/rat/hat sound
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Production of sounds E.g. /s/ - Sat, -Asks the pupils to pronounce after her Say them after the teacher. textbook, video
/b/ - Bad -Guides the pupils to Identify the sounds in given -Identify each of the sounds on the chalk clips
words. board. Pencil, eraser,
GRAMMATICAL/ ACCURACY -Teacher write out on the board example of regular -Pupils reproduce in writing teachers’ notebook,
(STRUCTURE) plurals examples regular plurals. object to be
Regular plural formation with (s) -Guides them in formation of plurals -Form regular plurals drawn
ending e.g. book-books bag-bags,
chair- chairs etc.
READING -Teacher writes out twinkle, twinkle little star…… -Pupils read the poems on the board
Reading simple poems e.g. reading etc. -Try to decode the message of the poem.
simple poems depicting kinds, love, -Helps pupils understand the message of the poems
nature etc.
WRITING Teacher presents the cup on the table and draws it -Pupils look at the cup and draw.
Tracing of given drawing of objects on the board -Pupils also trace cup in their English book.
e.g. a cup
3 SPEECH -Teacher makes sentences with possessive adjective -Pupils listen to the teacher Chart, textbook,
Expressing possession using possess -Guides the pupils in making their sentences -Use possessive adjectives to make notebook
adjectives e.g. my, his, yours, ours. sentences Reading texts
Subject is+ possessive adjective notebook
+named object e.g.
He has a ruler- it is his ruler.
GRAMMATICAL ACCURACY -Teacher, teach possessive pronouns to the pupils. -Pupils listen to the teacher.
(STRUCTURE) -Guides them to give more example -Pupils use possessive pronouns to make
Using possessive pronouns as plural sentences
e.g. ‘I’, ‘our’, ‘yours’ ‘theirs,’ etc. e.g.
‘These are your books, they are
yours.’
READING -Explain the meaning of different texts -Read the text after teacher’s sample reading
Reading simple passages in different -Teacher asks pupils to read the text -Recall information in the text
kinds of texts- fiction, non-fiction,
informational etc.
WRITING Teacher writes the sentences on the board. Pupils copy the writing on their writing
Writing simple sentences e.g. The exercise book e.g. the book is on the table.
book is on the table
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4 SPEECH -Narrates a story to the class. -Narrate a story with the teacher’s guide. Pictures, story
Telling stories using an appropriate -Explains the moral lesson in the story. -Mention the character in the story. books,
style of narration. -Guides pupils on story telling. -Answer questions on a given story. Charts,
GRAMMATICAL ACCURACY -Teacher to present and demonstrate use of -Listen to teacher’s presentation on the use textbook,
(STRUCTURE) apostrophe in possessive. of apostrophes in possessive. notebook
Apostrophes in possessives e.g. -Leads pupils to use apostrophes in simple sentences -Produce their own sentences using Chart, flash
i). It is the boy’s toy. apostrophes in possessives. cards, text.
ii). It is a boys’ college.
READING -Teacher reads the passage to the pupils on the need 1). Pupils listen to the teacher.
Recitation of rhymes/poems e.g. to wash hand before and after eating. 2). Pronounce the key words
Humpty Dumpty sat on a wall etc. -Demonstrate stories/rhymes to pupils on the need
to wash hand before and after eating.
WRITING Teacher writes on the board. The pupils write it in their books.
Writing short sentences.
5 SPEECH -Make some sentences using the structure. “This is -Repeat the sentences after the teacher. Chart, flash
-Using possessive pronoun as my book” etc. -Expresses possessive words in sentences. card, textbook,
singular e.g. “my, his, hers, mine”. -Guides the pupils’ activities. notebook
-Using possessive pronouns as
plural e.g. “as ours, theirs, yours”.
GRAMMATICAL ACCURACY Teacher asks them questions. The pupils answer questions.
(STRUCTURE)
Indicating ownership (contd) asking
and responding to the questions
“Whose---- is/are, this/these”.
READING -Teacher guides the pupils. -Pupils form sentences using habitual
Expressing habitual action in the -Teacher guides pupils to form sentences using actions with the help of the teacher.
present e.g. habitual actions. -The pupils read out formed sentences.
1). I eat daily
2). You come to school every day.
WRITING Teacher supervises their books and marks them. The pupils write in their writing exercise
Writing simple sentences for pupils books.
to copy.
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6 SPEECH Tells a story to the pupils 1). Retell the story to teacher and other Class activity
Oral composition: telling interesting (2). Selects some pupils to retell the story. pupils (2). Answer simple question based on Notebook
stories. the story Colourful
GRAMMATICAL ACCURACY Teacher guides the pupils to make sentences with Pupils should write it inside their exercise objects, colour
(STRUCTURE) habitual actions using the present simple tense. book. chart,
Dictating habitual action using the
present simple tense with plural
tense with plural noun subject.
READING -Teacher describes objects according to their - Describes objects based on their colour.
Description of objects according to colours. -Write down their descriptions in their
their colour. -Guides pupils to name the colours of these objects. books
-Teacher asks pupils to describe objects by colour.
WRITING Teacher guides them to write the short sentences, Pupils write the short sentences in their
Writing short sentences. she is going to school. writing books.
7 SPEECH Teach relevant song to the pupil invoicing particular -Listen attentively to the teacher Audio/video
Songs, that can help the pupils to sounds. -Sing the song with emphasis on the sounds clip, recorder
learn sounds in words. taught. Chart, flash
GRAMMATICAL ACCURACY -Teacher presents Adjectives -Read Adjectives presented by the teacher card, textbook,
(STRUCTURE) -Guides pupils on the correct use of Adjectives -Identify them in sentences notebook
Adjectives. -Leads pupils to identify adjectives in short Reading
sentences passages,
READING -Provides simple passages containing antonyms. -Read simple passage on antonyms. Read
Antonyms -Guides pupils to read the passages. simple sentences given by the teacher.
Simple sentences of antonyms -Identifies antonyms. Guides pupils to read simple -Make their own sentences.
sentences on antonyms.
WRITING Teacher guides the pupils. Pupils write it in their writing exercise book.
Writing simple sentence
8 SPEECH -Asks pupils to narrate story in turns -Narrate stories with the teacher guides Story books
-Telling a story using an appropriate -Guides them in the narration -Mention the characters in a story Chart, flash
style of narration -Explains the characters of the story and their -Answer questions on a given story cards, textbook,
-Identifying the characters and actions them. -Explain the moral lessons in the story notebook
events in the story -Asks them questions based on a given story.
-Explaining the beginning content
and closing of a story.
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GRAMMATICAL ACCURACY -Teacher to present Adverb. E.g. Foolishly, Smartly, -Read adverbs presented by the teacher
(STRUCTURE) Lazily etc. -Identify them in sentences
Adverbs -Guides pupils on the correct use of Adverbs
-Leads pupils to identify Adverbs in short sentences.
READING -Teacher provides simple passage containing -Read simple passage on synonyms
Synonymes synonyms -Read simple sentences given by the teacher
-Simple passages containing -Guides the pupils to read the passages -Make their own sentences
synonyms -Identify synonyms words
-Guides pupils to read simple sentences on
synonyms
WRITING Teacher guides the pupils. Pupils write simple sentences in their
Writing Simple sentences writing book.
9 - 10 SPEECH Guides pupils to introduce themselves Introduce themselves individually by Recorder

Emphasis on the words that make introduction e.g. mentioning their names Chart, flash
‘We are…,’ ‘My name is…’ Introduce themselves to their partners in cards
parts
GRAMMATICAL ACCURACY (1). Identification and use of present continuous (1). Guides the pupils to identify present
(STRUCTURE) tense e.g. I am eating He is running continuous tense in sentences
(2). Guided examples of present continuous tense (2). Leads them to make sentence using
present continuous tense
(1). identify present continuous tense in
sentence
(2). use present continuous tense correctly
in sentence.
READING Write the words and the sounds on the board. Copy the articulation of sounds in their
Pronunciation of words that begin Demonstrates correct articulation of the sounds. books.
with consonants sounds and Asks pupils to repeat the sounds after him. Pronounce the words after the teacher.
consonants clusters. Corrects identified pupils who have problems with
the sounds. And make them repeat the sounds
severally.
Gives more practice in pronouncing such words.
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ENGLISH STUDIES
PRIMARY TWO – THIRD TERM
RESOURCES
1 REVISION Resumption test Resumption
2 REVIEW OF SECOND TERM’S Teacher guides pupils on specially identified Pupils participates works identified.
WORK topic for Revision
3 SPEECH Teacher asks pupils questions on what they have Pupils answer question on what they have Notebook, textbook
Listening & Speaking –Answering listened to the passage/stories heard Flash cards, Chart,
Factual Questions Time chart, calendar
GRAMMATICAL ACCURACY Teacher guides pupils in the formation of plurals Pupils form regular plural.
(STRUCTURE) with the help of flash cards
READING Teacher guides pupils to use past tense of Pupils produce their own sentences using the
Expression of The Simple Past of common verbs in sentences. E.g. go /want take past tense of common verbs.
Common Verbs /took etc.
WRITING TIME CHART AND Teacher asks pupils to write participation the Pupils participate in writing of the days of the
CALENDAR Days of the week chronologically. week individually
4 SPEECH Teacher gives pupils the task of making /produce Pupils make distinctive statement in the Chart, flash card,
Expressing Past Actions sentences with words that are performed in the performed past action from the display chart Notebook, textbook
past.
GRAMMATICAL Teacher guides pupils to form as many as Pupils actively make plural regular verbs that
ACCURACY (STRUCTURE) possible regular plural forms of verbs (es) end in (es) by identifying gives of object
REGULAR PLURAL FORMATIONS
WITH (ES)
READING Teacher reads loud different kinds of stories e.g. Pupils read aloud given simple stories and
fiction, non-fiction or informational. recall information from the story.
Teacher asks pupils to read the simple stories
with Illustrate pictures and drawings.
WRITING Teacher gives pupils to write simple passage on Pupils write short stories or passage on their
Writing passages based on their ambitions e.g. Want to become a Doctor Various ambitions.
subjects that hang on occupations
5 SPEECH (LISTENING & Teacher reads out example of regular and Repeat examples after the teacher Chart, flash card,
SPEAKING) EXPRESSING irregular plurals and guides them to form notebook
PLURALS plurals, using flash cards, pictures. Textbook,
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GRAMMATICAL ACCURACY Pupils pronounce the teacher’s guided formation Pupils pronounce the teacher’s example of Reading text,
(STRUCTURE) of plural nouns from charts/pictures. regular /Irregular Plurals.
Simple regular and irregular noun,
plurals e.g. man/men, ox/oxen,
child/children, mouse/mice etc.
READING Teacher provides relevant passage and guides Pupils read silently and aloud to identify facts
Reading class appropriate pupils to read fluently and ask pupils to identify and other information in the passage
passages and identifying facts e.g. facts using selected supplementary reads. individually or parts.
Occupations.
WRITING Teacher guides pupils to write simple commands Pupils write out words of simple command
Writing of simple commands e.g. from their experience of word formation from on their own individually and in groups
Jump, clamp, sit, walk, run etc. letters of alphabet by recalling from read
passages and short stories.
6 SPEECH Teacher guides pupils to identify present Use present continues tense correctly in Chart, flash card,
Listening & Speaking Expressing continuous tense in sentences from chart on sentences. notebook, textbook
Continuous Actions display Notebook
-GRAMMATICAL ACCURACY Teacher guides pupils to identify and lead them Pupils identify present continuous tense and
(STRUCTURE) to make sentences using present continues tense make sentences with continues tense
-USING THE PRESENT using the chalkboard as learning resource(s) correctly.
CONTINUES TENSE
READING ANTONYMS AND Teacher provides simple passages containing Pupils read simple passages on antonyms and
SYNONYMS antonyms and synonyms and guides the pupils to synonyms and make sentences orally on
identify synonyms while reading the passages. antonyms
WRITING DESCRIBING THINGS Teacher guides pupils to write short responses to Pupils write short responses describing
questions by describing things with the help of things
picture charts.
7 SPEECH (LISTENING & Guides pupils to read/sing rhymes. Pupils read the rhyme (s) slowly (several Recorder, video and
SPEAKING: SONGS AND RHYMES times) to the pupils and teachers relevant audio tapes
song to the pupils involving particular Textbook, chart,
sounds. notebook
Pupils listen attentively to the teacher sing
the song with emphasis taught from wall
chart showing the rhyme.
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GRAMMATICAL Teacher presents/demonstrates use of Pupils listen to teacher presentation on the

ACCURACY(STRUCTURE) apostrophe in possessives and use of apostrophe use of apostrophe in possessives and produce
CORRECT USE OF APOSTROPHE in simple sentences. their own sentences using apostrophe in
possessives.
READING PRODUCTION OF Teacher writes the words and the sounds on the Copy the articulation of the sounds in to their
CONSONANT SOUNDS board and demonstrates the correct articulation books and pronounce the words after their
/b/, /d/ of the sounds. teacher.
WRITING- DESCRIBING THINGS Teacher leads the pupils to write with ease the Pupils write simple sentences describing
ACCORDING TO THE COLOURS statement of description with colours. things with their colours from things around.
8 SPEECH (LISTENING AND Teacher provides “What” questions for the Pupils listen to the teacher’s questions about Flash card, chart,
SPEAKING) pupils and guides theme to answer the questions present, past and future and answer recorder
ASKING AND ANSWERING as well as correct the pupils’ oral works by using questions on present, past and future actions. Textbook, notebook
QUESTIONS ON PRESENT PAST pictures showing various actions
AND FUTURE ACTIONS.
GRAMMATICAL Further practice on Irregular forms of plurals Teacher guides pupils in the formation of
ACCURACY(STRUCTURE) I - Man/men, woman/women, mouse/mice plurals in irregular forms.
FURTHER PRACTICE ON II – compound noun phrases e.g. a packet of Form Irregular plurals common and
PLURALS (IRREGULAR FORMS) sugar, a tin of milk etc. compound noun phrases
READING: CONCEPTS OF PRINT: Teacher guides pupils to recognize parts of a Pupils identify part of book with the help of
PART OF A BOOK book with the help of collection of different various collection of book available.
books
WRITING- Teacher gives the pupils the Task of writing out Pupils write out by copying list of part a book
WRITING OF PART OF A BOOK. list of parts of a book from the various books into their exercise books.
available.
9 SPEECH (LISTENING AND Using possessive pronouns as (singular/ plurals) Teacher guides the pupils to make some Chart, textbook
SPEAKING) EXPRESSING e.g. my, his, mine, ours, theirs and yours. sentences using the structure: this is my book Reading text,
OWNERSHIP. and uses simple drills to provide practice notebook, chart
exercises for pupils from flash cards and
pictures.
Pupils identify possessive words in given
sentences and express them in sentences.
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GRAMMATICAL ACCURACY Teacher guides pupils on the correct use of Pupils read adjectives and adverbs presented
(STRUCTURE) INTRODUCING Adjectives and Adverbs leads pupils to Identify by the teacher and identify them in sentences
ADJECTIVES AND ADVERBS. adjectives and Adverbs in short sentences.
READING: ANSWERING Teacher asks pupils questions on what they have Pupils answer questions on what they have
QUESTIONS CLASS listened to in the passage of rhyme poems with listened to in the passage of the rhymes
APPROPRIATE PASSAGES FROM charts on Rhymes and poems. /poems.
RHYMES.
WRITING TIME CHART AND Teacher guides the pupils to use face of a clock to Pupils write or draw a clock and label the
CALENDAR. tell time to days. face.
Time Chart and Calendar (Telling
the time).
10 SPEECH (LISTENING SPEAKING) Teacher guides pupils to narrate stories in turns Pupils narrate stories and mention the Pictures, books
LISTENING AND TELLING and explains the characters of the story and their characters in the story and explain the moral Chart, textbook,
STORIES. action to them by the use of different pictures to lesson in the story. notebook
Telling stories using an Illustrate the story Pictures, Colour
appropriate style narration chart
GRAMMATICAL ACCURACY Teacher explains using simple tense in the Pupils are tasked to make more of affirmative Flash card, chart
(STRUCTURE). affirmative sentences using the past simple tense as flash
USING THE PAST SIMPLE TENSE She tasks pupils to make more affirmatives cards one shown to the pupils
IN THE AFFIRMATIVE Pupils make sentences in the affirmative
Expressing/Using past simple using the past simple tense.
tense in the affirmative e.g. Subject
+ Verb
READING- CONCEPT OF PRINT: Teacher guides pupils to describe and name Pupils describe object or picture with regard
DESCRIPTION OF OBJECTS colours of these objects to their colours.
ACCORDING TO COLOURS.
WRITING Teacher gives pupils to spell out correctly in Pupils write out dictated words as pronounce
DICTATION written form words that are common to the by the teacher.
environment.
11 REVISION OF TERMS WORK Revision of Terms work Revision of Terms work
12 EXAMINATIONS Examinations Examinations
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MATHEMATICS

WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 WHOLE NUMBERS 1 – 500 Teacher mixes the collection and asks pupils to Pupils sort collections according to Number flash
Collecting, sorting and classifying objects leading sort. types. cards
to the idea of numbers 1 – 500 Guides pupils to form groups of collection. Classify mixed collections by forming
Identification of number of objects 1 – 500 Teacher guides pupils to read and write groups for objects. Charts
Reading of numbers 1 – 500 numbers 1 – 500. Read and write numbers 1 – 500.
Writing of numbers 1 – 500 Teacher guides pupils to write numbers 1 – 500 Arrange objects in order of magnitude.
Ordering of numbers up 1 – 500 in words. Pupils write numbers in words and fill
Writing numbers in words: 1 – 500 Teacher guides pupils to fill in missing numbers in missing numbers.
Filling in missing numbers 1 – 500 between 1 – 500.
Collecting, sorting and classifying objects leading sort. types. cards
to the idea of numbers 1 – 1000 Guides pupils to form groups of collection. Classify mixed collections by forming
Identification of numbers 1 – 1000 Teacher guides pupils to read and write groups for objects. Charts
Reading of numbers 1 – 1000 numbers 1 – 1000. Read and write numbers 1 – 1000.
Writing of numbers 1 – 1000 Teacher guides pupils to write numbers 1 – Arrange objects in order of magnitude.
Ordering of numbers up 1 – 1000 1000 in words. Pupils write numbers in words and fill
Writing numbers in words: 1 – 1000 Teacher guides pupils to fill in missing numbers in missing numbers.
Filling in missing numbers 1 – 1000 between 1 – 1000.
Identification of numbers 1 – 5000 sort. types. cards
Reading of numbers 1 – 5000 Guides pupils to form groups of collection. Classify mixed collections by forming
Writing of numbers 1 – 5000 Teacher guides pupils to read and write groups for objects. Charts
Ordering of numbers up 1 – 5000 numbers 1 – 5000. Read and write numbers 1 – 5000.
Writing numbers in words: 1 – 5000 Teacher guides pupils to write numbers 1 – Arrange objects in order of magnitude.
Filling in missing numbers 1 – 5000 5000 in words. Pupils write numbers in words and fill
Teacher guides pupils to fill in missing numbers in missing numbers.
between 1 – 5000.
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4 PLACE VALUE Teacher guides pupils to identify numbers in Pupils write numbers in arranged Abacus
hundreds, tens and unit. Teacher guides pupils format of tens and unit.
Use of place value – Hundreds, Tens and Units to arrange numbers in hundreds, tens and unit Flash cards
(i.e. H, T, U) formation. Pupils identify hundreds, tens and unit
Teacher guides pupils to identify hundred, ten digits in any given number less than Charts
Numbers 1 – 999 and unit digit in numbers less than 1000. 1000.
H T U 6 - Hundreds
1 – Tens
6 1 5 5 – Unit
5 FRACTION Guides pupils to understand the concept of Pupils add fraction of the same Orange
Addition of fractions with the same denominator fraction. denominators Garden Egg,
e.g. 1/5 + 2/5 = 3/5. Subtraction of fraction Guides the pupils to add fraction with the same etc.
7/10 – 3/10 = 4/10. denominator.
6 ADDITION OF 3 – DIGIT NUMBERS Guides pupils towards addition of three-digit Pupils do addition of 3-digit numbers Cheery seeds,
Addition of 3-digit numbers without “Carrying numbers without exchanging and with without and with exchanging. beans seed,
Over”. exchanging. beads etc.
Addition of 3-digit numbers with “Carrying Over”. T U U T U U
Finding the missing numbers.
Word problems involving simple addition 4 4 3 1 5 5
+ +
4 2 2 5 3 6
8 6 5 6 9 1
7 ADDITION OF 3-DIGIT NUMBERS Guides pupils to arrange numbers in hundred, Arranges numbers in hundreds, tens Counting
Addition of 3-digit numbers with and without tens and units and then add it up and units, before adding it up devices such as
“Carrying Over”. 1 4 1 1 4 1 sticks, bottle
Finding the missing numbers. +1 2 9 +1 2 5 tops, addition
Word problems involving simple addition cards
8 SUBTRACTION OF 3-DIGIT NUMBERS Guides pupils towards subtraction of 3-digit Pupils subtracts 3-digit numbers. Bottle tops,
Subtraction of 3-digit numbers without “Carrying numbers involving e seeds, sticks,
Over”. T U U T U U pebbles etc.
ii. Subtraction of 3-digit numbers.
iii. Finding the missing numbers. 9 4 3 8 5 5
− −
iv. Word problems involving simple subtraction 4 2 5 3 8
2
5 2 1 3 1 7
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9 SUBTRACTION OF 3-DIGIT NUMBERS Guides pupils towards subtraction of 3-digit Pupils subtracts three-digit numbers Bottle tops,
- Subtraction of 3-digit numbers without numbers H T U sticks, seeds,
“Carrying Over”. H T U 6 4 3 pebbles etc.
- Subtraction of 3-digit numbers with exchanging 6 4 3 - 3 2 1
or remaining - 3 2 1
- Finding the missing number.
- Word problems involving simple addition.
10 ADDITION AND SUBTRACTION OF 3-DIGIT Guides pupils to identify addition and Pupils add and subtract 3-digit Bottle tops,
NUMBERS subtraction operations. numbers with and without carrying sticks, seeds,
- Performing the addition operation with 3-digit over. pebbles etc.
numbers Guides pupils to carryout addition and
- Performing the subtraction operation with 3- subtraction operations with 3-digit numbers Charts
digit numbers. with and without carrying over.
- Differentiating between addition and
subtraction of 3-digit number using place value
not exceeding Hundred, Tens and unit i.e. (H, T,
U).
11 Revision Revision
12 Examinations Examinations
MATHEMATICS
RESOURCES
1 2-DIMENSIONAL and 3-DIMENSIONAL Guides pupils to identify shapes such as Pupils mentioned shapes like circle, Concrete objects of
SHAPES square, rectangle, triangle, circle etc. square, rectangle, triangle. circle, rectangle,
Identification of shapes (e.g. cylinder, square, square etc.
cone, sphere, rectangle, triangle, circle, etc.).
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Drawing 2-dimensional and 3-dimensional

shapes.
2 MONEY Showing of coins of different Pupils sorting out coins of different Actual coins, paper
Uses of money e.g. buying and selling. denominations 5k, 10k, 25k etc. uses flash denomination, practice addition of coins.
cards to show addition of coins. coins.
3 MONEY Guides pupils to recognize Nigerian notes Pupils recognized Nigerian notes, N5, N10, N20, N50
Recognition of Nigerian currency (coins) of different denominations. practice buying and selling in the etc.
Recognition of Nigerian currency (Bank notes) corner shop.
4 MONEY Guides pupils towards changing unit of Pupils practice changing unit of 1kobo, 5kobo,
i. Changing units of money i.e. two 100k = N1 money 2k coins = 2 pieces of 1k. money with kobo of 1k, 5k etc e.g. 10kobo, etc.
two 5k pieces = 10k etc. how many 1kobo makes 5kobo.
ii. Practical (shopping with money and
changing money e.g. in the class corner shop).
iii.The concept of change.
5 TIME Guides pupils to differentiate the hands of Identify and differentiate the hands of Wall clock and
i. Introduction of time using a wall clock the clock e.g. hour, minute and seconds the clock table clock.
showing the hands of the clock (hour, minutes Guide pupils in telling the time to the hour Read the clock and tell time to the
and seconds). and half the hour. hour and half the hour.
ii. Reading clock to the hour and half an hour.
6 TIME Guide pupils in drawing clocks and Draw clock and indicate given time on Wall clock, drawing
i. Drawing clock indicating given time on it. it. materials, charts
ii. Indicating on drawn clocks, given time Guide pupils as they list the days of the List the days of the week showing the days of
iii. Days of the week week. the week, flash
cards showing days
of the week etc.
7 CAPACITY Guides pupils to identify objects used for Identify objects used for measuring Cups, bottles,
i. Identify objects used for measuring capacity. measuring capacity, e.g. cup, bottles, capacity. buckets, water,
ii. Naming objects used for measuring capacity. buckets etc. Name objects used for measuring bowl, water jug etc.
Guide pupils to name the above objects. capacity.
8 CAPACITY Guides pupils in drawing containers Arranges containers according to Cups, bottles,
i. Ordering of containers base on their according to their capacity their capacity. buckets, water,
capacities Guides pupils as they use a smaller Filling a container using a smaller bowl, jug etc.
container to fill a larger one. container.
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Guides pupils as they empty a large Emptying a large container into

container into smaller ones. smaller ones.
9 WEIGHT Guides pupils in comparing the weights of Compare weights of objects by taking Objects of
i. Introducing the idea of weight e.g. heavy or objects by taking two at a time and using two at a time using the hand balance. different capacity;
light. hand balance. Identify the units of weights i.e. bag, book, pencil,
ii. Unit of weight e.g. kilogrammes and Guides pupils as they identify the unit of kilograms and grams by using stone etc.
grammes. weights i.e. kilogramme and grammes by mixture of light and heavy objects e.g.
using objects e.g. pencils, rule, bags etc. pencils, ruler, bags etc.
10 WEIGHT Guides pupils towards taking their weight Measures their weight using weighing Weighing scale,
i. Measurement of weight using weighing scales. scales. pupils.
ii. Ordering of weight. Lead pupils to arrange their weights Order the weights taken in ascending
accordingly in descending or ascending order or descending order.
order.
MATHEMATICS
RESOURCES
1 LENGTH Guides pupils to measure length of classroom with Measure the length of classroom with their Classroom, pupils,
i. Introduction to the idea of their foot and arm’s length and record the results foot and arm’s length and record the result. (parts of their
length Lead pupils to find out the difference in arm’s length Finds out the differences in arms’ length and body) i.e. legs
ii. Natural units of length and other parts of the body used for measurements. other parts of the body used for arms, foot etc.
measurement.
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2 LENGTH Guides pupils to use metre rule to measure some Uses metre rule to measure some objects in Ruler, measuring
i. Measurement in metres objects in the classroom. the classroom. tape, ropes etc.
ii. Measurement in centimeters Emphasizes on the importance of the standard unit as Mention the importance of the standard unit
opposed to the natural unit of measurement. as opposed to the natural units of
Leads pupils to identify the need for standard unit of measurement
measurement within the society. Identify the need for standard unit of
measurement within the society.
3 AREA Guides pupils to observe and identify different Observe and identify shapes Shapes; square
i. Introducing the idea of Area shapes. Draw and identify square and rectangle. and rectangles
ii. Area of different objects; Guide pupils to draw and identify the sides of a Compares areas of surfaces of squares and show in flash
Rectangle, Square etc. square and a rectangle. rectangles. cards, and ruler,
iii. Unit of measurement of Guides pupils to compare areas of surfaces of squares measuring tape
Area. and rectangles. etc.
4 AREA Guides pupils to identify and draw a triangle Identify and draw a triangle Flash cards
i. Area of Triangle Guide pupils to identify the sides of a triangle Identify the number of sides of a triangle showing
AREA Guides pupils to compare areas of surfaces of Compare the areas of surfaces of triangles. triangular shapes,
i. Area of Circles triangles. Identify and draw a circle circular shapes,
ii. Comparing area of different Guides pupils to identify and draw a circle Compare the areas of surfaces of circles. concrete objects
circles showing which area is Compare the areas of surfaces of circles. of triangular
larger or smaller. shapes, ruler,
bowls, cups etc.
5 AREA Guides pupils to compare areas of different surfaces. Pupils compare areas of different surfaces Plain shapes;
i. Comparison of areas to show Guides pupils to appreciate standard measuring units Identify the standard measuring unit of square, rectangle,
which area is large or small. of areas. areas. triangle, circles
ii. Standard units of measuring etc.
area e.g. square units,
centimeter square, metre
square etc.
6 2-DIMENSIONAL SHAPES Brings squares, Triangles, Circles and Triangle Identify shapes Plain Shape ;
i. Identification of shapes materials to class. Name and draw the shapes identified square,
ii. “Square Corners” in shapes. Leads pupils to identify the shapes. Identify the number of sides and corners of rectangles,
Lead pupils to name and draw the shapes identified. the shapes triangles, circles
Leads pupils to discover the numbers of sides and Discover that a rectangle and square have etc.
corners of the shapes. “square corners”.
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Guides pupils to discover that a rectangle and square Discovers that some triangles have “square
have “square corners” while triangles do not have corners” (right angle) while others do not
square corners except (right angled triangles). have square corners.
7 3-DIMENSIONAL SHAPES Guides pupils to identify and count the faces of cubes Identify and count the faces of cubes and Cube of sugar,
Properties of and cuboids. cuboids. magi cube, Lipton
i. Cubes Leads pupils to identify the corners and edges of Identify and count the corners and edges of bag, Matches box,
ii. Cuboids cubes and cuboids. cubes and cuboids. dice etc.
Leads pupils to mention objects at home that are cube Mention objects at home that are cube or
or cuboids e.g. seasoning cube, cube of sugar, match cuboids in shapes.
box, Lipton bag etc.
8 3-DIMENSIONAL SHAPES Guides pupils to identify flat curved surfaces of Identify flat curved surfaces of cylinder Cardboard,
Properties of a Cylinder cylinders. Mention the differences between the flat scissor gum, Tim
Leads pupils to mention the differences between the surfaces and the curved surfaces of cylinder. of milk, Tin of
flat faces and the curved faces of cylinders. Give examples of objects at home which are Milo etc.
Guide pupils to give examples of objects at home cylindrical in shape.
which are cylindrical in shape.
9 3-DIMENSIONAL SHAPE Guides pupils to identify the curved surface of a Identify the curved surface of sphere Balls, oranges.
Properties of a Sphere sphere. Identify and mention objects at home that
Leads pupils to identify and mention objects at home have special shapes.
that have spherical shapes.
10 DATA COLLECTION Guides pupils to collect data and arrange them in Collect data and arrange them in arrays Pupils collect data
i. Collecting data and arranging arrays. Collect data and arrange them in groups. of themselves,
them in arrays Arrange them in groups such as group of boys and card written ages,
ii. Collecting data and arranging group of girls. wall, rule etc.
them in groups.
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BASIC SCIENCE AND TECHNOLOGY

(BST) – (BST
BASIC) SCIENCE
PRIMARY TWO– FIRST TERM
WEEK TOPICS/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 Revision Revision .
2 USING OUR FIVE SENSES Shows the five senses using charts and parts of the -Identify the sense organs and their uses. Chart, pictures
-Eyes -Skin -Ear body.
-Nose -Tongue
3 THE SENSE OF SIGHT- Explain which of the sense organs perform this Pupils use their sense of sight to match colours Colours, shapes
EYES action to colours, shape to shape
Engages pupils in a class activity of matching
colours to colours, shapes to shapes; using their
sense of sight.
4 THE SENSE OF Leads pupils in a discussion and also guides them to Engage in class discussion and identify the Bell, drum, recordings of
HEARING- EARS use their sense of hearing to pick sound. direction of sounds using their sense of hearing animal sounds
5 SOUND (SOUND Guides to identify and distinguish sounds made -Identify and distinguish sounds made. Bell, drum, recordings of
DIFFERENTIATION) animal sounds
6 THE SENSE OF Blindfolds pupils and rubs objects on their skin to Identify, describe and name the texture of Wool, foam, warm
TOUCH/FEEL- SKIN test their sense of touch. objects based on how it feels water, cold water
7 SENSE OF SMELL- NOSE Guides pupils to identify, name and describe the Identify, name and describe the smell of Perfume, food
smell of various substances. various substances
8 SENSE OF TASTE- Blindfolds pupils and puts a drop of substances on Express their sense of taste Orange, honey, bitter
TONGUE their tongue to test their sense of taste leaf juice and salt.
9 COLOURS -Provides and help pupils to identify different -Collect and identify objects of different shapes Colour chart, flash card
-Red colours, different shapes, different sizes and sizes.
-Blue -Aides pupils to use coloured pencils and identify -Work with coloured pencils and crayons.
colour.
10 ENERGY (DEFINITION i) Show different methods of purification through i)Identify different methods of purification Class practical on
AND USES) the chart. ii) Demonstrate the methods of purification. purification, chart
ii)Practice the methods of purification
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PRIMARY TWO– SECOND TERM
WEEK TOPIC/ CONTENT TEACHERS ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 Revision Revision
2 HARMFUL SUBSTANCES Define harmful substances Define harmful substances Pupils textbooks, real
AND HOW TO AVOID Teacher leads the pupils on discussion to discover Participate in class discussion objects of harmful
TAKING THEM harmful substances. substances in our
Meaning of harmful environment for pupils’
substances. observation only.
3 DANGERS OF TAKING -Explains the effect of abusing drugs and using -Actively participate in class discussion Video clips, chart.
HARMFUL SUBSTANCES harmful substances -Answer questions and ask questions
INTO THE BODY -Tells stories of how harmful drugs and substances
make people sick and may lead to death
4 HARMFUL AND SHARP -tells pupils how harmful substances and shape participate in class discussion Chart, razor, knife, syringe
OBJECTS objects can make people sick or lead to death
5 COMMON PLANTS AND -Guides pupils to differentiate plants and their -Bring some fruits to school Banana, pawpaw, mango
THEIR FRUITS fruits -draw some of the fruits
-Leads the class in a discussion
6 THE USES OF PLANTS Takes pupils round the school compound to Pupils mention plants around their Flower, maize plant,
Food identify plants. neighbourhood pictures, chart
medicine Leads the pupils to discuss the topic Explain plants that are eaten by people
and those that are for decoration and
medication.
7 ANIMAL IDENTIFICATION -Leads pupils to identify and group common -Mention animals around their Chart, poster, video clips,
animals in the locality according to their features neighbourhood pictures
and behaviours. -Describe their features and behaviours
8 IDENTIFYING ANIMALS -Takes the class on a trip to the zoo. -Visit the zoo. Chart, picture, video clips
AND THEIR BABIES. -Guides them to identify and name animals and -Identify and name animals and their
Pig piglet their babies. babies
Cat kitten
9 IDENTIFYING Explain technology Identify and explain the uses of Chart, video, public
TECHNOLOGY IN States benefits of technology to humans technology address system
COMMUNICATION AND Mention technological products they use
INFORMATION everyday
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10 IDENTIFYING SCIENCE -Takes pupils on a visitation to the school -Visit the school laboratory Wind vane, stop watch,
EQUIPMENT IN THE laboratory -Identify and name different science microscope, etc
SCHOOL LABORATORY. -helps them identify and name science equipment equipment and their uses

PRIMARY TWO– THIRD TERM
RESOURCES
1 Revision Revision
2 THE HUMAN BODY -Guides pupils to identify and name body parts Identify and name body parts Chart, picture
class activity
3 SOIL -Identifies suitable sites in the school compound Collect soil samples in the school or home Soil samples
-Loamy soil from where different soil types can be collected. environment. with labels
-Sandy soil -Takes pupils to the identified sites in the school to -Observe and describe the colour, texture and
collect soil sample. particles size of the soil samples.
4 THE AIR AND ITS USES -Defines air and the uses. Define and mention the uses of Air. Video clips
-Guides pupils to name things that float in air. -
5 THINGS THAT FLOAT IN Guides pupils to throw things in the air. - Throw things into the air and identify those that Outdoor
THE AIR (FLOTATION) float and those that do not. activity
6 WATER (SOURCES OF - Explain water and its sources. -List sources of water Chart, pictures,
WATER) textbook
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- Leads the pupils round the school compound to -Go around the school compound to identify
identify sources of water. sources of water
7 WATER (USES OF WATER) - Explains and demonstrates the uses of water. - State the uses of water. Chart, pictures,
-Practice entry and coming out of the swimming textbook
pool.
8 WATER (FLOATATION) - Guide pupils to identify items that float or sink in - Identify items that floats or sinks in water. Class activity,
water. -Observe and imitate the teacher’s demonstration. chart
9 MECHANICAL GADGETS -defines and explains the importance of these -Participate in discussion. Chart, pictures
(SIMPLE MACHINE) gadgets to human beings. -identify and mention the uses of simple machine
10 MODERN MEANS OF -Asks pupils to tell her the means of transportation - Participate in discussion. Chart, pictures
TRANSPORTATION. they know -Respond to questions and ask question
- Land -Explains means of transportation to pupils
-Air
-Water
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PRIMARY TWO– FIRST TERM
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING
RESOURCES
CLAY Explains clay soil. Listen to teacher explanation. Clay
1 Description of clay soil.
2 TYPES OF CLAY SOIL -Explains the types of clay soil. Observe the types of clay soil. White clay, red clay.
-Guides pupils to observe the types of clay soil.
3 SOURCES OF CLAY -Describes the places to get clay soil. Listen to teacher explanation. Chart/pictures.
Where to get clay e.g. river, pond,
quarry, etc.
4 PROPERTIES OF CLAY SOIL -Assists pupils to observe clay soil. . Observe the clay soil. 2. List the Charts, pictures, clay,
- Explains the properties of clay soil. properties of clay. water.
5 EXPERIMENT TO SHOW THAT -Guides pupils to observe the experiment. -Observe the experiment. Soil sample, water,
CLAY RETAINS WATER -Records their observation. -Record their observation measuring
glass/cylinder,
funnel and cotton
wool.
6 USES OF CLAY SOIL List the uses of clay soil. Say what clay soil use is for. Clay pot, bricks,
Uses of clay soil. - Bricks. - pottery etc.
Pottery. - Ceramics - Tobacco.
7 DIGGING CLAY Guides pupils to dig clay soil from the school Participates in the digging the clay soil. Shovel, hoe etc.
compound.
8 MIXING CLAY Guides pupils to fetch water to mix clay. Participates in fetching the water. Bucket, bowl, basin
Fetching water to mix clay etc.
9 KNEADING OF CLAY Defines kneading? 2. Explains Knead the clay. Pupils to knead the clay soil. Water, clay.
Define kneading.
Knead the clay soil.
10 PREPARING A PLACE FOR Guides pupils to measure the place for moulding. Participate in measuring the place for Tape. 2. Ruler.
MOULDING moudling.
Measure the areas for moulding
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PRIMARY TWO– SECOND TERM
RESOURCES
CLAY Describes clay, explains the properties of clay and Identify objects that can be made with Clay, charts.
1 Preparation of clay for moulding. differentiates it from other types of soil. clay. Draw any of the objects mentioned.
2 MOULDING WITH CLAY Assists pupils in preparation Make objects using clay. Clay, Water, Heat.
Mould object of interest with clay. Assists pupils in moulding objects with clay.
3 DRYING MOULDED OBJECTS - Guides pupils to arrange the objects under the sun. -Arrange objects in the sun. Open field,
Drying with the sun. -Supervises them. -Watch the objects under the sun. playground.
4 DRYING WITH FIRE -Guides pupils to heat the object with fire. Heat moulded object with fire. Stove, matches.
-Supervises their work.
5 EXHIBITING MOULDED OBJECTS Guides pupils to arrange all moulded object in front Open space for exhibition. Moulded object for
Exhibition or presentation of of the class exhibition.
moulded objects
Preservation of moulded objects
6 ENERGY Guides pupils to identify forms of energy. Participation in class discussion. Charts, pictures,
Forms of energy – Electrical energy textbooks
7 FORMS OF ENERGY Guides pupils to identify forms of energy. Participation in class discussion. Chart, pictures, view
nature e.g. sun.
8 OTHER FORMS OF ENERGY Guides pupils to identify forms of energy. Participation in class discussion. Chart, pictures, view
nature e.g. sun
9 SOURCES OF ENERGY Explains the sources of energy. Participates in class discussion. Chart, pictures, view
Sources of energy e.g. - Light. - Solar nature e.g. sun
form of the sun.
10 USES OF ENERGY Explains the uses of energy. Participate in class discussion Chart, Pictures, View
nature e.g. sun.
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PRIMARY TWO– THIRD TERM
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY RESOURCES
SOUND ENERGY Explains the meaning of sound energy. Participates in class discussion. Charts showing
1 musical instrument.
2 MODERN INSTRUMENTS THAT -Discusses sound and leads pupils to -Participates in class discussion. Charts showing some
PRODUCE SOUNDS identify sounds. -Make sounds with different parts of their body (e.g. musical instrument.
Modern instruments that produce -Leads pupils to make sounds with Feet, hands, mouth)
sounds e.g. - Piano - Jazz band. - different parts of their body - Identify the modern instruments that produce
Microphone etc. sounds.
3 LOCAL INSTRUMENTS THAT -Guides pupils to name some local Name local musical instruments that make sounds. Bamboo stem, paw-
PRODUCE SOUND instrument that produce sounds. paw stalk, knife,
Local instruments that produce string.
sounds e.g. - Paw-paw stalk - Bamboo
stem etc.
4 GATHERING AND CUTTING OF -Leads pupils to collect materials. -Gather the materials and cut into shapes. Cutlass, knife.
LOCAL INSTRUMENT -Guides pupils to cut into shapes
5 MAKING OF LOCAL INSTRUMENTS -Guides pupils to make local -Construct local musical instruments from available Bamboo stem, paw-
instrument. materials. paw stalk, knife,
string.
6 MAKING OF MARACAS I Guides pupils to make maracas. Participates in the making of the maracas Calabash, beads,
The neck of the maracas thread.
7 MAKING OF MARACAS II Guides pupils to make maracas. Participates in the making of the maracas Calabash, beads,
Putting beads to decorate the maracas. thread.
8 MAKING OF MARACAS III Guides pupils to make maracas Participates in the making of the maracas Calabash, beads,
Ending the maracas decoration thread.
successfully
9 MAKING OF GONG Guides pupils to make native gong. Participates in the making of native gong. Wood.
Making native gong.
10 EXHIBITION OF MATERIALS MADE. Guides pupils to exhibit materials. Participates in the exhibition. Product of the
Presenting whatever objects were materials made.
made.
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(BST) – PHYSICAL AND HEALTH EDUCATION

WEEK TOPIC/CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING
RESOURCES
1. MOVING OUR BODY PARTS I - Explains and demonstrate the basic skills in -Listen to teacher’s explanation. Playground, balls,
Movement pattern. - Shooting shooting and heading. -Observe teacher’s demonstration. taking runs,
and heading. -Supervises and correct demonstration of pupils. -Practice the basic skill taught. textbooks.
2. MOVING OUR BODY PARTS II -Demonstrate the skills involved in bending and -Listen to teacher’s explanation. Playground, balls,
Movement pattern. - Bending stretching. -Observe teacher’s demonstration. taking runs,
and stretching. -Supervises pupils and make corrections. -Practice the basic skills taught e.g. bending textbooks.
and stretching.
3. SAFETY RULES IN BASIC Assists pupils to list safety rules. Pupils mention the safety rules. Textbooks,
MOVEMENT. playground.
4 PRACTICE BASIC -Explains and demonstrate the manipulative Practice manipulative pattern. Playground, ball etc.
MANIPULATIVE MOVEMENT movement pattern.
Manipulative movement pattern. -Supervises and correct demonstration.
- Throwing - Catching in pairs -
Creative rhythm and movement.
5 DANGERS IN BASIC -Explains the dangers in basic movement. List dangers in basic movement. Textbooks.
MOVEMENT
6 ATHLETICS I (SHORT -Demonstrates - 75 metres dash showing start, -Observe teacher’s demonstration. Playground, video
DISTANCE RACE) form and finish. -Practice 75 metres dash. clips, flags (red and
75 metres dash. white).
7 ATHLETICS II – LONG JUMP -Demonstrates: - run up - take off. - flight - landing. -Practice - Take off. - Run up - Flight - Playground, take off
Long jump basic skills: - run up. -Observe teacher’s demonstration. Landing. board, flags (red and
– take off - flight – landing. -Observe teacher’s demonstration. white.
8 SAFETY RULES IN LONG JUMP Leads pupils to mention safety rules. State safety rules Textbooks.
9 HEALTH BENEFIT OF SIMPLE Leads pupils to mention some benefit of jumping. State benefit of jump. Textbooks.
JUMPS
10 PRACTICAL -Demonstrates skills taught. -Observe teacher’s demonstration. Playground, take-off
-Supervises and assist pupils to practice skills. -Practice skill taught. board, flags, video
clips.
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RESOURCES
1. LOCAL GAMES (SKILLS) -Demonstrates to pupils. -Pupils observe teacher’s demonstration. Playground.
Local games. - Do as I do. - Clap -Observes pupils and give assistance. -Pupils practice the skills.
over your head. - Who is in the
garden etc.
2. BASIC SKILLS IN BASKETBALL – -Demonstrates the basic skills e.g. passing and -Observe teacher’s demonstrations. Playground,
Basic skills in basketball e.g. bouncing. -Practices the skills taught. pictures, textbooks,
passing and bouncing. -Observe pupils and assists them. balls, whistle.
3. BASIC SKILLS IN BASKET BALL – -Demonstrates the basic skills e.g. throwing and -Observe teacher’s demonstration. Playground,
II catching. -Practice the skills taught. pictures, textbooks,
Basic skills in basketball game e.g. -Observe pupils and assists them. balls, whistle.
throwing and catching.
4 SAFETY RULES IN BASKET BALL Leads pupils to mention safety rules Lists safety rules. Textbooks.
GAMES.
5 SWIMMING I – BASIC SKILLS Explains the basic skills in swimming States the basic skills in swimming. Swimming pool. 2.
Pool of water.
6 SWIMMING II – -Demonstrates the basic skills in swimming. -Observe teacher’s demonstration. Swimming pool,
DEMONSTRATING THE BASIC -Observes pupils and offer assistance. -Practice the skills taught. pool of water.
SKILLS OF SWIMMING
7 BENEFITS OF SWIMMING Explains the benefits of swimming. Lists the benefits of swimming. Textbooks.
8 SAFETY RULES IN SWIMMING Explains and entrance safety rules. State safety rules. Textbooks.
9 ENTERING AND EXITING THE Demonstrates entry and coming out the Practice entry and coming out the Swimming pool,
SWIMMING POOL swimming pool. swimming pool. pool of water.
10 PRACTICAL -Demonstrates skills taught. Playground. 2. Take-off board. 3. Flags. 4. Observe teacher’s
-Supervises and assist pupils to practice skills. Video clips. demonstration,
practice skill taught.
11 PRACTICAL -Demonstrates skills taught. -Observe teacher’s demonstration. Swimming pool,
-Supervises and assists pupils to practices skills. -Practice skills taught pool of water.
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RESOURCES
1. HEALTH AND HYGIENE Guides pupils through method of purifying water. -Listen to questions. Water filter,
Definition: 1. Hygiene. 2. Method of -Observe and imitate the teacher’s firewood, sieving
purifying water. - Filtration. - Boiling. demonstration. set, pot, stove.
- use of chemical - Sieving etc.
2. AIR POLLUTION -Explains pollution. -Listen and ask questions. Posters, pictures,
1. Definition of pollution 2. Explain -Explains air pollution. -Pay attention to teacher’s explanation. charts, polluted
air pollution. water, textbook.
3. BASIC SKILLS IN BASKET BALL – II -Demonstrates the basic skills e.g. throwing and -Observe teacher’s demonstration. Playground,
Basic skills in basketball game e.g. catching. -Practice the skills taught. pictures, textbooks,
throwing and catching. -Observe pupils and assists them. balls, whistle.
4 SAFETY RULES IN BASKET BALL -Leads pupils to mention safety rules Lists safety rules. Textbooks.
GAMES.
5 SWIMMING I – BASIC SKILLS -Explains the basic skills in swimming States the basic skills in swimming. Swimming pool,
pool of water.
6 SWIMMING II – DEMONSTRATING -Demonstrates the basic skills in swimming. -Observe teacher’s demonstration. Swimming pool,
THE BASIC SKILLS OF SWIMMING -Observes pupils and offer assistance. -Practice the skills taught. pool of water.
7 BENEFITS OF SWIMMING -Explains the benefits of swimming. Lists the benefits of swimming. Textbooks.
8 SAFETY RULES IN SWIMMING -Explains and entrance safety rules. State safety rules. Textbooks.
9 ENTERING AND EXITING THE -Demonstrates entry and coming out the -Practice entry and coming out the Swimming pool,
SWIMMING POOL swimming pool. swimming pool. pool of water.
10 PRACTICAL -Demonstrates skills taught. -Observe teacher’s demonstration. Playground, take-off
-Supervises and assist pupils to practice skills. -Practice skill taught. board, flags, video
clips.
11 PRACTICAL -Demonstrates skills taught. -Observe teacher’s demonstration. Swimming pool,
-Supervises and assists pupils to practices skills. -Practice skills taught pool of water.
12 EXAMINATION
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RESOURCES
1. COMPUTER Explains the meaning of computer. Pupils listen to teacher explanation. Charts, pictures
Definition of a computer.
2. HISTORY OF COMPUTER Teacher: Explains how computer came into Pupils listen to teacher’s explanation. Charts, pictures.
existences to the class. 2. Ask questions.
Pupils: 1.
Resource Materials: 1.
3. TYPES OF COMPUTER -Explains types of computer. Pupils draw a computer. Charts 2. Pictures.
-Guides pupils to draw a computer.
4. PARTS OF A COMPUTER -Guides pupils to identify the monitor etc. -Draw a computer showing the Picture showing
e.g. monitor, system unit and keyboard -Guides pupils to draw computer showing the monitor, system unit etc. computer and the
monitor etc. parts.
5 PARTS OF COMPUTER – II -Guides pupils to identify the parts. -Draw the parts of the computer e.g. Charts, pictures.
e.g. printer, mouse joy stick. -Guides pupils to draw the parts e.g. mouse. printer, mouse and joystick.
6 PARTS OF A COMPUTER – III -Guides pupils to identify the parts. -Draw the parts e.g. scanner, light pen, Pictures, charts.
e.g. scanner, light pen and speaker -Guides pupils to draw the parts e.g. scanner. etc.
7 FEATURES OF A MONITOR -Describes the features of the monitor. Observe the monitor. Charts, pictures
Features of the monitor e.g. rectangular
shape.
8 THE USES OF THE MONITOR -Guides pupils to identify the uses of the monitor. Say what the monitor is used for. Charts, pictures
9 FEATURES OF A SYSTEM UNIT -Describes the features of the system unit. Identify the features. Charts, pictures
Features of the system unit. - Box -
Tower - Power button etc.
10 THE USE OF A SYSTEM UNIT -Guides pupils to identify the uses of the system -Mention the uses of system unit. Charts, picture.
unit.
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RESOURCES
1. FEATURES OF A KEYBOARD -Describes the features of the keyboard. -Observe the keyboard. Pictures, charts.
Features of keyboard e.g. – It has rectangular
shape. It has many keys.
2. USES OF KEYBOARD -Guides pupils to identify the uses of a keyboard. -Say what the keyboard is use for. Pictures, charts.
Typing
3. FEATURES OF MOUSE -Describes the features of the mouse. -Describe the features of the Pictures, charts.
Features of the mouse: - It is small in size. It mouse.
has two buttons etc.
4. THE USE OF A MOUSE -Guides pupils to identify the uses of mouse. -Say what the mouse is use for. Pictures, charts.
5. THE USES OF COMPUTER -Guides pupils to identify the uses of computer. -Say what computer use is for. Pictures, charts.
6. IT – INFORMATION TECHNOLOGY -Explains the meaning of IT -Say the meaning of IT Pictures showing
Meaning of IT computer.
7. IT DEVICES -Guides pupils to identify the IT devices. -Mention some of the IT devices. Pictures, charts.
IT devices e.g. GSM phone.
8. MEANING OF GSM PHONE -Guides pupils to explain the meaning of GSM -Say the meaning of the GSM GSM Phone.
Phone. Phone.
9. PARTS OF THE GSM PHONE -List the parts of the GSM Phone. Mention the parts of the GSM GSM Phone.
Parts of the GSM Phone: - screen - speaker. Phone.
10. USES OF GSM PHONE -List the uses of GSM Phone. List the uses of GSM Phones. GSM Phone.

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COMPUTER STUDIES
RESOURCES
1. DEFINITION OF SMARTPHONE -Explains what smartphone is all about. Say the definition of smartphone. Pictures, charts.
2. PARTS OF A SMARTPHONE -Lists the parts of a smart phone. Mention the parts of a smart Pictures, charts.
phone.
3 USES OF SMARTPHONE -Lists the uses of smart phones. Mention the uses of smart phone. Pictures, charts.
4 DEFINITION OF ORGANIZERS Explains what organizer is. Define organizers. Pictures showing
organizers,
charts.
5 USES OF ORGANIZER - List the uses of organizer. Mention the uses of organizer. Pictures showing
organizers,
charts
6 DEFINE DIGITAL WRISTWATCH Teacher: 1. Explains digital wristwatch. 2. Describe digital wristwatch. Chart, pictures
Explains what it is all about. showing digital
wristwatches.
7 PARTS OF A DIGITAL WRISTWATCH. - Lists the parts of a digital wristwatch. Name the parts of a digital Chart, pictures
wristwatch. showing digital
wristwatches.
8. USES OF DIGITAL WRISTWATCH -Uses of digital wristwatch. Lists the uses of digital wristwatch. Chart, pictures
showing digital
wristwatches.
9. USES OF IT DEVICES -List the uses of common IT devices. Mention the uses of IT devices. Pictures, charts.
10. USES OF IT DEVICES -List the uses of common IT devices. Mention the uses of IT devices. Pictures, charts.

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RESOURCE
1 SCOPE OF SOCIAL STUDIES -Teacher explains the scope of social studies. -Find out from home how family takes Pupils textbooks
Meaning of scope of social studies: to solve its social and economic and video clips
man’s problems. decisions such as, association to join on how decisions
and food to eat. are taken to
solve problem.
2 SCOPE OF SOCIAL STUDIES -Teacher guides pupils to identify areas of -Find out from home how to think Pupils textbooks
Areas which social studies focuses: focus in social studies. critical, reflective and problem solving. and video clips
- Critical thinking on how decisions
- Reflective thinking are taken to
- Problem solving. solve problems.
3 PHYSICAL ENVIRONMENT Teacher leads the pupils to discover different Pupils make keen observation of these Pupils’
Our physical environment: physical environment. environments textbooks, charts
- Some people live in desert condition. etc.
- Others live in fertile places.
4 THE FOOD WE EAT IN OUR CULTURE AS Teacher uses guided questions to lead pupils Participate in the discussion on the Pupils’ text and
FAMILY MEMBERS. Examples of some to name the various foods we eat in our types of food. work books,
Nigerian foods are: Yam, amala, tuwo different cultures. charts, pictures,
shinkafa, cocoyam, etc.
pounded yam, akpu, starch, etc
5 THE FOOD WE EAT IN OUR CULTURE AS Teacher asks the pupils to mention reasons Pupils mention reasons why family eat Picture showing
FAMILY MEMBERS why we eat together. together and the benefits of it. happy moods of
-Consequences of eating together as a people eating
family: promotes communalism, happiness, together.
family unity etc.
6 IMPORTANCE OF THESE FOODS TO OUR Teacher leads the pupils through guided Pupils listen attentively and match Pupils textbook.
GROWTH questions to mention the nutrients we get foods with the nutrients they provide Picture showing
-Nutrients in the food we take. from different foods e.g. groups of food
Page | 144

and their
nutrients.
7 IMPORTANCE OF THESE FOODS TO OUR Teacher guides pupils to identify the Respond to the teachers’ questions on Pictures showing
GROWTH functions of the nutrients in the food we take: the topic. groups of food
-Importance of these foods to our growth: -carbohydrates supplies energy to the body. - and their
Protein builds our body nutrients. Real
- Supply energy objects.
- Build our body
8 GREETINGS AND RESPECTING ELDERS Teacher guides pupils through question to list Find out more ways of greeting in our Pictures and
IN OUR CULTURE ways of greeting in their locality. culture. charts of
different ways of
greeting.
9 GREETINGS AND RESPECTING ELDERS Teacher demonstrates the various ways of Demonstrate different ways of greeting Video clips.
IN OUR CULTURE greeting in our culture. they can identify.
10 GREETINGS AND RESPECTING ELDERS Teacher demonstrates the various ways of Demonstrate different ways of greeting Video clips.
IN OUR CULTURE greetings in our culture. they can identify.
Explains the importance of greeting in our
culture.
Page | 145


RESOURCE
1 KEEPING OUR ENVIRONMENT CLEAN Teacher asks questions to lead pupils to Respond to teacher’s questions on Pictures showing
Ways of keeping our environment clean: suggest ways of keeping our environment ways to keeping our environment clean and dirty
- Proper disposal of waste clean. clean. environment.
- Proper use of toilets/urinary.
2 KEEPING OUR ENVIRONMENT CLEAN Teacher gets pupils practically involved in Pupils practice keeping their Cleaning tools.
Cleaning tools: brooms, hoes, brush, different ways of keeping their environment environment clean
cutlass, mop, packer rake, etc. clean.
3 KEEPING OUR ENVIRONMENT CLEAN Students should mention some of the tools Get pupils practically involved in Practical
needed for carrying out different cleaning different ways of keeping their
activities. environment clean.
4 ACCIDENTS IN THE SCHOOL/HOME Teacher uses guided questions to explain the Pupils ask the teacher questions on charts, pictures etc.
Meaning of accident meaning of accident. the topic and listen attentively to
her answers.
5 ACCIDENTS IN THE SCHOOL/HOME Teacher leads pupils to identify the causes of Identify the causes of accident Pictures showing
Causes of accidents accidents in the home and school. dangerous sharp
objects
6 ACCIDENTS IN THE SCHOOL/HOME Teacher leads pupils to state ways of State ways to prevent accidents Video clips
prevention of accidents in the school preventing accidents.
7 ACCIDENTS IN THE SCHOOL/HOME Teacher demonstrates different ways of Pay attention to the teacher’s Charts, video clips, etc
Caring for accident victims caring for accident victims, guide pupils to demonstrations.
suggest ways of caring for the victims. Suggest ways of caring for accident
victims.
8 DRUGS Teacher leads the pupils to explain the Participate in class discussion. Pictures, etc.
Meaning of drugs meaning of Drugs.
9 DRUGS Teacher asks questions to lead pupils to Pupils answer questions and Pictures or
Categories of drugs mention categories of drugs. categories drugs. photographs that
show different
categories of drug
10 DRUGS Teacher leads pupils to identify illegal drugs. Pupils identify illegal drugs Pictures and Charts
Identification of drugs illegal drugs
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WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING RESOURCE
1 DRUG ABUSE Teacher organizes class discussion on drug abuse. Pupils engage in class discussion. Pupils textbooks,
Meaning of drug abuse. posters of war against
drug abuse.
2 DRUG ABUSE -Teacher organizes class discussion on drug abuse and -Pupils engage in class discussion. Photographs showing
Dangers of drug abuse. its dangerous effects -pupils list dangers involved in drug drug addicts.
-Invite resource persons to talk on the dangers of drug abuse.
abuse.
-Teacher guides pupils to list dangers involved in drug
abuse.
3 DRUG ABUSE Invites resource person to talk on the ways of -Response to resource persons questions Posters, photographs of
Ways of preventing drug preventing drug abuse. as well as their own questions. pharmacist/nurse/doct
abuse. or.
4 HARMFUL SUBSTANCES Define harmful substances Define harmful substance Pupils textbooks, real
AND HOW TO AVOID Teacher leads the pupils on discussion to discover Participate in class discussion objects of harmful
TAKING THEM harmful substances. substances
Meaning of harmful
substances.
5 HARMFUL SUBSTANCES Teacher takes pupils to local shops and market to -Pupils identify harmful substances in Real objects of harmful
AND HOW TO AVOID identify harmful Substances in their environment. their environment. substances in their
TAKING THEM environment e.g. rotten
Examples of harmful food
substances.
6 HARMFUL SUBSTANCES Teacher asks questions to lead pupils to identify ways Pupils identify ways of preventing intake Stale food, poorly
AND HOW TO AVOID of preventing intake of harmful substances. of harmful substances. cooked food, expired
TAKING THEM food/drugs, etc.
Ways of preventing intake of
harmful substances.
7 SOURCES OF DANGER AND Teacher guides pupils to state the sources of insecurity. Pupils state sources of insecurity. Charts and posters.
INSECURITY
Page | 147

Sources of insecurity:
8 SOURCES OF DANGER AND Teacher invites resource person from any of the Pupils listen to resource person’s talk on Video clips, handset, etc.
INSECURITY security agencies to give talk on how to keep away how to avoid dangers and seeking help
How to avoid from danger avoid danger and seek for help.
9 IDENTIFICATION OF Teacher guides pupils to identify security agencies in Pupils identify security agencies in Textbooks, pictures,
SECURITY AGENCIES AND Nigeria. Nigeria and match their names to their posters, handbills, etc.
THEIR PRIMARY DUTIES primary duties.
10 IDENTIFICATION OF -Teacher guides pupils to identify who to approach in the -Visit to various security agencies. posters, pictures, charts
SECURITY AGENCIES AND face of danger. -Identifying security agencies and their of different security
THEIR PRIMARY DUTIES -Organize visit to various security agencies duties. personnel.

Page | 148


RESOURCES
MEANING OF CIVIC Leads pupils to -Listen and ask questions Textbooks
1 EDUCATION - Know the meaning of civics -Mention those things civics teaches about.
Definition of Civic Education -Mention those things that are under Civic Education.
2 MEANING OF CIVIC -Guides pupils to understanding the meaning of civics. -Listen and ask questions. Textbooks
EDUCATION -Mention those things that are under civics. -Mention those things civics teaches about.
Meaning of civic education
3 THE TYPES OF CIVIC -Guides pupils in identifying the civic education -Listen and ask questions. Pupils textbooks,
EDUCATION CENTERS centers in our community and Nigeria. -Participate in teacher’s explanation. trip to health
The types of civic education -The usefulness of civic education centre centre or council
centers in our community and town hall.
Nigeria
4 WHY WE STUDY CIVIC -Leads pupils recall the meaning of civics and civic -Listen to teacher’s explanation. Pupils textbooks,
EDUCATION education. -Contribute to discussions. pictures of
Why we study civic education -Discuss the need for civic education with pupils. -Copy notes. democratic activity
and citizens
performing some
civic
responsibilities.
5 WHY WE STUDY CIVIC -Guides pupils to find out reasons and benefits of -Listen and ask questions. Pictures of citizens
EDUCATION IN THE studying civic education in the community. -Copy notes. performing some
COMMUNITY civic
responsibilities in
democracy.
6 WHY WE STUDY CIVIC -Enlightens pupils on civic education. -Listen attentively and ask questions Pictures of citizens
EDUCATION AT THE STATE -Helps pupils understand the benefit of studying civic -Participate in discussions. performing some
LEVEL education in the state level. civic
1. For enlightenment responsibilities in
2. Benefits a democratic
3. Responsibilities etc. power e.g. house of
assembly.
Page | 149

7 THE IMPORTANCE OF CIVIC -Identifies specific benefits of having civic education. -Listen to teacher’s explanation. Pictures of citizens
EDUCATION TO NATIONAL -Helps pupils understand the importance of civic -Contribute to class discussion. performing some
DEVELOPMENT education to national development. civic
-Meaning of National responsibilities in
development means. democratic power
-Learn about systems and 2. Campaign and
institutions of government. voting
8 STIMULATION OF CIVIC Discuss the need for civic stimulation engagement in -Pupils to listen and ask questions. Textbooks
ENGAGEMENT IN POLITICAL, the politics -Copy notes
SOCIAL AND ECONOMIC
PROCESSES
9 THE CITIZENSHIP -Explains the meaning of citizenship. -Pupils to listen and ask questions. Picture of different
EDUCATION -Explains the state of being a citizen and accepting the people as citizens
Meaning of citizenship. responsibilities of it. of different
Ways one can be a citizen of a -An education that prepares young people for countries.
country. citizenship.
10 THE CITIZEN’S CIVIC PRIDE -Explains what pride means. -Pupils listen and ask questions connecting to Textbooks pictures
Pride that people feed for their -The civic duties/responsibilities the topic taught. of top officials in
country/city the politics.
- Civic duties/responsibilities

RESOURCES
THE COMMUNITY -Explains what community means. -Explain community in their own words. Picture of the Urban
1 The meaning of community - -Ask pupils to find out the community to which they -Find out community which they belong. and rural areas.
belong.
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2 THE TYPES OF COMMUNITY -Explains the types of community found in their area. - Mention two types of community they Pupil textbooks
-Leads pupils to know the types of people living in the know. Picture of different
community. -List the type of people living in the type of houses and
community people living in the
community
3. THE TYPES OF PEOPLE -Leads pupils understand the type of people found in -Listen and answer questions. Pupils text books
FOUND IN THE COMMUNITY the community -Mention the types of people found in the pictures of different
-Leads pupils to identify the duties of people in the community. types of traditional
community tribal marks
4 THE LOCATION OF OUR -Explains the meaning of location -Explain what location means. Pictures of two
COMMUNITY -Guides pupils to identify their community boundary. -Discuss with their teacher the usefulness of different types of
-Sign post sign post and life trees. community with sign
- Life trees etc. post or life trees
5 WHY COMMUNITY MEMBERS -Explains the meaning of cooperation. Find out why members of a community must Pictures of the
MUST COOPERATE -Why community members should cooperate. cooperate with other members of the communities
-The things they share in common. community. working together like
-What they share in common. one family
6 COMMUNITY RULES -Leads pupils to identify three rules in the -Listen and ask questions. Pictures of obedient
-Obedience - Orderliness - Co- community. -Participates in the discussions. and disobedient of
operation - Respect - Loyalty - -Ask pupils to find out from their parents the rules in -Finds out rules in their community from people in the
Peaceful existence - Sanitation their community and report back to the class their parents. community.
-
7 THE ROLES OF COMMUNITY -Explains the roles of their community members. -Listen, ask and answer questions. Pictures showing the
MEMBERS -Lead the pupils to understand each role a person is -Explain why we must play good role in our community members
supposed to play in his or her community. community. carrying out different
-Mention three roles pupils must play in their types of projects.
school environment.
8 LEADERSHIP Creates discussion that leads pupils to identify Explain the meaning of leadership 2. Mention Pupils textbooks,
-Meaning of leadership. community heads or leaders. two leaders in their community. pictures of different
-Types of leaders. community leaders.
9 QUALITIES OF COMMUNITY Guides pupils to mention the qualities of community -Mention three qualities of community Pictures showing the
LEADERS leaders and show how to choose qualified leader leaders. chosen qualified
-Tell what proves their qualification to be a leaders, appreciating
community leader and rewarding a good
leader.
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10 THE DUTIES OF COMMUNITY -Asks question that leads pupils suggest the duties of -Listen and answer questions. Pupils text books,
LEADERS AND THE REWARD the community leaders. -Listen to resource persons and ask monuments created
-Invites resource persons to talk about their duties. questions. in honour of some
-Guide pupils to show how to appreciate and reward -Mention how to appreciate and reward the community leaders.
good community leaders community good leaders


RESOURCES
THE COMMUNITY LEADERS -Explains title holding in the community. Find out in their community why leaders must Pictures showing
1 – TITLE HOLDERS -State or mention some of the title holders in their be a title holder. community
Yoruba – Oba; Hausa – Emir or community. leaders titles.
Sultan; Igbo – Eze or Obi;
Benin – Enoge; Nupe – Etsu;
Ebira – Ohinoyi, etc.
2 THE IMPORTANCE OF TITLE -Explains the meaning of title holding. -Listen to teacher’s explanation. Pupils text book,
HOLDING IN THE -Leads the pupils to identify some of the title holders -Contribute to class discussion. pictures of title
COMMUNITY AS A LEADER in the Nigeria communities. -Copy notes. holders in the
community.
3 LEADERSHIP (TRADITIONAL -Explains the meaning of tradition. -Define the meaning of tradition. Pictures of the
LEADER) IN THE -How they are formed. -Explain how they are formed. traditional
COMMUNITY -What they discuss about the development of the -Find out and discuss the problems created by leaders in the
community. bad traditional leaders. community
holding a festival
ceremony.
Page | 152

4 THE WAY LEADER ARE -Lists out ways some leaders are chosen in the -Find out the various ways of choosing leaders in Class pupils to
CHOSEN IN THE LOCALITY locality. their locality. Discuss findings in the class. act as leader
-Discuss the hereditary leadership and elected (dramatization).
5 CLASS PUPILS TO ACT AS -Explains the meaning of advantage. Discuss the advantages of different types of Textbooks
LEADER (DRAMATIZATION) -How to develop the community. leadership.
-The advantages of various forms of leadership.
6 THE DISADVANTAGES OF -Explains disadvantages of chosen a leader in the Discuss the word disadvantage. Guide discussion
CHOOSING A LEADER IN THE community. -The disadvantages of choosing a leader in the on findings,
COMMUNITY -Explains what disadvantage means. community. pupils textbooks.
7 HOW POLITICAL PARTIES -Explains concept of political parties in the -Explain how the political parties are formed. Pictures of
ARE FORMED IN THE community. -The meaning of political parties. political
COMMUNITY -How they are formed. aspirants and
1. Meaning of political party 2. officers, signs
How they are formed and symbols of
parties.
8 THE PROBLEMS CREATED -Explains the problems caused by bad political -Listen and ask questions. Pictures of
BY BAD POLITICAL LEADERS leaders. -Copy notes. political leaders
IN THE COMMUNITY -The causes of the problems. and rallies,
community ward
sitting
discussion.
9 THE IMPORTANCE OF -Emphasizes on the importance of political leaders in -Listen and asks questions. Pictures of
POLITICAL LEADERS IN THE the community. -Contribute to the topic discussion. projects built by
COMMUNITY. the political
leaders.
10 THE CHECKS AND BALANCES -Specifies ‘dos’ and ‘don’ts’ of political and traditional Listen and ask questions. Pictures of
TO THE POWER OF A leaders to pupils. -Dramatize on how elections are conducted. political leader’s
LEADER. -Listen to a tradition leader speech to the campaign.
community.
Page | 153


RESOURCES
DANGER AND INSECURITY -Explains the meaning of danger and insecurity. Listens and asks questions. Charts and
1 Concept of danger and insecurity -Site general examples of danger and insecurity. posters.
Safety -Explains danger and insecurity as threat to
human life and peace.
2 SOURCE OF DANGER AND -Explains the meaning of bombing. Listens and asks questions. Discusses Boko Charts, posters,
INSECURITY -Discusses the effects of bombings on people and Haram. Write notes. news magazines,
- Bombings: Causes, effects the location of the bombing. etc.
and prevention -Sites examples of possible causes of bombing.
Asks the pupils what they know about Boko
Haram.
3 SOURCE OF DANGER AND -Defines rape to the pupils and its consequences. -Listens and asks questions. Posters, charts,
INSECURITY -Tells stories of rape. -Discuss what they understand about rape. online pictures.
- Rape as forceful sexual -Discusses how to avoid rape and what victims of
engagement: Causes, rape should do.
effects and prevention
4 SOURCE OF DANGER AND -Explains the meaning of fire outbreak, the causes Listens and asks questions. Charts, online
INSECURITY and its effects. pictures, posters,
- Fire outbreak: Causes, -Discusses possible causes of fire outbreak, how to etc.
effects and prevention. avoid it and what to do during an outbreak.
- The use of extinguishers. -Tells the pupils what a fire extinguisher is used
for.
5 SOURCE OF DANGER AND -Explains the meaning of food poisoning to the Listens and asks questions. Charts, pictures of
INSECURITY pupils. a child stooling,
-Food poisoning: Causes, effects -Tells the causes, effects and prevention of food etc.
and prevention poisoning.
6 SOURCE OF DANGER AND -Explains the meaning of chemicals and gives -Listens and asks questions. Charts, pictures of
INSECURITY examples of dangerous chemicals. -Discuss what they know about dangerous safety
Dangerous chemicals -Discusses the causes, effects and prevention of chemicals. precautions, etc.
dangers caused by dangerous chemicals.
Page | 154

7 SAFETY -Explains the meaning of chemicals and gives -Listens and asks questions. Charts, pictures of
The concept of safety examples of dangerous chemicals. -Discuss what they know about dangerous safety
-Discusses the causes, effects and prevention of chemicals. precautions, etc.
dangers caused by dangerous chemicals.
8. SAFETY AT HOME -Explains the general concept of safety at home to -Listens and asks questions. Charts, pictures of
Safety precautions at home. the pupils. -Write notes. safety
-Lists safety precautions at home – kitchen, precautions, etc.
bathroom, balcony, etc.
9 SAFETY AT SCHOOL -Explains the general concept of safety in the -Listens and asks questions. Charts, pictures of
school to the pupils. -Write notes. safety
-Lists safety precautions in the school – classroom, precautions, etc.
playing ground, library, etc.
10 SAFETY OUTDOOR -Explains the meaning of outdoor to pupils. -Listens and asks questions. Charts, pictures of
Safety precautions on the road or -Discusses safety precautions when outdoor with -Write notes. safety
when with strangers. pupils and how to relate with strangers. precautions, etc.

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY RESOURCES
PREVENTIVE MEASURES AND -Explains the meaning of preventive measures. Listens and asks questions. Charts and
1 SECURITY AGENCIES -Lists preventive measures that must be taken to posters.
Prevention of dangers and prevent danger and insecurity indoor, i.e. at home,
insecurity indoor school, etc.
2 PREVENTIVE MEASURES AND -Explains the meaning of preventive measures. Listens and asks questions. Charts and
SECURITY AGENCIES -Lists preventive measures that must be taken to posters.
Prevention of danger and prevent danger and insecurity outdoor, i.e. on the road,
insecurity outdoor on a field, etc.
3 SECURITY TIPS WHEN -Explains who a stranger is and how to attend to Listens and asks questions. Charts and
RELATING WITH STRANGERS strangers or relate with them. posters.
Page | 155

-Tells pupils how to be safe when a stranger is around.

4 IDENTIFICATION OF -Describes how to identify police officers – by their Listens and asks questions. Charts and
SECURITY AGENCIES mode of dressing, place of work, etc. posters.
- Nigeria Police
5 IDENTIFICATION OF -Describes how to identify soldiers or members of an Listens and asks questions. Charts and
SECURITY AGENCIES army. posters.
- Nigerian Army -They can be identified by their mode of dressing,
place of work, method of carrying out their duties, etc.
6 IDENTIFICATION OF -Explains the meaning of FRSC and LASTMA. Listens and asks questions. Charts and
SECURITY AGENCIES -Tells the pupils how to identify LASTMA and FRSC posters.
- FRSC and LASTMA officials.
7 IDENTIFICATION OF -Explains the meaning of NAFDAC and NDLEA. Listens and asks questions. Charts and
SECURITY AGENCIES -Tells the pupils how to identify NAFDAC and NDLEA posters.
- NAFDAC and NDLEA officials.
8 IDENTIFICATION OF -Explains the meaning of SSS. Listens and asks questions. Charts and
SECURITY AGENCIES -Tells the pupils how to identify SSS officials. posters.
- SSS -Tells the pupils that SSS is also called DSS.
9 IDENTIFICATION OF -Explains the meaning of NSCDC. Listens and asks questions. Charts and
SECURITY AGENCIES -Tells the pupils how to identify NSCDC officials. posters.
- NSCDC
10 OBEDIENCE TO SECURITY -Explains the importance of obeying security agencies Listens and asks questions. Charts and
AGENCIES and the benefits. posters.

RESOURCES
SECURITY AGENCIES -Defines security agencies. Listens and asks questions. Charts and
1 -Definition of security agencies. -Explains their general duties as people who enforce posters.
-Examples of security agencies law and order in the society.
Page | 156

2 IDENTIFICATION OF SECURITY -Tells ways of differentiating security agencies – -Listens and asks questions. Charts and
AGENCIES AND THEIR mode of dressing, place of work, etc. -Discusses the duties of security agencies in the posters.
PRIMARY DUTIES -Lists the general duties of security agencies in society.
Mode of dressing Nigeria.
Place of assignment
Duties
3 IDENTIFICATION OF SECURITY -Explains the duties of the Nigeria Police Force. Listens and asks questions. Charts,
AGENCIES AND THEIR -Describes a police station and a police barrack. pictures, and
PRIMARY DUTIES -Describes the way police officers dress. posters.
Nigeria Police
4 IDENTIFICATION OF SECURITY -Explains the duties of soldiers in the Nigerian Army -Listens and asks questions. Charts and
AGENCIES AND THEIR and how soldiers dress. -Describe a soldier posters.
PRIMARY DUTIES -State examples of army barrack in the community.
Nigeria Army
5 IDENTIFICATION OF SECURITY -Explains the meaning of NAFDAC – National Agency -Listens and asks questions. Charts and
AGENCIES AND THEIR for Food and Drug Administration Control. -Write the functions of NAFDAC. posters.
PRIMARY DUTIES -States the duties of NAFDAC and how their officials
NAFDAC: National Agency for dress.
Food and Drug Administration
Control
6 IDENTIFICATION OF SECURITY -Explains the meaning of EFCC and ICPC. Listen and ask questions. Write notes and Charts and
AGENCIES AND THEIR -Explains the meaning of corruption. discuss the duties of EFCC and ICPC. posters.
PRIMARY DUTIES -States the duties of EFCC AND ICPC.
EFCC: Economic and Financial -Shows pictures of EFCC officials to the pupils.
Crimes Commission
ICPC: Independent Corrupt
Practices Commission
7 IDENTIFICATION OF SECURITY -Explains the duties of NDLEA. Listen and ask questions. Write notes and Charts and
AGENCIES AND THEIR -Gives examples of hard drugs and their effects. discuss the duties of EFCC and ICPC. posters.
PRIMARY DUTIES -Describes how NDLEA operate and their uniform.
NDLEA: National Drug Law
Enforcement Agency
8 IDENTIFICATION OF SECURITY -Explains the meaning of SSS (DSS) and NSCDC. -Listen and ask questions. Charts and
AGENCIES AND THEIR -States the duties of SSS and NSCDC and how the -Write notes and discuss the duties of SSS. posters.
PRIMARY DUTIES officials dress.
SSS: State Security Service
Page | 157

NSCDC: Nigeria Security and Civil

Defense Corps
9 IDENTIFICATION OF SECURITY -Explains the duties of NPC. Listen and ask questions. Write notes and Charts and
AGENCIES AND THEIR -Explains the meaning of prison and what it is meant discuss the duties of Nigeria Prison Commission posters.
PRIMARY DUTIES for. officials.
NPC: Nigeria Prisons Commission -Describe the mode of dressing of the officers in
Nigeria prisons.
10 IDENTIFICATION OF SECURITY -Explains the duties of vigilante groups and how they -Listen and ask questions. Charts and
AGENCIES AND THEIR are formed. -Write notes and discuss the duties of vigilante posters.
PRIMARY DUTIES groups in the community.
Vigilante Group
Page | 158


RESOURCES
1 Suratul Nas - Guides pupils to read, memorize and Reading and memorization Chart showing the
Chapter 110 Verses 1-3 recognize the Arabic text Recognition of the Arabic text. Arabic text
2 Writing of Arabic letters -Guides pupils to write Arabic. -Write Arabic Chart showing the
-Joining of two letter words. Arabic letters
3 Attributes of Allah Guides pupils to read and memorize the Read and memorize Charts and posters
(16-20) attributes of Allah.
4 Prophets of Allah -Tells the life history of Prophet Adam -Listen and ask questions. Chart, poster, and
Life history of prophet Adam A.S -Explains the lessons learnt from it. pictures
and the lessons learnt from it.
5 Kindness -Explains its meaning and importance -Listen to the teacher. Chart showing
Meaning and its importance -Explains the reward of kindness in this world -Ask questions. pictures of kind
The reward of kindness in this and hereafter. -Takes note. gestures.
world and hereafter.
6 Double vowels (Tanween) -Introduces the pupils to Tanween. -Listens to the teacher while paying attention. Charts, recorder
Introduction to Tanween. -Guides pupils to recognize and pronounce -Practice pronunciation
Recognition Tanween and them.
pronunciation e.g. an, in, un
7 Suratul Kafirun -Guides pupils to read, memorize and recognize Reading and memorization HOLY QURAN,
Chapter 109 verse (1-6) the Arabic text Recognition of the Arabic text of the surah by the Chart.
teacher/students.
8 Prophet of Allah Guides pupils to learn five names of the -Listen and learn five names of the Prophets of To be shown on
Learning of five names out of the Prophets of Allah. Allah. chart i.e. Idris,
25 prophets of Allah mentioned in Ismail, Ishaq etc.
the Qur’an.
9 Call to Prayer (Adhan) Guides pupils to learn and recite the call to Memorize the call to prayer. Chart, video clips
Learning the words of calling to prayer
prayer in Islam and its importance.
10 Attributes of Allah Guides pupils to read and memorize the Read and memorize the attributes of Allah Charts and posters
Page | 159

(NVE) – ISLAMIC RELIGION STUDIES

WEEK TOPIC / CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING
RESOURCES
1 Suratul Kauthar -Helps pupils read and memorize the surah -Read and memorize Chart, flash cards
Chapter 108 Verse (1-3) -Helps pupils recognize the Arabic text of the -Recognize the Arabic text of the surah
surah
2 As-salat (prayer) -Practical demonstration of Raka’at in salat and -Pupils participate in the demonstration. Class activity
Raka’a as a unit of prayer the postures of Raka’a
3 Prophets of Allah -Narrates the life history of Prophet Musa (AS) -Listen to teacher’s narration and ask questions Chart, pictures
Life history of prophet Musa (AS)
and lessons derived from it.
4 Iqamah in prayer (As-salat) Helps pupils read and understand the text. Pupils attempt reading the text and ask The text of
The text of Iqamah. questions when necessary. Iqamah to be
The time and need for the shown on a chart
Iqamah.
5 At-tashaud in salat Teacher teaches the correct reading of the at- Reading and memorizing To be shown on
Learning the correct reading of tashaud a chart
at-tashahhud and when it is
observed.
6 Prophets of Allah -Narrates the life history of Prophet Isa (AS) - Listen to teacher’s narration and ask questions Chart, pictures
Life history of Prophet Isa (AS)
and the lessons derived from it
7 Suratul Ma’un -Helps pupils read and memorize the surah -Read and memorize Chart, flash cards
Chapter 107 Verse (1-7) -Helps pupils recognize the Arabic text of the -Recognize the Arabic text of the surah
suratu Ma’un
8 Attributes of Allah Guides pupils to read and memorize the Read and memorize the attributes of Allah Chart
9 Prophets of Allah -Narrates the life history of Prophet Muhammad -Listen to teacher’s narration and ask questions Chart, pictures
History of Prophet Muhammad (S.A.W)
(S.A.W.)
His birth and childhood
Page | 160

10 Revealed books of Allah -Teacher presents the revealed books of Allah. Pupils pay keen attention. To be shown on
Four revealed books of Allah and a chart
the Prophets’ revealed to.

RESOURCES
1 Suratul Quraish Teacher helps pupils read and memorize the Reading and memorisation Chart
Chapter 106 Verses (1-4) Surah Reciting of the Arabic text of the Surah
2 Things that spoil Salat (prayer) Demonstrates things that spoil Salat. Watch and learn from teacher’s demonstrations. Class activity
Mention things that spoil salat e.g.
laughing, eating, fainting etc.
3 Punctuality Teacher explains the importance of Listen to the teacher. Chart
Punctuality in salat, school and punctuality. State importance of punctuality
other occasions
4 At-tasbihi in salat -Demonstrates how ruku’u and sujud is Pupils practice what has been demonstrated by Class activity
At-tasbihi: when is observed? practically performed. the teacher
How many times is recited and the
words of tasbih.
5 Attributes of Allah Guides pupils to read and memorize the Read and memorize the attributes of Allah Chart
Page | 161

6 Arabic reading -Introduces the pupils to Madda and Sukun -Listen to the teacher and ask questions Chart showing and
Introduction of Madda and Sukun -Explains how it is used examples of
and how it is used. madda.
7 Prophets of Allah -Narrates the life history of Prophet Nuhu (AS) - Listen to teacher’s narration and ask questions Chart, pictures
Life history of Prophet Nuhu (AS)
8 Articles of faith -Explains the believes of the last day. -Listen and ask questions Chart
Belief in the last day (day of -Explains judgement day
judgment)
9 Importance of knowledge in -Importance of knowledge in the life of a -Listen to the teacher and ask questions. chart
Islam Muslim. -State the importance of knowledge in the life of
Why knowledge is important in a Muslim
Islamic life.
10 Suratul Fil Teacher helps pupils read and memorize the Reading and memorization chart
Chapter 105 Verses (1-5) Surah Reciting of the Arabic text of the surah
11 Revision. Revision. Revision.
Page | 162


RESOURCES
2 THE MEANING OF PRAYER Teacher defines prayer for pupils and guides Pupils share their experience on prayer. Picture of pupils
the Pupils to share their experience on praying.
prayer.
3 WHY DO WE PRAY Teacher shares scriptural references and Pupils share their past reasons for praying and The Holy Bible, My
-We pray to fellowship with God. Biblical principles on the reasons for prayer exercises the newly learnt reason for praying Bible Story, Charts
-We pray for good health, and why Christians must pray. and Videos.
protection, wealth, etc.
4 HOW TO PRAY Teacher explains the attitude to prayer Pupils state practice the right attitude to prayer The Holy Bible, My
Right attitude to prayer Leads discussion of the Pharisees and the tax as they pray for the right reasons as taught in Bible Story, Charts
collector. last’s weeks lesson. and Videos.
5 WHEN TO PRAY Teacher tells the pupils instances when Jesus Pupils identify when to pray and practice The Holy Bible, My
- Jesus was a man of prayer. prayed and shares scriptural references and praying for every situation at the right time. Bible Story, Charts
- He prayed before choosing his principles guiding Christians on when to pray. and Videos.
disciples. Luke 6 12:12 etc.
6 SIGNIFICANCE OF PRAYER Teacher explains the significance of praying Pupils participate in the discussion to recognise The Holy Bible, My
- Prayer heals sick people. in the life of Jesus and guides pupils to the significance and importance of prayer. Bible Story, Charts
-Gives joy recognise the significance and importance of and Videos.
prayer.
7 HOW TO PRAY Teacher guides pupils to discuss how to pray. Pupils participate in the discussion and practice The Holy Bible, My
-Pray for something specific. Teacher demonstrate how to pray and leads how to pray for specific something and without Bible Story, Charts
-Pray without discouragement. pupils to do same. discouragement. and Videos.
-Pray with faith. Matt 6:9-15
8 TYPES OF PRAYER Teacher guides pupils to discuss types of Pupils practice the different types of prayer. The Holy Bible, My
-Intercessory prayers prayer. Teacher demonstrate the different Bible Story, Charts
-Prayer of thanksgiving. types of prayer and leads pupils to do same. and Videos.
-Prayer for wisdom.
9 THINGS YOU SHOULD PRAY Teacher shares scriptural examples of things Participate in the discussion and reads and pray The Holy Bible, My
FOR. Christians should pray for e.g. Our Lord’s the Lord’s Prayer from the Bible. Bible Story, Charts
For forgiveness. Prayer. and Videos.
For our blessings on our parents.
Page | 163

10 JESUS POWER AND NATURAL Teacher shares scriptural revelations and -Listens to the stories. The Holy Bible, My
FORCES biblical reference of the story of Jesus defiling -Ask questions. Bible Story, Charts
-Calming the sea natural forces -Contribute and share and Videos.
-Walking on the sea
(RS) CHRISTIAN RELIGION STUDIES

RESOURCES
1 REVISION REVISION Ask and answer questions notebook
2 JESUS’ POWER OVER DISEASES Teacher narrate the stories showing Jesus’ Pupils participate in discussion, mentioning The Holy Bible, My
-Peter’s mother-in-law. power over diseases, guides pupils to mention the biblical principles Jesus used to overcome Bible Story, Charts
-The paralyzed man the biblical principles Jesus used to overcome diseases. and Videos.
diseases.
3 JESUS’ POWER OVER DEATH Teacher discusses the death of Jairus’s Participate in discussion and shares biblical The Holy Bible, My
-Jairus’ daughter. daughter, the widows’ son and Lazarus, sharing principles gotten from the stories of how Jesus Bible Story, Charts
-The widow’s son. scriptural revelations and principles Jesus used overcame death. and Videos.
-Lazarus. to overcome death.
4 THE SIGNIFICANCE OF HEALING Teacher guides the pupils to identify the Pupils identify the significance of healing and The Holy Bible, My
Significant story of Jesus healing significance of healing and the need for a the need for a Christian to be able to heal the Bible Story, Charts
the sick and raising dead. Christian to be able to heal the sick and raise sick and raise the dead. and Videos.
the dead.
5 HELPING THE SICK Teacher leads the pupils in prayer for the sick, Pupils participates in praying for the sick and The Holy Bible, My
relatives and friends. Teacher guides the Pupils list out ways to help the sick. Bible Story, Charts
on how to help the sick. and Videos.
6 THE EVIL PEOPLE Teacher tells the story of Cain and Abel and Pupils identify biblical description for evil, evil The Holy Bible, My
Cain and Abel, King Herod etc. shares the biblical description for “Evil”. works and evil workers. Bible Story, Charts
Teacher explains how King Herod was evil. and Videos.
7 JESUS’ POWER OVER EVIL Teacher shares biblical revelations and Participate in discussion The Holy Bible, My
PEOPLE reference of Jesus’ power over evil people. Bible Story, Charts
and Videos.
Page | 164

Events that took place before the

birth of Jesus.
8 IDENTIFICATION OF BAD Teacher guides pupils to discuss bible Pupils discuss bible definition of bad company The Holy Bible, My
FRIENDS definition of bad company and ways to identify and ways to identify and avoid bad friends Bible Story, Charts
Ways to identify bad friends and avoid bad friends. and Videos.
9 WHAT IS EVIL? Teacher guides pupils to discuss biblical Pupils discuss biblical meaning for evil, evil The Holy Bible, My
-Fighting -Killing -Stealing – meaning for evil, evil works and evil workers. works and evil workers. Bible Story, Charts
Lying -Cursing etc. Teacher share scriptural reference and and Videos.
revelations on the meaning of evil.
10 THE RESULT OF EVIL Teacher guides pupils to discuss biblical Pupils discuss biblical consequence of evil, evil The Holy Bible, My
- Hell fire - Death consequence of evil, evil works and evil works and evil workers. Bible Story, Charts
- Punishment - Sorrow workers. Teacher share scriptural reference and Videos.
and revelations on the consequence of evil.

RESOURCES
1 Revision of Last Term’s Work REVISION REVISION
2 ABRAHAM Teacher tells the story of the call of Pupils listen to the teacher and ask questions The Holy Bible, My
The call of Abraham and God’s Abraham Bible Story, Charts
promise and Videos.
3 GOD’S PROMISE FOR ABRAHAM -Teacher narrates the story. -Pupils listen and ask questions The Holy Bible, My
God’s promise and fulfilment of a -Teacher emphasises on obedience, faith, Bible Story, Charts
son trust in God, patience and hope. and Videos.
Page | 165

4 THE FAITH OF ABRAHAM -Teacher emphasises on obedience, faith, Pupils describe the faith of Abraham. The Holy Bible, My
-Obedience -Faith -Patience trust in God, patience and hope. Bible Story, Charts
-Trust in God -Hope -Teacher explains to the pupils the faith of and Videos.
Abraham
5 THE FULFILMENT OF THE -Teacher shares scriptural revelations and Pupils list lessons learnt from the bible verses The Holy Bible, My
PROMISE biblical reference of how God fulfilled His read. Bible Story, Charts
How the promises were fulfilled promise to Abraham through Jacob. and Videos.
through Jacob.
6 DELIVERANCE OF THE Teacher shares scriptural reference and Pupils list lessons learnt from the bible story. The Holy Bible, My
ISRAELITES biblical revelations on the birth of Moses Bible Story, Charts
The birth of Moses and Videos.
7 THE CROSSING OF THE RED SEA Teacher reads and explains the Bible Pupils ask questions. The Bible, chart,
Miraculous power references and shares biblical revelations videos, pictures
on God’s miraculous power
8 THE PUNISHMENT OF THE Teacher guides the pupils to discuss the Pupils list the seven plagues if the Egyptians. The Holy Bible, My
EGYPTIANS punishment of the Egyptians and the reason Bible Story, Charts
for the punishment. and Videos.
9 ENTRY INTO THE PROMISE LAND Teacher emphasises on obedience, faith, Pupils relate Abraham’s obedience to his faith The Holy Bible, My
Israel passed through the Red Sea. trust in God, patience and hope. (Righteousness) Rom 4: 1-3. Bible Story, Charts
Activities: Explain to the pupils the extent of and Videos.
the faith and obedience of Moses.
10 THE TWELVE STONES -Teacher emphasises on obedience, faith, Pupils mention what the twelve stones signify. The Holy Bible, My
trust in God, patience and hope Bible Story, Charts
-Teacher explains to the pupils how the and Videos.
Israelites crossed Jordan and what they did
with the twelve stones.
Page | 166

PRE-VOCATIONAL STUDIES (PVS)

RESOURCE
1 EXERCISE Teacher explains the meaning of exercise can be Pupils explain the meaning of exercise. Dancing, Volley Ball,
Exercise-Meaning of exercise seen as a way of adding more health to the body Pupils list preferable time for exercise and Swimming, Jumping
and time of exercise. system. mention types of exercises they know. etc.
Teacher asks pupils when the time for exercise is.
Time of exercise Teacher added more point, it can be done at every Pupils demonstrate some exercises
time but preferable morning and night.
2 EXERCISE Teacher explains the types of exercises and time of Pupils list and demonstrate the different Chart, Pictures and
-Explain types of exercise and Exercise. types of exercises. video clips.
time of exercise.
3 EXERCISE - Teacher explains the importance exercise Pupils state the importance of exercise Chart, pictures and
-Importance of exercise to the video clips.
body.
4 EXERCISE Teachers demonstrate the types of the exercise and Pupils list and demonstrate types of Field, Skipping rope,
Practical(demonstration) guided the pupils to practice it. Like running, exercise. ball, radio.
Jagging, Dancing, Jumping, Skipping.
5 REST AND SLEEP - Teacher tells the pupils time for resting e.g. - Body Pupils state the time and importance of Chart and pictures
Rest and Sleep: - meaning of needs rest at any time. rest
rest. Importance of rest. Reason for good rest: To regain our strength. It
helps us to prepare for other activity.
6 REST AND SLEEP -Teacher defines sleep Pupils demonstrate in class e.g. A child Chart and Picture
-Meaning of sleep, importance of -State importance of sleep resting quietly, not talking, not moving the showing pupils
sleep. - Teacher asks question what the effect of eye, not thinking, etc. sleeping.
Where and how to sleep. inadequate sleep is. Pupils also demonstrate sleep in a deep
Difference between rest and Teacher asks the pupils how they sleep in their way
sleep. house.
7 REST AND SLEEP It makes you weak and sick. List the effect of inadequate rest and sleep Mat, Table, or bench
Effects of inadequate rest and Teacher practicalizes rest and sleep in the class. to sleep on top of it.
sleep. Pupils act as a drama in the class.
Page | 167

They sleep straight on a bed.

8 EATING GOOD FOOD Teachers guides pupils to mention types of foods Pupils mention types of foods e.g. yam, Pod foods e.g. beans,
Types of food, energy giving e.g. yam, fishes, rice, beans, potatoes, fish, cheese, fishes, rice, beans, potatoes, fish, cheese, corn, yam, rice,
food, body building food cabbage, eggs. cabbage, eggs. maize, cassava,
protective food. etc. Teacher guides the pupils to group the types of food Pupils group the types of food into their potatoes.
into their classes e.g. carbohydrate: Rice, yam, classes e.g. carbohydrate: Rice, yam, maize,
maize, etc. etc.
9 EATING GOOD FOOD Teacher explains the meaning of balance diet. Pupils explain and list the importance of Chart and pictures
(i) meaning of balance diet - Teacher tells the pupils the importance of balance balance diet and give examples.
(ii) importance of balance diet diet e.g. meal should be taking regularly.
-Teacher lets the pupils know that breakfast is an - -
important meal which the body requires after its
long period of rest.
- Teacher asks the pupils to mention examples of
balance diet e.g. the diet include milk, and milk
products, green leafy vegetables and fruits
10 EATING GOOD FOOD -Teacher point out or list down some problems of List consequences of not eating good food. Chart, pictures,
-Effects of eating unbalance diet not eating balance diet resulted malnutrition e.g. -Pupils carry out practical video clips
e.g. kwashiorkor, rickets -Teacher use chart for pupils to see and discuss Teacher supervise
-Effects of over feeding e.g. with them. Let them contribute their ideas pupils
obesity -Teacher group the pupils for their practical to
PRACTICAL’S share ideas together.
Group food items according to
importance and nutrients
Page | 168


RESOURCES
1 Bathing -Asks pupils what they understand by bathing. -Participate in class discuss. Chart, Pictures,
Bathing: meaning of bathing, -Explains bathing and importance of bathing -State importance of bathing. Sponge, Soap.
reasons for Washing the body. -Teacher mentions reasons why we bath. -Pupils state reasons why we bath.
Reasons for washing the body
2 Bathing -Teacher explains to pupils when to wash their body Pupils contribute their own ideas. Chart, Pictures,
-When to wash the body. -Teacher asks pupils to mention items we use in -Pupils mention items we use in bathing Sponge, Soap.
-Material needed for bathing bathing. e.g. Towel, clothes, soap, water, pomade etc.
e.g. soap, water, sponge.
3 Bathing (practical) -Teacher demonstrates steps to taking a bath using a -Pay keen attention to teacher’s A doll, soap, water,
-Step in taking a bath (use a doll. demonstration and practice lessons learnt. sponge, towel,
doll baby) pomade
4 The different room in the -Teacher mentions various rooms such as; sitting -Mention various rooms in the home Chart, pictures
home. room, bedroom
- Different room in the home
e.g. kitchen.
5 The different room in the -Teacher listed the room in the home and their uses - List rooms in the home and their uses Chart, pictures
home.
-Uses of various rooms in the
home.
6-7 The different room in the Teacher explains items found in various rooms Pupils mention items that are found in Chart, pictures
home. where they should be fixed. different rooms in the home.
-Position where different
items are kept in the home.
Page | 169

8. PRACTICAL’S -Teacher guides the pupils to clean classroom as Pupils follow teacher’s instructions to the Cleaning items
-Cleaning of the classroom as example of a functional room (home) latter; cleaning the classrooms and the
example of functional room -Teacher puts the pupil in groups and guides them to future.
clean the classroom furniture’s e.g. table, chairs,
cupboard, and cabinet etc.
-A teacher asks the pupils to get ready the items to
be used in cleaning e.g. broom, brush, rags, and
refuse bins etc.
9. Home furnishing -Teacher listed various rooms in the home. -Pupils list furniture’s found in the home. Charts, pictures
- General listing of various -Teacher asks the pupils to mention home furnishing
homes they know.
10. Home furnishing -Teacher mentions uses of furniture in the home e.g. Pupils mention furniture’s found in the home Charts, pictures
-Use of furniture found in the Bedroom- bed - used for sleeping. and their uses.
home.
Page | 170


RESOURCES
1. Home furnishing practical: -Teacher asks the pupils to mention any items found Pupils mention furnishing items in the home Pictures, chart, doll
(i) Home furnishing. in the home made of wood; that are made of wood. house,
Collection of pictures of -Teacher mention some furniture for different Pay close attention to the pictures shown by Posters, Flash Card.
furniture found in the functional rooms in the home. the teacher.
bedroom and sitting room -Teacher shows the pupil picture of furniture found -Pupils mention furniture found in the
in different functional room in the home. bedroom and sitting room
-Teacher asks the pupils to mention some furniture
found in the bedroom and sitting;
-Teacher shows the pupils collection of picture of
furniture found in the bedroom and sitting room
2. Harmful substance that -Teacher defines harmful substance to the pupil. - Define harmful substance Pictures, chart, doll
could be taken into the Harmful substance are those things that when taken - List examples of harmful substances house,
body into our body is dangerous to our health; Posters, Flash Card.
Definition of harmful -Teacher asks the pupils to mention some examples
substance of harmful substance;
-Teacher shows the pupils some examples of harmful
substance e.g. kerosene, fake drugs, unripe fruit.
3. Harmful substance that -Teacher asks the pupils to define harmful substance; -Define harmful substances. Unripe fruits,
could be taken into body -Teacher asks the pupil to mention any harmful -List harmful substances. Rotten fruits, Chart,
List harmful substances that substance one after the other; - State how they can avoid harmful Pictures.
could be taken into the body -Teacher mentions some harmful substance e.g. substances Chart, pictures
How to avoid harmful rotten egg, rotten fruit, unripe fruit, under-cooked -Differentiate between ripe and unripe fruits
substance food, alcohol, tobacco etc.
-Teacher shows the pupils example of unripe fruit
and rotten fruit.
-Teacher states some ways to avoid harmful
substance: eating properly cooked food. - eating ripe
fruits.
4. Harmful substance -Teacher asks the pupils if they’ve seen a mad person Pupils state the effects of harmful substance Pictures, Chart,
-Effect of harmful substance before. in the body e.g. madness, dullness, dizziness, Posters, Flash Card.
in the body -Teacher states some effects of harmful substance to etc.
the pupil: madness, dullness, dizziness, etc.
Page | 171

-Teacher shows the pupils pictures of a drunkard Pupils state the effect of too much alcohol or
lying on the street and states the effect of too much hard substance in the body.
alcohol or hard substance in the body.
5. Harmful substances that Teacher guides pupils to identifies who to accept Pupils identifies who to accept thing from e.g. Pictures, Chart,
could be taken into the thing from e.g. parents, teacher, guardian parents, teacher, guardian Posters, Flash Card.
body Teacher explains why it is not good to accept things Pupils state why it is not good to accept
Person to accept things from. from a stranger? things from a stranger?
6 Care of food Teacher defines food as anything edible either solid Pupils to discuss the method of food Pictures, Chart,
Meaning of food. or liquid. preservations to the pupils e.g. drying, Posters, Flash Card.
Preservation and method of Teacher show the pupils food and juice. boiling, salting, refrigerating. Etc.
food preservation. Teacher defines food preservation to the pupils.
Teacher guides pupils to discuss the method of food
preservations to the pupils e.g. drying, boiling,
salting, refrigerating. Etc.
7 Care of food Teacher asks the pupils why you preserve your food. Pupils state why food should be preserved. Pictures, Chart,
Reasons of food preservation Teacher state and explains reasons for food Posters, Flash Card.
Lessons for healthy food preservation e.g. to avoid wastage, for future use etc.
handing Teacher explains reasons for healthy food handling
8 Care of food Teacher explains the meaning of leftover food to the Pupils explain leftover food. Pictures, Chart,
(i) Methods of handling pupils and methods of handling them e.g. List methods of preserving them Posters, Flash Card.
leftover food By drying - By freezing - By smoking - By boiling etc.
Teacher shows the pupils smoke fish.
9 Care of food Teacher asks pupils to list importance of food stuff in List and explain importance of food stuff in Pictures, Chart,
List importance of food stuff the locality. their locality. Posters, Flash Card.
in the locality. Teacher shows the pupils a chart of a boy eating food. List types of food stuff.
10 Practical Teacher guide the pupils on methods of preserving Pupils participate in practicalizing food Cooking materials,
Practical on sunning and food smoking and boiling. preservation and mention two method of Food stuff, Pictures,
freezing method of Teacher guides pupils on methods of preserving food food preservation smoking and boiling. Chart,
preservation through sunning, drying and freezing. Posters, Flash Card.
11 REVISION REVISION REVISION -
12 EXAMINATION EXAMINATION EXAMINATION -
Page | 172


RESOURCES
BASIC FARM TOOLS Explains farm tools. Observe and identify farm tools Farm Tools, Chart,
1 Meaning of farm tools. Shows pupils some simple farm tools. Pictures and Posters.
2 SIMPLE FARM TOOLS: Shows pupils samples of tools and state observe displayed simple farm tools. Farm Tools, Chart,
Cutting tools e.g. Cutlass, their uses and methods of usage. Pictures and Posters.
Knives etc.
3 DIGGING TOOLS e.g. Hoe, Shows pupils samples of digging tools and Observe displayed digging tools Digging Tools, Chart,
pickaxe etc. state their uses and methods of usage. Pictures and Posters.
4 MAINTENANCE OF FARM Teacher guides pupils on how to handle and Observes the different ways of handling and Chart of different
TOOLS: maintain farm tools before and after use. maintaining farm tools. ways of maintaining
Sharpening, washing, drying, farm tools.
greasing, oiling, dry or cool
place.
5 VEGETABLE CROPS Shows samples of vegetable crops, define Observes samples of vegetable crops and identify Chart of vegetable
Meaning of vegetable crops: vegetable crops and guides pupils to identify different vegetable crops crops, Samples of
different vegetable crop vegetable crops
6 EXAMPLES OF SOME LOCAL Shows pupils some local vegetable crops Observe some local vegetable crops shown to them Chart of vegetable
VEGETABLE CROPS: and guides them to give examples of by the teacher and identify examples of vegetable crops, samples of
Tomatoes, Okra, Pepper, vegetable crops. crops. local vegetable crops
Lettuce, Cabbage, Water leaf,
Pumpkin leaves
7 PRACTICAL Guides pupils to identify a vegetable crop Pupils identify a vegetable crop seed and cultivate Soil, seed, water,
Plant any vegetable crop. seed and cultivate the seed to full maturity. the seed to full maturity. Chart, Poster etc.
8 USES OF VEGETABLE CROPS Explains the uses of vegetable crops. Identify vegetable crops and their uses. Chart of vegetable
Uses of vegetables: crops.
For salad, vegetable soup, as
spices e.g. pepper, onion,
garlic etc.
9 GRAIN CROPS Shows pupils examples of some local grain Give examples of local grain crops and identify Chart of some local
Examples of local grain crops: crops and differentiate between a grain crop them on the chart, differentiating grain crops from grain crops
and a vegetable crop. Vegetable crop
Page | 173

Rice, Millet, Maize, Guinea .

corn, etc.
10 USES OF GRAIN CROPS: Explains the uses of grains crops to pupils Identify grain crops and their uses Chart of grain crops
They are used as food and their uses.
For animal feeds
Sources of income

TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
WEEK
RESOURCES
TENDER CROPS Teacher defines tuber crops and guides the Pupils identify tuber crops and differentiate Chart, Posters,
Meaning of Tuber Crops pupils to identify tuber crops. tuber crops from vegetable crops and grain Pictures and
1
crops. videos.
EXAMPLES OF LOCAL TUBER TEACHER Pupils mentions various examples of local tuber Chart, Posters,
CROPS Shows pupils examples of local tuber crops crops and other non-local tuber crops. Pictures and
2
Yam, cocoa yam, etc. and state the major locations of the local tuber videos.
crops.
USES OF TUBER CROPS: Explain the uses of tuber crops to the pupils. Identify processed food from tuber crop and Chart, Posters,
Show charts of processed food e.g. Poundo some processes involved. Pictures and
3
yam, Garri, Akpu. And explained some of the State their uses. videos.
processes involve.
ORNAMENTAL CROPS Explain the meaning of ornamental crops. State the meaning of ornamental crops. Chart, Posters,
Meaning of Ornamental Crops Shows samples of ornamental crops e.g. Identify ornamental crops. Pictures and
4
flowers, branches of tree or shrubs, to the videos.
pupils.
EXAMPLES OF ORNAMENTAL Shows picture of rose flower and hibiscus Observes pictures of rose flower and hibiscus Picture and chart of
CROPS: flower. flower. rose flower,
5
Rose flower, Hibiscus flower Helps pupils identify the differences. Identify the difference between the flowers. hibiscus flower.
etc.
Page | 174

USES OF ORNAMENTAL Explains the uses of ornamental crops. Observes and ask questions. Charts and
6
CROPS: pictures.
FRUIT CROPS Explains meaning of fruit crops and guides Identify fruit crops and Observes and ask Pictures and charts
7 Meaning of Fruits Crops pupils to identify fruit plants, showing samples questions of fruit crops.
of fruits crops to pupils.
USES OF FRUIT CROPS Explains to pupils the uses of fruit crops Observe and ask questions Chart and pictures
For food showing uses of
8
For juice production fruit crop
For medical purposes
PRACTICAL Teacher guides pupils to carry out any Pupils participate in the practical, observing and Practical materials
9 practical related to topics taught in first term asking questions.
and/or second term.
PRACTICAL Teacher guides pupils to present the practical Pupils present practicals to parent and teachers Practical and
10 carried out the previous week. presenting
materials

RESOURCES
USEFUL FARM INSECTS Explains and identify useful farm insects. Observes and ask questions Chart, Posters,
1 Examples of Useful Farm Insect Provides a sample of farm insects to pupils and Mention some useful farm insects. Pictures and
Butterfly, bees, termites, guides pupils to identify useful farm insects. videos.
praying mantis etc.
2 USEFULNESS OF INSECTS Explains the usefulness of farm insects. Observes and ask questions Chart, Posters,
They help in pollination of Mention farm insects and their usefulness Pictures and
flowers videos.
Production of honey.
Page | 175

3 USEFUL BUT HARMFUL Shows some useful but harmful insect. Observes and ask questions Chart, Posters,
INSECTS. Helps pupils distinguish their usefulness and Mention farm insects and their usefulness Pictures and
E.g. bees, termites, ants etc. harmfulness and harmfulness videos.
4 EXAMPLES OF HARMFUL Shows pupils examples of harmful insects. Observes and ask questions Chart, Posters,
INSECTS Explains how they harm humans/animals/plants. Mention harmful insects and their Pictures and
Tsetse fly, grain, weevil, beetle, harmfulness videos.
Locust, ticks, poultry lice etc.
5 DAMAGES CAUSED BY Explains the damages caused by harmful insects. Observes the teacher and ask questions. Chart, Posters,
HARMFUL INSECTS. Pictures and
Bites and transmission of videos.
diseases to humans and
animals.
Destruction of plant leaves.
6 FARMERS’ FRIENDS Explains the term ‘Farmers’ Friends’. Observes the teacher and ask questions. Chart, Posters,
Usefulness of earthworm Shows pictures of earthworm, rodents and birds Explain why these animals are farmers’ Pictures and
Aerate soil by burrowing and explain how and why they are referred to as friends videos.
Enrich soil by dragging down farmer’s friends.
dead leaves with the soil.
7-8 DESCRIPTION OF RODENTS, TEACHER guides pupils to describe rodents, birds Pupils identify rodents, birds and crab. Chart, Posters,
BIRDS AND CRABS. and crabs, giving examples of rodents, birds and Pictures and
i) Eat crops in the field and in crabs. videos.
storage
ii) Cut roots of plants
iii) Crab destroy shrimps and
fishes
9 - 10 METHODS OF CONTROL Explains controlling methods to pupils, guiding Chart, Posters,
Shooting Trapping them to identify and mention different ways of Pictures and
Poisoning Scare-crow controlling insects, rodents, birds and crabs. videos.
Proper storage
Page | 176

NIGERIAN LANGUAGE (NL)

ZANGO NA DAYA– FIRST TERM
1 HARSHE : Jagoranci
Sunayen abubuwa na zahiri da na baɗini. Misali Bayani
a. Zahiri – kujera, kwarya, tukunya dasauransu Kawo Sunaye Zahiri Da Na Baɗini
b. Baɗini – iska, ilimi, haske da sauransu Tambayoyi
2 ADABI: Saukaicen Ƙarin Magana da maganyanun azanci. Jagoranci
a. Ma’anar Ƙarin Magana Maganganun a zanci
b. Ma’anar maganganun azancin Magana. Bayyana
Tambayoyi
3 ADABI: Jagoranci
Ƙarin Magana Kawo Misalan Ƙarin Magana
Misalan Ƙarin Magana: Tambayoyi
- cin danko har da su kaza
- azancin Magana dasauransu
Ƙarin gaisuwa da rabe raben su Bayyani
Tambayoyi
5 HARSHE: Jagoranci
Ƙalmonin aiki: yaro ya tafi makaranta. Fadar Ƙalmonin Aiki
Hauwa tana wanki. Rubuta Ƙalmonin Aiki
Tamakawa Dalibai Tantance Ƙalmomin Aiki
Tambayoyi
6 ADABI:
Wasan ƘwaiƘwayo
a. Ma’anar was an ƘwaiƘwayo da misalan su.
7 ADABI: Jagoranci
a. Wasan ƘwaiƘwayo Bayanin Wasan ƘwaiƘwayo
b. Ire-iren wasan ƘwaiƘwayo Ƙwatanta wasa ƘwaiƘwayo
c. Misalan wasan ƘwaiƘwayo Sa dalibai kwantaa wasan ƘwaiƘwayo
Page | 177

Tambayoyi
8 AL’ADU: Yin jagoranci da bayyani yadda ake tsabtar muhalli
Tsabtar muhalli : Ma’anar tsabta da ire-iren su. Misali Sa dalibe su Ƙwatanta tsaftace tambayoyi
tsabtar jiki, tsabtar tufafi da sauransu. Tsabtar muhalli da
kuma tsabtar abinci.
9 ADABI: Jagoranci
Bayannin yadda ake tsabtar muhalli Bayyani yadda ake tsaftace muhalli
Muhimmancin tsabtar Sa dalibai Ƙwantanta tsaftace muhalli
Tambayoyi
10 HARSHE : Jagoranci
Ci gaba da tadi : misalign yin Magana cikin dogayen jimla Bayyani
Tambayoyi
Tausayi: koyar: koyar da hanyoyin tausayi wa gajiyayyu Kawo misalign labarai masu ban tausayi
Koyar da hanyoyin tausayi wa dabbobi da tsuntsaye Tambayoyi
Wasannin gargajiya: Kawo misalign wasannin gargajiya
a. Koyar da wasan gargajiya Tambayoyi
b. Bayanin akan wasan gargajiya na mata da na maza
13 Bitar aikin da ta gabata
14 Jarabawa
HAUSA LANGUAGE
ZANGO NA BIU – SECOND TERM
MAKO JIGO /MAKASUDI AYYUKA
1 Maimaita ayyukan baya ci gaba.
2 HARSHE: Jagoranci
Bayyani
Page | 178

Cigaba da karatun harufa: haɗa Ƙalmomi su tashi Kawo kalmimi harufa

daidai da saukaken jimla Tambayoyi
3 ADABI: Jagoranci
a. Bayanin Ƙarin Magana Jera Karin Magana da maganganu azanci
b. Jera Ƙarin Magana da maganganu azana Tambayoyi
Ƙarin gaisuwa: kawo yadda ake gaishe da na gaba. Kawo yanda ake gaisuwa
Missal iyayi, yaya da sauransu Tambayoyi
5 HARSHE: Jagoranci
Karatun gaɓoɓɓin kalma Bada misalign jimloli ga jeru
a. Ma’anar gaba Karanta sauke jimloli
b. Karanta bakakke tare da wasulla Tambayoyi
c. Misalign gaɓa misali ra, to, ke, su, shi, ba,
da sauransu
6 HARSHE: Jagoranci
Karantun gaɓoɓɓin kalma: tantance gabbobin Bada misalan jimloli gajeru
Ƙalma Bada aikin da yara suka yi
a. Kacici-kacici – ma’anar tatsuniya kacici- Tambayoyi
kacici
b. Fito da tambayoyi da amsoshin kacici-
kacici. Misali: kulin-kuli fita
7 ADABI: Jagoranci
Kacic-kacici: ma’anar tatsuniya kacici-kacici Bada misalan kacici-kacici
Fito da tambayoyi da amsochin kacici-kacici. misal: Takanda ba kasha bad a sauran ire-irensu
Ƙulin-Ƙuli fita…… Tambayoyi
shirin baci ba ….
takanda ba kashi ba…….
Ƙarin kulawa da iyali: Bayyani
a. Fidda ayyuka yara a gida Tambayoyi
b. Yin bayanin ayyukan yara a gida
Ƙarin kulawa da iyali Bayyani da misalign
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a. Hakin uba akan iyali Sa dalibai su kawo misalai

b. Hakin uwa akan iyali Tambayoyi
Ƙarin kulawa da iyali Bayyani da misalai
a. Hakin miji akan matarsa Tambayoyi
b. Hakin miji akan yayansa
11 Bitar aikin da aka koyar abaya
12 Jarabawa
HAUSA LANGUAGE
ZANGO NA UKU – THIRD TERM
1 Maimaita aikin baya
2 HARSHE: Jagoranci
Ci gaba da rubutun hurufa: haɗa Ƙalmomi su Bayyana aikin rubutu harufa da misalai
tare da saukakken jimla Tambayoyi
3 HARSHE: Jagoranci
Karanta saukakken jimla gajeru Kawo bayyani aikin jimla da misalai
Tambayoyi
4 ADABI: Yin muhawa tsakanin yara
Almara: Ma’anar almara da misalam almara
5 ADABI: Jagoranci
Ire-iren almara: Bayyani da misalin ire-iren almara
a. Almarar wasa kwakwalwa Tambayoyi
b. Almarar raha
6 AL’ADU: Maimaita sunayen karikitan cikin daki
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Tarkace/karikacan cikin gida. Misali randa,

gado, bargo dasauransu
7 AL’ADU : Kawo sunayen karikitan cikin gida
Tantance tarkacen cikin gida :
a. Na tsakar gida
b. Na daki
8 HARSHE: Jagoranci
Rubuta gaɓoɓɓin kalma: Bayyani akan rubutun baƘaƘƘe. Misalan su da wasula
a. Bakakke: s, š, ś, t, h Tambayoyi
b. Wasulka: I, e, a, o, u
9 HARSHE: Jagoranci
Rubuta gaɓoɓɓin kalma misali: S = Sha, S = Bayyani
Tsaniya, T = Tafi, dasauransu Tambayoyi
Tatsuniya: Bayana tatsuniya Bayyani tatsuniya da misalan su
Tambayoyi
11 Fito da sako da darasin da ke cikin tatsuniya Jagoranci
Bayyani akan sako da darusa da ke cikin tatsuniya
Tambayoyi
12 Bitar aikin da aka koyar a baya
13 Jarabawa
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ASỤSỤ IGBO
1. URI EJIJE IHE ỤMỤAKWỤKWỌ GA-EME:

1. Nhọpụta ndị ga-agba uri na ejije 1. Ige ntị,
2. Ngwa na ejije ndị e ji eme uri 2. Ịjụ ajụju
ejije. 3. Ịhazi ngwa ejije
4. Ịmụ uri ejije
NGWA NKỤZỊ
Nkwago obom, ụmụaka n’onwe ha, ngwa ejije.
URI EJIJE
2. 1. Ịgba uri ejije IHE ỤMỤAKWỤKWỌ GA-EME:
2. Nhazi ihe ndị a niile ka ha 1. Ige ntị,
nọrọ n’ụdị kwesiri ekwesi 2. Ịjụ ajụju
3. Ịhazi ngwa ejije
5. ịgba uri ejije
NGWA NKỤZI
1. Nkwago obom maọbụ ọgbọ
2. Ụmụaka n’onwe ha
3. Ngwa ejije
IME IHE E KWURU

3. Okwu ndị na-egosi ihe a ga-eme dịka: IHE ỤMỤAKWỤKWỌ GA-EME
nọdụ, gbaa, pụọ, kpudo isi, kụọ aka, 1. Ige ntị
dgz 2. Ime ihe e kwuru
3. Ịsịrịta onwe ha mee ihe e kwuru
4. Ịgụ uri dịka meenụ ihe m mere,
anyị ga-eme ihe I mere ugbu a.
NGWA NKỤZI:
Eserese, kaadị mgbubam,
ụmụaka n’onwe ha.
IDEPỤTA MKPURỤ- EDEMEDE
4. (Abịdịị) IHE ỤMỤAKWỤKWỌ GA-EME
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1. Mkpụrụedemede 1. Ide abịdịị

2. Mkpụrụedemede ndị gbara 2. Imebe mkpụrụokwu
mkpị 3. Ịhọpụta mkpụrụedemede ndị
3. Mmebe okwu gbaramkpị
NGWA NKỤZỊ:
Akpụrụ akpụ, ụrọ, ụgbọ ojii, kaadị mgbubam, akwụkwọ
ISIOKWU/NDỊNISIOKWU
IZUỤKA IHE OMUME NA NGWA NKỤZI

IDEPỤTA MKPỤRỤ- EDEMEDE
(Abịdịị)
5. 1. Mmebe okwu IHE ỤMỤAKWỤKWỌ GA-EME
2. Nkọpị abịdịị na mkpụrụokwu 1. Imebe mkpụrụokwu
2. Ịhọpụta mkpụrụedemede ndị
gbara mkpị
3. Iji mkpụrụ edemede mejupụta
mkpurụokwu dịka: a-a (aka), e-o
(ego)
NGWA NKỤZI
AHỤIKE ONWE Ugbọ ojii, kaadị mgbubam,
Akụkụ ahụ mmadụ: ịmaatụ aka,
6. anya, isi dgz. IHE ỤMỤAKWỤKWỌ GA-EME
1. Ikwugharị aha akụkụ ahụ ha
2. Ịrugosị aha akụkụ ahụ ha.
NGWA NKỤZI
AHỤIKE ONWE Eserese, kaadị mgubam, ngwa mmetụaka, akwụkwọ ọgụgụ, dgz.
- Idebe akụku ahụ ọcha
7. - Uru na ọghọm edeboghị IHE ỤMỤAKWỤKWỌ GA-EME
ahụ anyị ọcha Ikwu ka ha si edebe akụku ahụ ha ọcha.
NGWA NKỤZI
ụgbọ odee, ngwa mmetụaka, ụmụaka n’onwe ha
ỌNỤỌGỤGỤ (80-100)
1. Mkpọpụta ọnụọgụgụ
8. (80-90) IHE ỤMỤAKWỤKWỌ GA-EME
2. Igosipụta nke bụ nke 1. Ịkpọpụta ọnụọgụgụ
3. Nhazi ọnụọgụgụ n’usoro 2. Igosipụta nke bụ nke
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n’usoro. 3. Ịhazi ọnụ ọgụgụ n’usoro
NGWA NKỤZI
Mkpụrụokwe, ụgbọokwe, mkpịsị osisi, eserese, kaadị mbubam, nọmba kaadị.
ỌNỤỌGỤGỤ (90-100)
1. Idepụta ọnụọgụgụ
9. 2. Igwu egwuregwu ọnụ- IHE ỤMỤAKWỤKWỌ GA-EME
ọgụgụ 1. Ịdetu ọnụọgụgụ
2. Igwu egwuregwu ọnụọgụgụ
NGWA NKỤZI
kaadị mgbubam, mkpụrụokwe,
EGWUREGWU: okwuchi karama, akwụkwọ ọgụgụ, abakuusu, dgz.
1. Egwuregwu na-amasị ha
10. 2. Igwu egwuregwu ndị na-amasị ha IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkwu egwuregwu na-amasị ha
MMỤGHARỊ IHE A KỤZIRI NA TAM 2. Igwu egwuregwu ndị ahụ
NGWA NKỤZĨ:
ULE NA MMECHI Radịọ, tepụ rekọda, ụmụaka n’onwe ha, dgz.
11.
12.
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ASỤSỤ IGBO
1. ỊKPỌGASỊ IHE AHA IHE ỤMỤAKWỤKWỌ GA-EME:

Ihe ndị a na-ahụ n’ụlọakwụkwọ dịka, 1. Ịkpọpụta aha ihe ha na-ahụ n’ụlọ-
tebulu, oche, nzu ode ụgbọ ojii, akwụkwọ
ụmụakwụkwọ, ndị nkụzi dgz. 2. Ịkparịta ụka gbasara ihe e ji ha eme
3. Ịju na ịza ajụjụ
4. Ise eserese
NGWA NKỤZỊ
Eserese, ngwa mmetụaka, ụgbọ ode, gburugburu ụlọakwụkwọ
2. ABỤ ỤMỤKA: EGWU/URI IHE ỤMỤAKWỤKWỌ GA-EME :

Abụ ụmụaka dị iche dịka: abụ 1. Ịgụ abụ
egwuregwu ịmaatụ: Ọkụ na-agba n’ugwu 2. Igosipụta mmasị na obiutọ ha nwere
site n’isonye mgbe a na-agụ abụ.
5. Ịgba uri ejije
NGWA NKỤZI
Eserese, tepụrekọda, televishọnụ
EGWUREGWU DI ICHE DỊKA :
3. i) Ịgba ọsọ, ịgba egwu, ịkpọ ọga, IHE ỤMỤAKWỤKWỌ GA-EME
dgz 1. Ịgụ abụ
ii) Ụzọ e si egwu ha 2. Ikwe abụ n’isi
ii) Egwuregwu ndi na-amasị ha 3. Ịjụ na ịza ajụjụ
iv) Uru na ọghọm dị n’igwu 4. Ije ejije.
Egwuregwu ụfọdụ NGWA NKỤZI:
Eserese, tepụrekọda, televishọnụ
MKPARỊTAỤKA : Ihe ndị ha hụrụ na ihe
ndị ha nụrụ na redịọ nakwa na
televishọnụ
Page | 185

4. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ikwupụta ihe ndị ha nụru/hụrụ na redịọ
ISIOKWU/NDỊNISIOKWU na tiivi
2. Ịkọwa ọdịdị ihe ndị a
3. ỊItụlerikọta ha.
4. Ige redịọ na nhụta televishọnụ
ỌNỤỌGỤGỤ (100-150) NGWA NKỤZỊ:
1. Mkpọpụta ọnụọgụgụ malite Redịọ, tiivi, eserese dgz.
(100-120)
IZUỤKA 2.Igosipụta nke bụ nke
5. IHE OMUME NA NGWA NKỤZI

2. Igosipụta nke bụ nke
ỌNỤỌGỤGỤ 3. Idetu ọnụọgụgụ
1. Idetu ọnụọgụgụ (120-150) NGWA NKỤZI
2. Igwu egwuregwu ọnuọgụgụ Akwukwọ ọgụgụ, ụgbọ okwe, mkpụrụokwe, kaadị mgbubam, mkpụrụ osisi, mkpisị ọkụ, dgz.

2. Igosipụta nke bụ nke
AHỊRỊMFE : 3. Idetu ọnụọgụgụ
i) Imebe ahịrịmfe NGWA NKỤZI
ii) Ịgụ ahịrịmfe Ụgbọ okwe, akwụkwọ ọgụgụ, mkpụrụokwe, kaadị mgbubam, osisi, mkpisị ọkụ, dgz.
iii) Ide ahịrịmfe
7. iv) Iji ahịrịmfe kọwaa eserese IHE ỤMỤAKWỤKWỌ GA-EME
1. Ime ahịrịokwu
2. Ịgụpụta ahirịmfe
3. Iji ahịrịmfe kọwapụta eserese
AKỤKỌ IFO NGWA NKỤZI
1. Akụkọ ifo na-akuzi ezi omume Eserese, kaadị mgbubam, ngwa mmetụaka, ụmụaka n’onwe ha.
2. Ihe mmụta si n’akụkọ ifo.
Ịmaatũ ị sọpụrụ nne na nna,
8. Imejọ mmadụ ibe gị adịghị IHE ỤMỤAKWỤKWỌ GA-EME
Mma, ịhụnanaya. 1. Ige ntị nụrụ akụkọ
2. Ịkọ akụkọ
Page | 186

3. Izipụta nghọta, mmasị na obiụtọ ha n’akụkọ ifo

4. Ikwu ihe mmụta sitere n’akụkọ ifo
AHỤIKE : IDEBE GBURUGBURU 5. Ịjụ na ịza ajụjụ
ỌCHA NGWA NKỤZI
1. Nkọwa ebe bụ gburugburu anyị Eserese, ụmụaka na onye nkụzi n’onwe ya.
2. Ihe ndị na-ebute unyi
9. 3. Ụzọ e si edebe gburugburu ọcha IHE ỤMỤAKWỤKWỌ GA-EME
1. Ikwu ihe ndị na-ebute unyi na gburugburu ha
4. Ngwa ndị eji edebe gburugburu 2. Ikwu ụzọ ha sị edebe gburugburu haọcha
Ọcha
5. Uru dị n’idebe gburugburu anyị 3. Ịkpọsịta ngwa ndị e ji ede gburugburu ọcha
Ọcha 4. Ikwu uru na ọghọm na-adị n’edebeghị ebe ha ọcha
6. Oghọm na-adị n’edebeghi NGWA NKỤZI
gburugburu ọcha Ngwa mmetụaka ndị e ji edebe gburugburu ọcha dk: mma, ọgụ, nkọcha, azịza,
reeki, dgz.
10. EGWUREGWU
Uru na oghọm dị n’egwuregwu
Ọmụmaatụ uru : obiụtọ, ahụike,dgz. IHE ỤMỤAKWỤKWỌ GA-EME
Ọghọm: mmeruahụ, ọnwe ike, dgz. 1. Ịkwu egwuregwu na-amasị ha
11. 2. Igwu eguregwu
EJIJI NDỊ IGBO 3. Ịjụ na ịza ajụjụ
12. Ejiji ndị nwoke, ndị ntorọbịa, ndị eze na NGWA NKỤZĨ:
ndị chiri echichi Radịọ, tepụ rekọda, ụmụaka n’onwe ha, dgz.
MMỤGHARỊ IHE A KỤZIRI NATAM
ULE NA MMECHI 1. Ige ntị. 2. Iza ajụjụ 3. Ịkparịta ụka gbasaa ejiji ndị Igbo
NGWA NKỤZĨ :
Foto /Eserese ndị jiri ejiji ndị Igbo
Ngwa ejiji ndị Igbo, eserese
Page | 187

YORUBA LANGUAGE
YORÙBÁ PAAMARI 2 TÁÀMÙ KÌN-ÍN-NÍ
ÕS Ê ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË (OLÙKÖ) ÀMÚŚE IŚË (AKËKÕÖ) OHUN-ÈLÒ ÌKÖNI
1. ÌTÊSÍWÁJÚ NÍNÚ KÍKA ÁLÍFÁBËÊTÌ Kô álífábëêtì Yorùbá sí ara pátákó . Fi etí sílê bí olùkö śe ń ka fáwëlì àti köńsónáýtì PátákóÌkõwé, káàdì
YORÙBÁ ìkõwé 2. Pè é têlé olùkö bí ó śe ń kà á aláfihàn, pátákó
Ka fáwëlì álífábëêtì àránmúpè àti 3. Śe ìdámõ àránmúpè àti àìránmúpè ní ara pátákó çlëmõö
ÀKÓÓNÚ IŚË àìránmúpè fún akëkõö ìkõwé
1. Kíkô álífábëêtì Yorùbá sí ara pátákó Ka köńsónáýtì fún akëkõö
ìkõwé Pe akëkõö bíi méjì láti kà á.
2. Śíśe àfihàn álífábëêtì tí ó jë fáwëlì
3. Kíkô köńsónántì sí ojú pátákó
2. ÌTÊSÍWÁJÚ LÓRÍ KÍKA ÁLÍFÁBËÊTÌ Kô álífábëêtì sí ojú pátákó ìkõwé Ka álífábëêtì ara pátákó Kádíböõdù tí a kô
YORÙBÁ Kô ìyàtõ tí ó wà nínú álífábëêtì èdè Fa ìyàtõ tí ó wà nínú álífábëêtì èdè Òyìnbó àti èdè álífábëêtì sí.
Òyìnbó àti èdè Yorùbá síta. Yorùbá síta Káàdì pélébé pélébé tí
ÀKÓÓNÚ IŚË Dá àwôn lëtà náà mõ löõkõkan. ó śe ìdámõ álífábëêtì
1. Ìyàtõ álífábëêtì èdè Òyìnbó àti èdè náà
Yorùbá: ABC ní à pè ní álífábëêtì èdè
Òyìnbó nígbà tí ABD jë álífábëêtì èdè
Yorùbá abbl.
3. ÒÝKÀ YORÙBÁ: Oókanlélógún dé Tö akëkõö sönà láti ka ònkà Ka ònkà láti oókanlélógún títí dé ôgbõn Kádíböõdù tí a kô
ôgbõn (21 – 30) oókanlélógún dé ôgbõn Dá ònkà ti ojú pátákó mõ ní õkõõkan òýkà oókanlélógún dé
Śe àlàyé ìgbésê òýkà ní kíkún bí ôgbõn sí.
ÀKÓÓNÚ IŚË àpççrç: Káàdì pélébé pélébé tí
1. Kíka òýkà láti oókanlélógún dé 21 + 24 àròpõ 25 – 29 a kô ònkà kõõkan sí.
ôgbõn àyôkúrò
30 - ìsôdipúpo
4. ÌMÖTÓTÓ ÀYÍKÁ Śe àlàyé ní êkúnrërë nípa ìmötótó ní Sô bí a śe lè śe ìmötótó àyíká wa. Ìgbálê gígùn, Ôkö,
àyíká ilé àti ilé-êkö Sô àwôn ewu àìtöjú ilé àti àyíká lè fa. Àdá, Réèkì, Apêrê
ÀKÓÓNÚ IŚË Fi àwôn ohun èlò fún ìmötótó ilé àti Kô orin àti ewì ìmötótó. ìdalênu 6. ìkólê
1. Ìtöjú ilé àti àyíká: ríro oko êgbë ilé àti àyíká hàn. Kópa nínú títún àyíká śe.
àyíká ilé. Sô ewu tí àìtöjú àyíká ilé lè fà
2. Ewu tó wà nínú àìtöjú àyíká wa Kô orin àti ewì tí ó jçmö ìmötótó
Page | 188

3. Orin àti ewì tó jçmö ìmötótó b.a. Tö akëkõö sönà láti sô àkíyèsí àyíká, kí
ìmötótó ló lè śëgun àrùn gbogbo abbl. wôn sì śe àtúnśe.
5. ÌTÊSÍWÁJÚ LÓRÍ DÍDÁRÚKÔ NÝKAN Pe akëkõö láti dárúkô àwôn ohun tí ó Dárúkô àwôn ohun tí ó wà ní àyíká rçSô ìwúlò wôn Àwòrán àwôn ohun tó
wà ní àyíká rê Fi àwôn ohun tó wà ní àyíká wôn kôrin wà ní àyíká tàbí nýkan
ÀKÓÓNÚ IŚË Sô ìwúlò wôn náà gan-an
1. Ilé – tçlifísàn, rédíò abbl Pe akëkõö láti fi àwôn ohun tí ó wà ní
2. Ilé-êkö, - çfun, àga abbl àyíká wôn kôrin
3. Òpópónà ôjà – mötò, ènìyàn abbl
4. ôjà – iśu, ata abbl
6. ÌRÓ ÈDÈ (ÀMÌ OHÙN) Śàlàyé ohun tí à ń pè ní ìró ohùn Tëtí sí àlàyé olùkö lórí àwôn àmì ohùn mëtêêta Kádíböõdù tí ó ń śe
Kô àwôn àpççrç ìró ohùn sójú Pe àwôn ohùn náà têlé olùkö, àfihàn àwôn àmì
ÀKÓÓNÚ IŚË pátákó ohùn.
1. Kín ni àmì ohùn? Pè wön fún àwôn akëkõö
2. Oríśi àmì ohùn:
Ohùn àárin (a kì í fihàn)
Ohùn òkè
Ohùn ìsàlê
7. ÌTÊSÍWÁJÚ LÓRÍ ÌRÓ ÈDÈ (ÀMÌ Kô àwôn fáwëlì pêlú àmì ohùn orí Tëtí sí àlàyé olùkö lórí àwôn àmì ohùn Kádíböõdù tí ó ń sse
OHÙN) wôn àti àwôn õrõ onísílébù kan àti onísílébù kan àti onísílébù méjì. àfihàn àwôn àmì
ÀKÓÓNÚ IŚË onísílébù méjì. Pe àwôn fáwëlì àti õrõ náà bí olùkö śe pè wön. ohùn lórí fáwëlì
1. Fáwëlì àti oríśiríśi àmì ohùn onísílébù kan àti
kõõkan lórí fáwëlì. B.a. à, a, á, e,è, é, onísílébù méjì.
ç, ê, ë abbl.
2. Àmì ohùn lórí õrõ onísílébù kan,
b.a. bá, bà, ba abbl
3. Àmì ohùn lórí õrõ onísílébù méjì,
b.a. ôkö, ôkô, õkõ abbl
8. KÍKA SÍLÉBÙ Śe àlàyé sílébù Tëtí sí olùkö Káàdì pélébé pélébé
ÀKÓÓNÚ IŚË Kô àwôn õrõ sí ara pátákó kí o sì Pe àwôn õrõ náà têlé olùkö tí a kô àwôn õrõ tí a
1. Àlàyé ohun tí sílébù jë (Ègé õrõ) pín wôn sí ègé õrõ. Kópa nínú kíkô sílébù sí ara pátákó ìkõwé pín sí ègé sí.
2. Gígé àwôn õrõ onísílébù b.a Bàbá
– ba/ba, Bàtà – bà/tà abbl
Page | 189

9. ERÉ ÒŚÙPÁ Kô àwôn orin náà. Kí akëkõö kô èyí tí wôn mõ 2. Fetí sí téèpù tí a Àwòrán tí ó jç mö
ÀKÓÓNÚ IŚË Tç àwôn orin náà tí ó ti gbà sí inú ti gba irú orin bëê sílê. 3. Kô àpççrç orin tí wön orin náà, Téèpù, Ìlù
1. Ìtàn sísô bí àpççrç: bojúbojú abbl téèpù fun gbö.
2. Orin erémôdé Kô àpççrç àwôn orin náà.
3. Êkö tí a rí kö
Ní ìmõ kíkún nípa àyíká wôn
Mô orin kô, mô õrõ inú orin àti kíkà
wôn
10. ÌWÉ KÍKÀ: Kíka Ìwé Àśàyàn Śe àwárí àwôn àyôkà tí ó jçmö õrõ tó ń Tëtí sí àlàyé lórí àkàyé Àyôkà oríśiríśi tí ó
lô Ka àyôkà, sì dáhùn àwôn ìbéèrè lórí rê dálé ìśêlê àwùjô.
ÀKÓÓNÚ IŚË Jë kí akëkõö ka àyôkà, kí ó sì dáhùn
1. Àyôkà tí ìmõ rê kò ju ti ôjö-orí ìbéèrè
akëkõö lô
11. AÁYAN ÒGBUFÕ Śàlàyé títúmõ aáyan ògbufõ Tëtí sí àlàyé lórí aáyan ògbufõ Kádíböõdù pélébé
Kô àwôn õrõ sí ojú pátákó fún akëkõö 2. Ka àpççrç aáyan ògbufõ kí o sì pè é têlé olùkö pélébé tí a kô aáyan
ÀKÓÓNÚ IŚË Kô àpççrç õrõ aáyan ògbufõ kí akëkõö ògbufõ sí nínú.
1. Kín ni aáyan ògbufõ? sì kà wön
2. Títúmõ àwôn õrõ b.a Come –
wá, dog – ajá, food – oúnjç abbl
12. ÀTÚNYÊWÒ ÊKÖ ÀTÚNYÊWÒ ÊKÖ ÀTÚNYÊWÒ ÊKÖ
13. ÌDÁNWÒ ÌDÁNWÒ ÌDÁNWÒ
Page | 190

YORUBA LANGUAGE
YORÙBÁ PRIMARY 2 TÁÀMÙ KEJÌ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË ÀMÚŚE IŚË (AKËKÕÖ) OHUN-ÈLÒ ÌKÖNI
1. ÌTÊSÍWÁJÚ LÓRÍ ÌKÍNI Àlàyé ní êkúnrërë lórí pàtàkì ìkíni àti ìdáhùn Sô ohun tí wôn mõ nípa àśà ìkíni sáájú Àwòrán àwôn tí ó
Ikíni àti ìdáhùn fún onírúurú ìgbà tó wà nínú ìdánilëkõö ń kí ara wôn
ÀKÓÓNÚ IŚË ôdún, ìgbà òjò, ìgbà êêrùn àti ìgbà ôyë. Ç kú òjò Kópa nínú eré bí a śe ń kí ni.
1. Pàtàkì ìkíni ní ilê Yorùbá abbl
2. ìkíni ní onírúurú ìgbà àpççrç ìgbà
ôdún.
2. ÌTÊSÍWÁJÚ NÍNÚ KÍKÔ ÁLÍFÁBËÊTÌ Kô álífábëêtì Yorùbá sókè fún àwôn akëkõö. Śe àwòkô àtç álífábëêtì Yorùbá. Kádíböõdù ńlá tí a
ÈDÈ YORÙBÁ Kô àwôn lëtà tí ó dúró fún ìró õrõ köńsónáýtì, Śe àwòkô àwôn lëtà ìró köńsónáýtì, fáwëlì kô álífábëêtì
fáwëlì àránmúpè àti àìránmúpè lötõõtõ sójú àránmúpè àti àìránmúpè. Yorùbá sí.
ÀKÓÓNÚ IŚË pátákó. Pe àwôn fáwëlì àti köńsónáýtì náà bí olùkö śe pèKádíböõdù ńlá tí ó
1. Kíkô álífábëêtì èdè Yorùbá. Pè wön lökõõkan fún akëkõö köńsónáýtì wön. ń śe àfihàn àwôn
2. Dídá àwôn ìró álífábëêtì náà mõ. fáwëlì àti
Àpççrç ìró fáwëlì àti ìró köńsónáýtì köńsónáýtì
lötõõtõ. Káàdì
pélébé pélébé tí a
kô àwôn lëtà náà
sí.
3. ÌTÊSÍWÁJÚ LÓRÍ ÌRÓ ÈDÈ (ÀMÌ Śe àlàyé lórí oríśi ohùn mëtêêta Tëtí sí àlàyé olùkö lórí àwôn àmì ohùn mëtêêta Kádíböõdù tí ó ń
OHÙN) Kô àwôn fáwëlì pêlú ohùn orí wôn àti àwôn õrõ Śe àwòkô fáwëlì àti àwôn õrõ tí olùkö kô śe àfihàn àwôn
onísílébù méjì sára pátákó. Pe àwôn fáwëlì àti õrõ náà bí olùkö śe pè wön. àmì ohùn lórí
ÀKÓÓNÚ IŚË Pè wön fún àwôn akëkõö fáwëlì õrõ
1. Àmì ohùn lórí õrõ onísílébù kan. onísílébù kan àti
Àpççrç; ba, bá, wá abbl onísílébù méjì.
2. Àmì ohùn onísílébù méjì. Àpççrç;
adé – a/dé, bàbá – bà/bá abbl
4. KÍKÔ SÍLÉBÙ Śe àlàyé sílébù Tëtí sí olùkö. Káàdí pélébé
Kô àwôn õrõ sí ara pátákó, kí o sì pín wôn sí ègé Gbìyànjú láti kô sílébù sí ara pátákó. pélébé tí a kô
ÀKÓÓNÚ IŚË õrõ. àwôn õrõ tí a pín sí
1. Kín ni sílébù? Tö akëkõö sönà láti kô sílébù sí ara pátákó ìkõwé ègé sí.
2. Kíkô sílébù, çja, ewúrë, ìlú, agolo
Page | 191

5. ÒWE KÉÈKÈÈKÉ Śe àlàyé òwe. Tëtí sí àlàyé olùkö Téèpù tí a ti gba

Sô bí ômôdé śe ń pa òwe níwájú àgbà. Bí àpççrç, Pa àwôn òwe tí o mõ òwe sí inú rê. Ìwé
ÀKÓÓNÚ IŚË “tótó, ó śe bí òwe, êyin àgbà náà ni ç máa ń sô pé” śe àkôsílê àwôn òwe tí olùkö kô sí ojú pátákó tó dá lórí òwe
1. Kín ni òwe? Pe akëkõö láti pa àwôn òwe tí wôn ti gbö rí ìkõwé sínú ìwé wôn Yorùbá. Àwòrán
2. Pípa àwôn òwe kéèkèèké. Àpççrç. Kô àwôn òwe náà sí ara pátákó oríśiríśi nípa
Bámi na ômô mi kò dénú ôlömô, màlúù àwôn òwe tí a pa.
tí kò nírù Ôlörun ôba ló ń lé esinsin fún
un.
3. Bí ômôdé śe ń pa òwe níwájú àgbà
6. ERÉ ÔMÔDÉ Śe àlàyé eré ômôdé Tëtí sí àlàyé olùkö lórí eré ômôdé . Àwòrán àwôn
Sô oríśi õnà méjì tí eré ômôdé pín sí Sô oríśiríśi eré ômôdé mìíràn ômôdé tó ń śe
ÀKÓÓNÚ IŚË Śàlàyé lórí oríśiríśi eré ômôdé Kópa nínú eré śíśe náà oríśiríśi eré
1. Kín ni eré ômôdé? ômôdé.
2. oríśi õnà méjì tí eré ômôdé pín sí.
Àpççrç i. Àwôn tí ó jçmö pípagbo tàbí
tí tò lësççsç
ii. Àwôn tó jç mö àkösórí
7. ÌTÊSÍWÁJÚ LÓRÍ ERÉ ÔMÔDÉ Sô àýfààní àti àléébù síśeré ômôdé Tëtí sí àlàyé olùkö lórí àýfààní àti àléébù tó wà Àwòrán àwôn
Darí àwôn akëkõö ní ìsõrí láti śeré ômôdé nínú eré śíśe. ômô tó ń śe
ÀKÓÓNÚ IŚË Kó akëkõö lô sí ibi tí wön ti ń śeré kõõkan Kópa nínú síśe àwôn eré náà. oríśiríśi eré
1. Àýfààní eré ômôdé. Lô sí ibi tí wôn ti le fi ojú rí śíśe àwôn eré náà. ômôdé, Òkòtó
2. Oríśiríśi àpççrç eré ômôdé. Àpççrç;
Çkùn mëran, Çyç mëta tolongo wáyé,
bojúbojú, eni bí eni.
8. OÚNJÇ ILÊ YORÙBÁ: Oúnjç ôlöràá àti Śàlàyé lórí àwôn oúnjç ôlöràá Tëtí sí àlàyé olùkö lórí oúnjç ôlöràá Káàdì pélébé
oúnjç amáradán Kô àwôn oúnjç amáradán. Pe àwôn oúnjç amáradán náà têlé olùkö pélébé tí a kô
Sô àýfààní tí õkõõkan wôn ń fún ara Kópa nínú àýfààní tí àwôn oúnjç wõnyí ń śe fún àwôn oúnjç ôlöràá
ÀKÓÓNÚ IŚË ara. àti amáradán sí.
1. Oríśi oúnjç ôlöràá – Bötà, õrá çran,
epo pupa, òróró, abbl
2. Oríśi oúnjç amáradán – çyin, êwà,
çran, çja abbl
9. ÌTÊSÍWÁJÚ LÓRÍ OÚNJÇ ILÊ Sô àwôn oúnjç afáralókun fún akëkõö Tëtí sílê láti gbö ohun tí olùkö ń sô Kádíböõdù tí a kô
YORÙBÁ: Oúnjç Afáralókun Sô iśë tí wôn ń śe nínú ara Kô àkôsílê olùkö sínú ìwé rç. àwôn oúnjç
sêmíró sí.
ÀKÓÓNÚ IŚË
Page | 192

1. Oúnjç afáralókun bí àmàlà, êbà, iyán,

ìrçsì, búrëdì abbl
10. ÌTÊSÍWÁJÚ LÓRÍ OÚNJÇ ILÊ Kô àwôn oúnjç sêmíró sára pátákó. Fojú sí ohun tí olùkö ń kö. Kádíböõdù tí a kô
YORÙBÁ: Oúnjç Sêmíró Kà á fún akëkõö Farabalê láti kô oúnjç tìrç àwôn oúnjç
Darí akëkõö láti ka oúnjç náà Kô àkôsílê olùkö sínú ìwé sêmíró sí.
ÀKÓÓNÚ IŚË
1. Oúnjç bí i wàrà, õgêdê, èso lóríśiríśi
abbl
12. ÌDÁNWÒ
Page | 193

YORUBA LANGUAGE
YORÙBÁ PRIMARY 2 TÁÀMÙ KËTA
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË (OLÙKÖ) ÀMÚŚE IŚË (AKËKÕÖ) OHUN-ÈLÒ ÌKÖNI
1. OLÚ ÌLÚ ILÊ YORÙBÁ Kô àwôn Olú Ìlú ilê Yorùbá sára pátákó. Fôjú sí óhun ti olùkö ń sô. Kádíbödù tí a kô
Kàá fún akëkõö. Farabalê láti ko Olú ìlú tirê. àwôn olú ìlú ilê
ÀKÓÓNÚ IŚË Darí akëkõö láti kaa Olú Ìlú ilê Yorùbá. Kô àkôsílê olùkö sínú ìwé rç Yorùbá sí.
1. Àwôn Ìlú bí Ìfê, Öyö Ìbàdàn, Ìjêbú, Àbéòkúta,
Àkúrë Èkìtì Òsogbo àti bëê bëê lo.
2. ÌPOLÓWÓ ÔJÀ Śe àlàyé ìpolówó ôjà. Tétí sí àlàyé olùkö. Àwòrán ti o fi çni tí ó
Sô àýfààní ìpolówó ôjà. Sô àýfààní ti o wa láàrin ìpolówó ôjà. Kó ń polówó ôjà hàn
ÀKÓÓNÚ IŚË Darí akëkõö láti śe ìpolówó ôjà. pa nínú ìpolówó ôjà
1. Kínni ìpolówó ôjà.
2. Àýfààní tó wà nínú ìpolówó ôjà.
3. ÌTÊSÍWÁJÚ LÓRÍ ÌPOLÓWÓ ÔJÀ Śàlàyé bí a śe ń śe ìpolówó ôjà Fi etí sí àlàyé olùkö Ìwé ìròyìn tí ó śe
Sô bí a śe ń polówó ôjà ní ayé àtijö fún Sô oríśi õnà mìíràn tí à ń gbà polówó ôjà àfihàn ibi tí wôn ti
ÀKÓÓNÚ IŚË akëkõö láyé àtijö polówó ôjà
1. ìpolówó ôjà láyé àtijö àti òde òní. Àpççrç Sô bí a śe ń polówó ôjà ní ayé òde òní fún Sô ìrírí wôn nípa ôjà títà tàbí ìpolówó.
2. Ayé àtijö: ojúlé sí ojúlé, inú ôjà abbl àwôn akëkõö
3. Òde òní: rédíò, tçlifísàn àti ìwé ìròyìn
4. ÌTÊSÍWÁJÚ NÍNÚ ÌTÀKURÕSÔ OLÙKÖ Fún olùkö ní ìdáhùn tó bá ìbéèrè rê mu Śíśe àmúlò àwôn
1. Tö àwôn akëkõö sönà láti le dáhùn kí akëkõö béèrè ìbéèrè akëkõö láti béèrè
ÀKÓÓNÚ IŚË àwôn ìbéèrè náà bí ó ti tö àti bí ó ti yç ìbéèrè löwö ara
1. orúkô çni tí ó ń pàdé fún ìgbà àkökö, ìlú rê, 2. Jë kí àwôn akëkõö béèrè ìbéèrè. wôn.
ôjö orí rê, ilé-ìwé tí ó ń lô, irú oúnjç tó fëràn jù.
5. ERÉ-ONÍŚE ONÍJÓLÓRIN Darí àwôn akëkõö láti lo orin náà fún Kô orin têlé olùkö
ìśeré Tëtí sí àlàyé olùkö lórí oríśiríśi orin
ÀKÓÓNÚ IŚË Śàlàyé lórí oríśiríśi orin kópa nínú ìjíròrò pàtàkì orin kíkô
1. Orin kíkô Sô pàtàkì orin
2. Oríśiríśi orin. Àpççrç orin ìgbéyàwó, orin
arçmôlëkún, orin ìkömôjáde, orí ìwà rere àti
orin ìdárayá
3. Pàtàkì orin
Page | 194

6. ÌTÊSÍWÁJÚ LÓRÍ ERÉ ONÍŚE ONÍJÓLÓRIN Darí olùkö láti lo àwôn orin náà fún ìśeré. Kô orin têlé olùkö Aśô eré àti ohun èlò
Láti fi ôwö àti çsê śe àpèjúwe bí wön śe ń Kópa nínú ijó jíjó mìíràn tó bá ìśêlê
ÀKÓÓNÚ IŚË jó Fi êyà ara bí i ôwö, çsê, ojú śe àpèjúwe inú orin mu, Ìlù
1. ijó jíjó
2. ìfarasõrõ
3. ìjupájusê
7. ÀLÖ ONÍTÀN Fún akëkõö ní àpççrç ìtàn bëê. Sô ìtàn tìrç Ohun tí ìtàn dálé (bí
Śàlàyé àlö ìjàpá àti àlö olórin Fa êkö inú ìtàn rê yô. a bà lè rí i). Àwòrán
ÀKÓÓNÚ IŚË Sô êkö tí a rí kö. ohun tí ìtàn dálé.
1. Àlö onítàn – àlö ìjàpá àti ajá Téèpù
2. Àlö olórogún, àlö asõdí-abáj, àlö ìjàpá àti
ìgbín, àlö àkùkô àti kõlõkõlõ
8. ÌFARA-ÇNI-SÍPÒ ÔMÔLÀKEJÌ Śàlàyé ohun tí fífi ara çni sípò ômôlàkejì Tëtí sí olùkö Fíìmù tó ń śe àfihàn
túmõ sí. Sô nípa àýfààní àti ìwúlò fífi ara çni sípò àwôn tí ìyà ń jç tí
ÀKÓÓNÚ IŚË Sô pàtàkì àti àýfààní rê láwùjô b.a. fún ômôlàkejì wön nílò àánú.
1. Àśà ìwà ômôlúàbí, àpççrç kín ni àwôn ìwà ìgbésí ayé rere àti àlàáfíà. Kópa nínú ìjíròrò Àwòrán tó ń śe
ômôlúàbí – ìrànlöwö, ìbánikëdùn, ìfë, ìlawösí, Tö akëkõö sönà láti jíròrò lórí ìwà rere bí àfihàn àwôn tó nílò
ìfira çni jì, àánú abbl ìrànlöwö, ìfë abbl ìrànlöwö.
9. GBÓLÓHÙN KÉÈKÈÈKÉ Śe àlàyé ohun tí gbólóhùn túmõ sí Kô Fetí sí ohun tí olùkö ń sô Kádíböõdù tí a kô
gbólóhùn sí ara pátákó Fara balê ka gbólóhùn náà. àwôn gbólóhùn
ÀKÓÓNÚ IŚË Kà á fún akëkõö kéèkèèké sí.
1. Kín ni gbólóhùn? Darí akëkõö láti ka àwôn gbólóhùn náà
2. Kíkà àti kíkô gbólóhùn kéèkèèké
10. GBÓLÓHÙN ABÖDÉ Śàlàyé gbólóhùn abödé śe àkôsílê gbólóhùn abödé tí olùkö kô sójú Kádíböõdù tí a kô
Kô gbólóhùn abödé sí ara pátákó pátákó sínú ìwé rç. àwôn gbólóhùn
ÀKÓÓNÚ IŚË Kà á fún akëkõö kà á têlé olùkö bí ó śe ń kà á. abödé sí.
1. Kín ni gbólóhùn abödé? Darí àwôn akëkõö láti kà á.
2. Kíkà àti kíkô gbólóhùn abödé. Àpççrç: Mo fë
jçun, Mo fë lô ilé, Mo fë sùn abbl
11. ÀTÚNYÊWÒ ÊKÖ ÀTÚNYÊWÒ ÊKÖ ÀTÚNYÊWÒ ÊKÖ
12. ÌDÁNWÒ ÌDÁNWÒ ÌDÁNWÒ
Page | 195

‫)‪ARABIC LANGUAGE (AL‬‬
‫المنهج الدراسي للسنة الثانية اإلبتدائية‬

‫‪SCHEME OF WORK FOR PRIMARY TWO‬‬
‫‪FIRST TERM‬‬
‫ر‬
‫ى‬
‫إستخدام الضمائر المنفصلة للمخاطبة ف التحايا‪ ,‬كيف أنت؟ وكيف أنتما؟ وكيف أنتم؟ كيف‬ ‫التحايا‬ ‫األول‬
‫رى‬
‫أني‪.‬‬
‫أنابخت‬
‫ر‬
‫َ‬ ‫َ‬ ‫أنواع التعارف‪ :‬مااسمك؟ َ‬
‫مااسم أبيك؟ مااسم أمك؟ كيف أنت؟ ج‪-‬‬
‫ى‬
‫بوضع الشكل (الفتحة) مثل‪ :‬أ ب ت ‪......‬‬ ‫التعارف‬ ‫الثاب‬
‫بوضع الشكل الكشة مثل‪ِ :‬إ ِب ِت ِث ‪....‬‬ ‫معرفة الحروف الهجائية‬ ‫الثالث‬
‫ُ ُ‬ ‫ُ‬
‫بوضع الشكل الضمة مثل‪ :‬أ ُب ت ث‬ ‫معرفة الحروف الهجائية‬ ‫الرابع‬
‫ً‬ ‫َ‬ ‫َ ً‬
‫مع الفتحة والكشة والضمة مثل‪ :‬أ ِإ أ‪َ ,‬ب ِب ُب‪ ,‬ت ِت ت ‪......‬الخ‬ ‫معرفة الحروف الهجائية‬ ‫الخامس‬
‫كرس‪....‬‬
‫ي‬ ‫طباشت‪,‬‬
‫ر‬ ‫كلمات عربية من بيئة المدرسة مثل ‪ :‬قلم‪ ,‬كتاب‪ ,‬سبورة‪ ,‬مكتب‪,‬‬
‫عىل‪ ,‬جلس الولد‪ ,‬لعب أحمد‪.‬‬ ‫مثل‪ :‬كتب ي‬ ‫معرفة الحروف الهجائية‬ ‫السادس‬
‫ى‬
‫القاض‪.‬‬ ‫مثل‪ :‬الخياط‪ ,‬النجار‪ ,‬الفالح‪ ,‬المعلم‪ ,‬الحاكم‪,‬‬ ‫القراءة‬ ‫السابع‬
‫ى‬ ‫رى‬
‫اإلنجلتية من أشياء ف المدرسة‬ ‫من اللغة العربية إىل‬
‫ى‬
‫من األشياء الموجودة ف البيت‬ ‫الجمل البسيطة‬ ‫الثامن‬
‫الكلمات المختارة‬ ‫التاسع‬
‫كيفية كتابة الكلمات العربية مثل‪ :‬أ سـ د = أسـد‬ ‫ر‬
‫التجمة‬ ‫العارس‬
‫الرسم‬ ‫الحادى عش‬
‫العرب‬ ‫الخط‬ ‫ى‬
‫ى‬
‫المراجعة واإلمتحان‬ ‫الثالث عش والرابع عش‬
‫‪Page | 196‬‬

‫والتصحيح‬

‫‪SECOND TERM‬‬
‫ر‬
‫معرفة الحروف الهجائية ىف أوائل الكلمة مثل‪ :‬ب بـ ‪ ,‬م مـ ‪ ,‬ت تـ‪ = ,‬بيت‪ ,‬ماء تاج‪.‬‬ ‫القراءة والفهم‬ ‫األول‬
‫دفت‪ ,‬ممسحة غرفة‪ ,‬باب‪ ,‬نافذة‬ ‫الكلمات العربية من البيئة المدرسة والبيت مثل‪ :‬كرس‪ ,‬ر‬
‫ي‬
‫مثل‪ :‬جـ ـلـ ـس = جـلـس‪ ,‬قـ ـرر = قـرر‪ ,‬فـ ـهـ ـم = فهـم‪.‬‬
‫ط‪ ,‬الواىل ‪.....‬‬ ‫إستمرار ر ى‬ ‫ى‬
‫مثل‪ :‬ر‬
‫األمت‪ ,‬الش ي‬ ‫تميت الكلمات العربية من‬ ‫الثاب‬
‫أىم أىم الخ‬ ‫البيئة المدرسة‬
‫من ‪ ٣١‬إىل ‪٥٠‬‬
‫معرفة الحروف الهجائية المتصلة‬ ‫الثالث‬
‫ى‬
‫مثل‪ :‬أ كـ ل = أ كـل ‪ ,‬نـ ظـ ر= نظر فـ تـ ـح = فـتـح‬ ‫ف أواسط الكلمات‬
‫رى‬
‫اإلنجلتية أو عىل العكس‬ ‫من العربية إىل‬ ‫تميت األشخاص واألعالم‬‫إستمرار ر ى‬ ‫الرابع‬
‫ى‬
‫كيفة كتابة الكلمات العربية مثل‪ :‬مسجد‪ ,‬مدرسة‪ ,‬مستشف‪.‬‬ ‫واألجسام شفها (باإلشارة)‬
‫ى‬
‫اإلنجلتية أو عىل عكس ما سبق‬
‫ر‬ ‫عىل حسب ما يراه المدرس من بيئة المدرسة من العربية إىل‬ ‫نطق األرقام العربية‬ ‫الخامس‬
‫درسها‬
‫ما سبق درسها‬ ‫معرفة الحروف الهجائية المتصلة‬ ‫السادس‬
‫ر‬
‫مدرست مدرست‪....‬‬‫ر‬ ‫ى‬
‫ف أواخر الكلمات‬
‫ر‬
‫التجمة‬ ‫السابع‬
‫الخط العربية‬ ‫الثامن‬
‫‪Page | 197‬‬

‫األناشيد العربية‬ ‫التاسع‬
‫المراجعة العامة‬ ‫العارس‬

‫اإلمتحان والتصحيح‬ ‫الحادى عش‬
‫إىل ى‬

‫‪THIRD TERM‬‬ ‫ر‬
‫من ‪ ٥١‬إىل ‪۷٠‬‬ ‫األعداد العربية‬ ‫األول‬
‫مثل‪ :‬اليبطة‪ ,‬البقرة‪ ,‬الحصان‪ ,‬الديك‪,‬‬ ‫إستمرار ر ى‬
‫تميت الكلمات العربية‬ ‫ى‬
‫الثاب‬
‫الخروف‪ ,‬الجمل‪ ,‬الكلب الخ‬
‫ى‬ ‫ى ى‬
‫ف ف أول الكلمة وف وسطها مثل‪ :‬قـلم‪ ,‬لـقـمة‬ ‫معرفة الحروف المتصلة‬ ‫الثالث‬
‫كيفية كتابة الكلمات العربية السهلة‬
‫العرب‬
‫ى‬ ‫الخط‬ ‫الرابع‬
‫بعض األشياء الموجودة ىف المدرسة مثل‪:‬‬
‫القاعة‪ ,‬والمكتبة‪ ,‬والميدان‪ ,‬وما إىل ذلك‬ ‫الرسم‬ ‫الخامس‬
‫اإلمالء السبورى حيث يأمر المدرس التالميذ‬
‫بكتابة الحروف بحسب ما يراه المدرس‬ ‫اإلمالء‬ ‫السادس‬
‫لمستوى التالميذ‬
‫مثل األناشيد المشتملة عىل معرفة الرب‪.‬‬
‫اآلناشيد العربية‬ ‫السابع‬
‫‪Page | 198‬‬

‫رى‬
‫اإلنجلتية وبالعكس‬ ‫من العربية إىل‬
‫ر‬
‫التجمة‬ ‫الثامن‬
‫بي المعلم والتالميذ ر ى‬
‫وبي التالميذ‬ ‫مثل‪ :‬ر ى‬
‫أنفسهم‪.‬‬ ‫المحادثة‬ ‫التاسع‬
‫مثل‪ :‬هـل‪ ,‬قـد‪ ,‬لـن‪ ,‬بـل‪ ,‬وما إىل ذلك‬
‫ى‬
‫معرفة الحروف المتصلة ف أوهخر الكلمة‬ ‫العارس‬
‫من الدروس السابقة‬ ‫المراجعة العامة‬
‫الحادى عش‬
‫اإلمتحان‬
‫والتصحيح‬ ‫ى‬
‫إىل الثالث عش‬
‫‪Page | 199‬‬

CULTURAL AND CREATIVE ARTS (CCA)

RESOURCES
1 SHAPES AND SIZES -Teacher teaches and writes different -Pupils draw shapes and mention types of Charts, pictures,
-Identification of different shapes types of shape. shapes. objects.
-Drawing basic shapes- circles, square, -Teacher draws shapes for pupils to draw
rectangle in their drawing books.
2 DRAWING AND PAINTING SHAPED -Teacher shows pupils some painted -Pupils identify shaped objects. Different object,
OBJECTS OF DIFFERENT SIZES. objects. -Pupils paint shaped objects. crayon, pencil,
-Painting of rectangular, square, or -Teacher guides pupils to paint shaped drawing papers.
circular objects e.g. ruler, chalks, objects
etc.(practical)
3 DESINGINNING PATTERN FORM -Teacher teaches patterns -Pupils watches and form their own designs Some real objects
BASIC SHAPES -Teachers draw some shaped pattern containing shaped
-Define and explain patterns and found on designs made on bedsheets, designs and
designs carpets. patterns.
-Designs on clothes, bedsheets, etc.
4 MAKE PATTERN WITH SHAPES -Teacher demonstrate on how to form -Pupils make simple patterns and design Basic shapes,
-Design and painting of patterns using pattern and design with cut papers. pencil, colours.
basic shapes on cloths, carpets, curtains
etc.
5 INTRODUCTION TO CRAFT MAKING. Teacher teaches the meaning of craft -Pupils mention types of crafts and draw Craft work found
-Definition of craft -Teacher explains and writes the types of them. at home and
-Types of craft. craft. schools, pencil,
1. paper craft e.g. collage papers
2. fabric craft e.g. Embroidery
6 CRAFT MAKING -Teacher displays materials for craft -Pupils identify displayed materials. Different types of
-Materials for craft making. -Teacher write craft materials for pupils to -Pupils write craft materials. craft materials.
1. Fabric 2. Wood copy.
3. Scissors 4. Knife
7 PAPER CRAFT MAKING AND -Teacher cuts different types of paper -Pupils watches teacher building and joining Papers, scissors,
DECORATIONS. craft papers together. blade, gum.
Page | 200

-Types of paper craft: kite, fan, -Teacher explains how crown and others
Aeroplane, cap, crown. are made.
-Teacher displays finished works.
8 PAPER CRAFT MAKING AND -Teacher defines motif: A unit of a -Pupils mention types of motif. Different clothes
DECORATIONS. repeated pattern or design found on -Pupils write in their book from the board. with different
-definition of motif. cloths, carpets etc designs.
-Types of motif: floral, shapes, animal -Teacher writes types of motif for pupils.
pictures, coin, currencies, objects.
9 ARRANGEMENT OF MOTIF AND -Teacher teaches pupils how to arrange -Pupils colour their designs. Different types of
COLOURING OF DESIGNS. their motifs in a simple repeat pattern. motif, crayon,
-Arranging motifs to make simple pencil.
repeats patterns.
10 LEAF PRINT: Application of water -Teacher demonstrate the application of -Pupils print leaves in their papers and Different types of
colours on leaves and print on a paper. colour to leaves before printing on d paper guides. leaves, water
-Teacher shows samples to pupils and -Pupils print leaves in their papers and colour, pencil.
guides them to do same. spread in the sun to dry.
11 CHRISTMAS CAROL(SINGING) -Teacher teaches pupils different types of -Pupils learn carol songs Candles, baby
carol songs. -Pupils sings along with teacher doll, music
-Teacher teaches them the reasons of instruments etc.
celebrating Christmas.
Page | 201


RESOURCES
1 RESUMPTION AND TEST Revision on last terms work and test. Pupils attempt resumption test Notebook
2 TRADITIONAL SONGS/FOLK SONGS. -Teacher explain traditional folk songs and -Pupils sing their local songs Class
-Introduction to Nigerian traditional the characteristics activity
folk songs -Teacher sings some Nigeria local songs e.g.
-Uses and functions of Nigerian Guari songs.
traditional music: joy, relaxation, etc.
3 TRADITIONAL SONGS(PRACTICAL) -Teacher sings her own local song. -Pupils sing their own local songs. Class
activity
4 TRADITIONAL SONGS -Teacher plays audio tapes and CD to pupils -Pupils sing and dance to the music Audio/video
-Play a Nigerian traditional song in an tape
audio tape or CD
5 Towns where art works and craft are -Teacher writes out the occupation of each -Pupils draw and colour their drawings Materials of
practiced. town and how they produce them and draw clothes, pot,
-Kano - leather work. for them. beads etc.
-Benin - bead making.
6 TRADITIONNAL DANCE. -Teacher explains where different dances are -Pupils write different types of dance and Costumes,
-Explain traditional dance in Nigeria performed. functions of dance drums.
e.g. Atilogwu, Bata etc. -Teacher explains the functions of dance.
-Explain the functions of dance.
- For enjoyment. -To appease gods,
etc.
7 TRADITIONAL DANCE -Teacher shares pupils into groups -Pupils dance different types of local dances costumes of
-A special traditional dance Gbagi -Teacher demonstrates the dances. different
dance and Atilogwu. types drum.
8 DANCE FROM TAPES AND CD -Teacher groups pupils and plays music and -Pupils dance to the music played for them. Audio/video
sets them for dances. tapes
9 MELODIC PATTERN OF MUSIC -Teacher explains music -Pupils learn the key notes. keyboard,
-introduction to music -Teacher creates songs using the key notes: d: flute
-singing in a scale of a natural key. r:m: f: s: l:t: d
10 SONGS -Teacher forms songs and sings for pupils. -Pupils form songs and sing with key boards Keyboard
-Formation of songs and clapping.
Page | 202



RESOURCES
1 RESUMPTION TEST Revision of last term’s work and resumption test Notebook
2 STORY TELLING -Teacher explains what story is, and the elements of -Pupils listen to the teacher’s stories. Story books
- Creation of story story. -Re-tell the stories.
- Dramatic elements in story telling -Teacher makes examples of stories and highlights -Mention names of characters in the stories.
- Highlight the major characters in the major characters.
the story-bad or good character.
3 STORY TELLING -Teacher tells pupils stories. -Pupils listen to the teacher’s stories Story books
-Formation of story, playing a role, -Teacher calls them to dramatize a character in a -Dramatize roles of characters in the story
dramatize the character of the story book e.g. Obi held the hand of the old woman
story. and the woman prayed for him.
4 TRADITIONAL FESTIVALS -Teacher writes the names of the festivals for -Pupils name the different traditional festivals in Charts,
- Identify traditional festivals pupils. their locality. pictures of
Page | 203

- Examples of traditional festival -Teacher shows them pictures of different festivals. festivals,
and where they are practiced: video clips.
Eyo festival – Lagos
New Yam Festival - Ijebu Land etc.
5 TRADITIONAL FESTIVALS -Teacher shows pupils different paintings of -Pupils paints festivals with the teacher’s Colours,
- Painting a carnival of festivals: festivals. guidance. pencil, paper.
Eyo masquerade, Eugungun etc. -Teacher guides them on how to paint festivals.
6 TRADITIONAL FESTIVALS -Teacher teaches pupils things or materials for -Pupils identify these materials.
- Things associated with festivals: carnivals or festivals -Pupils write the materials in their exercise
-Body decoration -Teacher writes them and shows them each one. books.
-Hair decoration
7 DRAWING AND PAINTING -Teacher draws and paints costume of different -Pupils paint these costumes different
Drawing and painting of costumes types e.g. beads, caps walking sticks etc. types of
used in carnivals and festivals. costumes,
paints, pencil.
8 BODY DECORATION Teacher shows pupils different types of body -Pupils identify different types of body Tiro, laali,
-Display pictures or diagrams of decoration. decoration needle,
different tattoos. -Teacher teaches pupils the importance or charcoal,
-Functions of body decoration functions of body decoration. powder.
9 TRADITIONAL FESTIVALS -Teacher teaches pupils the important values -Pupils listen and mention the values of festivals. Chart,
-Importance and value derived derived from festivals. pictures
from the carnival or festivals:
entertainment, enjoyment.
10 PRACTICAL PRACTICAL PRACTICAL Practical
materials.
Page | 204

HISTORY

WEEK TOPIC/CONTENT TEACHER ACTIVITY LEARNERS’ ACTIVITY LEARNING
RESOURCES
1 RESUMPTION TEST Teacher gives learners’ resumption test Learners answer the resumption test Notebook
2 INDIGENOUS PEOPLE OF THE STATE Teacher guides learners to explain Learners mention the tribe they belong to e.g. Chart, pictures,
Meaning of indigenous people of the state indigenous people of the state Igbo, Hausa, Ogoni, Tiv, Ibibio, Kanuri, etc videos
Indigenous people of the state
3 INDIGENOUS PEOPLE OF THE STATE Teacher gives examples of indigenous Learners participate in mentioning the various Chart, pictures,
people by mentioning their names indigenous people of the state videos
4 INDIGENOUS PEOPLE OF THE STATE Teacher guides the learners to tell the Learners listen carefully to the story and are Chart, pictures,
- Origin story of the indigenous people. allowed to repeat the story as told. videos
- Places Asks them to tell their parents and
guardians to write brief story about
their origin and where they come from
5 INDIGENOUS PEOPLE OF THE STATE Teacher guides learners to define Learners are to bring some cultural attire to be Chart, pictures,
- Culture e.g. dressing, hairstyle, food, culture displayed during the lesson. videos
tribal marks, etc. - Shows pictures or video clips of
indigenous dressing, hairstyle,
food, tribal marks, etc.
6 INDIGENOUS PEOPLE OF THE STATE Teacher defines religion and mentions Learners identify the various religions by Chart, pictures,
- Religion the different types of religions in the mentioning their names one after the other videos
state.
7 INDIGENOUS PEOPLE OF THE STATE Teacher shows pictures of historical Learners participate by identifying the artefacts Chart, pictures,
- Historical Artifacts e.g. Nok Culture artefacts e.g. Nok Terracotta, Igbo- with their names. videos
(terracotta), Igbo-Ukwu Bronze, Ukwu Bronze, Benin Bronze, the
Benin Bronze, etc. Queen-Mother pendant mask of the
Benin Art
8 INDIGENOUS PEOPLE OF THE STATE Teacher explains the meaning of Learners identify some of the occupations Chart, pictures,
- Occupation occupation practiced in the state. videos
- Shows pictures of different
occupations in the state e.g.
farming, fishing, weaving, etc.
Page | 205

9 INDIGENOUS PEOPLE OF THE STATE -Teacher guides learners to mention -Learners bring pictures of important places in Chart, pictures,
- Important Places important places in the state the state videos
- Values -Teacher explains the meaning of -Learners write down the meaning of norms and
values types of norms in their exercise books.
Lists core values of our society as
integrity, accountability, diligence,
perseverance and discipline
10 INDIGENOUS PEOPLE OF THE STATE Teacher explains the meaning of Learners mention the location of where they live Chart, pictures,
- Location location to the learners Learners write down the meaning of norms and videos
- Norms (Standards and behavior that Teacher guides learners by explaining types of norms in their exercise books. They also
are socially approved but not morally the meaning of norms mention types of norms, etc.
significant). Identify basic types of norms like
folkways, mores, taboos, laws, etc.
Page | 206

HISTORY
WEEK TOPIC/CONTENT TEACHER ACTIVITY LEARNERS’ ACTIVITY LEARNING
RESOURCES
1 RESUMPTION TEST RESUMPTION TEST Learners attempt answering the notebook
resumption test
2 GEOGRAPHY AND ENVIRONMENT Teacher guides the learners to name the Learners mention the major towns in the Map, chart,
- Major towns in the state major towns in the state. state pictures
3 GEOGRAPHY AND ENVIRONMENT Teacher displays map of major towns in the Learners identify the names of the towns Map, chart,
- Major towns in the state state in the map pictures
4 GEOGRAPHY AND ENVIRONMENT Teacher guides the learners to identify the Learners draw the map of towns in the Map, chart,
- Location of Major towns in the state location of major towns in the state state. pictures
5 GEOGRAPHY AND ENVIRONMENT Teacher guides the learners to identify the Learners draw the map and identify Map, chart,
- Location of Major towns in the state location of major towns in the state on the location of major towns. pictures
map
6 GEOGRAPHY AND ENVIRONMENT Teacher shows pictures of these tourist sites Learners identify the pictures of these Map, chart,
- Tourists Attractions e.g. Ikogonsi and may also shows video clips. tourist sites and watch video clips after pictures,
Warm Spring (Ekiti State), Oguta Lake which they give responses. videos
(Imo State), Yankari Game (Bauchi
State), etc
7 GEOGRAPHY AND ENVIRONMENT Teacher shows pictures of Zuma Rock and Learners identify the pictures of Zuma Map, chart,
- Tourists Attractions e.g. Zuma Rock, Gurara Falls. Rock and Gurara Waterfalls. pictures,
Gurara Water Falls (Niger State), etc. videos
8 GEOGRAPHY AND ENVIRONMENT Teacher displays pictures of Kura Falls, Learners identify the pictures of Kura Map, chart,
-Tourists Attractions e.g. Kura fall (Plateau Obudu Cattle Ranch and National Theatre to Falls, Obudu Cattle Ranch and theatre. pictures,
State), Obudu Cattle Ranch (C/River State), the learners videos
National Theatre (Lagos state), etc.
9 ROAD TRIP Teacher takes learners on excursion to Learners explains their practical Road trip
Excursion/Field trips to any tourist selected tourist site in the State experience from excursion or field trips.
attraction site in the state
10 GEOGRAPHY AND ENVIRONMENT Teacher displays pictures and video clips of Learners identify these pictures and watch Map, chart,
- Pictures and video clips of some tourist some tourist attraction site in the state video clips after which they are allowed to pictures,
attraction in the state ask questions and clarifications made. videos
Page | 207

HISTORY
WEEK TOPIC/CONTENT TEACHER’S ACTIVITY LEARNERS’ ACTIVITY LEARNING
RESOURCES
1 RESUMPTION TEST Resumption Test Resumption Test Notebook
2 HEROES AND HEROINES IN THE STATE Teacher leads learners to state the Learners state the meaning of heroes Pictures, chart,
- Meaning of Heroes and Heroines meaning of heroes and heroines in the and heroines in the state video
- Description of heroes and heroines state and give their brief description.
3 HEROES AND HEROINES IN THE STATE Teacher guides learners to describe the Learners describe the heroes and Pictures, chart,
- Description of heroes and heroines in heroes and heroines in the state heroines in the state video
the state
4 HEROES AND HEROINES IN THE STATE Teacher guides the learners to mention Learners name some heroes and Pictures, chart,
- Names of Heroes and Heroines names of Heroes and heroines in the heroines in the community video
community
5 HEROES AND HEROINES IN THE STATE Teacher guides the learners to mention Learners mention some names of Pictures, chart,
- Names of Heroes and Heroines names of heroes and heroines in the heroes and heroines in the community. video
community
6 HEROES AND HEROINES IN THE STATE Teacher guides learners to mention the Learners mention some of the Pictures, chart,
Achievements of Heroes and Heroines achievements of heroes and heroines in achievements of heroes and heroines in video
- Maintenance of Peace and Unity the community where the school is the community.
- Free Education located
- Enhanced Quality Education
Page | 208

7 HEROES AND HEROINES IN THE STATE Teacher guides the learners to mention Learners mention some achievements Pictures, chart,
Achievements of Heroes and Heroines the achievements of heroes and of heroes and heroines in the video
- Justice heroines in the community where the community
- Development of the country e.g. school is located
Railway, roads, schools, industries,
hospitals, etc.
8 HEROES AND HEROINES IN THE STATE Teacher guides the learners to mention Learners mention some achievements Pictures, chart,
Achievements of Heroes and Heroines the achievement of heroes and heroines of heroes and heroines in the video
- Encourage Democracy in the community where the school is community
- Fought for independence located
9 HEROES AND HEROINES IN THE STATE Teacher shows the pictures of patriotic Learners identify the picture of the Pictures, chart,
- Example of patriotic democrats e.g. democrats e.g. Kashimawo Moshood democrat video
Moshood Kashimawo Abiola and his Abiola and his wife.
wife
10 HISTORY OF THE STATE Teacher guides learners to mention the Learners mention the name of the state Pictures, chart
- Name of the state where the school is names of the state where the school is where the school is located and identify
located located the picture of the first, immediate past
- Year of creation - Name and picture of first, and present Governors of the State
- Name of the first governor of the state immediate past and present
- Name of immediate past Governor of the Governors of the state
State - Year of creation
- Name of the present Governor of the
State
Page | 209

SCHEME OF WORK
FOR
PRIMARY 3
Page | 210

ENGLISH STUDIES
PRIMARY THREE – FIRST TERM

WEEK THEME – TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 RESUMPTION TEST Resumption Test Resumption Test Notebook
2 LISTENING AND SPEAKING Teacher writes the letters and Pupils pronounce the letter and
Pronunciation of consonants and consonant clusters: sounds on the board, pronounces sound after the teacher.
/b/, /p/ /pl/, /pr/, /bl/, /br/ using letter sounds. the sounds loudly. Teacher writes
the consonant clusters on the Pupils also pronounce the consonant
Pronunciation of the consonant sounds /b/, /p/ in isolation, in board and guides the pupils cluster sounds in words and in
words and in sentences. Pronunciation of the consonant clusters: through pronunciation in words sentences.
/pr/, /pl/, /bl/ and /br/ in isolation, in words and in sentences. and in sentences.
READING Teacher writes and reads the Teacher re-reads the sounds and
Aural discrimination Skills: Phonic vowel sounds. sentences containing the sounds words and pupils read after
Aural discrimination of the sounds /aI/, /x/, /ᴧ/ in isolation, in (from a text) to the class while the him/her.
words and in sentence. E.g. /æ/ - Aa - am, man, fam using /a:/ - Aa – pupils listen.
arm, calm, form etc.
WRITING Teacher writes sample words and Pupils copy the sentences on the
Introduction to the use of capital letters and full stop. sentences using capital letters. board correctly in their notebooks.
- The various uses of the capital letters during writing: e.g. - to Teacher reads out the words and They discuss the uses of capital
begin a sentence with capital letters. - “I am a good child.” sentences and guides the pupils to letters and full stop in sentences.
- Full stop marks the end of a sentence. do the same correctly.
GRAMMATICAL ACCURACY Teacher writes words in the Pupils write in their exercise books
Use of regular and irregular plural. singular and plural for forms on and pronounce them after the
Regular plurals ending with ‘s’ and ‘es’ e.g. –Boy – Boys. -Girl – Girls the board and read them to the teacher.
Baby – Babies. Knife - Knives. class.
Irregular plurals e.g. -Man - Men. Woman - Women. Ox - Oxen
3 LISTENING/SPEAKING Teacher writes letters and sounds Pupils write the letter sounds and Phonics
Pronunciation of consonants and consonant clusters using letter and words on the board, clusters in their notebooks. workbook
sound: Ff - /f/ and clusters: /fl/, /fr/, and letter sound: V-/v/. pronounces them, forms songs
Pronunciation of consonant sounds and their letters: with them and sings along with the They pronounce the sounds and Newspaper
/f/ - Ff /v/ - Vv e.g. pupils. clusters after the teacher.
This is letter ‘f’, it sounds /f/. This is letter ‘v’, it sounds /v/. Teacher guides pupils to Magazine
/f/ - ‘F’ is for – fire, fat, father etc. /v/ - ‘V’ is for verb, victory, van pronounce the diagraphs correctly Pupils form words with the letter
etc. Make sentences with the word clusters of ‘f’ e.g. sounds and clusters on their own.
Page | 211

fl - flower, fly, flame etc. fr - Fry, frame, from, etc. in their clusters and to pronounce Handwriting
the words. book
READING Teacher shows pupils title pages of Pupils observe the display of the
Concept of print: features of printed materials and types. different books, illustrate, margin, materials and ask and answer Charts,
- Recognition of the make-up of a printed material. e.g. Title page, pictures, charts, graphs etc. teacher question. pictures
title, chapter, foreword, preface, etc.
- Recognition of reading materials e.g. storybooks, class textbooks, Textbooks
magazine, newspaper, etc.
WRITING Teacher guides pupils through Pupils write the letters of the
Introduction to handwriting writing letter of the English alphabet after observing the teacher.
- Writing letters of the alphabet according to their formation group. alphabet.
e.g. C is formed anti clock wise from top to bottom etc.
GRAMMATICAL ACCURACY Teacher shows pupils pictures Pupils write in their notebooks and
Introduction to verbs demonstrating different actions. pronounce loudly after teacher.
- Explanation of the word “verb.” A verb is word that tells action. Teacher writes verb words on the
E.g. eat, cry, read, sing, etc. board, pronounce them out loud.
4 LISTENING AND SPEAKING Teacher writes consonants and Pupils listen to teacher as she Textbook
(Consonants and consonant clusters) e.g. their cluster sounds on the board. pronounces the consonant sounds
Consonant letter sounds Consonant clusters Teacher guides the pupils to write and letters and clusters and write Phonics
/t/ - tall, tell, etc. /tr/ - tree, try, train, etc. and pronounce the sounds and them in their exercise books and workbook
/d/ - doll, dove, etc. /dr/ - drive, drone, dry, etc. words correctly. pronounce them.
/g/ - girl, gun, etc. /gr/ - groom, grill, grey, etc. Teacher makes sentences with the Phonics
/k/ - call, cane, etc. /kr/ - crate, cry, words formed workbook
READING Teacher guides pupils through Pupils write the poem in their
Reading relevant passages on the value of friendship and simple reading the passages. notebooks and read loudly after the Grammar
poems (songs) on national value. Teacher writes the poem on the teacher. Workbook
board and reads it loudly.
WRITING Teacher writes sample sentences Pupils observe attentively as the Composition/
Use of punctuation marks in sentences: Comma (,), question mark without punctuation marks. The teacher adds punctuation marks to Essay manual
(?) and exclamation mark (!) teacher then guides the pupils the sentence.
- Comma (,) e.g. John, Mary and Ahmad are in the same class. through addition of punctuation Pupils write sentences on their own
- Question mark (?) e.g. Are you angry? marks to the sentence with appropriate punctuation
- Exclamation mark (!) e.g. Oh! No! Wow! Hurray! Etc. appropriately. marks.
GRAMMATICAL ACCURACY Teacher writes words on the Pupils listen attentively to the
Singular and Plural continues: Irregular Plural (Zero plural) board and puts their plural forms teacher and writes the words on the
- Presentation of plural words in three categories: in front. board with their plural forms.
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Review of regular plurals e.g. ‘s’, ‘es’, ‘ies’ Teacher pronounces the words Pupils pronounce words and their
Review of irregular plurals: e.g. Ox - Oxen, Woman - Women together in chorus with the pupils. plural forms in chorus with the
Introduction of zero plural words: e.g. Sheep - Sheep, Furniture - Teacher writes zero plural words teacher.
Furniture, Water - Water, etc. and ask pupils their plural forms.
5 LISTENING AND SPEAKING Teacher makes model statement Pupils mention parts of the body Textbook
Making simple statements using the correct stress and intonation using parts of the body with correctly after the teacher with good
and responding to simple questions on parts of speech. correct intonation and stress. intonation and stress. Phonics
Parts of the body: Presentation using a diagram of complete human workbook
being. Mentioning parts of the body from head to toes.
READING Teacher writes letters, sounds and Pupils listen, pronounce and read Phonics
Aural discrimination: /ᴐ/, /ᴐ:/, /ᴐi/ sentences on the board. Teacher sentences and give more examples workbook
/ᴐ/ as in pot, dog /ᴐ:/ as in door /ᴐi/ as in boy, toy. pronounces the vowel sounds and of their own.
- The vowel letter sounds are a, e, i, o, u: their letters, and words that Grammar
/ᴐ/ - o - for pot, it sounds short. /ᴐ:/ - o > for port, it sounds longer. sounds them out. Teacher makes Workbook
/ᴐi/ - o + i - for boy, toy, it starts with o and end with i. sentences with words.
WRITING Teacher guides pupils to read a Pupils read comprehension passages Composition/
Writing answers to a comprehension passage. comprehension passage and to and write answers to the questions Essay manual
- Reading of a comprehension passage and answering the questions answer the question with correct with correct sentences.
that follow with emphasis on the ability of pupils to write correct sentences.
sentences on their own.
GRAMMATICAL ACCURACY Teacher demonstrates Pupils read the list of auxiliary
Use of auxiliary verbs e.g. can, may and will. identification and correct use of verbs. They read sentences and
- Definition and identification of auxiliary verbs in a sentence: auxiliary verbs in sentences. identify the auxiliary verbs correctly.
The boy is crying. I can run. Bash will help you. Teacher writes expels of sentence
with auxiliary verbs on the board.
6 LISTENING AND SPEAKING Teacher demonstrates the Pupils demonstrate their dialogues Textbook
Stress and intonation (in a dialogue). dialogue with a pupil or two. one after the other in pairs and
- Dialogue between two people e.g. Teacher also encourages other teacher corrects wrong usage of Phonics
Teacher: Did you do your homework yesterday? forms of dialogue among the grammar. workbook
Pupils: Yes, we did Sir. pupils.
READING Teacher writes letters, sounds, Pupils write the words and Composition
Aural discrimination of sounds - /e/, /ei/ using letter sounds. words and sentences on the board. sentences in their notebooks and workbook
- Presentation of vowel letter - e.g. /e/ as in egg, set, ten, etc. Teacher leads pupils to pronounce pronounce after the teacher.
- Vowel /e/ plus /i/ to form vowel /ei/ and read the letters, sounds, words Grammar
/ai/ as in day, say, pay, it spells ‘ay’ etc. and sentences correctly. workbook
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WRITING Teacher guides the pupils to write Pupils write the essay under the
Short guided composition about myself and dictation of words. good essay by providing them a teacher’s guidance.
My name is … I am ... years old … I live at … good guideline and a demo essay.
GRAMMATICAL ACCURACY Teacher explains future tense, uses Pupils listen, read out written
Expressing future actions in the negative using ‘will’ and ‘shall’ future markers - shall and will - to sentences.
- Tenses: Future tense tells us what we will do tomorrow or in the make sentences and show contrast
future. e.g. - I will wear my new sandals tomorrow. by using the negative will not and
I shall not wear my sports uniform tomorrow. shall not.
7 LISTENING SPEAKING Teacher tells a folk story that will Pupils listen attentively to the Textbook
Oral composition interest the pupils and asks them teacher’s story and answer the
Aural discrimination – /i/ and /i:/ sounds. questions based on the story. questions asked by the teacher. Phonics
/i/ as in bit, sit, lick. /i:/ as in beat, seat, teeth, etc. Teacher guides the pupils to workbook
pronounce the sounds and the Pupils pronounce the sounds and
words correctly. words after the teacher correctly. Phonics
READING Teacher reads passage, displays Pupils listen, read, then answer workbook
Reading a non-fiction passage on drug abuse and its effects. charts and explains what drug questions.
- Read a short story on drug abuse and its effect to the pupils. abuse means and what damages it Pupils use a dictionary to find the Grammar
causes to human health. meanings of the new words. They Workbook
Teacher culls out new words from then use the new words in sentences
the passage. Composition/
Teacher explains the words and Essay manual
uses them in sentences.
WRITING Teacher explains what habitual Pupils read sentences written and
Writing three or four sentences on everyday activities using the activities means, writes examples listen to the explanation of the
present and the past tense. of sentences that indicate habitual teacher.
Present and past tense: Tenses tell us the time of the action and activities in present and past
activities. E.g. - I am writing now. - Present continuous tense. tenses.
- I write every day. – Present tense.
- I wrote yesterday. - Past tense. etc.
GRAMMATICAL ACCURACY Teacher explains past continuous Pupils listen to teacher’s
Past continuous tense. tense, how it is formed and when it explanations. Pupils write examples
- Past continuous tense tells us about action or activities that took is used; demonstrates the correct of sentences in past continuous
place in the past. E.g. I was going to the class when I fell down. etc. use in sentences. tense on their own.
8 LISTENING AND SPEAKING Teacher pronounces the sounds in Pupils listen attentively to the Textbook
Pronunciation of vowels and diphthongs: isolation and other words using teacher.
- Vowel sounds: Pronunciation of the vowel sounds:
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/ӡ:/ /ə/ real objects that represents the Pupils pronounce the sounds and Phonics
ir > Girl er > Sister words. words after the teacher. workbook
Shirt Father Teacher tells the pupils to imitate Pupils give examples of words for
him. each sound on their own. Phonics
/ɛ/ /ie/ Teacher engages pupils in word Pupils use the words in sentence. workbook
Hare ea > Ear, Fear drills.
Chair ea > Clear Grammar
READING Teacher reads out the first Pupils listen to the teacher as she Workbook
Comprehension, independent reading. paragraph to pupils and tells reads the first paragraph and they
- A short passage selected from a textbook on a relevant topic like pupils to read the remaining note difficult words. Composition/
food safety. paragraphs of the passage. Pupils read other paragraphs and Essay manual
Teacher writes difficult words on write out difficult words.
the board and explains them to the Pupils get the meaning of the
pupils. difficult words in a dictionary and
use them in sentences.
WRITING Teacher guides pupils to read a Pupils listen attentively and write a
Writing answer to questions a simple narrative passage. relevant passage in their textbook. narrative essay on “The day I
- Narrative passage. A narrative uses past form of the verb in Teacher guides pupils to write a travelled to the village.”
different ways like simple past, past continuous etc. narrative essay on “The day I
travelled to the village.”
GRAMMATICAL ACCURACY Teacher introduces the topic by Pupils identify present perfect Grammar
Present perfect tense explaining the use of present tenses correctly in sentences and workbook
Present perfect tenses - It tells you about an action that has been perfect tense. Teacher writes words. Grammar
concluded now e.g. Cleaned: I have cleaned the table. examples on the board and tells workbook
Washed: I have washed my clothes. pupils to read out.
Eaten: Ben has eaten the rice. Stolen: Janet has taken my pencil.
9 LISTENING AND SPEAKING Teacher demonstrates the use of Pupils write, listen, read and act in
Making request using please and an auxiliary verb and giving polite auxiliary verbs and please to pairs.
responses. achieve politeness in speech. Pupils write examples of sentences
- Dialogue between pupils and teacher. Showing politeness when Teacher writes some examples on using please.
speaking. e.g. “Please Ma, may I take the book?” the board.
“Please, could you give me a loaf of bread?” etc.
READING Teacher guide pupils through Pupils listen, pronounce sounds,
Aural discrimination of vowel sounds /u/ and /u:/ using letter pronunciation of sounds in words, read sentences correctly.
sounds. isolation and in words e.g.
/u:/ - uuu > long vowel sound as in boo, pool, etc.
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/u/ - u > short vowel sounds as in bull, pull, etc. Teacher forms sentences with the
words.
WRITING Teacher writes a sample Pupils read the essay, and then
Continuous Writing: A short story about “my best friend” descriptive essay on the board. explain what they understand.
- Guided sample of descriptive composition on a topic such as “My Teacher guides pupils through Pupils write a descriptive essay on
best friend.” – My best friend is Suzan, she is seven years old. Etc. writing a descriptive essay on “My “My best friend” with the teacher’s
best friend” and helps the pupils to guide.
use correct tenses and language.
GRAMMATICAL ACCURACY Teacher uses flash cards to Pupils listen and watch the teacher,
Spelling announce different objects to the answer questions, spell words
Writing the name of objects that appear on different flash cards of pupils. (names of objects) shown by teacher
different Teacher asks pupils to identify on the flash cards.
them, name them, spell and write
objects they see on the flash cards.
10 LISTENING AND SPEAKING Teacher writes words on the Pupils listen attentively and Phonics
Pronunciation practice: Multi-syllabic words i.e. two-syllable board (2 and 3-syllable words), pronounce 2- and 3-syllable words workbook
words, three-syllable words, four-syllable words, etc. reads them slowly to mark each after the teacher correctly.
Two-syllable words: Father: FA – THER. - Picture: PIC - TURE. syllable and intonation. Phonics
Three-syllable words: Photograph – PHO – TO – GRAPH. Pupils listen and pronounce words workbook
Banana – BA – NA – NA. Teacher guides pupils to identify, after the teacher.
pronounce and differentiate Grammar
Pronunciation of consonant sounds. sounds and words. Workbook
/ɵ/ as in the, then, them, there, either, them, theme, etc.
/t/ as in tin, till, tick, team, time, sit, state, etc. Composition/
READING Teacher selects a relevant passage Pupils pay attention to the teacher Essay manual
Non-fiction reading. on sport and reads with the pupils. and the read the passage on their
Reading relevant passages on sports. Teacher identifies difficult words, own.
explain the meanings to the pupils Pupils make sentences with the
and makes sentences with the difficult words with the guide of the
words. teacher.
WRITING Teacher guides pupils through Pupils identify countable and
Handwriting: Using determiners with nouns to show singular and identification of countable and uncountable nouns and make
plural forms. uncountable nouns. sentences with them.
- Identification of countable and uncountable nouns. Teacher makes sentence with
Determiner – countable noun: Five boys. – Five cars, etc. countable and uncountable nouns
Uncountable noun: - Much water or some water, etc.
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and guides pupils to make their

own sentences.
GRAMMATICAL ACCURACY Teacher guides pupils to identify Pupils identify perfect tenses and for
Perfect tense with and the use of “for” and “since”. perfect tenses and the correct use sentences using “for” and “since”
I have been here for two days. of ’for’ and ‘since’ in a given correctly with the teacher’s guide.
I have been here since yesterday. sentences or words.
LISTENING/SPEAKING Teacher guides pupils through the Pupils pronounce the words after
Aural discrimination of diphthongs: /ai/, /au/, /uə/ and/əu/. identification and pronunciation of the teacher and makes sentences
/ai/ - sky, lie, my, tile, buy, etc. the diphthongs. with the words.
/au/ - cow, now, how, etc. Teacher makes sentences with the
/uə/ - poem, fuel, tour. etc. words and guides pupils to
/əu/ - goat, coat, coach, etc. pronounce correctly.
READING Teacher displays flash cards of Pupils observe and identify the
Creative reading using structure and words. items at home and guides pupils to images on the flash cards and forms
Presentation of pictures of various parts of a home. E.g. kitchen, form meaningful sentences with sentences with the objects displayed.
dining tables, bed etc. We eat at the dining table. the items displayed by the teacher.
My mother cooks in the kitchen etc.
WRITING Teacher guides pupils through Pupils identify the shapes, colours
Colours, shapes and sizes. identification of different colours, and sizes shown and writes simple
shapes and sizes. Teacher guides description on their observation.
the pupils to write a description of
the shapes, colours and sizes.
colour the shapes and copy their
names/descriptive
GRAMMATICAL ACCURACY Teacher leads pupils through Pupils respond to the teacher’s
Interrogation with responses using present perfect tense. identification of present perfect questions accurately.
Q - Have you finished your homework? tenses in sentences. Teacher asks
A – Yes, I have. OR No, I have not. questions using the present
prefect tense.
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ENGLISH STUDIES
PRIMARY THREE – SECOND TERM
WEEK THEME – TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
TOPIC/CONTENTS RESOURCES
1 LISTENING AND SPEAKING Teacher leads pupils to sound /e/ as in egg, leg, ten, Teacher pronounces the sounds for pupils to Phonics
Pronunciation of vowels and etc. and /ei/ as in eight, late, cake, etc. teacher makes repeat after him using charts, diagrams and workbook
diphthongs /e/ and /ei/ sentences with the words. flash cards.
READING Teacher selects a passage on national values and Pupils read the passage and emphasize on the Phonics
Reading for main idea reads with the pupils to get the main idea of the main points. Pupils answer questions on the workbook
passage. Teacher explains the difficult words and passage read, first orally, before writing.
makes sentence with them. Grammar
WRITING Teacher writes sentences without proper use of Pupils write sentences on their and ensure they Workbook
Use of capital letters and capital letters and punctuation marks. Together with use capital letters and punctuation marks
punctuation marks. the pupils, the teacher rewrites the sentences with accurately. Composition/E
the proper use of capital letters and punctuation ssay manual
marks.
GRAMMATICAL ACCURACY Teacher guides pupils through nouns and their The pupils use the objects in the classroom and
Regular and irregular plurals. plural forms, including regular and irregular plural environment to illustrate the plural forms of
forms. objects.
2 LISTENING AND SPEAKING Teacher guides pupils through pronunciation of Pupils write the words with sound /f/ and /v/ Phonics
Pronunciation of consonants /f/ sound /f/ and /v/ as in fan – van, ferry - very on flash cards. workbook
and /v/ fail – veil, figure – vigour. Pupils recite poems with the rhyme words and
they get words of their own to make the same Phonics
sounds. workbook
READING Teacher selects a short poem and leads pupils to get Pupils read poem and write the main idea in it
Understanding the main idea in a and understand the main idea of the poem. with the guide of the teacher. Grammar
poem. Workbook
WRITING Teacher writes sentences without proper use of Pupils write sentences on their and ensure they
Use of capital letters and capital letters and punctuation marks. Together with use capital letters and punctuation marks Composition/E
punctuation marks. the pupils, the teacher rewrites the sentences with accurately. ssay manual
the proper use of capital letters and punctuation
marks.
GRAMMATICAL ACCURACY Teacher explains modal auxiliary verbs. Pupils participate in the role-play and ask the
Auxiliary verb Teacher makes sentences with different modal teacher question when necessary.
- For expressing obligations: auxiliary verbs to express obligation.
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Aishat must go to school. Teacher uses simulation approach to demonstrate

John has to start now. obligation by giving pupils role to play.
Ngozi should sit at home today.
3 LISTENING AND SPEAKING Teacher guides pupils through pronunciation of the Pupils pronounce the sounds and words after Phonics
Production of /p/ and /b/ consonant and vowel sounds. the teacher. workbook
consonants and vowels - /e/ and Teacher pronounces the sounds and words ad
/∧/. guides the pupils to pronounce correctly. Phonics
/p/ as in pail, Paul, pan, mop, nip, workbook
etc.
/b/ as in – boy, ban, dub, bet, mob, Grammar
etc. Workbook
READING Teacher selects a passage from the textbook and Pupils replace difficult words in passage with
Substituting words in passages reads along with the pupils simple ones sharing the same meaning. Composition/E
Teacher guides pupils to substitute key words in the ssay manual
passage with another word without altering the Phonics
contextual meaning. workbook
WRITING Teacher selects a poem. She writes the poem on the Pupils read the poem and write the main idea of Phonics
Main idea of a passage. board and asks the pupils to deduce the main idea of the poem workbook
the poem
GRAMMATICAL ACCURACY Teacher makes a list of common household items. Pupils write a list of items in the school using Grammar
Punctuation marks: The comma and Teacher asks question on possible items omitted e.g. the comma appropriately. Workbook
question marks. In every home, there are chairs, table, beds and The pupils are to separate the items using a
plates. comma. Composition/E
Do we need a television in the home? ssay manual
4 LISTENING AND SPEAKING Teacher explains consonant clusters as two or more Pupils practise saying this clusters: /br/, /dr/,
The consonant cluster. consonant sounds blended together in a word. /gr/, /kr/.
- Two or more consonant sounds Teacher guides pupils to write words with the same Pupils form consonant cluster words on their
closely located in a word. e.g. consonant clusters on their own. own
/br/ - bread, bride, braiding, etc.
/dr/ - dry, drink, drama, etc.
/gr/ - great, green, grow, etc.
/kr/ - cream, cry, cross, etc.
READING Teacher selects a relevant passage on citizenship. Pupils read the passage on their own and
Comprehension passage. Teacher reads the passage along with the pupils and answer the questions.
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helps the pupils to understand difficult words and

answer the questions.
WRITING Teacher leads pupils to write a descriptive essay on Pupils write a descriptive essay with the
Descriptive Essay “My mother.” teacher’s guide on “My mother”
GRAMMATICAL ACCURACY Simple Teacher writes sentences with simple present tense Pupils write simple sentences with simple
present tense and habitual actions. on habitual actions e.g. “A good citizen obeys the present sentences on habitual actions with the
law.” “Good citizens pay their tax.” guide of the teacher.
5 LISTEN AND SPEAKING Teacher leads pupils to identify the sounds: /a:/ as Pupils identify the sounds and give examples of Charts Phonics
Pronunciation of vowel /a:/or /^/ in far, car, palm, art, fan, can, man, blood, etc. and words that produce the sounds/. workbook
and consonants /k/ and /g/ /k/ as in car, kettle, kiss, cook and /g/ as in girl, Pupils make sentences with the words.
goat, big, bag, game. Phonics
READING Teacher selects a passage on hygiene and guides the Pupils read the passage and answer the workbook
Comprehension passage illustrating pupils to identify the key words and difficult words. questions. Pupils form sentences with the
basic hygiene. difficult words. Grammar
WRITING Teacher guides pupils to describe objects using size, Pupils describe objects in the classroom. Workbook
Description of objects. weight, colour, height, appearance, etc, to describe Pupils describe the physical appearance of one
objects. another and then compare without using Composition/E
insulting words. ssay manual
GRAMMATICAL ACCURACY Teacher guides pupils to understand actions in the Pupils make sentences of their own.
Present tense and past tense present and concluded in the past as in;
- “ed” ending. Adamu has completed his assignment;
We have watched the match;
Ngozi has prayed for us;
The pupils have clapped for him.
6 LISTENING AND SPEAKING Teacher guides pupils through making simple Pupils make meaningful statements with correct Phonics
Making statement and commands statements and using appropriate stress and stress and intonation with the guide of the workbook
in appropriate stress and intonation. teacher.
intonation. Teacher give commands to pupils and guides them Pupils respond to commands appropriately. Phonics
to pay attention to correct stress. workbook
Guides pupils to make statements and respond to
commands. Grammar
READING Teacher selects an oral comprehension based on Pupils listen attentively and ask questions. Workbook
Reading for meaning drug abuse and its consequences with
emphasis on words considered difficult for the Composition/E
pupils. ssay manual
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WRITING Teacher makes examples of events such as talking, Pupils make meaningful sentences on their own Phonics
Sentences on habitual events. washing, sweeping, singing, working, eating, to show habitual events. workbook
Joseph goes to church every laughing cooking, etc in simple sentences.
Sunday. Phonics
Kola eats amala very well. workbook
Audu dances well.
GRAMMATICAL ACCURACY Teacher uses diagrams, pictures and real objects to Pupils write words in simple present tenses. Grammar
The simple present and past tense. make simple present sentences and asks the pupils Pupils change the simple present tenses to Workbook
- Eternal truth: to identify the action word. simple past tenses.
The sun rises from the east. The pupils should then turn the sentences to simple Pupils make sentences with the words. Composition/E
Stars bring light. past. ssay manual
- The simple past takes the ‘ed’ for
the regular form.
7 LISTENING AND SPEAKING The rising tune for yes and No questions. The pupils’ Dramatize ten conversation using appropriate Phonics
Simple Dialogue attention should be drawn to the stress at the end of action words workbook
the question e.g. Fatimo, did you this sweep the class
this morning? Response: Yes, I did Teacher. Was the Phonics
broom returned to the store? RESPONSE: No, it workbook
wasn’t.
READING Teacher selects a relevant poem passage and read Pupils Grammar
Reading simple poems along with the pupils. Workbook
- Common rhyme which illustrates
a process showing virtues and Teacher points key words and difficult words. Composition/E
teaching morals. ssay manual
Old Rogger is dead and gone to his Teacher makes pupils learn the poem in rhythm.
grave. Supplementary
materials
WRITING Guided writing. Using a diagram and chart to tell a story e.g. An old Picture of an old man woman, tree and
man, a graveyard a tree, an apple an old woman. graveyard. The teacher asks pupils to rearrange Charts
in order of the poem earnt.
GRAMMATICAL ACCURACY Using the regular –ed verb form. The action in is Pictures and chart to describe the action in the
The present perfect. recent past. poem
i) They planted an apple tree over his heed
ii) She plucked the apple
iii) They killed the rat
iv) I washed my hands.
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8 LISTENING AND SPEAKING Teacher gives examples of the consonant clusters Pupils pronounce the sounds and the words. Phonics
The consonant cluster. and guides the pupils to pronounce the words Pupils make sentences with the words. workbook
- Two or more consonant located
closely together in a word e.g. fl = Phonics
fly, flow flesh. bl = blind, bladder, workbook
blow, bless.
gl =glad, glamour, glow glass Grammar
pl = ply, play, plot, plus Workbook
READING Teacher guides pupils to deduce meanings from Pupils use their creative thinking to get the
Creative reading. representations on charts, posters, diagrams, etc. meaning of diagrammatic or pictorial Composition/E
Reading charts, diagrams and Teacher displays charts, posters, flash cards, etc. for representations. ssay manual
pictures: getting more meaning pupils to observe and get implied meaning.
through non-words Supplementary
representations. materials
- Getting implied meaning e.g. A
diagram showing a boy with mouth Charts
ajar at the sight of a snake.
WRITING The teacher writes short sentences with accurate Pupils listen to and observe the teacher.
Punctuation marks: The full stop punctuation marks. Pupils write sentences if their own with
and question mark. accurate punctuation marks.
- The full stop is used at the end of a
sentences.
- The Question mark is used to end
an interrogative statement.
GRAMMATICAL ACCURACY Teacher explains the meaning of interrogative Pupils identify the “yes or no” questions and
Interrogative sentences. statements and gives examples. how to respond accurately.
- Interrogation and responses using Teacher guides pupils through how to respond to
present perfect. interrogations accurately.
Question: Have you cooked the
food?
Response: No, I have not.
Question: Have they cleared the
farm?
Response: Yes, they have.
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9 LISTENING AND SPEAKING Teacher tells a story built on any topic of interest to Pupils listen attentively and answer the Phonics
Oral composition the pupils e.g. football, how lawyers do their job, the questions asked by the teacher. workbook
biggest birthday party ever.
Teacher asks questions after telling the story. Phonics
READING Using pictures, newspaper motion pictures and Pupils describe objects shown on the flash cards workbook
Descriptive reading. slide, the teacher guides the pupils on the features of by the teacher.
Describe comprehension involves size, colour, height, weight frequency pain, joy, etc. Grammar
describing an event, object or a common in event. Workbook
natural phenomenon e.g. rain flood, Teacher shows flash cards of different objects to the
desert, ocean, shore, mountain, etc. pupils. Composition/E
WRITING Teacher uses the national flag, anthem, map, games, Pupils express their emotional connection to ssay manual
Pressing personal feelings. Mother, items and family diagrams to get the pupils’ objects or diagrams shown by the teacher.
Capturing personal feelings of likes and dislikes. Supplementary
likeness and dislike. E.g. I like the materials
game of football.
I don’t like wresting. My daddy Charts
loves me.
I love Nigeria.
GRAMMATICAL ACCURACY Teacher explains that words paint picture of things Pupils describe objects around the school and
The use of descriptive words. on our mind. The right choice of words makes others home.
to understand us better.
Pupils describe people around the at home and
Teacher helps pupils to describe things using size: classmates using the headlines of size, weight,
big, small, long, short, fat, thin; weight: light, heavy, appearance, behaviour, etc.
bulky; appearance: bright, dull, shining brilliant,
attractive beautiful.
10 LISTENING AND SPEAKING Using charts, flash cards, pictures and real objects, Pupils pronounce the sounds and words. Phonics
Consonant clusters - /sm/ /str/ and the teacher guides the pupils through pronunciation workbook
/spr/ of /str/, /spr/ and /str/. Pupils use the words in sentences.
Pronunciation of words with the Phonics
cluster /sm/, /str/and /spr/ Teacher guides pupils to form words with the workbook
/sm/ - as in smile, small, smart, consonant sound clusters and use the words in
smooth. /str/ - strike, strong, sentences. Grammar
stream, street Workbook
/spr/ - spring, spray, spread, sprain
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READING Teacher guides pupils through extensive and Pupils to re-tell the stories they have read. Composition/E
Extensive reading. independent reading of selected relevant passages Pupils to recite their favourite rhymes and ssay manual
from books, poems and folktales. poems.
e.g. The tortoise and the marriage in heaven. The Supplementary
squirrel and his in-laws. The drummer boy. materials
WRITING Teacher guides pupils through writing accurate Pupils read a given passage and write answers
Writing answer to questions on answers to questions on comprehension passages. to the questions on it. Charts
comprehension passages.
GRAMMATICAL ACCURACY Teacher explains the usage of past continuous tense Pupils form sentences with past continuous
Past continuous tense. and forms sentences with them. tenses.
E.g. The teacher was writing on the
board when they boy fell.
She was dancing when we wrote
the test.
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ENGLISH STUDIES
PRIMARY THREE – THIRD TERM
WEE THEME – TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
K RESOURCES
1 REVISION OF LAST TERM’S WORK Resumption Test and Revision of last terms Resumption Test and Revision of last terms Class notes
work work
2 LISTENING/SPEAKING Teacher writes sounds and letter sounds and Pupils listen attentively to the teacher, they Phonics
Aural discrimination of consonant words on the board. Teacher pronounces the pronounce the letter sounds and words after the workbook
sounds: /tz/ and /Ɀ/ as in: words, demonstrates the sound production, teacher several times.
Church Treasure pronounces the words again and tells the Pupils read the sentences imitating teacher’s Phonics
Aches Pleasure pupils to imitate. pronunciation. workbook
Teach Measure etc. Makes sentences with the words and tells They write sentences in their notebooks. They
pupils to repeat after him/her. suggest more words and sentences for further Grammar
practice. Workbook
READING Teacher initiates reading and tells the pupils Pupils read silently and listen to the teacher’s
A simple passage for plain facts to read silently. explanations. they make sentences with words. Composition/Ess
(comprehension) e.g. “The minister’s visit Explains difficult words and use them in They read aloud in groups and individually. ay manual
on the Prize Giving Day’’. sentences, etc They answer questions in their notebooks.
- Explaining the use of simple present and Supplementary
past with definite time adverbial. materials
WRITING Teacher asks the pupils how the spent their Pupils listen to the teacher and answer the
A simple composition on “How I spent my last holiday individually. questions. Charts
last holiday’’. They briefly tell how they spent their last
Composition guide lines: Guides them on how to organize and write holiday to the class one by one.
- Title of composition: the story. Teacher reminds them of correct They write in their notebooks following teacher
‘’How I spent my Holiday’’ usage of punctuation marks. guidelines.
- How to start: Indentation i.e. give a They read out what they wrote to the class.
paragraph space. Reminds them to use the correct tenses to
- Verbs in past tenses are used. make simple sentences using nouns and
- Size of composition: Precise to the pronouns.
pupils’ ability.
Vocabulary: Observe all rules of writing.
Use capital letters and punctuations
correctly.
Organize event chronologically.
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GRAMMATICAL ACCURACY Writes the crossword puzzle on the board, Pupils follow teacher’s instruction.
Crossword puzzle: Matching the verb to mixing up the words. They write sentences in their notebooks.
the noun/pronoun. Tells the pupils to match and rearrange them
into correct sentences.
3 LISTENING AND SPEAKING Teacher writes letters, sounds, words and Pupils listen attentively, to the teacher, Phonics
Aural discrimination: Pronunciation of sentences on the board accordingly. pronounces the words and sounds after the workbook
consonants and consonant sounds: Techer pronounces words and demonstrates teacher.
/j/ /z/ /dz/ the sound production. Teacher tells pupils to Pupils read the sentences imitating the teacher’s Phonics
Yes Zip Judge imitate. pronunciation in reading. workbook
You Razor Soldier Teacher reads sentences observing correct Teacher writes sentences in their notebooks
Youth Blaze Badge stress and intonation and fluency. and suggest more words and sentences for Grammar
further practice. Workbook
READING Teacher initiates reading by reading a Pupils listen to the teacher’s explanations.
Comprehension: About school activities. paragraph to the pupils and tells the pupils to Pupils try to substitute new words and they Composition/Ess
read the passage silently without movement make sentences with the new words. ay manual
A passage from pupils’ text book: Reading of their lips. Pupils read passage aloud individually and in
to answer questions on topic like “At Teacher explains difficult words from the groups. They skim for main ideas in the passage. Supplementary
school” - telling about processes and passage to the pupils. Pupils answer questions from the passage and materials
activities related to the school activities Teacher tells pupils to read loudly write them in their notebooks.
on a normal school day. individually and in groups. Charts
Teacher asks pupils question on the passage.
WRITING Teacher reminds pupils of the correct rules of Pupils listen to the teacher’s instructions and
A Short Composition On “The Food I Like writing e.g. Paragraph, use of capital letters, answer the teacher’s questions
Best. punctuation, writing from left to right, etc. Pupils write the composition in their notebooks.
Title of composition- My best food. Teacher guides them to write the essay by
Type - Descriptive/Expository Essay asking leading questions.
Use of appropriate verb (continuous)
tenses ideal for description and
expository writing.
GRAMMATICAL ACCURACY Teacher writes examples of sentences with Pupils reads the sentences and point out the
Expressing future actions using the ‘’shall and will and writes their equivalent replacements to pupils
present continuous tense to replace using present continuous form of the verbs.
‘’shall and will’’: Teacher explains the use of “will” and makes Pupils read the replacement sentences using
“We shall go to Warri tomorrow.” sentences with it. present continuous tense to express future
“We are going to Warri tomorrow.” Teacher explains the replacement of “shall” actions
“I shall tell you a story in the evening.” and “will” with present continuous tense. Foster own examples and make own sentences
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“I am going to tell you a story in the Teacher tells pupils to read the sentences and Copy teacher’s note.
evening.” suggest their own examples
Will Teacher gives them more sentences to use to
“My father will leave for London practise at time pupils read sentences with
tomorrow.” shall and will
“My father is leaving for London
tomorrow.” etc.
4 LISTENING/SPEAKING: Teacher initiates telling a story using a Pupils tell their stories and notes all corrections Phonics
Oral composition. popular jingle e.g. “Story! ‘Story’ Story!” by the teacher. workbook
A story on any topic that will capture and Teacher tells the pupils to tell the class about
retain pupils’ interest. their last birthday. Phonics
Encourage them to tell their own stories Teacher listens and praises good workbook
using simple correct tenses. E.g. presentations and corrects all mistakes.
‘’My birthday party’’ Grammar
READING: Teacher selects a comprehension passage Pupils read the comprehension and answer the Workbook
Reading a passage on national values: that informs on the importance of good questions.
Security security. Composition/Ess
Teacher encourages pupils to read the ay manual
comprehension and answer all questions.
WRITING Teacher dictates words and sentences to the Pupils listen attentively and write in their Supplementary
Handwriting and dictation. pupils slowly and repeatedly. notebooks. materials
Pupils read what they have written.
Pupils read sentences they have written and Charts
take in correction from the teacher when
necessary.
GRAMMATICAL ACCURACY Teacher writes sentences associated with Pupils read the sentences on the board. They
Using modal auxiliaries to express each modal auxiliary verb on the board. listen to the teacher’s explanations and give
obligation: ‘’shall’’, ‘’must’’, ‘’ought to’’, Teacher gets the pupils to read each sentence more examples of modal auxiliary verbs in
‘’have to’’, has to’’, ‘’should’’. and explains the use of the modals and the sentences on their own.
‘’Shall’’:- Ahmed shall clean the tables meaning of obligation.
‘’Must’’: - Amina must work. Teacher asks pupils to give more examples
Ought to: - We ought to be in school and write them for other pupils to see.
before 6 O’clock.
Udo ‘’have to’’ go to the hospital now.
Does baby have to sleep now? Yes, she
‘’has to’’
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5 LISTENING AND SPEAKING Teacher gives the pupils simple verbal Pupils respond to the teacher’s command in Phonics
Responding to simple commands and commands. action. workbook
answering question on them. Teacher asks pupils questions.
Simple commands: e.g. Phonics
Clap your hands! workbook
Question: What are you doing?
Response: We are clapping our hands or I Grammar
am clapping my hands. Workbook
READING Teacher leads pupils to read the selected Pupils read the comprehension passage and
A passage from pupils’ textbook. comprehension passage and answer the answer the questions. Composition/Ess
questions. ay manual
WRITING Teacher tells pupils to write what they can Pupils write objects they can see around and
Writing simple sentences about objects in see around and inside the classroom. within the classroom. Supplementary
and around the classroom descriptively. Teacher asks pupils to mention the names of They read out the names they have written. materials
Description of things in and around the the objects and things that they have written They make sentences with them.
class. down. They copy the sentences on the board. Charts
A red pencil is on the teacher’s table. Teacher tells them to make sentences with
My school uniform is very neat. those objects and things.
There are many boys and girls in my
classroom.
GRAMMATICAL ACCURACY Teacher writes verb roots in bracket and Pupils listen to teacher attentively
Fill in the gaps: Test pupils’ competence leaving blank spaces Copy the sentences with the verbs in bracket
on the use of verb tenses. Teacher read some to give the pupils Fill in the gaps with the correct verb tenses.
Put the correct form of the verb in example of what to do. Using charts picture as the pupil’s course book
bracket: e.g. Tells the pupils to write in their exercise the pupils in oral ready of the select passage.
(finish) I have………. my work. book and fill in the gaps
(Eat) I ……. bread in the morning
(Sing) we ………in the class everyday
6 LISTENING/SPEAKING Teacher reads the passage quite slowly and pupils listen carefully and ask questions when Phonics
Oral Comprehension audibly. The teacher leads the pupils in oral necessary. workbook
A passage on healthy living HIV. reading.
READING: Teacher selects a relevant passage and Pupils read the passage. Pupils point out Phonics
Reading comprehension. guides the pupils to read and answer the difficult words and find their meanings. Pupil workbook
Discussion of common registers of health. questions. use difficult words in sentence.
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WRITING The teacher asks pupils to copy a passage Pupils copy the passage into their notebooks Grammar
Handwriting into their notebooks guiding them to pay and ensure they use capital letters and Workbook
The use of capital letters and the full stop attention to the capital letters and punctuation marks as appropriate.
should be observed. punctuation marks. Composition/Ess
GRAMMATICAL ACCURACY Teacher guides pupils to construct sentences Pupils construct sentences asking for ay manual
Asking for permission asking for permission and showing permission and showing politeness with the
Using ‘can’ or ‘may’ in asking for politeness. teacher’s guide. Supplementary
permission to show politeness. materials
Charts
7 LISTENING AND SPEAKING Teacher uses audio tape and flash cards to Pupils pronounce the word correctly after the Phonics
Pronouncing verbs /əu/ and /ei/ guide the pupils to pronounce the sounds and teacher. workbook
/əu/ as in goat, coat, toe, rope etc. words correctly.
/ei/ as in cake, lake, snake, plate, date etc. Phonics
READING Teacher selects a passage that describes an Pupils write the difficult words and get their workbook
Passage on important historical town. iconic town and guides the pupils to read and meanings using the dictionary. They use the
note difficult words words in sentence. Grammar
WRITING: Teacher guides the pupils through Pupils write sentences and use the exclamation Workbook
Exclamation and interrogation marks. appropriate use of the exclamation and and interrogation marks correctly.
Exclamation mark – “!” question marks. Composition/Ess
Interrogation mark – “?” ay manual
GRAMMATICAL ACCURACY The teacher stimulates pupil’s expression Pupils write correct simple sentences using
The simple sentence and guides them to write correct simple present tense. Supplementary
Writing on every day activities using sentences using present tenses. materials
simple present tenses.
Charts
8 LISTENING AND SPEAKING Teacher reads the comprehension quite Pupils listens very carefully and answers the Phonics
Oral comprehension audibly and slowly. questions by the teacher. workbook
A story on courage and love for one’s The teacher asks questions and gets
fatherland. It should be short, logical and responses from pupils while screening their Phonics
rich in morals. speech to ensure correctness. workbook
READING The teacher uses history books to get Pupils to identify living heroes in their
Stories of national heroes and heroines. relevant comprehension passages and guides communities and in the nation Grammar
Queen Amina of Zaria, the stories should the pupils to read and answer the questions. Workbook
highlight heroic qualities worthy of Teacher notes the difficult words and
emulation. Queen Amina of Zaria is seen explains the meaning to the pupils. Composition/Ess
by many as a role model. ay manual
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WRITING Teacher guides the pupils to fill in the blanks Pupils fill in the blanks in sentences with the
Guided composition accurately. most appropriate verb tense. Supplementary
Filling in the blank spaces of a selected materials
passage. The omitted words should be
content words. Charts
GRAMMATICAL ACCURACY Teacher explains the transformation of Pupils write the plural form of given words
Irregular plurals sounds and letter of the words to be whose plural forms are irregular. Flash cards
pluralized. E.g. Man – Men. -Mouse – Mice, etc.
9. LISTENING AND SPEAKING The teacher reads out sentences containing Pupils write the correct past tense form of given Phonics
Stress and intonation the ‘ed or en’ verb form with emphasis on the words. workbook
Expressing the past perfect using ‘ed’ or past perfect.
‘en’ verbs forms e.g. - Okon was arrested Phonics
last month. - She has spoken the truth. workbook
READING The teacher guides the pupils on reading the Pupils write the main information about the
Comprehension passage passage and guides them to pay attention to Ooni of Ife. Grammar
The Ooni of Ife is a historical figure in words that suggest the main ideas. Workbook
Yoruba land. A story about this popular
king could enlarge the pupils’ knowledge Composition/Ess
of our national history. ay manual
WRITING Teacher gets an incomplete passage and Pupils fill in the blanks in the passage carefully.
Guided writing guides the pupils to fill in the blanks Supplementary
The pupils are made to complete a accurately. materials
passage by filling the blank spaces with
the right word from the options given. Charts
GRAMMATICAL ACCURACY Teacher makes series of statements using the Pupils should be asking to construct their
Present perfect tense using “since” and present perfect with ‘for’ and ‘since’. sentences.
“for”
Present perfect sentences with ‘since’ e.g.
I have been awake since 5:00 am.
Present perfect sentences with ‘for’ e.g.
I have been praying for three weeks.
10 LISTENING AND SPEAKING Teacher makes simple statements. E.g. This Pupils participate in the dialogue and ask Phonics
Statement and commands is a beautiful flower can I have some for my questions when necessary. workbook
Making simple statements and table please?
responding to commands with emphasis Response: No, I’m afraid you can’t. Phonics
on stress and intonation. E.g. workbook
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May I have your pen please? Teacher engages the pupils in simple
Response: I’m afraid you can’t. dialogue involving request and simple Grammar
Command: Could you shot the door statements. Workbook
please?
Response: With all pleasure. Or “the Composition/Ess
pleasure is mine.” ay manual
READING The teacher introduces pictures, charts and Pupils participate in the class discussion. They
Interpretative reading diagrams to the class for reading and read what they observe on the charts and flash Supplementary
Using charts, diagram, carton and discussion. cards. materials
pictures. The pupils make up sentences
on their own describing what they see Charts
and know.
WRITING Teacher guides pupils through accurate Pupils identify the proper way of describing
Indicating position indication of position in speech and writing. position with “here” and “there”
Indication position using “here” and
“there”. The boys are here, but the girls Uses real objects and pictures, the teacher
are there. demonstrates the use of “here” and “there”
The key is here
The ball is there. Etc.
GRAMMATICAL ACCURACY Teacher explains and demonstrates what Pupils make sentences involving future tenses.
The negator - “not” future actions are.
Expressing future actions in the negative. Teacher gives several examples to pupils and
E.g. - We will not be going to school next asks them to write their own sentences.
Wednesday.
Daddy, shall we go to the cinema today?
No, we shall not.
Note that “will” is more certain than shall.

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MATHEMATICS
a

WEEK TOPIC / CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 WHOLE NUMBERS UP TO 999 Teacher guides pupils to prepare piles or bundles of Pupils prepare piles or bundles of given Textbook
Counting of numbers up to 999 given collection in hundreds, tens and units. collection in hundreds, tens and units. Flash cards
Writing of numbers up to 999 ii. Guides pupils to identify, count and read up to 999. They count, identify and read numbers up Beads
Counting in groups of hundreds, to 999. Matchsticks
tens and units.
2 WHOLE NUMBERS UP TO 999 Teacher guides pupils to expand a given number e.g. Pupils expand given numbers e.g. 432 in Matchstick
Ordering whole numbers with the 432 in hundred, tens and unit. hundred, tens and unit. Pebbles
symbols: 432 = 400 + 30 + 2 They identify the symbol less than and Charts of written
< (lesser than) Guides pupils to identify the symbol less than (<) and greater than (< and >) whole numbers
> (greater than) greater than (>), equal to (=), etc. Compare two given numbers using the place value charts
- Expansion of 3-digit numbers. Leads pupils to compare two given numbers using symbols of greater than and less than. etc.
the symbols < and >.
3 FRACTION Teacher guides pupils to divide into parts without Pupils divide numbers into parts without Concrete objects
- Division of concrete objects into: remainder to form fractions. remainder to form a fraction. Scissors
1 1 2 1 3 4
, etc. Guides pupils to divide shapes into given number of Pupils divide shapes into given number of Shapes - Square
2 3 3 4 4 5
parts without remainder parts without remainder. Circles. Etc.,
- Fractions of shapes such as
Guides pupils to match the division with the Pupils match the division with the Papers of equal
squares, rectangles, triangles,
corresponding fraction. corresponding fraction. sizes
circles.
Guides pupils to identify numerators and Pupils identify numerators and Markers
- Identifying numerator and
denominators of fraction. denominators of fractions.
denominators of fractions.
4 EQUIVALENT FRACTIONS Teacher guides pupils to divide different sets of I. Divide different sets of objects into two Concrete objects
- Dividing sets of objects into two objects into two to understand equal fractions. parts to discover that ½ = 2/4 = 3/6 etc.
to show halves. Teacher guides pupils to divide sets of objects into ii. Divide sets of objects into two to Inequality chart
1
- Showing that = =
2 3 two to discover that 1/3 = 2/6 = 4/12 etc. discover that 1/3 = 2/6 = 4/12 etc.
2 4 6
Leads pupils to identify which fraction is less and iii. Identify which fraction is less and which Paper cut out in
- Dividing the whole unit into equal
which is greater. is great. shapes of square
parts using fraction board.
rectangle, triangle,
- Ordering of fraction using
etc.
symbols < and >
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5 ADDITION Teacher guides pupils to arrange items in bundles of Arrange counters in bundles and of tens Charts
i. Addition of two and three digits tens. They count the numbers in expanded form and and count them in the expanded form and Flash cards
numbers with remaining or be able to write them in that form. E.g. write them in that form. Addition cards
exchanging. 96 = 9 tens + 6 units 75 = 7 tens + 5 units ii. Pupils solve some addition problems on Fraction cards,
ii. Addition of 3-digit numbers, Guides pupils to solve some addition problems on the board. Abacus chart
taking two at a time. the board e.g. 76+19 = (___) iii. Pupils use abacus and count correctly.
iii. Addition of fraction with the Guides pupils to add fractions with the same iv. Add fractions with the same
same denominators. 3
denominator e.g. 6 + 6
2 denominators.
6 SUBTRACTION Teacher guides pupils in subtracting 3-digit numbers Subtract 3-digit numbers with regrouping. Chart and flash
- Subtraction of 3-digit numbers with regrouping. ii. subtracts fractions with the same card, subtraction
with regrouping. Leads pupils in subtracting fractions with the same denominators. cards, counters,
- Subtraction of fractions with the 3 2
denominator e.g. 6 − 6 abacus chart,
same denominator. fraction cards.
7 OPEN SENTENCES Teacher guides pupils to find missing numbers in Pupils find missing numbers in open Chart containing
- Open sentences involving open sentences. sentences. They give examples of open worked examples
addition of numbers 9+ = 15 18 – =7 sentences in everyday life. on open sentences.
- Open sentences involving Leads pupils to understand and appreciate the Solve related quantitative aptitude
subtraction of numbers. relationship between + and –. problems.
8 MULTIPLICATION Teacher guides pupils to use repeated addition for Pupils use repeated addition for Square charts
Multiplication as repeated addition multiplication e.g. 2 x 4 = 2 + 2 + 2 + 2 = 8 multiplication. Multiplication
Using multiplication table to find Guides pupils to use table to multiply one-digit Pupils use multiplication table to multiply table chart
products of numbers. number by one-digit numbers. one-digit numbers by one-digit numbers. Pebbles
Guides pupils to use table to multiply two-digit Pupils use multiplication tables to multiply Beads
number by one-digit numbers. two-digit numbers and one-digit numbers. Seed
9 MULTIPLICATION Teacher guides pupils to memorize multiplication of Pupils use multiplication tables to multiply Multiplication
- Using multiplication tables to find simple numbers without using the multiplication two-digit numbers and one-digit numbers. table chart
products of numbers table.
10 MULTIPLICATION Teacher guides pupils to carryout 2 by 1, 3 by 1 and Pupils carryout 2 by 1, 3 by 1 and 2 by 2 Multiplication
- 2 by 1 multiplication 2 by 2 multiplication. multiplication. table chart
- 3 by 1 multiplication Teacher helps pupils to memorize multiplication of Pupils rote recite the multiplication of
- 2 by 2 multiplication simple numbers. simple numbers.
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MATHEMATICS
RESOURCES
1 DIVISION Teacher: Pupils divide whole numbers not exceeding Bottle tops
- Division of whole numbers not Guide pupils through division of whole numbers such as 100 by 2, 3, 4, 5 and 6. Sticks
exceeding 100 by 2, 3, 4, 5 and 6 20 ÷ 5 or 20 : 5. 10 ÷ 5 or 10 : 5. Pupils rote recite multiplication of numbers. Pebbles
without remainder. Pupils relate the relationship between Beads
- Relationship between multiplication and division. Multiplication
multiplication and division chart
2 DIVISION Teacher leads pupils to divide by grouping using bottle Pupils solve division using grouping. Bottle tops
- Factors of whole numbers not tops not exceeding 100. Pupils express numbers as factors. Pebbles
exceeding 100. Teacher guides pupils to get factors of while numbers
not more than 100.
3 DIVISION Teacher uses rectangular pattern of numbers to find Pupils use rectangular pattern of numbers to Multiplication
Find the missing factor in a given factor of given numbers find factor of given numbers. chart
numbers Pupils get factors of given numbers.
1 2 3 4 5 6
Posters
2 4 6 8 10 12
3 6 9 12 15 18
4 8 12 16 20 24
5 10 15 20 25 30
6 12 18 24 30 36
The factors of 6 = 1, 2, 3 and 6.

4 FACTORS AND MULTIPLES OF Guides pupils to write out the multiples of given Write out the multiples of given numbers 2, Bottle tops,
NUMBERS numbers 2,4,6,8,10,12 etc. 3, 6, 9, 12, 15, 18 etc. 3, 4, 5, 6, etc. beads,
Leads pupils to distinguish between factors and Distinguish between factors and multiples of pebbles,
multiples of given numbers. given numbers. sticks etc.
Leads pupils to give examples of everyday activities Pupils gives examples of everyday activities
where correct division is needed. where correct division is necessary.
Teacher lays emphasis on the need for accuracy in
division.
Page | 234

5. MONEY Teacher leads pupils to convert from naira to kobo and Pupils participate in changing money; from Coins and
- Changing money not exceeding vice-versa. naira to kobo and vice-versa. naira
₦100 from naira to kobo. Leads pupils to role-play buying and selling in a corner Pupils
- Shopping involving addition and shop. iii. Acts as a shop keeper and customers. Corner shop
subtraction with money not greater Guides pupils through multiplication and division iv. Respond to the mental questions asked: and items
than ₦100. operations involving money - solve sums on multiplication involving
- Multiplication involving money money not exceeding ₦20. Counters
with product not exceeding ₦100.
- Concept of change or balance after
buying or selling.
6 MEASUREMENT – LENGTH AND Guides pupils to measure their table using their hand Pupils measure their table using their Rope
WIDTH spans. Finds out which child has the longest and shortest handspan. Tape rules
- Estimation of length and width (in hand span. - Find out which child has the longest and Desks
centimeters (cm) and metres (m) Leads pupils through estimation of lengths of various shortest handspan. Tables
and comparison of estimate with objects in the classroom. - Estimate the length of various objects in the
actual measurement. Guides pupils to measure length of given objects using classroom.
- Units of measurement standard units. - identify and apply standard units of
- Conversion of centimeters to Guides pupils to understand that the distance round a measurement.
metres and vice-versa. plane object is called perimeter. - Pupils mention the importance of these
- Simple word problems involving Leads pupils to understand the importance of standard standard units.
measurement. units of measurement. - Pupils measure the two lengths and two
widths of their table and add their results.
- Estimate the perimeter of table tops and
cardboard shapes.
7 LENGTH AND PERIMETER OF Guides the pupils to measure the length of the classroom Pupils measure the length of the classroom Classroom
PLANE SHAPES with their feet and arms and record the results. with their feet and arms and then compare Arm
- Comparing non-standard measure Leads pupils to compare arm-length results and other their results. Feet
e.g. arm length non-standard measurements with the standard method Find out the differences in armlength and Metre rule
- Calculating the perimeter of square of measurement such as tape rule. other non-standard measurement.
and rectangle not more than 50 cm. Guides pupils to use metre rule to measure objects in Use metre rule to measure objects in the
Perimeter of square = 4 × L classroom. class.
Perimeter of rectangle = 2(L + B) - Lay emphasis on the importance of standard unit Understand the importance of standard unit
compare with natural unit in measurement. against natural units.
- The need for standard unit in the society. Calculate the perimeter of plane shapes
Leads pupils to calculate the perimeter of plane shapes
of squares and rectangles.
Page | 235

8 AREA OF PLANE SHAPES Teacher guides pupils through identification of length Pupils identify and differentiate between Textbook
Area of shapes not more than 50 cm2 and breadth and differentiating them. length and breadth of planes shapes. Cardboard
Area of square = L × L Guides pupils to understand the concept of perimeter Pupils identify and differentiate between shapes
Area of rectangle = L × B and area of plane shapes. perimeter and area of plane shapes. Ruler
Teacher guides pupils through calculating perimeters Pupils calculate the area of squares and
and areas of plane shapes using the basic formulae rectangles using the formulae.
9 PERIMETER AND AREA OF PLANE Guides pupils to identify the perimeter and area of plane Pupils show understanding of the concepts of Textbook
SHAPES shapes. area and perimeter by identifying the Charts
- Concept of perimeter of plane Guides pupils to understand the difference between formula for calculating each. Pupils Posters
shapes perimeter and area of plane shapes. differentiate the difference in the units of Formula book
- Concept of area of plane shapes Leads pupils to calculate the area and perimeter of a measurement. Multiplication
particular shape and then compare the result and the Pupils calculate the perimeter and area of a chart
unit of measurement. particular shape and then compare the
results.
10 CAPACITY Teacher guides pupils to identify litre as a unit of Pupils identify litres as unit of measurement Calibrated or
- Capacity as a measurement of how measurement used in our daily activities involving of capacity or volume. graduated
much an object can contain – capacity. Pupils study and copy the conversion of units containers
volume. Guides pupils to learn the following conversion from one of capacity.
- Measuring liquid (e.g. water with unit of capacity or volume to another. Pupils measure water with a 1-litre container Graduated
graduated cylinder or container up 10 millilitres (ml) = 1 centilitre (cl) into a 4 litres container and record their cylinder or
to any stated number of litres. 10 centilitres (cl) = 1 decilitre (dl) findings. bowl
Determining the quantity (capacity) 10 decilitres (dl) = 1 litre (L) Identify the need for accuracy in measuring
of water in a cup. 1000 litres = 1 kilolitre (kl) liquids e.g. water. Bottles with
Guides pupils to use empty containers to measure liquid Measure liquid using the graduated cylinder capacity
into bigger containers. provided. labels
Guides pupils to understand the need for accurate Determine the amount or quantity of liquid
measurement of liquid e.g. water, kerosene, ground nut measured and poured into a bigger Water
oil etc. container.
- Lead pupils to measure water or liquid with the
graduated cylinder.
- Guide pupils to determine the quantity of water
measured.
12 EXAMINATIONS EXAMINATIONS EXAMINATIONS
Page | 236

MATHEMATICS
RESOURCES
1 WEIGHT Explains the concept of weight and that the weight Pupils obtain and record the weight of Textbook
- Introducing grams and kilograms as of some small objects like packets of sugar and tin given objects and determine which objects
standard units of measurement of weight. of milk are expressed in grams. On the other hand, are lighter or heavier than others. Mass balance
- Finding and recording weights of objects. the weights of heavy objects like car. Travelling
- Finding weights of small objects (e.g. box, gas cylinder, etc. are expressed in kilogram. Stones, packet of sugar, tin of milk, pencil, a Spring
packet of sugar, tin of milk, textbooks) and scale or balance. balance
recording in grams. Guides pupils to obtain the weight of some objects
Comparison of weights of different objects using mass balance or spring balance and to Stones of
– light and heavy objects. compare the weights and decide which ones are different sizes
lighter or heavier.
2 WEIGHT Guides pupils to convert the units of weight from Pupils convert from one unit of weight to Textbook
- Conversion of units of weight one to another. the other especially from grams to
1000 mg = 1 g Leads pupils to carryout operations involving kilogram and vice-versa. Workbook
1000 g = 1 kg addition and subtraction of weight of objects or
Mathematical problems involving weight humans. Pupils solve problems involving addition,
in open sentences. Leads pupils to carryout multiplication and subtraction, multiplication and division of
- Addition and subtraction of weight division operations involving weights of objects or weights.
- Multiplication of weight by one-digit humans.
numbers and two-digit numbers. Guides pupils to solve problems in open sentences Solve some open sentence problems
on weight. involving weights.
3 TIME Guides pupils to read clock to half-hour and Pupils read time to half- and quarter-hour Wall clock
- Identification and reading of clocks to quarter-hour e.g. 2:15, 10:30. Tell time in minutes. Wristwatch
half-hour and quarter-hour Leads pupils to tell time in minutes. Convert from minutes to second and from Stopwatch
- Telling time in minutes. Guides pupils in conversion from minutes to seconds to minutes. Charts
- Changing seconds to minutes and seconds and vice-versa. Solve word problems on time. showing time
minutes to seconds. Leads pupils to solve word problems on time.
- Word problems on time.
4 TIME AND CALENDAR Guides pupils to read days of the week and Pupils read days of the week and months of Calendar
- Reading days of the week months of the year. the year. Flash cards
- Reading months of the year Guides pupils to understand the number of days Notes the number of days in each month of for days of the
- Reading days of the week and months of in every week and the number of days in each the year. week, months
the year. month of the year.
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- Reading important days of the year. Displays calendar and guides pupils to say dates They mention certain dates and when of the year
and when certain events like Christmas, New year, certain events are celebrated using a etc.
Easter, Id-el-Kabir, Nigerian Independence Day, calendar.
Children’s Day, Democracy Day etc. are
celebrated.
5 GEOMETRY - Symmetry Guides pupils to identify symmetrical objects and Identify symmetrical objects and lines of Cardboard
- Concept of symmetry. lines of symmetry. symmetry in various objects.
- Identifying symmetrical shapes e.g. Guides pupils to fold various shapes along their Fold various shapes along their lines of Charts of
square, rectangle, triangle, etc. lines of symmetry. symmetry and find lines of symmetry in plane shapes
- Identifying lines of symmetry in various Leads pupils to find the number of lines of various shapes.
objects. symmetry of various shapes. Solve word problems on lines of symmetry. Marker
- Folding various planes shapes along Guides pupils to solve word problems related to
their lines of symmetry. lines of symmetry. Ruler
- Finding the number of lines of symmetry
in various shapes. Posters
- World problem on lines of symmetry.
6 GEOMETRY – Properties of Plane Guides pupils to observe and record the Observe and record the properties of a Textbook
Shapes properties of a square, rectangle and triangle with square, triangle and rectangle.
- Properties of square respect to number of sides, number of angles, Cardboard
- Properties of rectangle sizes of angles and sum of total angles, lines of Pupils write the properties of the square,
- Properties of triangle symmetry, etc. rectangle and triangle. Marker
Guides pupils to recite properties of each shape
from a chart or poster. Charts
7 GEOMETRY – Properties of Plane Guides pupils as they state the relationship Mention the relationship between the sides Triangular
Shapes between the sides and angles of a square, triangle and angles of a triangle, square and Rectangular
- Stating the relationship between the and rectangle. rectangle. Square
sides and angles of a: -Triangle, -Square Guides pupils to identify and differentiate a Cardboard
and -Rectangle. square, rectangle and triangle.
8 GEOMETRY - Straight Lines and Curves Guides pupils to draw horizontal lines, vertical Draws horizontal lines, vertical lines and Textbook
- Drawing and recording length of vertical lines and curves (such as arc, semi-circle and curved lines.
and horizontal lines. circle). Form different shapes using lines and Mathematical
- Drawing curved lines to form various Leads pupils to form various shapes using lines curves e.g. cylinder set
patterns. and curves. Join various shapes to form new objects {Instruments)
- Joining various shapes to form new
objects.
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9 PICTOGRAMS Guides pupils to read and show information on Read and show information on pictograms Charts of
- Definition of pictogram: reading and pictograms using vertical and horizontal using vertical and horizontal arrangements. pictograms
showing information on pictogram arrangements
- Reading and showing information on - Find the total number of objects or items Cut-out of
pictogram using vertical and horizontal Guides pupils to find the total number of objects on a pictogram. pictures for
arrangement on a pictogram. pictograms
- Finding the total number of objects on a
pictogram
10 PICTOGRAMS Guides pupils to identify the most common value Identify the most common item in a Textbook
- Mode - Identify the most common value in a pictogram. pictogram.
in a pictogram. Guides pupils to draw a pictogram from a given Draw a pictogram from a given table Pictograms
- Finding the mode in a pictogram. table and to draw a table from a pictogram. - Draw a table from a pictogram.
- Drawing pictogram from a given table. - Guides pupils to read mode from tables. - Read modes from tables and pictograms. Chart
- Drawing a table from a pictogram. - Leads pupils to identify the number of items - Identify the number of items from a table.
- Reading mode from table from a table. - Sum two or more items to from a table. Posters
- Guide pupils to sum two or more items from a - Differentiate between two items from a
table and differentiate between two items from a table. Real-life data
table and to solve word problems on mode. - Solve word problems on mode.
12 EXAMINATIONS EXAMINATIONS EXAMINATIONS
Page | 239

BASIC SCIENCE AND TECHNOLOGY (BST)

RESOURCES
1 MEASUREMENT OF Uses a chart showing metric rule and tape rule to teach Read and learn the metric rule of length. Textbook
LENGTH pupils the metric units of length and the basic methods Identify professionals who use length measurement. Chart
of measuring length. Carryout conversion of units of length with respect to Poster
Mentions professionals who deal with measurement of centimetre, millimetre, metre, kilometre, etc.
length and explains conversion of metric units of length.
2 MEASUREMENT OF Uses a chart to teach pupils the metric units of mass and Use mass balance to estimate the masses of objects in Textbook
MASS conversion from one unit to another. the classroom such as pencils, notebooks, etc. Workbook
Initiates class discussion on standard instruments for Discuss the standard instruments for measuring mass. Mass balance
measuring mass e.g. mass balance, spring balance.
3 INSTRUMENTS FOR Guides the pupils to use lever arm balance, tape rule, Listen and repeat what the teacher has done on how to Textbook
MEASURING: bathroom scale. use lever arm balance and bathroom scale. Lever arm
Mass, length, breadth, balance
height. Bathroom scale
4 MEASUREMENT OF Use chart to teach pupils how to read or measure time. Read time correctly and measure the time taken for an Textbook
TIME Initiates class discussion on how to accomplish certain event or a task to be completed.
- Traditional method tasks within specified time frame. Read a paragraph of any story from their textbook and Stopwatch
- Modern method Explains how time was read in the olden days e.g. recap the story within a set time frame.
position of the sun, crow of the cock, etc. Identify traditional and modern ways of telling time. Wall clock
Explains modern methods such as stopwatch, wall
clock, wristwatch, etc. Charts
5 SOIL Defines soil and guides pupils to mention the Mention the importance of soil to plants. Textbook
- Definition of soil importance of soil to plants and humans. Mention the importance of soil to animals.
- Types of soil Guides pupils to mention the importance of soil to List and describe the types of soil. Workbook
animals. Mentions and describes the types of soil.
6 AIR - Air in Motion: Initiates and guides class discussion on the meaning of Use paper or hand fan to show air in motion. Textbook
Wind wind. Guides pupils to make and fly paper or polythene Make and fly paper kites.
- Meaning of wind kites to demonstrate one of the effects of air. List the importance of air Charts
- Effects and importance Teacher discusses the importance of wind. Differentiate between wind and breeze.
- Sound travelling in air
Page | 240

8 HARMFUL EFFECTS OF Initiates and guides class discussion on the role of air in Observe and describe the effects of air on their bodies. Textbook
AIR transferring harmful substances into the body and air List two harmful substances that can be taken into the Workbook
- Air borne diseases pollution. body through the air. Charts
- Air pollution Guides pupils to list harmful substances that can be
taken into the body through air.
9 WATER Provides pupils with samples of water of different Observe and describe samples of contaminated water Textbook
- Water Quality qualities (clean, dirty, muddy). and clean water and participate in class discussion. Charts
- Contaminated water Explains the concept of contaminated water. Water samples
- Potable Water Leads pupils through identification and labelling of
water samples and explains the meaning of potable
water.
10 WATER Initiates and guides class discussion on the common Participate in class discussion. Textbook
- Uses of water uses of water. Lists the common uses of water and the harmful effects Charts
- Harmful effects of Discusses some harmful effects of water. of water. Posters
water
Water-borne diseases
11 Revision
12 Examination
Page | 241


RESOURCES
1 PLANTS AS LIVING THINGS Takes pupils on a nature-walk to observe plants. Observe plants around the school and in their Plants, trees.
Characteristics of living things: Explains the characteristics of living things which localities. Plant in a pot
MR-NIGER -D: are observed in plants. Identify plants as living things. Textbook
Movement, Reproduction, Displays a plant in a pot in the classroom. Chart
Nutrition, Irritability, Growth, Workbook
Excretion, Respiration, Death.
2 ANIMALS Takes pupils on a nature-walk to observe animals. Observe animals around the school and in their Textbook
Observing Features of Animals Guides pupils to identify animals as living things. localities. Charts
- Characteristics of living things in Displays charts of different animals to show their Identify animals as living things. Posters
animals characteristics as living things. Workbook
3 TECHNOLOGY Explains the concept of technology to the pupils. Define technology, under-developed and Textbook
- Forms of Technology Guide the pupils to define developed and developed technology. Charts
- Products of Technology underdeveloped technology. Identify products of underdeveloped and Posters
Guides the pupils to name and identify products of developed technology. Workbook
underdeveloped and developed technology.
4 CHARACTERISTICS OF Guides the pupils to identify the characteristics of List the characteristics of underdeveloped and Textbook
UNDERDEVELOPED underdeveloped technology. developed technology. Charts
TECHNOLOGY Guides the pupils to list some products of Mention some products of underdeveloped Posters
- Uses of products of developed technology technology. Workbook
underdeveloped technology.
5 CHARACTERISTICS OF Guides the pupils to identify the characteristics of List the characteristics of developed Textbook
DEVELOPED TECHNOLOGY developed technology. technology. Charts
- Uses of products of developed Guide the pupils to list some products of Mention some products of developed Posters
technology. developed technology technology. Workbook
6 ENERGY Guides pupils to define energy and to list some Define energy. Textbook,
- Forms of energy forms of energy. List some forms of energy. Charts, Posters
Workbook
7 LIGHT ENERGY AND SOLAR Guides and initiates class discussion on the Listen attentively to the teacher and ask Textbook
ENERGY sources of light and solar energy. relevant questions when necessary. Charts
- Sources of light and solar energy Participate in class discussion. Posters
- Uses of light and solar energy Workbook
Page | 242

Guides pupils to realize that light is not fire but

fire produces light and solar energy is from the
sun.
8 ELECTRICAL ENERGY Explains the concept of electrical energy. Listen to the teacher and ask relevant Textbook
- Sources of electrical energy Lists the sources of electrical energy and the uses. questions. Charts
- Uses of electrical energy Lists the sources and uses of chemical energy. Posters
Workbook
9 CHEMICAL ENERGY Explains the concept of chemical energy. Listen to the teacher and ask relevant Textbook
- Sources of electrical energy Lists the sources of chemical energy and the uses. questions. Charts
- Uses of electrical energy Lists the sources and uses of chemical energy. Posters
Workbook
10 CONVERSION OF ENERGY Explains that energy can be converted from one Listen attentively to the teacher and ask Textbook
- From one form to another- form to another e.g. electrical energy is converted relevant questions. Charts
Examples of conversion and the to heat energy in pressing iron. Lists examples of conversion of one form of Posters
application or technology product energy to another and identifies a technology Workbook
that uses the conversion. that uses the conversion
12 EXAMINATION EXAMINATIONS EXAMINATIONS

RESOURCES
1 REVISION OF SECOND TERM’S
WORK
2 FLOATATION IN AIR Teacher with the aid of old newspapers, balloons, Pupils list objects that can float in air and Textbook
- Definition of floatation polythene bags demonstrates floatation in air and those that cannot float in air.
- Things that float in air. encourages a class discussion that engages pupils Charts
- Importance of floatation in air actively. Pupils learn to make kites and to float them
Explains the principle of floatation with respect to in air. Posters
weight of objects. List technology products that use
floatation in air.
Page | 243

3 FLOATATION ON WATER Teacher with the aid of plastic spoon, iron spoon, Pupils list objects that can float on water and Textbook
- Objects that float on water and demonstrates that some objects can float on water those that cannot float on water.
those that cannot float on water. and some cannot. Charts
- Importance of floatation on Teacher encourages pupils to participate in class Pupils list technology products that use
water. discussion and explains the principle of floatation floatation on water. Posters
with respect to weight of objects.
Teacher lists technology products that use floatation
on water.
4 THE HUMAN BODY Explains the structure of the human body. Pupils listens to the teachers and reckon with Textbook
- Identification of parts of the body Identifies the parts of the body that the pupils are the parts of the body especially those they
- Uses of body parts: The brain, not used to talking about e.g. the brain, nostrils, anus, cannot touch. Workbook
throat, nostrils, anus, ankle, knee, etc.
teeth, etc. Lead pupils to identify or reckon with these parts of Charts and
the body with the aid of charts and posters. posters
5 DANGER OF TAKING HARMFUL Teacher with the aid of video clips and charts People listen to the teacher and ask Video clips
DRUGS AND SUBSTANCES INTO showing lifestyle and faces of people suffering as a questions.
THE BODY result of abuse of drug and the use if harmful Charts
Harmful substances – tobacco, substances leads pupils to discuss the topic. Pupils list the effects of taking harmful
alcohol, cigarette, cigarette smoke, Teacher tells the story of how harmful drugs and substances inti the body – tiredness, pain, Textbooks
cocaine, unprescribed drugs, fake substances make people sick and may result to drunkenness, sores, financial crisis, etc.
drugs, etc. death. Workbook
- Reasons why people take harmful
substances: curiosity, peer
pressure, lack of self-control, etc.
6 CONTAMINATED WATER Teacher explains that contaminated water contains Pupils listen attentively and ask questions. Video clips
- Definition of contaminated water. dirt or substances that make it unsafe to be taken by
- Types of contaminated water people. Pupils list diseases that result from intake of Charts
- Substances that contaminate Teacher list examples of contaminants – urine, contaminated water.
water (Contaminants) refuse, dust, chemicals, etc. Textbooks
- Dangers of taking contaminated Teacher with the aid of apt charts shows pictures of
water: cholera, dysentery, typhoid, people that got sick and infected with diseases after Workbook
guinea worm, etc. taking contaminated water.
7 PURIFICATION OF WATER Teacher with the aid of an apt chart showing pictures Pupils listen to the teacher and ask questions. Video clips
- Methods of making contaminated of how to purify water and make it safe for use or
water clean for people to take in. drinking for people to take in. Charts
- By boiling
Page | 244

- By adding alum Teacher demonstrates the process of purification of Pupils observe every step of purification as Textbooks
- By using filter water and opens a class discussion which pupils demonstrated by the teacher and explains
- By using chemicals like chlorine. engage in actively. the process. Workbook
8 PARTS OF PLANTS AND USES Teacher with the aid of apt textbooks and charts and Pupils actively participate in the discussion Charts
- Functions of roots, stems and fresh parts of a plant, identifies the parts of a plant by listening to the teacher and asking
leaves. and their uses. questions. Posters
9 LEVERS Explains a lever as a simple machine that involves Pupils listen to the teacher and participate in Video clips
Concept of a lever as a simple putting a long thin piece of metal used to lift heavy the class discussion.
machine. loads. Charts
Teacher lists examples of simple levers – see-saw, Pupils bring simple levers from home and
plier, can opener, crow bar, etc. they also learn to make simple levers and to Textbooks
use it to lift load.
Workbook
10 PULLEYS Explains a pulley system as a piece of equipment Pupils actively participate in the discussion Video clips
- Concept of a pulley as a simple consisting of a rope passed over a wheel to lift a load. by listening to the teacher, responding to
machine. questions and asking questions during the Charts
lesson.
12 EXAMINATION EXAMINATIONS EXAMINATIONS
Page | 245


RESOURCES
1 REVISION Revision of last term’s work.
2 TECHNOLOGY Explains the meaning of technology to the Define technology. Charts
- Definition of technology pupils. Lists examples of items or products that Lists examples of technology products. Video
Examples of technology-related products. are based on technology. Textbook
3 FORMS OF BASIC TECHNOLOGY Guides the pupils to name and identify Participate in class discussions. Identify Charts and posters
- Underdeveloped Technology examples of under developed and developed examples of underdeveloped and Textbook
- Developed Technology technology. Explains the differences between developed technology. Gadgets
underdeveloped and developed technology. Hoe
4 UNDERDEVELOPED TECHNOLOGY Guides the pupils to name and identify Participate in class discussions. Identify Charts and posters
- Characteristics of underdeveloped examples of under developed technology. examples of underdeveloped technology. Hoe
technology. Explains the mode of usage of underdeveloped Cutlass
- Examples of underdeveloped technology technology.
5 UNDERDEVELOPED TECHNOLOGY Guides the pupils to name and identify Participate in class discussions. Identify Charts and posters
- Characteristics of underdeveloped examples of underdeveloped technology. places where underdeveloped technology Hoes
technology. Explains where underdeveloped technology is is used. Textbook
- Places of usage of underdeveloped being used. Lists the importance of Identify examples of underdeveloped and
technology. underdeveloped technology. developed technology.
6 IMPORTANCE OF UNDERDEVELOPED Guides the pupils to understand the Participate in class discussions. Lists the Charts and posters
TECHNOLOGY importance of underdeveloped technology. importance of underdeveloped technology. Hoes
Textbook
7 DEVELOPED TECHNOLOGY Guides the pupils to understand the meaning of Participate in class discussions. Lists the Charts and posters,
- Characteristics of developed technology developed technology. characteristics of developed technology. Textbook
- Examples of developed technology Gadgets
8 DEVELOPED TECHNOLOGY Guides the pupils to identify developed Participate in class discussions. Identify Charts and posters,
- Characteristics of developed technology technology and where they are used. places where developed technology is used. Textbook
- Places where developed technology is Gadgets
used
9 IMPORTANCE OF DEVELOPED Guides the pupils to understand the Participate in class discussions. Lists the Charts and posters,
TECHNOLOGY importance of developed technology. importance of developed technology. Textbook
Gadgets
Page | 246

10 TECHNOLOGY USED IN EDUCATION Explains different types of technology used in Participate in the class discussions. Listen Charts
education. Lists examples such computer, and ask questions. Educational tablet
projector, tablet, e-textbook, etc. Softcopy textbook
11 REVISION
12 EXAMINATION

RESOURCES
1 REVISION Revision of last term’s work
2 ENERGY Explains the terms and opens class discussion. Participate in the class discussion, listen and Charts
- Definition of energy Encourages pupils to participate in the class ask questions. Video clips
- Uses of energy discussion.
3 Forms of Energy Explains the forms of energy. Lists the forms of Define energy. Charts
Light energy, mechanical energy, energy. List different forms of energy. Video clips
electrical energy, solar energy, etc.
4 SOURCES OF ENERGY Guides pupils to name the sources of energy e.g. the Participate in class discussion. Listen and ask Charts
Sun, wind, water, chemical, fire, sun, stars, fire, electricity. questions. Video clips
fuel, etc. Guides pupils to realize that all forms of energy come The sun
from a particular source. Batteries
Kerosene
5 USES OF ENERGY Guides pupils to understand different uses of energy Participate in class discussion. Charts and videos.
- Domestic use at home or places of work Listen and ask questions. The sun
- Commercial / Industrial use inverters.
6 SOLAR ENERGY Guides pupils to understand that the sun produces Participate in class discussion. Charts and videos.
Source of solar energy solar energy Listen and ask questions. The sun
Method of using solar energy Solar panels and
inverters.
7 USES OF SOLAR ENERGY Guides pupils to understand the use of solar energy at Participate in class discussion. Listen and ask Charts and videos.
home. questions. The sun
Solar panels and
inverters.
Page | 247

8 CHEMICAL ENERGY Guides pupils to understand that some chemicals Participate in class discussion. Charts and videos
produce energy, e.g. tetraoxosulphate acid. Helps Listen and ask questions. Phone batteries
pupils to identify batteries and how batteries are
used.
9 USES OF CHEMICAL ENERGY Guides pupils to understand chemical energy is used Participate in class discussion. Charts and videos.
in batteries that we use in our wall clocks, wristwatch, Listen and ask questions. Phone batteries.
phones, cars, etc.
10 ELECTRICAL ENERGY Guides pupils to understand the concept of electrical Participate in class discussion. Listen and ask Charts
Dam – Kanji dam energy. questions. Videos
Windmill Guides pupils to understand the concept of electrical Participate in class discussion. Listen and ask Pictures of Kanji
- Uses of electrical energy. energy. Electrical energy come from dams, windmills, questions. Wall socket
solar panels, etc.
11 REVISION Revision
12 EXAMINATION

RESOURCES
1 REVISION Revision of last term’s work
2 ENERGY Explains the terms and opens class discussion. Participate in the class discussion, listen Charts and
- Definition of energy Encourages pupils to participate in the class discussion. and ask questions videos
- Uses of energy
3 PROPERTIES OF ENERGY Explains the terms and opens class discussion on Participate in the class discussion, listen Charts and
Energy cannot be created. Energy properties of energy. Encourages pupils to participate and ask questions. videos
cannot be destroyed. Energy can be in the class discussion. Textbook
converted
3 CONVERSION OF ENERGY Explains the terms and opens class discussion on Participate in the class discussion, listen Charts and
From one form to another: electrical conversion of energy from one form to another. Lists and ask questions. videos
energy to heat energy e.g. pressing examples of energy conversion and the objects that use Textbook
iron.
Page | 248

the conversion. Encourages pupils to participate in the

class discussion.
4 CONVERSION OF ENERGY Lists more examples of conversion of energy. Write examples of conversion of energy Charts and
(CONTINUED) Charts and videos. and the objects involved. Listen and ask videos
questions. Textbook
5 MECHANICAL ENERGY Explains the terms and opens class discussion. Gives Participate in the class discussion, listen Charts and
- Concept of mechanical energy as examples of objects that use mechanical energy. and ask questions. videos
related to motion. Encourages pupils to participate in the class discussion. Textbook
6 USES OF MECHANICAL ENERGY Explains mechanical energy as being used in motion or Participate in the class discussion, listen Charts and
For movement in human beings, in staying at a point. and ask questions. videos
cars. - For staying at a point as in a Textbook
parked car.
7 OBJECTS THAT USE MECHANICAL Explains mechanical energy as being used in motion or Participate in the class discussion, listen Charts and
ENERGY in staying at a point. and ask questions. videos
Cars, grinding machine, etc. Textbook
8-9 ENERGY AT HOME Opens class discussion on properties of energy. Participate in the class discussion, listen Charts and
Methods of using energy at home Encourages pupils to participate in the class discussion. and ask questions. videos
Textbook
Page | 249


RESOURCES
1 REVISION OF LAST SESSION WORK
2 CREATIVE RHYTHM AND MOVEMENT Explains and demonstrates the creative Listen and initiate teacher’s actions. Chart
- Creative rhythmic sound made by Animals e.g. rhythms and movements made by animals. Practices the skills. Practice the Tape
ducks, birds, elephants and dogs. Supervises pupils’ practices on the differences difference sounds made by animal and Chalkboard
- Movements and sounds made by people and between sounds made by animals and people. people. Recorder
animals.
- Importance of creative rhythm and movement.
3 FUNDAMENTAL RHYTHMS AND MOVEMENT Explains the meaning of fundamental Listen to teacher’s explanation. Field
Meaning of fundamental rhythms. rhythms. Ask questions. Recorder
Activities under fundamental rhythms – walking, Supervises the pupils to practise and make Practise the skills. Drum
bending, - marching. - skipping and jumping. correction. Video clip.
4 FUNDAMENTAL MOVEMENTS Teacher with the aid of picture charts and Pupils actively participate in the Field
- Twisting - Turning - Shaking video clips, explains and demonstrates demonstration by; they listen and Recorder
twisting turning and shaking. demonstrate all the teacher had done. Video clip
Teacher guides pupils to demonstrates the Textbook
fundamental movements. Workbook
5 LOCOMOTOR MOVEMENTS Teacher explains the concept of locomotor Pupils actively participate in the Charts
- Crawling - Jogging - Skipping movements. demonstration by; they listen and Posters
- Galloping - Climbing - Hopping Teacher with the aid of charts and video clips, demonstrate all the teacher had done. Pictures
explains and demonstrates the locomotor Video
movements to pupils.
6 MANIPULATIVE MOVEMENTS Teacher with the aid od picture charts and Pupils actively participate in the Balls
- Throwing and catching of balls video clip, explains the concept of demonstration by; they listen and Charts
- Kicking and heading balls manipulative movements and demonstrates demonstrate all the teacher had done. Video clip
for the pupils to imitate. Textbook
Teacher guides pupils to demonstrate Pupils in pairs demonstrate the Workbook
throwing, catching, kicking and heading. manipulative movements.
7 PHYSICAL FITNESS Explains the concept of physical fitness and Pupils listen attentively and ask Video clip
- Definition of physical fitness the components. questions when necessary. Workbook
Page | 250

- Components of physical fitness Lists the importance of physical fitness and Pupils demonstrate a number of Chart
- Importance of physical fitness explains how exercise, good food and exercises as led by the teacher. Workbook
- How to be physically fit adequate rest are important for physical
fitness.
With the aid of charts and clips, the teacher
shows and demonstrates people who are
physically fit through exercising.
8 ATHLETICS Explains the concept of athletics and the types. Pupils listen attentively and ask Video clips
- Definition of athletics Teacher explains track and field events questions when necessary. Workbook
- Types of athletic events: track and field events, specially to the students using charts and Charts
race-walking, cross country, etc. video clips
9 SPRINTS Teacher defines sprint as a short race. Pupils pay attention and observe the Charts
- Concept of sprint With the aid of charts and clips, teacher shows teacher’s demonstrations. Video clips
- Short distance race – 100m, 200m, 400m race. examples of sprints to the pupils.
Teacher leads pupils to demonstrate sprint on Pupils demonstrate all they were shown
the field. and sprint in groups.
10 HIGH JUMP With the aid of charts and video clips, the Pupils listen to and observe the teacher. Charts
- Concept of high jump teacher explains and demonstrate high jump Video clips
to the pupils. Pupils take turn to demonstrate.
Page | 251


RESOURCES
1 NON-LOCOMOTOR MOVEMENT Teacher explains non-locomotor movements. Listen and practise the non-locomotor Charts
- Meaning of non-locomotor movements Lists examples of non-locomotor exercises and exercises. Pictures
e.g.- Sitting - Pulling explains and demonstrates the correct way of Field
- Lifting - Standing sitting and pulling. Ask questions when necessary. Mat
- Bending etc. Teacher explains and demonstrates the activities. Posters.
2 PHYSICAL FITNESS Explains to the pupils the meaning of physical Listen and carryout some exercising Charts
- Meaning of physical fitness. fitness. Explains some of the components of activities to measure some components Pictures
Components of physical fitness: endurance, physical fitness like endurance, flexibility etc. of physical fitness. Textbooks
flexibility, speed, agility, coordination, Summarizes important points on the chalkboard. Posters
cardiovascular strength, muscular Discusses further other components of physical Video clips
endurance, strength. fitness and the benefits of physical fitness.
3 INDIGENOUS AND MODERN INDOOR Teacher explains the meaning of indigenous They listen attentively to the teacher Charts
GAMES games with the aid of charts and video clips; and observe all that the teacher Pictures
- Ludo, Snake and Ladder, Koso, Suwe, explains and demonstrates the skills of some of demonstrates. Textbooks
board game, computer or video game, the indigenous games. They play some indigenous and Posters
snooker, skipping, etc. Leads pupils to demonstrate some of the modern indoor games in the classroom Video clips
indigenous and indoor games. in pairs or in groups.
4 TRACK EVENT – SPRINT TECHNIQUES Explains what is meant by sprint. Lists examples Listen to the teacher’s explanation and Charts
- Sprints - 100m, 200m and 400m. of sprints and explains some of the techniques observe the demonstrations. Video clips
- Techniques in sprints: involved in sprints. Practise the skills as directed by the Whistle
Take off Running Teacher demonstrates the skills to the pupils. teacher. Starting blocks
Arm action Finish Teacher guides and observes pupils’ Stopwatch
- Types of start in sprint race: demonstration and makes corrections. Flags (red and
The bunch start The medium Teacher explains the different types of start in white)
The elongated start. sprints. Field
5 BALL GAMES Teacher with the aid of pictorial charts and video Listen and participate actively in class Charts
- Concept of ball games clips, explains the meaning of ball games and lists discussion, Video clips
Examples of ball games: football, tennis, examples. Balls
basketball, hockey, volleyball, etc. List some basic safety rules of ball
- Safety rules Lists some basic safety rules of ball games. games.
Page | 252

6 FOOTBALL Explains the brief history of football and Listen to the teacher and follow the Football
- Brief history of football. mentions the number of players in a standard teacher’s directive in performing the Whistle
- Basic skills in football e.g. game of football and materials needed for the skills. Football
Passing Trapping. Heading game. They demonstrate the basic skills, Pitch
Kicking Dribbling -Heading Explains and demonstrates the skills. Television.
- Materials needed for the game. Supervises the pupils as they demonstrate and
practise the basic skills of football.
7 TENNIS With the aid of the materials needed for the Pupils observe the teacher’s Charts
- Skills and materials needed game, posters and video clips, the teacher demonstration and practise the basic Poster
- Basic skills: - Grip - Passing explains the concept of tennis and demonstrates skills. Tennis balls
-Backhand serving the basic skills of tennis. Bats
- Materials needed for the game: tennis ball Table and net
Bats. table, net, racket, etc.
8 BASKETBALL Explains the history of basketball. Teacher with Pupils observe the teacher’s Charts
- Skills needed for the game: the aid of materials needed for the game, demonstration and practise the basic
Grip - Passing - Dribbling pictorial charts and video clips, explains the skills. Ball
- Materials needed for the game: concept of basketball and demonstrates the basic
Hoops - Whistle - Court skills involved. Basketball
Draw and label the court and the position of Explains and supervises the pupils as they court
the player. perform the task. Mentions the numbers of
- Officials in basketball. players in a standard game. Whistle
9 SWIMMING Teacher with the aid of pictorial charts and video Pupils listen attentively and participate Chart
- Concept of swimming clips explains the concept of swimming and lists actively in class discussion.
- Facilities and equipment for swimming the facilities and equipment needed for Video clips
Swimming pool, swimming trunk, life swimming. Pupils draw and colour some of the
jacket, belt, ropes, googles, etc. Guides pupils to identify swimming equipment materials needed for swimming. Swimming
and facilities. pool and trunk
10 SAFETY RILES IN SWIMMING With the aid of charts and posters, teacher They listen attentively and note down Charts
- Safety precautions in swimming: reinforces safety rules into pupils and tells them all safety rules and precautions
Listen to and obey your trainer the importance of adhering to safety rules or discussed by the teacher. Posters
Avoid rough play and be alert precautions.
Avoid swimming to deep areas Teacher mentions safety rules such as: They participate actively in the class Textbook
Don’t try any skills without your trainer’s Don’t swim after meals. Don’t eat or chew discussion.
permission and supervision, etc. anything near the pooll
11 REVISION
12 EXAMINATION
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RESOURCES
1 REVISION OF LAST TERM WORK
2 HEALTH AND PERSONAL HYGIENE With the aid of charts, the teacher explains the Pupils listen and participate actively in Charts
- Concept of personal hygiene. meaning of health and personal hygiene and how class discussion.
- Importance of good personal hygiene they are related to each other. Posters
Discusses the importance of personal hygiene and
how it leads to health. Textbook
3 CARE OF THE BODY Explains the concept of caring for the body with Pupils listen to the teacher and Charts
- Bathing, brushing, eating good food. charts. participate actively in the class
- Materials needed for caring for the body Describes ways of caring for the body and mentions discussion. They demonstrate how to care Posters
- Steps in caring for the body the materials needed for caring for the body. for the body. Textbook
4 NUTRITION - Meaning of nutrition With the aid of charts and food samples, the teacher Pupils listen to the teacher and Food samples
- Classes of food and their functions explains what nutrition means – the process of participate actively in the class
giving the right type of food to the body in the right discussion. Charts
amount Pupils tell what they ate last and discuss
the foods. Textbooks
5 BALANCED DIET Teacher explains the concept of balanced diet with Pupils listen attentively to the teacher. Food samples
- Meaning of balanced diet food samples and charts.
- Importance of balanced diet Discusses the importance of balanced diet to the They participate actively in the class Charts
body. discussion.
Guides pupils through touching, observing and Textbooks
describing the colour, taste and texture of food.
6 FIRST AID AND FIRST AIDER Teacher uses pictorial charts and video clips to Pupils roleplay a first aider after First aid box
- Meaning of first aid explain the concept of first aid. observing the teacher’s demonstrations.
- Contents of a first aid box: scissors, Charts
bandage, paracetamol, plaster, etc. Teacher demonstrates as a first aider trying to help
- Conditions that require first aid: bleeding, an accident victim Video clipd
fainting, bruises, suffocation, exhaustion
- Objectives of first aid: to stop bleeding, to Teacher guides pupils to act as a first aider
prevent injury from getting worse and to
save lives.
- Who is a first aider?
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7 FIELD EVENTS – HIGH JUMP AND LONG Explains what the meaning of field events. Lists the Listen to the teacher’s explanation. Field
JUMP examples of field events. Demonstrates the skills of Participates in the class demonstration. Charts
Meaning of field events. high jump and long jump. Listen and practise the rules in high jump Crossbar flags.
Examples of field events. Teacher observes and corrects pupils’ and long jump. Red and white
Basic skills in high jump and long jump e.g. demonstrations. Pupils identify the differences between measuring
Run up Take off Explains the rules of high jump and long jump to high jump and long jump tapes
Clearance of the cross bar the pupils Padded mat or
Leaping to gain horizontal distance. Demonstrates the rules. mattress
Landing Differentiates between high jump and long jump.
- Rules of high jump and long jump.
8 ENVIRONMENTAL HEALTH Teacher explains the meaning of environmental Listen and ask questions when necessary. Cardboard
Meaning of environmental health health using pictorial charts and video clips. Listen to the teacher’ explanations.
- Importance of good environmental health Lists some examples of health hazards. Ask questions and participate in the class
and the hazards of bad environmental Explains the problems associated with discussion.
health: environmental health.
Air pollution. Water pollution Explains the effect of environmental health to the
Noise pollution Chemical pollution. pupils.
9 ENVIRONMENTAL HEALTH Explains the meaning of pollution and the different Listen to the teacher’s explanation. Charts
- Meaning of noise, air, water and chemical types. Identifies the causes of air, land, water and Take down the chalkboard summary. Magazines
pollution. chemical pollutions. Teacher assists the pupils in Ask questions. Dirty water
- Causes of pollution describing ways of preventing pollution. Participate in the class discussion. Clean water
Ways of preventing pollution.
10 MENTAL HEALTH Explains the meaning of mental health and rest. Listen to teacher’s explanation. Poster
- Meaning of mental health and importance Discusses the importance of rest for good mental Ask and answer questions by the teacher. Video clips
of rest. health. Participate in the class discussion. Charts
- Symptoms of mentally sickness. Describes a mentally sick person and lists the
- Ways of taking care of mentally sick symptoms of mental sickness. Discusses ways of
persons. taking care of a mentally sick person.
11 REVISION
12 EXAMINATION
Page | 255


RESOURCES
1. REVISION REVISION OF LAST TERM’S WORK
2. HISTORY OF COMPUTER – (1) Explains the concept of counting and engages the Count up to twenty using fingers and toes. Textbooks.
- Early counting devices: pupils to count with their finger and toes. Listen and participates in the class activities. Charts
Fingers. Toes Demonstrates using different counting devices. Pupils fingers
Pebbles Stones and toes
Sticks Cowries. Seeds Sticks
3. HISTORY OF COMPUTER – (2) Guides the pupils to identify early mechanical Listen and participate in the class discussion. Abacus
- Later developments: counting devices and describes an abacus and its Demonstrate the use of an abacus and a
Abacus uses. Demonstrates the use of an abacus. Explains calculator to carryout different mathematical Chart
Calculator what a calculator is and demonstrates how to use a counting operation.
calculator to the pupils. Calculator
4. HISTORY OF COMPUTER – (3) Teacher explains what Napier and Pascaline devices Listen and participate in the class discussion. Textbooks
Graduation of calculating devices are used for. Explains Charles Babbage as the father Charts
into the present-day computer. of the computer till date. Video clips
5 INPUT DEVICES Explains the meaning of input devices and displays a Listen and participates in the discussion. 2. Computer setup
- Definition of input devices. computer set and charts to aid pupils’ understanding. Examine the displayed input devices. 3. (desktop)
- Identifying the input devices. Teacher identifies each part of the computer and Observing and answering question. Chart
identifies the different input devices. Keyboard
Mouse
6 INPUT DEVICES – Keyboard and Explains and describes a keyboard and a mouse are. Listen and answer questions. Computer setup
Mouse Shows the real objects and asks questions. Participate actively in class discussion Keyboard
- Description of input devices Ask questions. Mouse
Charts
7 INPUT DEVICES – Types of Explains what a computer keyboard is and shows Observe and answer questions. 2. Participates Computer setup
Keyboard different types of computer keyboard to the pupils. and answer questions. 3. Type short sentences
- Types of keyboard Shows the pupils different keys and different using the keyboard. Keyboards
- Description of the keyboard. arrangement of keys on the keyboards
Mouse
Page | 256

8 INPUT DEVICES - Mouse Shows a mouse and a mouse pad to the pupils. Participate actively in the class discussion and Computer mouse
- The computer mouse. Describes the features of a computer mouse to the answer questions. Demonstrate how to drag a
- Description of a mouse. pupils. Displays charts of pictures of different types mouse on a mouse pad. Charts
and sizes and designs of computer mouse.
Mouse pad
9 INPUT DEVICES - Description of Explains the general function of computer keyboard Participates in the class discussion and answer Computer setup
keys on the keyboard and their – typing and scrolling up and down and the teacher the questions. 2. Practical books on the use of
functions. demonstrates the uses. keyboard. 3. Listen and participates in the class Keyboard
- Uses of the keyboard. discussion. 4. Answer question.
- Types and functions of the Teacher identifies the class of keys and the special Charts
specials keys on the keyboard. keys on the keyboard. Teacher displays a real
Alphabetic keys keyboard in the classroom to aid pupils’
Numeric keys understanding.
Alphanumeric keys
Function Keys
10 INPUT DEVICES – Functions of With the aid of a mouse and a keyboard, the teacher Pupils listen attentively and observe the Computer
the mouse explains the functions of the mouse. teacher’s demonstrations. resources
- Functions of the mouse
- Practical use of the mouse and Teacher guides pupils to use the mouse too highlight Pupils use the mouse and keyboard to input Keyboard
the keyboard a given text, and to scroll up an down. their names into the computer.
Mouse
The teacher demonstrates how to use a mouse and a Use a mouse to highlight text or change the
keyboard and leads the pupils to use the mouse and content of a document.
keyboard to input their names into the computer.
Page | 257


RESOURCES
2 OUTPUT DEVICES With the aid of a computer setup, the teacher Pupils participate in class activities and Computer setup
- Definition and identification of output explains the meaning of output devices. The discussions and identifies the output devices
devices. teacher guides the pupils to understand what of a computer. Charts
- Examples of output devices: Monitor, output devices do and that present data or
printer, speaker, etc. information from a computer to the computer user. Textbook
3 OUTPUT DEVICES – The Monitor With the aid of a computer setup, the teacher helps Pupils participate in class activities and Computer setup
- Description of a monitor. the pupils to identify a monitor and she explains discussions and identifies a monitor. Charts
- Functions of a monitor. the functions of a monitor as an output device. Pupils list the functions of a monitor and its Textbook
basic properties.
4 OUTPUT DEVICES – The Printer Teacher shows a printer to the pupils and explains Pupils participate in class activities and Computer setup
- Description of a printer. what a printer looks like. teacher tells the uses if a discussions and identifies a printer. Charts
- Functions of a printer. printer and how it works. Discuss how a printer works. Printer
5 THE SYSTEM UNIT – (1) With the aid of a computer setup, the teacher helps Pupils participate in class activities and Computer setup
- Components of the system unit. the pupils to identify a system unit and she discussions and identifies a system unit. Charts
- Identification of components. explains the functions of a system unit as the brain Textbook
of the computer and otherwise referred to as the Pupils list the functions of a system unit and
CPU. its basic properties.
6 THE SYSTEM UNIT – Components of a With the aid if a system unit, the teacher guides the Pupils participate in class activities and System unit
System Unit: pupils to identify and locate the disk drives on the discussions and identifies the components
- Drives: system unit. The teacher explains what the hard of a system unit. Charts
Disk drives Hard disk drive disk and other drives are all about.
Floppy disk drive CD-ROM Drive Teacher explains the uses of the hard disk drive Pupils list the functions of the drives on a Textbooks
guides pupils to locate the named components and system unit and their basic properties.
understand the uses.
7 COMPONENTS OF A SYSTEM UNIT – With aid of a system unit and a motherboard, the Pupils participate in class activities and System unit
The Motherboard teacher guides the pupils to locate the discussions and identifies the motherboard
- Units on the mother board. motherboard in the system unit. on a system unit. Charts
The teacher shows pupils the units in the
motherboard and she explains the uses. Pupils list the functions of a motherboard Textbooks
and its basic properties.
Page | 258

8 COMPONENT OF A SYSTEM UNIT Teacher guides the pupils to correctly describe a Pupils describe a system unit and mentions System unit
- Functions of the motherboard system unit and to understand that it is otherwise that it is also known as CPU. Charts
- The system otherwise called the CPU referred to as the CPU (Central Processing Unit). Pupils list the functions of the motherboard. Textbook
9 COMPONENT OF A SYSTEM UNIT - Guides pupils to identify the Arithmetic Logic Unit Pupils identify the Arithmetic Logical Unit System unit
Parts of the CPU on a motherboard and to list its functions. and list its uses. Charts
- Arithmetic Logic Unit (ALU): for Textbook
arithmetic and logic operations
10 COMPONENT OF A SYSTEM UNIT - Leads pupils to locate the Random-Access Memory They observe and ask questions. They System unit
Random Access Memory (RAM) (RAM) in the system unit. Explains the uses of the participate actively in class discussions. Charts
Control Unit (CU) Control unit. The teacher groups the pupils in They identify the RAM and the CU. RAM
- Identification of parts about threes to identify the Random-Access CU
- Uses of the parts Memory and the Control Unit. Textbook
Page | 259


RESOURCES
2 COMPONENTS OF A SYSTEM UNIT Explains the meaning of disk drive, shows the Listen and participate in the discussion. System unit
types of disk drives to the pupils and asks pupils Mention the types of a disk drive. They Textbooks
- Meaning of Disk Drive the different types of disk drive. identify the types of disk drive. Charts
- Types of Disk Drive
3 COMPONENTS OF A SYSTEM UNIT Teacher displays a system unit and leads pupils to Observe and inspect the system unit in System unit
locate the floppy disk drive and CD ROM drive groups. Observe and ask questions. Listen and Textbooks
- Floppy disks positions on the system unit. Guides pupils to participate actively in the class discussion. Charts
- CD ROM drive know the meaning of CD and ROM. Identify the positions of the CD ROM drive and
the floppy disk drive on the system unit.
4 COMPONENTS OF A SYSTEM UNIT Teacher displays a system unit and leads pupils to Observe and inspect the system unit in System unit
locate the hard disk drive and the floppy disk drive groups. Observe and ask questions. Listen and Textbooks
- Hard Disk Drive positions on the system unit. Guides pupils to participate actively in the class discussion. Charts
- Differences between the Hard Disk know the meaning of HDD. Identify the positions of the Hard Disk Drive
and Floppy Disk and the floppy disk drive on the system unit.
5 COMPONENTS OF A SYSTEM UNIT Teacher explains the uses of the disk drives and Pupils listen and participate actively in the Computer setup
guides them to make use of them in the system class discussion. Pupils make use of the disk Charts
- Uses of the disk drive unit. drives on the system unit. CD
- Practical use of the disk drive INSTRUCTIONAL RESOURCE: 1. Textbook. 2. Floppy disk
System unit. 3. Computer set.
6 COMPONENT OF A SYSTEM UNIT Teacher asks questions and explains the Listen and answer questions. Computer setup
- Dos and don’ts of using a disk drive precautions of safely using the disk drives. Listen and participate in class activity. Disk drives
- Don’ts of using a disk drive INSTRUCTIONAL RESOURCE: 1. Textbooks 2. Ask questions. CD
Different disk drives. 3. System unit of a computer Floppy disk
7 STORAGE DEVICES Teacher explains the storage devices to the pupils Listen and participate actively in the class Computer setup
- Meaning of storage devices. and helps them to identify the storage devices on discussion and ask questions. Pupils examine Flash drive
- Types of computer storage devices: charts or by showing them the real objects. and identify the storage devices on display. CD
Flash drive Hard disk Hard disk
Compact Disk (CD)
Page | 260

8 STORAGE DEVICES Shows and lists types of storage devices to the Observe the CPU and identify the different Storage devices
- Types of computer storage devices: pupils. Teacher guides the pupils to identify and types of storage devices. Pupils mention the
Digital/versatile disk explain their uses. uses if storage devices. Charts
Read Only Memory (DVD)
Floppy disk (Diskette)
- Uses of storage devices
9 THE FLOPPY DISK Displays the diskette to the pupils and leads pupils Observe and identify the diskette. Floppy diskette
- Identification of the floppy diskette to identify the diskette. Teacher leads the Describe what they have seen. Charts
- Description of the floppy diskette discussion on the identification and description of Textbook
the floppy disk.
10 THE FLOPPY DISK With the aid of different types of diskettes, the Observe the different sizes of floppy disks on System unit
- Types of diskette teacher guides the pupils to identify the types, display.
1
5 (larger, thin, flexible soft plastic densities and grades of diskettes. The teacher They ask relevant questions and answer the Floppy disks
4
describes each diskette explains the differences teacher’s questions.
cover)
1 between the different types of diskettes. They practise inserting a diskette into the disk Charts
3 (smaller with hard plastic cover)
2 drive.
- Differences between the two sizes of

the floppy diskette.
- Grades of diskette:
Double density
High density
Care of diskette
Page | 261


RESOURCES
1 REVISION
2 THE NUCLEAR FAMILY AND Teacher guides pupils to define family, to list the types of Pupils listen attentively and ask Charts
EXTENDED FAMILY family and understand the meaning of the types of family. relevant questions. Textbook
- Concept of the family They define family and list the types. Workbook
3 CULTURE Teacher guides the pupils to understand the concept of Pupils participate actively in the class Charts
- Definition of culture culture and the differences in different cultures, and to discussion and ask relevant questions. Textbooks
- Elements of culture engage in the class discussion. Pupils define culture and answer Workbook
- Differences in culture questions asked by the teacher.
4 MARRIAGE CUSTOMS Teacher guides the pupils to understand the concept of Pupils participate actively in the class Charts
- Definition of marriage marriage and to engage in the class discussion actively discussion and ask relevant questions. Textbooks
- Types of marriage with the aid of pictorial charts and video clips. Pupils define marriage, customs and Workbook
- Customs and beliefs in marriage marriage customs. They answer
questions asked by the teacher.
5 RELIGION Teacher guides the pupils to understand the concept of Pupils participate actively in the class Charts
- Definition of religion religion and the differences in different religions, and to discussion and ask relevant questions. Textbooks
- Types of religion engage in the class discussion actively with the aid of Pupils define religion and identify the Workbook
charts and video clips. types. They answer questions asked by
the teacher.
6 RELIGIOUS PRACTICES Teacher guides the pupils to understand the unique Pupils participate actively in the class Charts
- Differences in religious practices practices and beliefs that define the different religions, and discussion and ask relevant questions. Textbooks
and beliefs to engage in the class discussion actively with the aid of Pupils list some religious practices and Workbook
- Objects used for worship charts and video clips. beliefs of the different types of
religion. They answer questions asked
by the teacher.
7 FOOD POISONING Teacher guides the pupils to define food poisoning and Pupils participate actively in the class Charts
- Definition of food poisoning understand the concept of food poisoning as discussed by discussion and ask relevant questions. Textbooks
- Causes of food poisoning the teacher and to engage in the class discussion actively Pupils define food poisoning and list Workbook
- Effects of food poisoning with the aid of charts and video clips. methods, causes, effects and Video clips
- Prevention of food poisoning prevention of food poisoning.
Page | 262

8 DRUGS Teacher guides the pupils to understand the concept of Pupils participate actively in the class Charts
- Basic concept of drugs drugs, the types of drugs and the differences between discussion and ask relevant questions. Textbooks
- Types of drugs them, and to engage in the class discussion actively with Pupils define drugs and list the types. Workbook
Synthetic and natural drugs the aid of charts and video clips. They answer questions asked by the
- Concept of medicine and hard drugs teacher.
9 DRUG ABUSE Teacher guides the pupils to understand the concept of Pupils participate actively in the class Charts
- Concept of drug abuse drug abuse; ways of abusing drugs, common hard drugs discussion and ask relevant questions. Textbooks
- Ways of abusing drugs and the effects of abuse of drugs. Teacher encourages Pupils define drug abuse, list the Workbook
- Examples of hard drugs pupils to engage in the class discussion actively with the effects of drugs abuse and answer Video clips
- Effects of drug abuse aid of charts and video clips and pictures of victims of drug questions asked by the teacher.
abuse.
10 WAYS OF PREVENTING OR Teacher guides the pupils to identify ways of preventing or Pupils participate actively in the class Charts
CONTROLLING DRUG ABUSE controlling abuse of drugs. Teacher encourages the pupils discussion and ask relevant questions. Textbooks
to engage in the class discussion actively with the aid of Pupils list ways of controlling abuse of Workbook
charts and video clips. drugs, and they answer questions Video clips
asked by the teacher.
11 REVISION
12 EXAMINATION

WEEK TOPIC – CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 REVISION Revision of first term work.
2 ILLNESS Teacher with the aid of pictorial charts and video Pupils listen attentively and Textbooks
- Concept of illness: clips, guides pupils to understand the concept of participates in the class discussion. Charts
Suffering from a disease or not feeling well. illness and encourages them to engage in class They define illness and list some Video clips
- Symptoms of illness: discussion actively. common symptoms of illnesses.
Body weakness, lack of appetite, fever, etc.
3 ILLNESS – Causes and Ways of Preventing Teacher with the aid of pictorial charts and video Pupils define illness and list the Textbooks
Common Illnesses. clips, guides pupils to common causes of common common symptoms of common Charts
Common illnesses in the community: illnesses and ways of preventing them. illnesses. Video clips
Page | 263

- Malaria - Dysentery Teacher encourages them to engage in class Sample

- Diarrhea - Cholera, etc. discussion actively. They narrate their experiences the last medicines
- Prevention of illnesses: washing hands Teacher guides pupils to discuss any illness pupils time they felt ill.
before eating, covering food items properly, had suffered in the past.
cooking in neat environment, etc.
4 ROAD ACCIDENT With the aid of pictorial charts and relevant video Pupils listen attentively to the teacher Textbooks
- Concept of road accident clips, the teacher explains the concept of road and participate in class discussions, and
- Causes of road accidents accident to the pupils and guides them to they answer the teacher’s questions. Charts
- Effects of road accidents understand the causes and effects of road accidents
to victims. Pupils identify the causes and effects of Video clips
Teacher asks if the pupils have ever seen an road accident
accident scene before, even if it is on TV.
5 ROAD ACCIDENT - Prevention or Control The teacher explains ways road accidentes can be Pupils listen attentively to the teacher Textbooks
of Road Accidents prevented, controlled or reduced drastically and the and participate in class discussions, and
- Obedience to traffic laws teacher guides the pupils to understand and they answer the teacher’s questions. Charts
- Adequate traffic education and training memorize these precautionary methods.
- Avoiding driving under the influence of Pupils mention the methods road Video clips
alcohol Teacher asks the pupils, “What kind of punishment accidents can be reduced.
- avoiding distraction while driving such as do you think is good for drivers who disobey traffic
use of mobile phones, etc. laws?”
6 FIRST AID TO ROAD ACCIDENT VICTIMS With the aid of pictorial charts and relevant video Pupils listen attentively to the teacher Textbooks
- Definition of first aid clips, the teacher explains the concept of first aid and participate in class discussions, and
- First aid as the first point of rescue for and how important it is to road accident victims. they answer the teacher’s questions. Charts
accident victims Teacher demonstrates simple steps of how to stop
bleeding and other minor injuries with the aid of a Pupils identify the basic steps of first Video clips
first aid box. aid such as cleaning a wound, using a
Teacher asks the pupils what they would do if they bandage using a plaster, etc. First aid
saw someone who fell off from a bike and was
bleeding?
7 TRANSPORTATION With the aid of pictorial charts and relevant video Pupils listen attentively to the teacher Textbooks
- Definition of transportation clips, the teacher explains the concept of and participate in class discussions, and
- Ancient and modern means transportation to the pupils and guides them to they answer the teacher’s questions. Charts
- Importance of transportation identify ancient means, modern means and
importance of transportation. Pupils mention the kinds of vehicle Video clips
Teacher asks the pupils, “By what means of they
transportation did you come to school today?” have know.
Page | 264

ever seen an
accident scene before, even if it is on TV. Pupils tell which means is the fastest
means of travelling.
8 COMMUNICATION With the aid of pictorial charts and relevant video Pupils listen attentively to the teacher Textbooks
- Definition of communication clips, the teacher explains the concept of and participate in class discussions, and
- Ancient and modern means communication to the pupils and guides them to they answer the teacher’s questions. Charts
- Means of communication identify ancient means and gadgets, modern means
- Ancient and modern communication and gadgets, and importance of communication. Pupils identify the modern and ancient Video clips
gadgets means of communication.
- Importance of communication Teacher asks the pupils, “have you ever spoken to Letter envelope
someone who you are not seeing at the time you are Pupils tell which is easier and faster.
talking to the person?” if yes, “how?” Smartphone
9 SAVING With the aid of pictorial charts and relevant video Pupils listen attentively to the teacher Textbooks
- Meaning of saving clips, the teacher explains the concept of and participate in class discussions, and
- methods of saving saving to the pupils and guides them to know the they answer the teacher’s questions. Charts
- Reasons for saving methods and importance of saving.
Pupils define saving and tell the Video clips
Teacher asks the pupils, “have you ever saved some methods of saving and the reasons for
money before?” if yes, “why?” saving. Bank deposit slip
10 DIVISION OF LABOUR With the aid of pictorial charts and relevant video Pupils listen attentively to the teacher Textbooks
- Definition of division of labour clips, the teacher explains the concept of and participate in class discussions, and
- Benefits of division of labour division of labour to the pupils and guides them to they answer the teacher’s questions. Charts
the methods and importance of division of labour.
Pupils explain division of labour and Video clips
Teacher asks the pupils if they have ever shared identify the advantages of division of
duties among their classmates or siblings. labour. Duty roaster
Page | 265


RESOURCES
1 REVISION Revision of last-term work
2 MAN AND HIS ENVIRONMENT The teacher explains the meaning of Pupils listen attentively and participates Charts
- Definition of environment environment and how human beings relate or actively in the class discussion.
- Concept of man as both male and female interact with the environment and with one Video clips
humans another.
- How man relates with his environment Teacher gets pupils to participate actively in Textbooks
the class discussion.
3 LEADERSHIP With the aid of pictorial charts and apt video Pupils pay attention to the teacher, answer the Charts
- Definition of leadership clips, the teacher explains the concept of teacher’s questions and participate actively in
- Levels of leadership: Family leadership, leadership, levels of leadership, and qualities of the class discussion. Posters
religion leadership, community leadership, leadership to engage the pupils actively in the
school leadership, etc. class discussion. Pupils identify different levels of leadership Video clips
- Qualities of good leadership Teacher asks the pupils, “What level of and the qualities of a good leadership.
leadership does a father have or occupy?” Textbooks
4 HOW LEADERS ARE CHOSEN With the aid of pictorial charts and apt video Pupils pay attention to the teacher, answer the Charts
- Types of leaders: Modern leaders and clips, the teacher explains the methods of teacher’s questions and participate actively in
traditional leaders. choosing leaders to engage the pupils actively the class discussion. Video clips
Methods of choosing leaders: Voting, in the class discussion. Teacher explains why
heritage, oracle, appointment, etc. we have bad leaders in Nigeria. Pupils identify the various methods of choosing Textbooks
- Reasons for having bad leaders: rigging a leader and the reasons we have bad leaders
during elections, selling votes, corruption Teacher asks the pupils, “How did the Class in Nigeria. Sample ballot
and hooliganism, etc. monitor of your class become the leader?” paper
5 COOPERATION IN THE COMMUNITY Teacher defines cooperation and with the aid Pupils pay attention to the teacher, answer the Charts
- Definition of cooperation. of pictorial charts and apt video clips, the teacher’s questions and participate actively in
- Importance of cooperation in the teacher explains the meaning of cooperation in the class discussion. Posters
community. the society to engage the pupils actively in the
class discussion. Teacher lists the importance Pupils identify different levels of leadership Video clips
of cooperation on the community. and the qualities of a good leadership.
Textbooks
Teacher asks the pupils, “Have you ever
cooperated with anybody before?”
Page | 266

6 GOVERNMENT Teacher defines government and with the aid Pupils pay attention to the teacher, answer the Charts
- Definition of government of pictorial charts and apt video clips, the teacher’s questions and participate actively in
- Types of government: teacher explains the concept of government the class discussion. Posters
Military government and the types of government to engage the
Democracy pupils actively in the class discussion. Pupils define government and list the types of Video clips
government. Pupils mention which type of
Teacher asks the pupils, “Which type of government is practised in Nigeria. Textbooks
government do you prefer, why?”
7 GOVERNMENT Teacher lists the functions of government Pupils pay attention to the teacher, answer the Charts
- Functions of government: towards the citizens or people of the country. teacher’s questions and participate actively in
Security - Protection of lives and property the class discussion. Posters
Provision of basic amenities e.g. electricity, Teacher guides the pupils to identify things in
healthcare, good roads, etc. the community that were done by the Pupils list some of the functions of government. Video clips
Control of natural resources government.
Making and enforcing laws Teacher asks, “what has the government Textbooks
Control of internal affairs provided or done for you in your area?”
8 COMMUNITY SANITATION Teacher defines sanitation and guides pupils to Pupils pay attention to the teacher, answer the Charts
- Meaning of sanitation understand community sanitation and the teacher’s questions. Textbook
- Benefits of community sanitation benefits. Teacher asks, “Do people do Pupils describe how to do community Video clips
community sanitation in your area or home?” sanitation.
9 COMMUNITY VALUES AND Teacher explains the meaning of community Pupils pay attention to the teacher, answer the Charts
DEVELOPMENT values and community development and teacher’s questions and participate actively in Textbook
- Factors that promote peaceful co- mentions the factors that enhance community the class discussion. Video clips
existence and development in a development. Pupils list community values that promote
community. development in a community.
10 ADAPTABILITY Teacher explains the concept of adaptability of Pupils pay attention to the teacher, answer the Charts
- Concept of adaptability humans to their environment and gets pupils teacher’s questions and participate actively in Textbook
to participate actively in the class discussion. the class discussion. Video clips
Pupils define adaptability.
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RESOURCES
1 CIVIC EDUCATION Leads pupils to explain the meaning of civic education Pupils define civic education and show Posters
- Meaning of civic education and the components of civic education. understanding of the lesson by listing Pictures
- Components of civic education Guides pupils to understand that as citizens of the components of civic education, their Charts
Nationality - Rights and duties - Nigeria, they have rights and duties to Nigeria. rights and duties towards Nigeria.
Democratic practices - Community values
2 RIGHTS AND DUTIES TO THE NATION Leads pupils to identify their rights and duties Pupils listens attentively and answer Posters
- Rights individual or citizens. towards the nation. Guides pupils to differentiate questions asked by teacher. Pictures
- Duties of citizens to their nation. between rights and duties. Charts
Teacher asks pupils to mention the most important Pupils list their rights and duties to the
right of citizens. nation.
3 DEMOCRATIC PRACTICES Leads pupils to explain the meaning of democratic Pupils listens attentively and answer Posters
- Meaning of democracy. practices. Teacher guides pupils to identify the questions asked by teacher. Pictures
- Current political parties in Nigeria current political parties in Nigeria and their roles. Charts
- The role of political parties Pupils list the political parties in Nigeria
Teacher asks pupils, “Which political party in Nigeria and their roles to the nation.
do you like most?”
4 COMMUNITY VALUES Leads pupils to understand the meaning of Pupils listens attentively and answer Posters
Community values e.g. culture, beliefs, community values and how it affects people’s way of questions asked by teacher. Pictures
ethics, values norms etc. doing things. Charts
Teacher asks pupils to mention the community values Pupils list the community values that can
in their areas or communities. cause growth and development.
5 CULTURE AND BELIEFS OF A Leads pupils to understand the meaning of culture Pupils listens attentively and answer Posters
COMMUNITY and to identify the beliefs of people in the community. questions asked by teacher. Pictures
- The culture of our community Teacher asks pupils to mention one belief of people in Pupils define culture and list the Charts
- They belief system of our community their community. common beliefs of different cultures.
6 DIMENSION OF CIVIC EDUCATION Leads pupils to identify, understand and explain the Pupils listens attentively and answer Posters
dimensions of civic education. questions asked by teacher. Pictures
Teacher asks pupils, “how many dimensions of civic Pupils list the dimensions of civic Charts
education are there?” education.
7 POLITICAL AND LEGAL, DIMENSIONS Leads pupils to identify and explain the political and Pupils explain political and legal Posters
OF CIVIC EDUCATION. legal dimensions of civic education. dimensions of civic education. Pictures
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Levels of government: Local, State and Leads pupils to identify the levels of government and Charts
Federal government. The Judiciary key government agencies.
customary court, magistrate court, High Teacher asks pupils, “Do you know about campaign
court, Court of Appeal, Supreme court and voting?”
8 SOCIAL DIMENSION OF CIVIC Leads pupils to explain what the nation celebrates Explain how the celebrations are done Charts
EDUCATION and why the celebrations are necessary. and the reasons for the celebrations. Video clips
- Social activities: celebration of national Posters
day (Independence Day). Workers day.
Children’s day. Democracy day
- Importance of the celebrations.
9 ECONOMIC DIMENSION OF CIVIC Leads pupils to identify and explain the importance of Explain the meaning of economy, Charts
EDUCATION economic dimension of civic education. importation and exportation.
Exchange of goods and services - Import Pupils list items that are imported into Pictures of
and export Teacher asks pupils, “Do you know the meaning of Nigeria and those exported from Nigeria. imported goods
-Budget by the government to plan our budget?” “Do you think Nigeria usually has a budget?”
income and expenditure.
10 CULTURAL DIMENSION OF CIVIC Leads pupils to explain the concept of culture, Explain the concept of culture, its Charts
EDUCATION characteristic and the adornments used. characteristics and the adornments most
- The concept of culture: sum total of commonly used in the major cultures of Video clips
people’s way of life; language, beliefs, Teacher asks, “what are the most popular food and Nigeria.
religion, food, mode of dressing. clothing in your culture?” Beads
- Characteristic of culture
- The use of adornments Traditional cap
- The reasons for our culture.
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RESOURCES
1 NATIONAL SYMBOLS Leads pupils to explain the meaning of national Examine pictures and real objects Flag
- Meaning and examples of national symbols; symbols. to explain the meaning of national Coat of arms
People/leader, public property, the constitution, symbols. Pic of mace
mace, national flag, coat of arms etc. Charts
2 THE CONSTITUTION AND THE MACE Leads pupils to explain the meaning of a Examine pictures showing the Picture of the
- Meaning of constitution and its use. constitution. The use of a constitution. The mace as mace and a copy of the national constitution and
- Mace as a national symbol and its use. a national symbol. constitution. mace of Nigeria
3 NATIONAL FLAG AND THE COAT OF ARMS AS Leads pupils to describe the flag and coat of arms Examine the pictures of the Picture of the
NATIONAL SYMBOLS of Nigeria and the significance of each national flag and the coat of arms Nigeria flag and
- Meaning of a national flag . representation. and tell the interpretation of each coat of arms
- Description and interpretation of the Nigeria flag. representation.
4 NATIONAL ANTHEM AND NATIONAL CURRENCY Guides pupils to write the national anthem and Pupils write and sing the national Charts
- The National Anthem as a national symbol sing it correctly. Teacher shows the currency of anthem correctly. Naira money
- The national currency as a national symbol Nigeria in different denominations to the pupils to
guide them to reckon the currency as a national Pupils identify the national Written
symbol. anthem and “money” as national National anthem
symbols.
5 DIFFERENCE BETWEEN NATIONAL SYMBOLS Teacher leads pupils to identify national symbols Pupils identify and differentiate Coat of arms
AND OTHER SYMBOLS and other symbols. Teacher differentiates between national symbols and other School badge
Difference between national symbols and other national symbols and other symbols with real life symbols
symbols. representations and comparisons. Flag of Nigeria
School flag
6 RESPECT FOR OTHER SYMBOLS. Guides pupils to identify other symbols that must Pupils demonstrate the Picture of Oba of
Other symbols that should be respected: be respected and to mention names of some understanding that there are some Lagos;
Traditional leaders in our community. traditional leaders and religious leaders that must other symbols to be respected
Religious leaders in our community. be respected. apart from national symbols. Emir of Kano
Highway codes etc. Teacher demonstrates respect for other symbols.
Pupils imitate the teacher and Obi of Onitsha
Teacher asks pupils, “What is the title and name of shows respect for some other
the traditional leader you of your tribe?” symbols.
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7 HOW TO RESPECT NATIONAL SYMBOLS. Leads pupils to demonstrate showing respect for Demonstrate respect for different MP3 player
Demonstrating respect for our national symbols – our national symbols. national symbols.
standing upright and attention when singing the Naira notes
national anthem and pledge. - Respect for our Teacher ensures pupils demonstrate perfectly.
currency by handling naira with care etc.
8 RESPECT FOR ELDERS IN THE SOCIETY Leads pupils to show respect elders in the Pictures and
- Ways of showing respect to elders in the society, community. Teacher identifies and demonstrates charts of
ways of showing respect to elders in the society.: greetings
9 RESPECT FOR CONSTITUTED AUTHORITY. Teacher defines constituted authority and leads Pupils identify and demonstrate Picture of the
- Meaning of constituted authority. pupils to show respect for offices of the President ways of showing respect to president with
- Respect for constituted authorities e.g. office of and other political office holders or government constituted authority soldiers and
the President, Governor, Chairman etc. leaders. Teacher demonstrates different ways of people saluting
showing respect to constituted authority and the president
guides the pupils to do the same.
10 RESPECT FOR GOVERNMENT’S PROPERTY Explains the meaning of government’s property Pupils show respect for Picture f
Meaning of government’s property. and demonstrates how to show respect to them. government’s property as government’s
Identification of government property. demonstrated by the teacher. block of office
Teacher asks each pupil to mention one
government property in their community. Picture of a
public school
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RESOURCES
1 NATIONAL IDENTITY Leads pupils to understand and explain the Explain the meaning of national identity. INSTRUCTIONAL
Meaning of national identity: accepting and meaning of national identity. Guides pupils RESOURCES: 1.
belonging to a nation by identifying with its to understand their nationality as Nigerian. Pupils identify their nationality. Poster 2. Pictures
goals and aspirations and working as
individuals or as a group to achieve the goals.
2 ELEMENTS OF NATIONAL IDENTITY Teacher guides pupils to identify elements Pupils write the elements of national National symbols
Elements of national identity: The national of national identity and asks pupils to list identity.
anthem and other symbols - Citizenship of the the elements of national identity. Charts
nation - Payment of taxes - Work for the INSTRUCTIONAL RESOURCES: Maps
success of a nation - Respecting national National symbols. Video clips
symbols etc.
3 THE NATIONAL Teaches pupils the meaning of national Pupils identify the national anthem as a MP3 player
- The national anthem as a national identity. anthem line by line. Explains the national national identity and describes singing the
- Meaning of national anthem: It is an official anthem as a national identity. national anthem as a way of showing MP3 file of the
song that is sang where Nigerians are respect and giving honour to the country. Nigeria national
gathered for any reason as a symbol to anthem
honour the country.
4 CITIZENSHIP Teacher defines citizenship and explains Pupils define citizenship and identify it as a Charts
- Meaning of citizenship. the meaning of citizenship to the pupils. national identity. Video clips
- Citizenship as a national identity. Teacher explains citizenship as a national Pictures of
- The legal right to belong to a country. identity. Nigerians
5 PAYMENT OF TAXES Teacher defines tax to the pupils and Pupils define tax and explain tax payment Real tax receipt
- Meaning of taxes: - Money that you have to explains the concept of payment of taxes as as a proof of national identity and a show of
pay to government and used to provide public a show of national identity and loyalty loyalty and faithfulness towards one’s Charts
services e.g. electricity, roads, water, etc. for towards the country. country.
the citizenry. Good government use taxes to provide Posters
- Payment of taxes is a national identity of basic amenities. Pupils explain why people should pay
good and faithful citizens. Teacher asks, “what should the government taxes. Projects done with
use tax money for?” tax payers’ money
6 WORK FOR THE SUCCESS OF THE NATION Teacher encourages pupils to work for the Pupils identify working for the success of Picture of people
- Work for the success of the nation shows success of the Nigeria in any way they can one’s nation as a show of national identity. rendering
national identity. or when they have the opportunity.
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- Reasons to work for the success of one’s INSTRUCTIONAL RESOURCES: Picture Pupils identify ways of working for the voluntary service
nation. showing people working for the nation. success of one’s nation. to the nation
7 RESPECT FOR NATIONAL SYMBOLS AS A Leads pupils to list the national symbols. List the national symbols of Nigeria and Charts
NATIONAL IDENTITY. Teaches respect for national symbols as a explain respect for national symbols as a Posters
- Listing the national symbols of Nigeria. national identity. national identity. Flag of Nigeria
- Respect for national symbols as a national Nigeria coat of
identity. arms
8 PATRIOTISM AS A NATIONAL IDENTITY Teacher defines patriotism and explains it Pupils explain patriotism and they tell if Picture of soldiers
- Meaning of patriotism: The act of showing as a national identity. they are patriotic or not.
love for your country and be ready to defend Charts
it against any enemy. Teacher asks pupils, “are you patriotic?” Pupils identify some patriotic people or
- Patriotism as a national identity, “Why?” group of people in Nigeria. Textbook
9 REASONS FOR PATRIOTISM Guides discussion on reasons Nigerians Participate in discussion on reasons for Picture of heroes
- Why should we patriotic? should be patriotic. patriotism towards Nigeria. and heroines in
To promote unity - To promote development - INSTRUCTIONAL RESOURCES: Picture of Nigeria –
To ensure full and proper use of resources - great patriotism in Nigeria e.g. Lat Dr. Nnamdi Azikiwe
To help the nation benefit from our Nnamdi Azikiwe. Obafemi Awolowo
knowledge and skills.
10 NATIONAL GROWTH AND DEVELOPMENT Leads pupils on how Nigeria can grow and Explain how Nigerians can contribute to Picture of
- Factors that contribute to national growth be developed. Teacher encourages pupils to the growth and development of Nigeria Ahnadu Bello,
and development. love Nigeria and to give their nest to ensure Shehu Shagari
the growth and development of Nigeria by Chief MKO Abiola
being loyal, patriotic, truthful and honest in
service to the nation.
Page | 273


RESOURCES
1 ELEMENTS OF SECURITY Defines the term. Participate in the class discussion, listen and ask Charts
Explains the concept of security and its importance questions.
Video clips
2 ELEMENTS OF SECURITY - Defines the term. Participate in the class discussion, listen and ask Charts
INTEGRITY Explains the concept of integrity and how it relates questions.
to security. Video clips
Describes the importance of integrity as an Pupils explain how integrity affects security.
element of security.
3 ELEMENTS OF SECURITY - Teacher defines the term and explains the concept Participate in the class discussion, listen and ask
CONFIDENTIALITY of confidentiality and how it relates to security. questions.
Teacher explains the importance of confidentiality Pupils explain how confidentiality affects security.
to security of lives and property.
AUTHENTICITY of authenticity and how it relates to security. questions.
Teacher lists the importance of authenticity. Pupils explain how authenticity affects security.
AVAILABILITY of availability and how it relates to security. questions.
Teacher lists the importance of availability to
ensuring good security. Pupils explain how confidentiality affects security.
6 ELEMENTS OF SECURITY - Defines the term. Participate in the class discussion, listen and ask
AWARENESS Explains the concept of security awareness and questions.
how it relates to security of lives and property.
Lists the importance of security awareness. Pupils explain how awareness affects security.
7 ELEMENTS OF SECURITY – Guides pupils to understand the concept of Participate in the class discussion, listen and ask
PARTNERING WITH KEY partnering with key security departments and questions.
SECURITY DEPARTMENTS explains how to partner with key security
departments such as the police, local security Pupils explain how partnering with key security
agencies such as vigilantes, etc. departments affects security.
Page | 274

8 ELEMENTS OF SECURITY – Defines the term and explains the concept of Participate in the class discussion, listen and ask Charts
CREATIVITY AND SHARING creativity and sharing of vital information and how questions.
OF VITAL INFORMATION they relate to security. Teacher explains the Video clips
importance of creativity and sharing of vital Pupils explain how partnering with key security
information. departments affects security.
9 ELEMENTS OF SECURITY - Lists the importance of intelligence to ensure Participate in the class discussion, listen and ask Charts
INTELLIGENCE security. questions.
Teacher explains the importance of intelligence. Pupils explain how partnering with key security Video clips
departments affects security.


RESOURCES
1 REVISION REVISION
2 CRIMINAL BEHAVIOURS Teacher explains the concept of criminal Pupils listen and participate actively in Charts of criminals
- Identification of criminal behaviours. behaviours and lists examples of criminal the class discussion. in jail
- Concept of criminal behaviours. behaviours.
Teacher explains the consequences of criminal Pupils identify criminal behaviours and Video clips
behaviours the consequences.
3 CAUSES OF CRIMINAL BEHAVIOURS Teacher explains causes of criminal behaviours in Pupils listen and participate actively in
- Lack of training or manners the society. the class discussion.
- peer pressure or influence Teacher asks, “why do you think some people Pupils enumerate the causes of criminal
- Poverty steal?” behaviours.
4 CATEGORIES OF CRIME Lista and explains categories of criminal Pupils listen and participate actively in
- Robbery - Vandalism behaviours. the class discussion.
- Bribery - Kidnapping Tells at least one story of a crime to spur the Pupils list the categories of crime and
pupils’ interest. tells the consequences of engaging in
crime.
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5 FACTORS AFFECTING CRIMINAL Teacher lists the factors affecting criminal PUPILS: Participate in the class Charts
BEHAVIOURS behaviours. discussion, listen and ask questions. Video clips
6 COMMON CRIMINAL BEHAVIOURS Lists examples of criminal behaviours and explains Participate in the class discussion, listen Charts
the grievous consequences of engaging in the and ask questions. Video clips of
crimes. crimes.
7 CRIMINAL BEHAVIOUR – EXAM Explains the meaning of exam malpractices. Lists Participate in the class discussion, listen Picture of a pupil
MALPRACTICE different forms of exam malpractice. and ask questions. cheating in an exam
Teacher asks, “have you ever seen anyone engaging Pupils list different activities that may
in exam malpractice?” amount to exam malpractice.
8 CRIMINAL BEHAVIOUR - BURGLARY Teacher explains the meaning of burglary and Pupils listen actively and ask questions. Picture of someone
describes the consequences of this crime. They describe burglary as a crime and climbing a fence or
the consequences. jumping in through
a window.
9 PREVENTIVE MEASURES OF COMMON Explains the meaning of exam malpractice. Participate in the class discussion, listen
CRIMES Discusses preventive measures of common crimes and ask questions.
in the community.
10 PREVENTIVE MEASURES AGAINST Teacher revises the different kinds of crimes that Participate in the class discussion, listen Picture of
CRIME have been discussed. Teacher discusses preventive and ask questions. policemen
measures of common crimes in the community. Pupils answer the teacher’s questions
“Teacher asks, what should your teacher do to and list ways crimes can be prevented oe Picture of a rehab
ensure nobody in your class is engaged in reduced in the community
examination malpractice in the next examination?”
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WEEK TOPIC – CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 REVISION Revision of last-term work Revision of last-term work Notebook
2 AVOIDING CRIMINAL Describes methods of avoiding criminal behaviours. Participate in the class discussion, listen and Charts
BEHAVIOURS ask questions. Video clips
3 ANTISOCIAL Explains the meaning of antisocial behavior and relates it Participate in the class discussion, listen and Charts
BEHAVIOURS to criminal behaviours. The teacher lists examples of ask questions. Picture of a pupil
antisocial behaviours and their consequences. bullying another
4 VIOLENT OFFENCES Teacher explains the concept of violent offences and give Participate in the class discussion, listen and Picture of an assassin
examples. ask questions. shooting another
person
5 VIOLENT OFFENCE - Teacher explains the meaning of murder. The teacher Participate in the class discussion, listen and Picture of someone
MURDER explains the consequences of murder and why the pupils ask questions. attempting to stab
must avoid all crimes. Pupils explain what murder means? another person
Teacher asks, “Do murders get national honour?”
6 SEXUAL OFFENCES Teacher explains the concept of sexual offences. Lists Participate in the class discussion, listen and Charts
examples of sexual offences such as rape, harassment, etc. ask questions. Video clips
7 AVOIDING THEFT Explains methods of avoiding theft. Lists the rewards of Participate in the class discussion, listen and Picture of a pupil
avoiding theft. ask questions. stealing from a
Teacher asks, “Is there any difference between theft and classmate
stealing?” Pupils mention reasons to avoid theft.
8 AVOIDING PEER Explains the concept of peer pressure. Teacher lists the Participate in the class discussion, listen and Picture of a bad gang
PRESSURE rewards of avoiding peer pressure to partake in crime. ask questions. smoking and roughly
Teacher asks, “has your friend ever told you to do Pupils mention how to avoid negative peer dressed.
something bad?” “Did you do it? pressure.
9 CONTENTMENT Explains the meaning of contentment. Listen, ask questions, participate actively in Charts
Lists the rewards of contentment. the class discussion and answer the
Teacher asks, “how should good children show teacher’s questions. Video clips
contentment?” List the rewards of contentment.
10 GOOD FAMILY LIFE Discusses the concept of good family life and how to Pupils identify factors that contribute to Picture of a happy
establish a good family life. good family life. family
11 REVISION REVISION Q
Page | 277

(RS) – ISLAMIC RELIGIOUS STUDIES

RESOURCES
1 SURATUL HUMAZAH The teacher guides the pupils to read: Chapter 104 Pupils read and memorise the verses. The Qur’an
Verse 1-9 They recite the surah together with the teacher.
2 ARTICLE OF FAITH Teacher explains the belief in angels of Allah and Pupils listen to the teacher. They memorise names The Qur’an
explains how the angels were created. of angels.
Teacher lists names of angels e.g. Jibril, Mikail, Malik, Charts on
Raqib, Atid, Munkar, Nakir etc. names of Allah.
3 ATTRIBUTES OF ALLAH Teacher guides the pupils to read: (36-40) Pupils read under the guidance of the teacher and The Qur’an
memorise the verses. Charts
4 PROPHETS OF ALLAH The teacher explains Prophet Muhammad (S.A.W.) and Pupils listen to the teacher and ask questions. The Qur’an
his relationship with Khadijah, his marriage and names Pupils narrate the story of the family life of the
of their children with Khadijah Prophet.
5 KINDNESS AND OBEDIENCE The teacher explains kindness and obedience to Pupils demonstrate kindness and obedience among The Qur’an
parents, teachers, elders, fellow human beings, one another and tell the importance of kindness Charts
neighbours and other creatures as good characters. and obedience.
6 PILLARS OF ISLAM The teacher explains the five pillars of Islam and lists Pupils list the five pillars of Islam. The Qur’an
them.
The teach mentions the importance of the pillars of Charts
Islam.
7 SURATUL ASR Teacher guides pupils to read Chapter 103 Verse (1-3). Pupils read and memorise the verses. The Qur’an
The teacher explains the verses and encourages the Pupils mention the lessons learnt from the verses.
pupils to ask questions. Charts
8 CLEANLINESS PURIFICATION The teacher explains the Hadith ad mentions the Listen and participate actively in the class The Qur’an
importance of the Hadith. discussion. Charts
9 SHAYTAN (SATAN) The teacher describes the personality of Shaytan and Pupils describe the person of Shaytan. The Qur’an
explains what he is created from and his disobedience Pupils narrate the story of how Shaytan was
to Allah. The teacher describes Shaytan’s ways of created and how he later disobeyed God. Charts
misleading people.
Teacher asks, “should we make friends with Shaytan?”
10 ATTRIBUTES OF ALLAH Teacher guides the pupils to read 40-45 Pupils read and memorise the verses. The Qur’an
11 REVISION Revision. Revision.
Page | 278


RESOURCES
1 SURATUL HUMAZAH The teacher guides the pupils to read Chapter 102 Verse 1 Pupils read and memorise the verses. The Qur’an
– 9 and explains the verses to the pupils. Pupils recite the surah by the pupils along with the Charts
teacher.
2 ARTICLE OF FAITH Teacher explains belief in destiny, good and bad. Pupils listen and ask questions. The Qur’an
Pupils discuss destiny, good and bad. Charts
3 ATTRIBUTES OF Teacher guides pupils to read Chapter (46-50) and Pupils read and memorise the verses. The Qur’an
ALLAH explains the verses to the pupils. Pupils discuss the verses and the lessons learned Charts
4 PROPHET OF ALLAH Teacher enlightens the pupils on Prophet Muhammad Pupils narrate the story of the life of Prophet The Qur’an
(S.A.W.) – his call to prophethood, persecution of the Mohammed; his call to priesthood and persecution.
prophet and his followers by the Makkans. Teacher Charts
mentions moral lessons learnt from his life. Pupils discuss the lessons learned.
5 ARABIC WRITING Teacher guides pupils through joining three words in Pupils read and write in Arabic simple sentences The Qur’an
Arabic. Guides pupils on how to construct proper with the teacher’s guide.
sentences in Arabic. Charts
6 JINNS Teacher explains Jinns and what they are created from. Pupils listen attentively and ask questions. The Qur’an
Explains the relationship between Jinns and mankind. Pupils discuss the relationship between Jinns and
mankind. Charts
7 SURATUL QARIAH Teacher guides pupils to read Chapter 103 Verse: 1 – 11. Pupils read and memorise the verses. The Qur’an
Teacher explains the verses and encourages pupils to Pupils ask questions and answer the teacher’s
engage in class discussion. questions. Charts
8 TAYAMMUM (DRY Teacher explains the meaning of Tayammum. Teacher Pupils engage in practical demonstration by the The Qur’an
ABLUTION) describes the circumstance under which tayammum is teacher to pupils using sand, stone, ice etc.
performed and the things that spoil tayammum. Charts
9 AS-SALAT (PRAYER) Teacher explains and demonstrate the process of Salatul Pupils demonstrate as done by the teacher and ask The Qur’an
Jumu’ah (Friday prayer and congregation prayer) and the questions. Charts
importance. Picture of people
praying
10 OBEDIENCE TO Teacher explains the duties of children towards their Pupils state examples of how to demonstrate The Qur’an
PARENTS parents as ordered by Allah (SWT) in the glorious Qur’an. obedience to parents according to the Qur’an. Charts
11 REVISION Revision Revision.
Page | 279


RESOURCES
1 SURATUL ADIYAT Teacher guides the pupils to read Chapter 100 Verse (1-9) Pupils read and memorise the verses. The Qur’an
and explains the verses. Pupils recite the surah with the teacher’s guide. Charts
2 HIJRA OF THE PROPHET Teacher explains the meaning of Hijra and its significance. Pupils narrate the story of the Hijrah and The Qur’an
MUHAMMAD (S.A.W) Hijrah to Abyssinia (Ethiopia) and Yathrib (Medina) discuss the significance. Charts
3 CONGREGATIONAL Teacher explains how congregational prayer is performed Pupils demonstrate practically. Picture of people
PRAYER (CONTINUED) and the conditions governing the performance. praying.
4 HUMAN RELATIONS Teacher explains the meaning of relations among humans Pupils explain the importance of human Charts
and the need for cooperation. Guides pupils to understand relations and how to differentiate between good
that humans have the right of choice of company (friends). company and bad company. Pictures of
Tells the difference between good and bad company. people in unity.
5 HUMAN RELATIONS Teacher tells the importance of helping the poor and the Pupils list the importance of keep good relations Picture of people
(CONTINUED) weak, and those in need. Teacher explains the need to or company. in a meeting.
respect one another.
6 TRUTHFULNESS Explains the meaning and importance of truthfulness. Describe how to be truthful or tells a story on The Qur’an
Teacher discusses lessons to be learned. truthfulness. Charts
7 CLEANLINESS Explains the meaning of cleanliness to the pupils and lists Pupils describe how to maintain good level of The Qur’an
the importance. Teacher discusses the conditions of cleanliness at all times as good Muslims. Charts
cleanliness as stated in the Qur’an.
8 SURATUL ZILZALAH Guides pupils to read Chapter 99 Verses (1 - 8) and explains Pupils read and memorise the verses. The Qur’an
the verse to the pupils. Charts
Teacher discusses the lessons to be learnt with the pupils. Pupils discuss the lessons to be learned.
9 ESTABLISHMENT OF Teacher explains how Ummah was established in Medina by Pupils narrate how Ummah was established in The Qur’an
THE UMMAH IN MEDINA the Prophet. (S.A.W.) Medina by the Prophet.
Pupils discuss lessons learnt. Charts
10 KINDNESS Teacher explains the importance of showing kindness to Pupils demonstrate how to show kindness to Picture of
people in difficulty and old people. people in difficulty and tells the importance of someone giving
giving alms to the poor. alms.
Page | 280


RESOURCES
1 REVISION OF LAST TERM Revision of last terms work
2 THE PROMISE OF THE SAVIOUR Teacher explains the meaning of Emmanuel and guides Pupils tell the meanings of Saviour and The Bible, My
– EMMANUEL the pupils to read the Bible passage and to understand Emmanuel after reading the Scripture and Bible Story, and
Matthew 1:23 the meaning of Emmanuel (God with us). discuss with the teacher. Charts.
3 THE PROPHECY OF THE Teacher reads the Scripture with the pupils and explains Pupils participate in the class discussion. The Bible, My
COMING OF OUR SAVIOUR that Prophet Isaiah and many other prophets foretold They note the names of Jesus Christ as Bible Story, and
Isaiah 7:4 the birth of Jesus Christ. prophesied by the Prophet Isaiah. Charts.
Isaiah 9:6-7 Teacher leads pupils to identify the names of Jesus Christ
Isaiah 11:1 – 15 our Saviour as prophesied by Prophet Isaiah.
4 THE TYPE OF SAVIOUR THE Teacher explains the type of saviour the Jews were Pupils read the Scriptures and discuss with The Bible, My
JEWS WERE EXPECTING expecting; they were expecting an all-conquering the teacher. Pupils compare the type of Bible Story, and
Acts 1:6 Messiah who would make them tremble. saviour the Jews were expecting and the Charts.
John 18:36 type of Saviour that Jesus was and is.
5 SIGNIFICANCE OF THE SAVIOUR Teacher explains the importance of the Saviour – why Pupils read the Scriptures, listen to the The Bible, My
Matthew 1:21 the world needed Him; and explains that the main teacher’s explanation and participate in the Bible Story, and
John 3:16-17 essence is to save sinners and make them children of class discussion. Charts.
John 10;10 God. Teacher guides pupils to know that Jesus Christ Pupils take note of the lessons learned.
came to give us eternal life and save us from destruction.
6 THE PROMISE OF THE Teacher explains the person of the Holy spirit; the third Pupils read the Scriptures, listen to the The Bible
COMFORTER. person in the Godhead. Teacher guides the pupils to teacher’s explanation and participate in the
Acts 1:8 know that Jesus Christ was the One who promised class discussion. Charts
John 14:16 people the Holy Spirit and He is also called The Pupils take note of the lessons learned.
Comforter. Pupils mention the names of the Holy Spirit. My Bible Story
7 THE COMING OF THE HOLY Teacher reads the Scripture with the pupils and explains Pupils read the Scriptures, listen to the The Bible, My
SPIRIT how the Holy Spirit came upon the disciples in the upper teacher’s explanation and participate in the Bible Story, and
Acts 2:1 – 14 room and they spoke in different tongues of the Spirit. class discussion. Charts.
Mark 16:17 Teacher explains that speaking in tongues is an evidence Pupils take note of the lessons learned.
of having the Holy Spirit and it shows that one believes Pupils know that the Holy Spirit gives power
in Jesus Christ. to Christians.
8 THE WORK OF THE HOLY Teacher explains that the Holy Spirit lives in Christians Pupils read the Scriptures, listen to the The Bible, My
SPIRIT and He does many things for Christians including teacher’s explanation and participate in the Bible Story, and
To comfort us – John 14:12 comforting us and telling us the truth. class discussion. Charts.
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To lead us into all truths and teach Teacher leads the pupils to Christ and to receive the Pupils demonstrate knowledge of the
us all things – John 16:12 – 14 power of the Holy Spirit. person of the Holy Spirit in discussion.
9 THE SECOND COMING OF JESUS The teacher explains the ascension of Jesus Christ and Pupils read the Scriptures, listen to the The Bible, My
Acts 1:11 His second coming that is so near and how we have to teacher’s explanation and participate in the Bible Story, and
1 Corinthians 15:23 prepare for His coming. class discussion. Charts.
Teacher asks pupils to narrate the account of ascension Pupils narrate the ascension of Jesus Christ
and the second coming of Jesus Christ. and His second coming.
10 PREPARATION FOR THE Jesus guides pupils through preparation for the second Pupils read the Scriptures, listen to the The Bible, My
SECOND COMING coming of Jesus Christ. Teacher narrates the parable of teacher’s explanation and participate in the Bible Story, and
Mark 13:24 – 37 the ten (10) virgin, drawing out practical lessons of class discussion. Charts.
Matthew 25: 1 – 13 steadfastness, patience, vigilance, etc. Pupils narrate the account of the ten virgins.
Matthew: 19 – 20
11 REVISION REVISION. REVISION.
12 EXAMINATION EXAMINATION. EXAMINATION.

RESOURCES
1 RESUMPTION TEST Resumption test
2 JESUS IS THE ONLY WAY TO Teacher explains that Jesus Christ is the only way to Pupils read the Scriptures, listen to the The Bible, My
GOD knowing God as our father. Guides them to know that teacher’s explanation and participate in the Bible Story, and
John 14:6 Jesus is the truth and the life. Teacher tells the story of class discussion. Charts.
John 3: 1 – 7 Jesus and Nicodemus.
3 WAGES OF SIN Teacher reads the Scripture and explains the concept of Pupils read the Scriptures, listen to the The Bible, My
Romans 3:23 sin to the pupils. Teacher guides pupils to know that teacher’s explanation and participate in the Bible Story, and
everyone was a sinner before Jesus came to die and class discussion. Charts.
everyone who believes in Jesus can be saved and have Pupils mention that those who are in Christ
eternal life. are no more sinners.
4 WHY A PERSON MUST BE BORN Teacher explains the meaning of born again. Teacher Pupils read the Scriptures, listen to the The Bible, My
AGAIN guides the pupils to know that it is important for teacher’s explanation and participate in the Bible Story, and
John 3: 1 - 8 everyone to be receive Jesus Christ and be born again. class discussion. Charts.
Anyone who is born again receives eternal life.
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5 HOW CAN A PERSON BE BORN Explain how a person can be born again John 3:1-21. Pupils read the Scriptures, listen to the The Bible, My
AGAIN Through Baptist- through life in Christ –through the teacher’s explanation and participate in the Bible Story, and
acceptance of Jesus Christ into ones life. class discussion. Charts.
Pupils; To memorize (john 4; 6). Pupils narrate the ascension of Jesus Christ
and His second coming.
6 JESUS, THE TRUE GOOD Guides pupils to understand the meaning of “good Pupils read the Scriptures, listen to the The Bible, My
SHEPHERD shepherd.” Teacher explains that Jesus is the true good teacher’s explanation and participate in the Bible Story, and
John 10: 1 – 18 shepherd. class discussion. Charts.
7 THE QUALITIES OF A GOOD Teacher lists the qualities of a good shepherd. Teacher Pupils read the Scriptures, listen to the The Bible
SHEPHERD guides pupils to know that Jesus knows us as His sheep teacher’s explanation and participate in the
Psalm 23:1 and He never forsakes us. He is: -Kind –loving –caring – class discussion. Picture of a
protective, etc. Pupils tell who the good shepherd is. shepherd and
his sheep.
8 WHY JESUS IS CALLED THE Teacher explains why Jesus Christ is referred to as the Pupils read the Scriptures, listen to the The Bible
GOOD SHEPHERD good shepherd. Guides them to know that Jesus is our teacher’s explanation and participate in the Charts
John 10: 11 – 18 shepherd and He is always with us in ant situation. class discussion.
Psalm 23: 1 - 4 Teacher leads the pupils to read and memorize Psalm 23 Pupils read and memorize Psalm 23:1 – 2
9 JESUS, THE BREAD OF LIFE Teacher reads the Scripture and explains the meaning of Pupils read the Scriptures, listen to the The Bible
John 6: 35 “bread of life”. Guides the pupils to know that Jesus is teacher’s explanation and participate in the
the bread of life and His followers shall never lack class discussion.
anything good. Pupils explain why Jesus is the bread of life.
10 SIGNIFICANCE OF JESUS AS THE Teacher explains using the reasons why we eat; Jesus Pupils read the Scriptures, listen to the The Bible
BREAD OF LIFE fills anyone who receives him. (John 6:51). teacher’s explanation and participate in the
John 6:51 Teacher leads the class to identify the significance of class discussion. Picture of a
Jesus as bread of life. Guides pupils to understand that Pupils narrate the ascension of Jesus Christ preacher
Jesus is the Word of God and those who receive Him and His second coming.
have the Word of God in them.
11 REVISION. REVISION. REVISION.
12 EXAMINATION. EXAMINATION. EXAMINATION.
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RESOURCES
1 RESUMPTION TEST Resumption test
2 SHOWING HOSPITALITY: Teacher explains the meaning of hospitality and Pupils read the Scriptures, listen to the Picture of Elijah
NEED FOR BEING HOSPITABLE the importance of being hospitable. teacher’s explanation and participate in the and the widow of
Activities: The teacher explains the term class discussion. Zarephath. The
Romans 12:13 “hospitality”. Teacher explains how Abraham and Pupils narrate the stories of the good Bible, My Bible
Hebrews 13:2 Sarah received an angel and entertained Him, and Samaritan and how Abraham and Sarah Story, and Charts.
it turned out to be the Lord. entertained the Lord.
3 REASONS FOR SHOWING Teacher reads the scripture and share scriptural Pupils read the scripture and participate in the The Bible, My Bible
HOSPITALITY revelations and reference on why showing group discussion on how to show love, Story, and Charts.
Galatians 6:9-10 hospitality and doing good is expedient. practicing hospitality to one another both in
Activities: Teacher guides the Pupil to discuss and the school environs and home.
practice hospitality to one another.
4 SHOWING LOVE AND Activities: Teacher explains moral and biblical Pupils read the bible and share stories of Pictures of close
UNSELFISHNESS. obligation existing between friends. people in the bible who showed unselfish love friends showing
Moral responsibility showing Teacher share scriptural revelation and reference to their neighbors. love towards one
unselfish love to others e.g. of God’s kind of love, guiding Pupils to show another through
telling the truth. (Philip 2:3, 1 unselfish love to others. care.
Corin 13:4-6)
5 SHOWING LOVE AND Activities: Teacher describes the kind of love Pupils: dramatize the story of David and The Bible, My Bible
UNSELFISHNESS existed between Jonathan and David. Let them” be Jonathan and share scriptural lessons learnt. Story, and Charts.
The love between Jonathan and their brother’s keeper”
David (1 Samuel 18:1-4, 23:15-
18)-protective (John 15:13)
6 SHOWING LOVE AND Activities: Teacher explains the kind of love that Pupils practice how to show love and The Bible, My Bible
UNSELFISHNESS. Helping should exist among the pupils (Humans; selflessness towards one another. Story, and Charts.
someone in need and in danger. Christians). (John 15:13).
(Luke 10:29-37, 1 John 3:18, 4:7).
7 SHOWING DESIRE FOR Explanation of peaceful co-existence. Matthew Pupils practice showing desire for a peaceful The Bible, My Bible
PEACEFUL CO-EXISTENCE. 5:21-25 i.e. Living in peace with one another. co-existence, stating the ways of requesting Story, and Charts.
Activities: teacher to explain what peaceful co- peace.
existence mean.
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8 INSTANCES IN THE BIBLE Activities: teacher guides the Pupils to discuss Pupils demonstrate peaceful co-existence by Pictures of
SHOWING CO-EXISTENCE. about the biblical instances of people desiring working together in the classroom. Christian and
Abraham and Lot Genesis 13:1- peaceful co-existence e.g. Esau and Jacob, Abraham Muslim, living
12. Philemon and Onesimus and Lot. together. The Bible,
Philemon 1:8, Isaac and Teacher guides the people to demonstrate peaceful My Bible Story, and
Abimelech Genesis 26:2-29. co-existence showing the benefits in it. Charts.
9 IDENTIFY REASONS FOR Teacher read and share scriptural instances of how Pupils to show desire for peace and explains The Bible, My Bible
HAVING PEACE people can show desire for peaceful co-existence the benefits of peace in a community and the Story, and Charts.
e.g. call for dialogue, tolerance, forgiveness call for world at large.
reconciliation or settlement of disputes. Pupils list the ways of showing desire for
Teacher guides pupils to show desire for peace and peaceful co-existence.
explains the benefits of peace in a community and
the world at large.
10 FORBEARANCE AND Explain the term forbearance Pupils discuss and practice how to turn The Bible, My Bible
UNDERSTANDING Isaac in the Activities: Teacher guides pupils to discuss and enemies into friends by being tolerant and Story, and Charts.
face of provocation Genesis practice how to turn enemies into friends by being tolerable and so on.
26:17-23. tolerant and tolerable and so on.
Turning enemies into friends by
being tolerance, love, Proverbs
16:7
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PRE-VOCATIONAL STUDIES (PVS)

RESOURCES
1 GROOMING AND CARE OF THE Teacher defines grooming to the pupils. Pupils identify their head, hair, eyes, Charts and
BODY Teacher uses one of the pupils that is looking good neat aas nose, mouth, face, hands, finger posters
- Definition of grooming. example to other pupils. nails, leg and toes.
- Identification of different parts of Teacher asks the pupils to identify their head, hair, eyes, Textbook
the body. nose, mouth, face, hands, finger nails, leg and toes.
2 GROOMING AND CARE OF THE Teacher explains some maintenance of the body hygiene. Pupils state some reasons for daily Charts and
BODY Teacher asks the pupils questions like; “Why do you bathe care of the body. posters
- Maintenance of body hygiene. and comb your hair?” pupils mention some bathing and
- Reasons for daily care of the body. Teacher guides the pupils to state some reasons for daily washing materials. Textbook
- The uses of bathing or washing care of the body pupils discuss uses of some bathing
materials. Teacher guides the pupils to mention some bathing and materials.
washing materials.
3 CARE OF HAND AND FEET Teacher shows the pupils chart of parts of the body and asks Pupils state some functions of hands Charts and
- Identification of hand and feet the pupils to identify hands and feet. and feet and demonstrate the posters
- Functions of hands and feet Teacher guides the pupils to state some functions of hands various functions of the hands and
and feet and demonstrate the various functions of the hands feet. Textbook
and feet.
4 CARE OF HAND AND FEET Teacher explains and guides the pupils to state some reasons Pupils state some reasons for daily Charts and
- Reasons for daily care of the hands for daily care of hands and feet. care of hands and feet. posters
and feet Teacher shows the pupils some materials used for taking Pupils state some causes of foot rot.
- Causes of foot rot. care of the hands and feet and explains foot rot to the pupils. Textbook
Teacher guides the pupils to state some causes of foot rot.
5. CARE OF THE HAIR Teacher calls two pupils one with long hair and the other Pupils listen to the teacher Charts and
- Types of hair with short hair; attentively and ask questions. posters
Teacher explains the types of hair to the pupils. There is
long and short hair, using the pupils and identify long and Pupils describe how to take care of Textbook
short hair the hair.
Teacher asks the pupils to mention any tool used for hair
care;
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(ii) tools used for hair care and Teacher explains tools used for hair care and show some
cleaning examples e.g. comb, shampoo, brush, hair cream etc.
6. CARE OF THE HAIR: Teacher asks the pupils where do you barb your hair? Does Pupils listen to the teacher Charts
- Effects of shaving with unsterilized the barber burn the clipper before barbing your hair? attentively and ask questions.
instrument when barbing the hair. Teacher explains unsterilized instrument to the pupils Clipper
Teacher show the pupils a chart of a barber sterilising his Pupils list the dangers of using
clipper; unsterilized shaving or cutting Shaving sticks
Teacher explains some effect of unsterilized instrument e.g instrument when taking care of the
Causes ringworm, burn, AIDS etc hair.
7. CARE OF THE SKIN: Teacher explains the types of skin to the pupils. There are Pupils identify items for skin care Charts and
- Types of the skin soft, smooth and coarse skin; Pupils mention some items for and some skin infections. poster
- Items for skin care skin care e.g. soap, water, sponge, body lotion, cosmetics etc.
- Skin infection Teacher shows the pupils some items for shin care e.g. Pupils describe basic ways of taking Picture of a
powder, soap, sponge. care of the skin. child with
Teacher asks the pupils to mention any skin infection they craw-craw
know. Teacher mention and explains some skin infections to
the pupils e.g. craw-craw, eczema, ring worm etc. Video clips
Teacher shows the pupils a picture of a girl with craw-craw.
8. CARE OF THE MOUTH AND TEETH: Teacher asks the pupils to identify their mouth. Teacher Pupils listen attentively to the Charts and
- Description of the mouth. describes the mouth and shows the pupils parts of the mouth teacher and asks questions. posters
- Parts of the mouth. including tongue, teeth, lips, etc. Pupils participate actively in the
- Materials for cleaning the mouth. Teacher explains the two types of materials use for cleaning class discussion. Picture of the
- Danger of not caring for the mouth. the mouth. Traditional and modern; Pupils describe the mouth, its parts mouth showing
and uses. teeth
9. CARE OF THE MOUTH AND TEETH: Teacher asks the pupils to mention some materials used for - Charts and
(i) modern material for cleaning the cleaning the teeth. Teacher identifies modern materials for posters
teeth cleaning the teeth.
Teacher shows the pupils some examples of modern Textbook
materials for cleaning the teeth e.g. toothpaste, brush, etc.
10 PERSONAL HEALTH RULES: Teacher defines personal health to the pupils and discusses Pupils identify basic ways of taking Charts and
- Rules for good health. rules for healthy living with e.g. Wear clean clothes; wash care of themselves to be in good posters
and clean various parts of your body regularly; eat good health.
food, etc. Teacher shows the pupils, some materials used for Pupils identify the benefits of eating Textbook
healthy living. good food always, especially fruits.
12. EXAMINATION. EXAMINATION. EXAMINATION.
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RESOURCES
1. Clothing: Teacher explains the term “Clothing” to the pupils as Pupils listen attentively and participate actively Charts
- Meaning of clothing. it relates to the clothe we wear. Teacher defines cloth in the class discussion.
- Types of clothing. to the pupils and tells them types of clothes. Shirts
Teacher shows the pupils types of cloth e.g. shirt, Pupils identify different types of clothes.
skirt, vests, trouser etc. Shoes, wrappers, gown, etc. Skirts
2. PERSONAL CLOTHING: Teacher explains some reasons for wearing clothes Pupils listen attentively and participate actively Charts and
Clothes and Footwears e.g. beautification, identification, protection etcPupils in the class discussion. posters
- Reasons for wearing clothes mention foot wears.
- Types of footwears Teacher explaine the meaning of footwears to the Pupils identify different types of clothes and Textbook
- Importance of footwears pupils and gives examples e.g. canvas, slippers, footwears and state reasons for wearing clothes
trainer shoes etc. Teacher shows the pupil examples and footwears.
of foot wears. Teacher discusses the importance of
footwears with the pupils e.g. for protection,
beautification.
3. CARE AND USES OF CLOTHES: Teacher asks the pupils. Why do you wear clothes? Pupils listen attentively and participate actively
- Care of clothes, materials for Teachers explains the uses of clothes to the pupils; in the class discussion.
care of clothes. Beautify the body; Keeping the body warm; Protect
- Uses of clothes. the body from dirty and infection Pupils identify different types of clothes; how to
Teacher explains how to care for clothes to the pupils care for them and their uses.
e.g wash dirty cloth; Keep clothes in a safe place;
4. PRACTICAL: Teacher displays materials for washing socks and Pupils listen attentively and participate actively Charts and
- Demonstrate proper washing handkerchief. Teacher groups the pupils and guides in the class discussion. posters
of socks, handkerchief, etc. them on washing of socks and handkerchief properly.
Pupils demonstrate proper way of washing their Textbook
socks and handkerchief.
5. CLOTHES FOR DIFFERENT Teacher asks the pupils, “do you wear your school Pupils identify different clothing for different Charts and
OCCASIONS uniform to church or mosque?” occasions. posters
- Clothes for different Teacher explains different clothes for different
occasions. occasions e.g. playtime, wedding party, bedtime, Textbook
church, mosque, school.
Teacher shows the pupils chart showing mode of
dressing of policemen, students, bride and groom etc.
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6. CLOTHES FOR DIFFERENT Teacher asks the pupils to identify their tribe, Igno, Pupils listen to the teacher and participates Charts and
OCCASIONS Yoruba, or Hausa? actively in the class discussion. posters
- Nigerian traditional clothes: Teacher asks the pupils to describe the mode of
Yoruba – iro and buba; dressing in their tribe. Teacher explains and shows Pupils describe a popular way of dressing their Video clips
Hausa – baba riga; examples of Hausa, igbo, Yoruba people wearing their respective tribes.
Igbo – Judge; traditional clothes wit aid of charts and psoters. Tectbook
Bini – Lace -
7. PRACTICAL Teacher groups the pupils and guides them on Pupils role-play with different traditional Charts
Role play on different different traditional clothes e.g Hausa, Yoruba and clothes used as costume. Video clips
traditional clothes. Igbo.
8. CARE OF ROOMS IN THE Teacher asks the pupils where they live. Pupils list materials used for cleaning house. Charts
HOUSE Teacher defines house to the pupils and shows them
- Definition of house charts of different houses. Teacher states the Pupils define house and describe the house they Video clips
- Importance of cleaning the importance of cleaning the house. Teacher shows the live.
house pupils some materials used for leaning the house, e.g Broom
- Steps in cleaning rooms water, detergent, broom, etc. Teacher explains the Pupils identify materials and agents used for Dust pan
steps in cleaning rooms e.g. cleaning. Detergent
remove cobwebs; dust the room; scrub the room.
Teacher demonstrates using long broom, short Bucket
broom, rag and water Bowl
9. CARE OF ROOMS Teacher asks the pupils to mention some items used Pupils listen to the teacher and participates Charts and
- Items or tools for cleaning for cleaning rooms. Teacher explains and shows the actively in the class discussion. posters
rooms. pupils some items used for cleaning rooms e.g.
- Cleaning agents broom, brush, duster, water, long broom and Pupils identify cleaning agents. Textbook
detergent. Teacher explains cleaning agents to the
pupils.
10 CLEANING THE SITTING Teacher asks the pupils to mention materials used for Pupils listen to the teacher and participates Mop
ROOM cleaning sitting room. actively in the class discussion.
- Materials used for cleaning Teacher shows the pupils examples of materials used Broom
sitting room. for cleaning sitting room e.g. broom, long broom, Pupils differentiate between a bedroom and a
mop, water sitting room. They describe items used for Charts
- Steps in cleaning sitting room. Teacher explains steps in cleaning sitting room to the cleaning sitting room.
pupils. Posters
- Open doors and windows Pupils describe simple method of cleaning the
- Gather all the material for cleaning sitting room. floor of a sitiing room. Video clips
Remove the furniture
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- Sweep the sitting room after removing the cob

webs; Dust the furniture and materials; Put back the
furniture; Store all materials used.
12 EXAMINATION Examination

RESOURCES
1 CLEANING THE BEDROOM Teacher asks the pupils, “where do you sleep?” Teacher Pupils describe a simple way of cleaning Charts
- Identifying the bedroom defines bedroom to the pupils. Teacher states reasons for the bedroom and the basic reasons for
- Reasons for cleaning the cleaning bedroom: for fresh breath; to look neat, etc. cleaning the bedroom. Video clips
bedroom. Teacher states the process for cleaning the bedroom.
- Process of cleaning the - Removal of cobwebs, sweeping, dusting and polishing, Broom
bedroom making the bed, re–arranging the room after cleaning and Mop
dusting. Cleaning and storing of cleaning materials. Dust pan
2 CLEANING AND ARRANGING Teacher guides pupils through basic ways of cleaning the Pupils describe the furniture in the Charts and
THE BEDROOM bedroom; arranging the furniture in the bedroom and the bedroom and how to arrange them. posters
- Ways of arranging furniture in proper use of materials for cleaning the bedroom
the bedroom. Pupils list the items used for cleaning the Textbook
- Materials used for cleaning the bedroom.
bedroom
3. CLEANING BATHROOM AND Teacher guides pupils through basic ways of cleaning the Pupils identify the items used for Charts and
TOILET bathrooms and toilets at home and lists the items used for cleaning bathroom and toilets. posters
- Types of toilet and bathroom cleaning the bathrooms and toilets.
- Reasons for cleaning the toilet Pupils list the reasons for cleaning Textbook
and bathroom Techer identifies the types of toilet and explains the ways bathrooms and toilets.
- Materials for cleaning the toilets are cleaned.
toilet and bathroom
4. CLEANING THE BATHROOM Teacher explains the steps and techniques for cleaning toilet Pupils demonstrate how to clean toilets Charts and
AND THE TOILET and bathroom and demonstrates to the pupils. and bathrooms. posters
- Toilet-cleaning technique
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- Bathroom cleaning technique Teacher tells the similarities and differences between Textbook
cleaning toilet and cleaning bathrooms.
5. PRACTICAL Teacher asks the pupils to mention materials used for Pupils demonstrate scrubbing and Scrub
- Scrubbing and washing of cleaning toilets. Teacher demonstrates to the pupils washing of toilets. Detergent
toilet. scrubbing and washing of toilets. Water
Teacher asks some pupils to demonstrate scrubbing and
washing of toilet
6. CLEANING OF KITCHEN AND Teacher defines kitchen and store to the pupils. Teacher Pupils describe a kitchen and state the Pot
FOOD STORE explains types of kitchen and store e.g traditional and reasons for cleaning the kitchen.
modern. Teacher shows the pupils the types of kitchen and Soft and hard
- Types of kitchen and food food store using a picture. Teacher asks the pupils to Pupils identify items used for cleaning. sponges
store. mention the materials used for cleaning the kitchen.
- Reasons for cleaning the Teacher states some reasons for cleaning kitchen and food Soap
kitchen and food store store; to avoid falling due to wet slippery floors; to avoid
odour; to avoid house hold pest. Charts
7. FOOD IN THE LOCALITY Teacher explains meaning of foodstuff to the pupils. Pupils identify different foods by their Foodstuffs like
- Meaning of foodstuff Foodstuff are the raw food found within our locality. class of nutrient. yam, egg, beans
Teacher asks the pupils to mention some foodstuff in their
- Functions of different food locality. Teacher mentions and shows the pupils some Pupils identify the classes of food or Water
nutrient in the body examples of foodstuff in the locality e.g. yam, rice, beans, fish classes of nutrients and give examples of
and egg. each.
Teacher list the food nutrients and explains their functions.
(i) carbohydrates – provides the body with energy e.g. yam, Pupils write the benefits of each nutrient
rice, bread; (ii) protein- body building food. E.g meat, fish, to the body.
beans, milk etc. (iii) vitamins – protective against diseases
e.g. fruits and vegetables; (iv) Minerals – strong bone and
teeth e.g. salt (v) Fat and oil – provide the body with heat
and energy e.g. palm oil (vi) water – help in digestion and
removal of waste products.
8. FOOD IN THE LOCALITY Teacher explains the different ways of preparing food using Pupils mention their favourit food and Charts and
- Ways of using the foodstuff in the foodstuff e.g. Rice - white rice, jollof rice. Beans – moi- they identify all the becessary ingredients posters
preparation. moi, akara, porridge etc. required to prepares the food.
- Steps and procedures for Teacher shows the pupils some examples of prepared food Textbook
preparing a particular food stuff e.g. moi moi. Pupils describe how to prepare their
favourite foods.
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9. CLASSIFICATION OF FOOD Teacher explains the six classes of food based on nutrients Pupils identify the class of food that Chart of classes
- Classification of food based on with examples. different foods belong to and what they of food
nutrients. - energy giving food e.g. yam, rice; do for the body.
- body building – meat, milk, beans
- protection against diseases – fruits and vegetables;
- heat and energy – palm oil, groundnut, groundnut oil;
- strong bone and teeth – salt
- digestion and removal of water product e.g. water, juice etc.
10. FOOD BELONGING TO Teacher asks the pupils to list food stuff in the locality; Pupils identify the class of food that Charts on foods
VARIOUS FOOD GROUP Teacher groups the foods according to their functions. various food belong to and their
functions in the body. Posters
- Food belonging to various Teacher explains to the pupils the functions of each class of
groups food as in Week-9 above. Video clips
- Food groups according to Teacher explains to the pupils there are some foods that Textbooks
functions. belong to more than one group i.e they perform different
functions in the body e.g. egg belong to body building and
- Foods that belong to more energy giving.
than one group. Margarine belongs to energy giving and also provides heat.
Fruits and vegetables protect the body against diseases and
also helps indigestion.
Teacher shows some examples of the food belonging to
more than one group e.g. egg, fruit, vegetables.
12 EXAMINATION Examination
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WEEK TOPIC – CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
CLIMATES FOR CROPS AND ANIMALS Explains the meaning climate and weather Listen to the teacher and ask questions. Displays charts of rain-falling
1 - Meaning of Climate: The regular condition. Define weather and climate. Identifies and wind/clouds formation.
pattern of weather conditions of a the differences between climate and
particular place. weather.
2 FACTORS OF CLIMATE: Explains factors of climate and weather Listen to the teacher and ask questions Charts and pictures of
- Temperature - Rainfall conditions. Identifies different climate and weather climate and weather
- Sunlight - Wind etc. conditions conditions.
3 DISTRIBUTION OF CROPS Explain and provides pictures of forest Identify and describe forest crops. Charts and pictures.
Forest crops e.g. timber, cocoa, coffee, crops. Yam
oil, palm, cassava, yam, fruits etc. Vassave
4 SAVANNAH CROPS Provides pictures of savannah crops to Identify and describe savannah crops. Pictures and charts of
e.g. Millet, groundnut, guinea corn, pupils. savannah crops.
cotton, maize, etc.
5 DISTRIBUTION OF ANIMALS Explains and shows pictures of forest Identify and describe forest animals. Charts and pictures of forest
Forest animals e.g. Fish, Pigs, Snails. animals to the pupils. animals.
6 SAVANNAH ANIMALS Explains and shows sample of savannah Identify and describe savannah animals. Charts and pictures of
e.g. Cattle, goats, sheep, camels, horses, animals or visit poultry. savannah animals.
donkeys, poultry, etc.
7 MATERIALS NEEDED FOR GROWING Explains and shows sample of materials Pupils lisy the basic needs to grow Charts and posters
CROPS for growing crops. plants. Seeds
- Good seeds. - Stem cutting Fertilizers
- Fertilizers (manure) Plant stem
8 HOW TO RAISE ORNAMENTAL Teacher gets organized plants sample for Pupils define ornamental plants and Charts
PLANTS class demonstration or visit an enumerate how to raise ornamental
Steps in growing ornamental Plants ornamental garden. plants. Posters
Choice of Land/site
Land clearing Teacher describes the step-by-step Video clips
Nursery beds/pot-preparation. procedure for raising ornamental plants.
9 RAISING OF SEEDLING IN THE Teacher explains the meanings of seedling Pupils listen to the teacher and describe Charts
NURSERY and nursery and explains the methods of how to raise a seedling in a nursery.
Transplanting raising seedlings. posters
Weeding Chart and pictures
Manuring Video clips
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10 WATERING AND MULCHING DURING Teacher explains the meaning of mulching, Pupils define and differentiate watering, Charts and pictures of
DRY SEASON pruning and dry season to the pupils. mulching and pruning. farmers watering, mulching
- Pruning. Teacher explains watering, mulching and and pruning.
pruning when growing crops and their
importance.
11 Revision
12 Examination

RESOURCES
ENERGY GIVING FOOD – Carbohydrate Provides food composition chart for pupils. Listen to the teacher, ask Charts and pictures
1 questions and answer questions.
2 EXAMPLES OF ENERGY GIVING FOOD Provides samples of grains, eggs, groundnut, Listen to the teacher, ask Charts and samples
GRAINS: Maize, rice, millet, (carbohydrates) guinea cowpea, tubers (yam or cassava). questions and answer questions. of grains.
corn, wheat etc.
3 BODY BUILDING FOODS Shows pupils examples of animal protein and Listen to the teacher, ask
Meaning of Proteins: body building foods e.g. shows them the animals that are the sources, questions and answer questions.
Animal protein: meat, fish, egg.
4 PLANT PROTEIN Shows pupils examples of plants that are Listen to the teacher, ask Charts
sources of protein e.g. beans plant. questions and answer questions. Beans plant
5 FRUIT AND VEGETABLES (VITAMINS) Explain and gives examples of both vitamins Listen to the teacher, ask Orange
Vitamins are body regulating foods. and vegetable foods. questions and answer questions.
Examples of Fruits: Oranges, mango, cashew, guava, Pawpaw
paw-paw, pineapple etc.
Examples of Vegetables: Lettuce, cabbage, water Bitter leaf
leaves, bitter leaf, etc.
6 MINERAL SALT Provides samples of table salt, sugar, fruits Listen to the teacher, ask Table salt
- Meaning of mineral salts etc. questions and answer questions.
Mineral salts are foods that keep bones and teeth Sugar
strong. Examples of mineral salts are the table salt,
sugar, fruits and vegetables. Orange
Page | 294

7 USES OF VITAMINS AND MINERALS Explains the usefulness of vitamins and Listen to the teacher, ask Table salt
- Uses of Vegetables and fruits: minerals to human body. questions and answer questions.
It helps in food digestion; Pupils identify vitamins and Sugar
It protects/prevents diseases. mineral foods and mention their
functions in the body. Orange
8 OIL AND FATTY FOODS Shows samples of oil and fats obtained from Pupils identify oil and fatty foods Charts
- Meaning of Oil and Fatty foods: foods that give fat these foods. and their functions in the human
and warmth. body. Vegetable oil
Examples of Oil and Fatty Foods: butter, groundnut
oil, palm oil, palm kernel, etc.
9 USES OF OIL Explains the usefulness of oil to human body Pupils identify oils and list the Charts
- It is used for cooking/frying. - It gives the body and other things such as maintenance of tools benefits of oil to humans. Posters
energy. - It keeps us warm. - It is used in rubbing and equipment. Textbook
metal surfaces to avoid rusting. - It is used in Palm oil
making creams
10 WATER Shows a bottle of clean water to the pupils Pupils describe the physical Bottle of water
Importance of water: and explains the importance of water to the properties of water and list the Charts
- It helps in digestion. body. benefits of water to the body. Posters
- It helps in the absorption of food.
11 Revision
12 Examination

RESOURCES
BALANCE DIET Explains the collection of food quantity in a Pupils define balance diet and gives Charts and
1 Meaning of balance diet correct measure to form a balanced diet. examples. pictures of
Balanced diet is that meal that contains all the balance diet
classes of food in a correct proportion.
2 COMPOSITION OF BALANCE DIET Explains and give examples of foods that make Pupils listen and ask questions. Charts
Carbohydrate foods (energy giving foods), Fat up a balance diet. Pupils mention the classes of food Video
and Oils, Vitamins, Minerals and Water. that make up a balance diet.
Page | 295

3 IMPORTANCE OF BALANCE DIET Teacher with the aid of posters and charts, Pupils list the benefits of balance Charts
- It ensures better growth explains the importance of balanced diets to the diet to the body Posters
- It provides enough energy for work and play. - human body.
It prevents illness.
4 UNBALANCE DIET Explains the meaning of unbalance diet- meals Pupils describe an unbalance diet Charts
- Meaning of unbalance diet: not containing all the classes of foods or classes and gives examples. Posters
An unbalance diet is a meal that does not contain of food in the wrong proportion. Textbook
all the classes of food or not in the correct
proportion.
5 THE EFFECTS OF UNBALANCE DIET Teacher explains that an unbalance diet is an Pupils identify and write the bad Charts
- Stunted growth, goiter, kwashiorkor, bow-leg unhealthy food and has bad effects on the body. effects of eating unbalance diet. Posters
etc. Teacher lists the bad effects. Textbook
6 FOOD PROCESSING Teacher defines processing and presents Pupils define processing and states Processed foods
- Meaning of Processing: pictures of processing mill or machines examples of food that are processed. like garri, pap.
It is the treatment of food in order to preserve it. (grinding machine) to the pupils to aid their
understanding.
7 IMPORTANCE OF FOOD PROCESSING Pictures of processing mill or machines Pupils enumerate the importance of Charts and
- To improve usage (grinding machine) is shown to pupils by the food processing. posters of
- To improve food value teacher. processed foods.
- To prepare food for storage
- To prevent wastage The teacher tells the importance of food
processing to the pupils.
8 FOOD PRESERVATION Provides pictures of preserved foodstuffs to Pupils define food preservation Iced fish
- Meaning of food preservation show to the pupils.
Preservation of food is an act of keeping food in
its original state or in good condition.
9 METHODS OF PRESERVATION Explains different methods of food preservation. Pupils identify the various methods Bagged rice
Sun drying, Smoking, Salting, can, bags, packets of preservation and describes them. Iced milk
for preservation, Refrigeration, Canning, Bagging
etc.
10 IMPORTANCE OF FOOD PRESERVATION Teacher tells pupils the importance of food Pupils identify the importance of Preserved
- It remains fresh. - It reduces loss. preservation and shows preserves foods to preservation. tomato
- It prevents possible contamination. them. Dried maize
11 REVISION
13 EXAMINATION
Page | 296

NIGERIAN LANGUAGES (NL)

(NL) – HAUSA LANGUAGE PRIMARY THREE AJI UKU
ZANGO NA DAYA – FIRST TERM
1 HARSHE: Jagoranci
Cigaba da tadi Zana wa yara suna
Yi Magana a cikin dogayen jimloli, misali: sunayen mutane, malami da sauransu Dubawa
Sunayen masu sana’a. misali: makeri, baduku, masuce ds Tambayoyi
2 ADABI: Jagoranci
Gajerun wasan ƘwaiƘwayo Bayani
a. Ma’anar wasan ƘwaiƘwayo Ƙwatanta wasa
b. Bayana saukakan sigogin wasan ƘwaiƘwayo Kaaranta wasa
Fito da darusa atsakaninsu tare da malami
3 ADABI: Jagoranci
Wasan ƘwaiƘwayo Bayani
a. Gajeren wasan ƘwaiƘwayo Ƙwatanta sunan yan wasa
b. Fadin sunayen yanwasan ƘwaiƘwayo
4 ADABI: Jagoranci
Wasan ƘwaiƘwayo Bayani
a. Fitar da darusa wajen wasan ƘwaiƘwayo Fitar da darusan wasa
b. Ƙyawawan ɗabi’u
a.Fassaran ma’ana ƘwaiƘwayo ɗabi’u Kawo misalan nao’in Ƙyawawan ɗabi’u
b. Na’oin Ƙyawawan ɗabi’u Bayani/Tambayoyi
misalan na’oin amana, gaskiya, hakuri, Ƙwazo, adaki, biyyaya ds
a. Kyawawan ɗabi’u Bayani
b. Bayanin na’öin Ƙyawawan ɗabi’u Fitar da darusa wasa
Page | 297

7 HARSHE: Jagoranci
Ƙarin Ƙidaya: ashirin da daya zuwa hamsin (21-50) Fadar misalan alkahuman Ƙidaya daga 21-50
8 AL’ADU: Sauraron bayani akan tsafta abinci daga Malami
Tsabtar abinci ma’anar abinci Alwatar da wani bangare na tasfta
Bayanin tsabtar abinci misali wanke nama, rufe nama, dafa/gasa nama da Tambayoyi
kuma gujewa
Muhimmancin tsabta Muhimmanci tsafta
Tambayoyi
Ci gaba da sunaye Bayani akan rabe-rabe sunayen abubuwa
a. Rabe-rabe sunayen abubuwa masu raid a marasa rai Jere sunayen
b. Jera sunayen abubuwa masu rai Tambayoyi
c. Jera sunayen abubuwa masu rai
11 AL’ADU: Jagoranci yadda ake wasanni
Ƙarin wasanin gargajiya misali Bayani muhimancin wasanni
a. Tafa-tafa, yara kurisa Aikata wadansu wasanni
b. Misalan wasa na motsa jiki
Ƙarin Ƙalmonin aiki: Bayani
a. Aikatau aikin kalma Tantance aikin kalma
b. Tantance aikin kalma
13 Bitar aikin baya
14 Jarabawa
Page | 298


ZANGO NA BIU – SECOND TERM
1 Maimaita aikin baya
Ƙarin karatu: Matsakaiciyar labarai b. Bayani akan labari
c. Tambayoyi
Maimaita labarai b. Bayani akan labari
c. Tambayoyi
Cigaba da waƘoƘi: b. Kawo Sunfarin WaƘoƘi
a. Ma’anar waƘa c. Rera WaƘoƘi
b. Misalan waƘoƘi d. Sauraron
e. Tambayoyi
5 Maimaita waƘoƘi da suka saurara a. Jagoranci
a. Wasan tashee b. Kawo sunfufin waƘoƘi
b. WaƘoƘin ilimi c. Rera waƘoƘi
d. Sauraron
e. Tambayoyi
6 AL’ADU: a. Jagoranci.
Ƙarin Magana da zauranci. b. Ba da misalign zaurance
a. Bayana Ƙarin Magana da azanci c. Tambayoyi
b. Kawo Ƙarin Magana da maganganu azanci
Kawo Ƙarin Magana da maganganu azanci b. Kawo ire-iren Ƙarin Magana
c. Tambayoyi
Gabatr da zaurance. b. Bayani
a. Ma’anar zaurance c. Tambayoyi
b. Bayani akan zaurance
Page | 299

Zaurance: b. Bayani
a. Maganganu zaurance da misalai. Zuddu, keke, c. Tambayoyi
wada, gaba d. Kawo ire-iren zaurance
b. Za, ba, ka, baje ds. e. Tambayoyi
Ƙula da iyali b. Bayani akan iyali
c. Tambayoyi
11 Bitar aikin baya
12 Jarabawa

ZANGO NA DAYAM – FIRST TERM
1 Maimaita aikin mako baya
Ƙarin rubutu: b. Bayani
a. Jagoranci c. Tambayoyi
b. Yin bayani
c. Tambayoyi
Tarihi da hikayoyi b. Bayani
a. Jagoranci akan tarihin bayajida c. Tambayoyi
b. Bada labari
Hikayoyi da tarihi b. Bayanin Hausa baƘwai da banza baƘwai da
a. Labarain Hausa baƘwai c. Tambayoyi
b. Labarin Hausa banza baƘwai
Page | 300

Ƙarin karikican/tar kacen cikin gida: b. Kawo sanfurin wadansu karikitan cikin gida
a. Kawo jerin karikica/tarkacen gida c. Tambayoyi
b. Ƙarin tarkacen cikin gida
Ƙarin karikacan cikin gida. b. Bayani
Tantance bayani karikikan cikin gida. c. Tarkacen dakin girki da bayan ɗaki
a. Na dakin girki, misali ludayi, mara ds. d. Tambayoyi
b. Na bayan daki, misali sabulu, soso,
dutsen goga Ƙafa, ds
Tayar da harufa: b. Bayani
Ma’anar harufa c. Kawo akan allo
Jagorancin rubutun harufa, misalai b, ɓ, d, ɗ, k, d. Tambayoyi
Ƙ, f ds
Tayar da harufa: Ma’anar wasull. b. Bayani
a. Jagorancin bubutun wasulla, misali I, e, a, c. Tambayoti
o, u
9 ADaBI: Ƙarin tatsuniya: a. Jagoranci
a. Kawo tatsuniya b. Kawo tatsuniya da muhimancin tastuniya
b. Muhimancin tatsuniya c. Daruda dake cikin tambayoyi
c. Fito da darusa tatsuniya
Ci gaba de tasuniya b. Bayani
c. Tambayoyi
Ƙara rubutun gaɓoɓɓin kalma b. Bayani da tambayoyi
12 Bitar aikin da ta gaba a. Jagoranci
b. Bayani da
c. Tambayoyi
13 Jarabawa d.
Page | 301


PRAỊMARỊ 3 TAM NKE MBỤ
1. IME IHE E KWURU IHE ỤMỤAKWỤKWỌ GA-EME:

a.Okwu ndị na-egosipụta ihe a 1. Ige ntị
ga-eme dk: nọdụ, kwụrụ, 2. Ime ihe e kwuru
gbaa, pụọ, kụọ aka 3. Ịgwarịta onwe ha mee ihe e
b. Mmekọzọ. Ọmụmaatụ - iṅomi kwuru
onye dọkita, onye ọrịa, onye 4. Ịgụ uri dịka: Meenụ ihe m mere,
ọrụ ugbo, dgz. anyị ga-eme ihe I mere ugbu a
5. Ịṅọmi ndị mmadụ dị iche iche
NGWA NKỤZỊ
Eserese, ụgbọ odee, tepụrekọda, ụmụaka n’onwe ha
2. ỌNỤỌGỤGỤ (1-50) IHE ỤMỤAKWỤKWỌ GA-EME:

a. Mkpọpụta ọnụọgụgụ 1. Ịkpọpụta ọnụọgụgụ
b. Ngụtalị ọnụọgụgụ 2. Igosipụta ọnụọgụgụ
c. Odide ọnụọgụgụ 3. Idepụta ọnuọgụgụ
4. Ịrụgọsị ọnụọgụgụ
NGWA NKỤZI
Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, abakuusu, ụmụaka n’onwe
ha
3. ỌNUỌGỤGỤ 50-60 IHE ỤMỤAKWỤKWỌ GA-EME

a. Mkpopụta ọnụọgụgụ 1. Ịgụ ọnụọgụgụ
b. Ngụtalị ọnụọgụgụ 2. Igosipụta ọnụọgụgụ
c. Odide ọnụọgụgụ 3. Idepụta ọnụọgụgụ
NGWA NKỤZI:
Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, Abakuusu, ụmụaka
Page | 302

n’onwe ha
4. ỌNỤỌGỤGỤ(60-70) IHE ỤMỤAKWỤKWỌ GA-EME

a. Mkpopụta ọnụọgụgụ 1. Ịgụ ọnụgụgụ
b. Ngụtalị ọnụọgụgụ 2. Idetu ọnụọgụgụ
c. Odide ọnụọgụgụ 3. Igwu egwuregwu ọnuọgụgụ:
otu, abụọ tụtụrụ akị, atọ anọ tipịa ya, ise, isii tụba n’ọnụ, asaa, asatọ tapịa
ya, toolu, iri, loo mmiri ya dgz.

NGWA NKỤZỊ:
Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, abakuusu, ụmụaka n’onwe
ha.
5. MMEPỤTA EJIJE NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

a. Nhọpụta ndị ga-eme ejije 1. Ime ejije nkenke
nkenke 2. Ịkpakọ ngwa ejije
b. Nhọpụta ejije dị nke nke NGWA NKỤZI
c. Ngwa ndị e ji emepụta ejije Ọgbọ/obom/nkwago, ngwa ejije, ụmụaka n’onwe ha.
6. MMEPỤTA EJIJE NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

Ihe mmụta dị n’ejije ahụ 1. Imezi/ịkwado ngwa ejije
2. Imepụta ejije n’onwe ya
3. Imezi ngwa ejije
4. Ikwu ihe mmụta dị n’ejije
NGWA NKỤZI
Ogbọ/obom/nkwago, ngwa ejije, ụmụaka n’onwe ha
7. URU ỊKPA AGWA ỌMA BARA IHE ỤMỤAKWỤKWỌ GA-EME

a) Agwa ọma ụmụaka na-akpa 1. Ikwu omume ọma na nke ọjọọ dị
b) Uru dị n’ime omume ọma: iche iche
ịma atụ omume ọma: ije ozi, 2. Ịkparịtaụka gbasara omume ọma
ịsọpụrụ mmadụ, ikwu na nke ọjọọ dị iche iche
Page | 303

eziokwu dgz. 3. Ịjụ na ịza ajụjụ

4. Ime nke nke ejije banyere omume
ọma
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụmụaka n’onwe ha, dgz.
8. OMUME ỌJỌỌ IHE ỤMỤAKWỤKWỌ GA-EME

a. Omume ọjọọ ụmuaka na- 1. Ịkparịta gbasara omume ọma na
eme izu ohi, ịtụ asị, ịnụpụisi, nke ọjọọ
dgz. 2. Ige ntị
b. Ntaramahụhụ na-eso omume 3. Ijụ na ịza ajụjụ
ọjọọ 4. Ime nkenke ejije banyere omume
ọjọọ
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụmụaka n’onwe ha,dgz.
9. ỌGỤGỤ AHỊRỊOKWU MFE IHE ỤMỤAKWỤKWỌ GA-EME

Ọgụgụ were were 1. Ige ntị
Ịgụ ihe ọgụgụ na-agarịrị 2. Ime ihe e kwuru dk. ịnọzi nke
ọma
3. Ijizi akwụkwọ ọgụgụ nke ọma
4. Ịgụ n’arụtụghị aka na mkpurụ-
okwu
5. Ịkpọzi okwu akpọzi
NGWA NKỤZI
kaadị mgbubam, akwụkwọ ọgụgụ, Ọkọwaokwu, eserese, dgz.

10. ỌGỤGỤ AHỊRỊOKWU MFE 1. Ikpọzị okwu akpọzị
a) Nghọta 2. Ịkọwa mpụtara ahịrịokwu ha gụrụ
b) Ngụwanye 3. Ịgụ ahịrịmfe
NGWA NKỤZĨ :
Page | 304

Kaadị mgbubam, akwụkwọ ọgụgụ, Ọkọwaokwu, eserese, dgz.

11. IMEBE AHỊRỊOKWU MFE 1. Ige ntị
Ụmụaka imebe ahịrịokwu mfe nke aka 2. Ịjụ na Iza ajụjụ
ha NGWA NKỤZĨ :
Kaadị mgbubam, akwụkwọ ọgụgụ, Ọkọwaokwu, eserese, dgz.
12. MMỤGHARỊ ỌGỤGỤ
13. MMỤGHARỊ IHE A KỤZIRI
14. ULE NA MMECHI

1. NSỤPE IHE ỤMỤAKWỤKWỌ GA-EME:

Iwu metụtara nsụpe dk: nnukwu 1. Ige ntị
mkpụrụ edemede na obere 2. Ịrụgosị mkpụrụedemede ndị nnukwu na
mkpụrụedemede ndị obere
NGWA NKỤZỊ
Kaadị mgubam, ụgbọ odee, akwụkwọ ọgụgụ, dgz.
2. NSỤPE IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nsụpe mkpụrụokwu 1. Ige ntị
Page | 305

b) Odide mkpụrụokwu 2. Ịsụpe okwu

3. Idetụ ahịrịokwu
NGWA NKỤZ
Kaadị mgbubam (flash card), ụgbọ odee, akwukwọ ọgụgụ, dgz.
3. ỌNUỌGỤGỤ (80-90) IHE ỤMỤAKWỤKWỌ GA-EME

a) Mkpopụta ọnụọgụgụ 1. Ịgụ ọnụọgụgụ
b) Ngụtalị ọnụọgụgụ 2. Igosipụta ọnụọgụgụ
c) Odide ọnụọgụgụ 3. Idepụta ọnuọgụgụ
NGWA NKỤZI:
Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, Abakuusu, ụmụaka n’onwe ha
4. ỌNỤỌGỤGỤ(90-100) IHE ỤMỤAKWỤKWỌ GA-EME

a) Mkpopụta ọnụọgụgụ 1. Ịgụ ọnụgụgụ
b) Ngụtalị ọnụọgụgụ 2. Idetu ọnụọgụgụ
c) Odide ọnụọgụgụ 3. Ịrụgọsị ọnuọgụgụ
NGWA NKỤZỊ:
Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, abakuusu, dgz
5. ỌGỤGỤ AHỊRỊOKWU MFE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịgụ ahịrị mfe 1. Ịgụpụta ahịrịmfe
b) Imebe ahịrịmfe dịka 2. Imebe ahịrịmfe
- Bịa ebe a 3. Ịjụ ajụjụ
- Rie nri 4. Ide ihe odide

- Lezie anya nke ọma. NGWA NKỤZI
Ụgbọọ ọdee, akwụkwọ ọgụgụ ha, tepụrekọda, ụmụaka n’onwe ha
Page | 306

6. MMEPỤTA EJIJE NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

a) Ngwa ndị e ji emepụta ejije 1. Imezi/ịkwado ngwa ejije
b) mmepụta ejije dị nkenke 2. Imepụta ejije n’onwe ya
c) Ihe mmụta dị n’ejije ahụ 3. Imezi ngwa ejije
4. Ikwu ihe mmụta dị n’ejije
NGWA NKỤZI
Ogbọ/obom/nkwago, ngwa ejije,
7. URI/ABỤ (EGWU) IHE ỤMỤAKWỤKWỌ GA-EME:

Uri/egwu dị iche iche dịka 1. Ịgụ uri/egwu dị iche iche
a) Uri ọṅụ nwa 2. Ịgba uri/egwu
b) Uri iku nwa 3. Ịjụ na ịza ajụju
c) Uri ndịụka NGWA NKỤZI
d) Uri ọrụ Udụ, ọja, ogene,ijele, ejiji egwu dị iche iche, ụmụaka n’onwe ha,dgz.

8. URI/ABỤ (EGWU) Igba uri/egwu ndị obodo ha
Ịgba egwu obodo ha. NGWA NKỤZI
Udụ, ọja, ogene,ijele, ejiji egwu dị iche iche, ụmụaka n’onwe ha,dgz

1. Ige ntị
9. NRI NDỊ IGBO 2. Ịkọwapụta etu e si eri ha
a) Ụdị nri ndị Igbo na-eri 3. Ikwu oge a na-erigasị nke ọ bụla.
b) Etu e si eri ha dk: olulo, 4. Odide aha nri ndị Igbo dị iche iche
ọtịta, ọṅụṅụ, dgz. NGWA NKỤZI
c) Ọdịdị nri ndị Igbo dị iche Ngwongwo nri ndị Igbo dị iche iche, akwụkwọ ọgụgụ, eserese nri ndị Igbo gasị, dgz.
iche
d) Oge a na-eri nke ọ bụla
Page | 307

10. NRI NDỊ IGBO IHE ỤMỤAKWỤKWỌ GA-EME

i) Ụdị nri ndị Igbo na-amasị 1. Ikpọzị okwu akpọzị
ha 2. Ịkọwa mpụtara ahịrịokwu ha gụrụ
ii) Odidi nri ndị Igbo dị iche 3. Ịgụ ahịrịmfe
iche
NGWA NKỤZĨ :
Ngwongwo nri ndị Igbo dị iche iche,
akwụkwọ ọgụgụ, eserese nri ndị Igbo gasị, dgz.
11. MMỤGHARỊ IHE A KỤZIRI
12. ULE NA MMECHI

1. MKPARỊTAỤKA BANYERE NRUBEISI IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa nrubeisi 1. Ige ntị
b) Ụzọ dị iche iche e si 2. Ịkparịtaụka ụka
egosipụta nrubeisi 3. Ịjụ na iza ajụjụ
4. Ngosipụta
NGWA NKỤZỊ
Tapụrekọda, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, eserese, dgz.
2. MKPARỊTAỤKA BANYERE NRUBEISI: IHE ỤMỤAKWỤKWỌ GA-EME:

Uru dị n’irubeisi 1. Mkparịtaụka
2. Ngosipụta
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3. Nkọwapụta
NGWA NKỤZI:
Tepụrekọda, Tiivi, dgz.
3. AGWỤGWA DỊ MFE: IHE ỤMỤAKWỤKWỌ GA-EME

Gwam gwam gwam dị iche iche 1. Ige ntị
2. Ịjụ agwụgwa
3. Ịza agwụgwa
NGWA NKỤZI:
ESerese, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, dgz.
4. AGWỤGWA DỊ MFE: IHE ỤMỤAKWỤKWỌ GA-EME:

Gwam gwam gwam dị iche iche na ihe 1. Ikwu ihe mmụta
mmụta dị na nke ọ bụla 2. Ime ajuazaa gwam gwam
gwam
NGWA NKỤZI:
Akwụkwọ ọgụgụ na ụgbọ ojii
5. NNABATA ONYEỌBỊA IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa ọnye bụ Onyeọbịa 1. Ịkọwa onye bụ onyeọbịa
b) Ụzọ nnabata Onyeọbịa 2. Ikwupụta ụzọ e si anabata
onyeọbịa
NGWA NKỤZI:
IZUỤKA Akwụkwọ ọgụgụ, eserese, kaadị mgbubam
IHE OMUME NA NGWA NKUZI

6. ISIOKWU/NDỊNISIOKWU
NNABATA ONYEỌBỊA 1. Ịkọwaputa ihe ndị e ji ele ọbịa
a) Nnabata ọnyeọbịa 2. Ikwu ọghọm dị n’ịnabata onye
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b) Ọghọm dị n’ịnabata ọbịa ọjọọ

Onyeọbịa ọjọọ 3. Ime ejije ile ọbịa

7. ỌNUỌGỤGỤ (1-100) 1. Ịgụ ọnụọgụgụ
a) Mkpopụta ọnụọgụgụ 2. Igosipụta ọnụọgụgụ
b) Ngụtalị ọnụọgụgụ 3. Idepụta ọnuọgụgụ
c) Odide ọnụọgụgụ 4. Ịrụgọsị ọnụọgụgụ
NGWA NKỤZI:
Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, Abakuusu, ụmụaka
n’onwe ha
8. ILU DỊ MFE IHE ỤMỤAKWỤKWỌ GA-EME:

a) Ndị bụ okwu amamihe na 1. Ige ntị
ilu 2. Ịtụ ilu dị mfe
b) Ndị na-ekwukarị ha dk. ndị 3. Ijụ na ịza ajụjụ
okenye na ndị chiri echichi 4. Ịkọwa ilu dị mfe
NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, onyenkụzị na ụmụaka n’onwe ha, eserese ndị na-akọwagasị ilu.
9. ILU DỊ MFE IHE ỤMỤAKWỤKWỌ GA-EME:

Uru ilu bara na ndụ ndị Igbo 1. Ikọwa ilu dị mfe
2. Ikwu uru ilu bara
3. Ise eserese na-akọwa ilu
NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, onyenkụzị na ụmụaka n’onwe ha, eserese ndị na-akọwagasị ilu
10. AKỤKỌ IFO IHE ỤMỤAKWỤKWỌ GA-EME:

a) Akụkọ ifo dị iche iche dịka: 1. Ige akụkọ
nke okike na nke na-akụzi 2. Ịkọ akụkọ
ezi omume 3. Ịza /ịjụ ajụjụ
b) Ihe mmụta sitere n’akụkọ ifo 4. Ikwu ihe mmụta pụtaran’akụkọ.
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NGWA NKỤZI:
Ụgbọọ ọdee, akwụkwọ ọgụgụ ha,
tepụrekọda, ụmụaka n’onwe ha
11. EKWUMEKWU: NLEKỌTA ỤMỤAKA IHE ỤMỤAKWỤKWỌ GA-EME

a) Ụzọ nlekọta ụmụaka 1. Ikwupụta ụzọ e si elekọta
b) Uru ọ bara ilekọta ụmụaka ụmụaka
c) Ụzọ dị iche iche e si 2. Ikwu ụzọụfọdụ e si emegbu
emegbu ụmụaka ụmụaka
d) Ụzọ mgbochi mmegbu 3. Ịjụ na iza ajụjụ
ụmụaka 4. Mkparịtaụka ọgbọ/obom/
nkwago, ngwa ejije, ụmụaka
n’onwe ha.
12. MỤGHARỊ IHE A KỤZIRI
13. ULE NA MMECHI
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(NL) – YORÙBÁ
PRIMARY 3 TÁÀMÙ KÌN-ÍN-NÍ
1. Ìtàn àwôn akôni ilê Yorùbá láyé àtijö OLÙKÖ

àti òde òní 1. Sô ìtàn àwôn akôni kàyéfì
2. Kó akëkõö lô sí ibi pàtàkì tí ó jç mö ìtàn àwôn akôni wõnyí
ÀKÓÓNÚ IŚË 3. fi àwòrán àwôn akôni wõnyí han akëkõö
1. Orúkô akôni àgbègbè akëkõö ní ayé AKËKÕÖ
àtijö àti ní òde òní. 1. Dárúkô àwôn akôni lökùnrin àti lóbìnrin tí wön mõ
2. Akitiyan àwôn akôni tí a ti dárúkô 2. Sô ìtàn àwôn akôni náà
3. Sô ìrírí wôn nípa ohun tí wôn rí ní ibi tí wön lô.
OHUN-ÈLÒ ÌKÖNI
Àwòrán àwôn akôni ilê Yorùbá àtijö àti òde òní.
2. ÒÝKÀ: Oókanlélögbõn dé ogójì (31 – OLÙKÖ
40) 1. Àtúnyêwò òýkà láti oókan dé ôgbõn
2. Ka òýkà Yorùbá láti oókanlélögbõn dé ogójì
ÀKÓÓNÚ IŚË 3. Śe àròpõ àti àyôkúrò àwôn òýkà kan han akëkõö.
1. òýkà Yorùbá láti oókanlélögbõn dé AKËKÕÖ
ogójì. 1. Ka òýkà láti oókan dé ôgbõn.
2. Àròpõ/ àyôkúrò àwôn òýkà kan láti 2. Ka òýkà Yorùbá láti oókanlélögbõn dé ogójì
fún wa ní òýkà mìíràn. 3. Tëtí sílê láti gbö bí a ti ń śe àròpõ àti àyôkúrò òýkà.
3. Títöka sí àwôn õrõ tó śe pàtàkì fún OHUN-ÈLÒ ÌKÖNI
òýkà (lé àti dín). 1. Igi kéèkèèké, òkúta wëwë abbl
2. Àwòrán tó ń śe àfihàn òýkà oríśiríśi nýkan.
3. ERÉ - ONÍTÀN KÉÈKÈÈKÉ OLÙKÖ
1. Darí akëkõö láti ka eré-oníśe
ÀKÓÓNÚ IŚË 2. Darí akëkõö láti śe eré
1. Kíka ìwé eré –oníśe. 3. Śàlàyé kókó inú eré-oníśe
2. Śíśe eré-oníśe 4. Gba akëkõö láàyè láti dárúkô àwôn olú êdá ìtàn
3. Ìjíròrò lórí êkö tí a rí kö àti êdá inú AKËKÕÖ
ìtàn 1. Fetí sílê láti gbö ohun tí wôn ń kà
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2. kópa nínú eré śíśe

3. Sô kókó inú eré oníśe
4. Dárúkô àwôn olú êdá ìtàn
OHUN-ÈLÒ ÌKÖNI
1. Aśô eré àti àwôn ohun èlò mìíràn tó bá eré mu.
4. Orin Ômôdé Síwájú sí i OLÙKÖ
1. Pe akëkõö láti kô orin
ÀKÓÓNÚ ÌŚE 2. Pe akëkõö láti fa êkö inú orin tirê fún olùkö
1. Àwôn orin àti êkö tí wön ń kö wa bá 3. fa êkö inú orin náà yô.
kí ni ń ó folè śe láyé tí mo wá. AKËKÕÖ
Ìmötótó ló lè śëgun àrùn gbogbo..... 1. Kô orin sí etígbõö olùkö
wê kí o mö, gé èékánná rç, jçun tó 2. Fa êkö inú àwôn orin náà yô
dára... 3. Tëtí sí àwôn orin tí olùkö ń kô àti êkö inú wôn
OHUN-ÈLÒ ÌKÖNI
1. Téèpù àti kásëêtì tí a ti gba orin sí
2. Àwòrán tó jçmö orin náà
5. Òwe Síwájú sí i OLÙKÖ
1. Sô ohun tí òwe jë àti pàtàkì rê láàrin àwôn Yorùbá
ÀKÓÓNÚ IŚË 2. Pe akëkõö láti pa òwe tí wôn ti gbö rí.
1. òwe àti pàtàkì rê 3. Kô àwôn òwe náà sí ara pátákó ìkõwé kí o sì fë òwe tirê kún un
2. Títúmõ òwe àti lílòó lörõ b.a. Agbójú 4. Sô ìtumõ òwe kí o sì lò wön lörõ.
le ogún fi ara rê fósì ta. AKËKÕÖ
Ôwö ômôdé kò tó pçpç tàgbàlagbà kò 1. Tëtí sí olùkö.
wô kèýgbè. 2. Pa àwôn òwe tí o mõ
Àgbà kì í wà löjà kórí ômô tuntun wö. 3. Sô ìtumõ òwe tí o pa
4. Śe àkôsílê àwôn òwe tí olùkö kô sára pátákó ìkõwé
OHUN-ÈLÒ ÌKÖNI
1. Téèpù tí a ti gba òwe sí inú rê
2. Àwòrán oríśiríśi nípa àwôn òwe tí a pa
6. ÀPÈKÔ ÀWÔN ÕRÕ LÉDÈÉ YORÙBÁ OLÙKÖ
1. ka àwôn õrõ náà fún akëkõö
ÀKÓÓNÚ IŚË 2. śe sípëlì àwôn õrõ pêlú çnu
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Kíkô õrõ Yorùbá kéèkèèké b.a. àga, 3. Pe àwôn õrõ Yorùbá náà fún wôn láti kô
tábìlì, ìwé, çyç, ojú, çsê, ôwö, orí, imú, 4. fi káàdì pélébé pélébé han akëkõö
ayé. AKËKÕÖ
1. fetí sí ohun olùkö ń kà
2. kópa nínú śíśe sípëlì çnu
3. kô sípëlì õrõ Yorùbá tí olùkö ń pè
4. wo káàdì pélébé pélébé tí olùkö kô sípëlì sí.
OHUN-ÈLÒ ÌKÖNI
• Káàdì pélébé pélébé tí a kô sípëlì sí.
7. Dídárúkô Nýkan Síwájú sí i OLÙKÖ
1. Pe akëkõö láti dárúkô àwôn ohun tí wön fi máa ń rìn ní ààrin ìlú.
ÀKÓÓNÚ IŚË 2. Sô ìwúlò àwôn ohun tí ó wà ní àárin ìlú.
Orúkô àwôn nýkan tí ó wà ní àárin ìlú AKËKÕÖ
b.a. ôjà, ilê, ìwòsàn, ilé-ìtajà ńlá kan àti 1. Dárúkô àwôn ohun tí ó wà ní àárin ìlú
kéèkèèké ní oríśiríśi, ààfin ôba, àgö 2. Sô ìwúlò àwôn ohun tó ní àárin ìlú wôn.
ôlöpàá, pápá ìśeré ńlá, ilé-ìwé lóríśiríśi OHUN-ÈLÒ ÌKÖNI
• Àwòrán àwôn ohun tó wà ní àárin ìlú.
8. AŚÔ WÍWÕ OLÙKÖ
1. Śàlàyé aśô wíwõ fún akëkõö
ÀKÓÓNÚ IŚË 2. Śe àlàyé õnà tí àwôn ôkùnrin àti obìnrin ń gbà ń wô aśô
1. Kí ni aśô wíwõ? 3. Śe àfihàn àti àlàyé ìlò aśô wíwõ
2. Aśô àwôn ôkùnrin b.a. sòkòtò, 4. Sô irúfë aśô tí àwôn ôkùnrin àti obìnrin ń wõ àti pàtàkì aśô wíwõ.
agbádá, fìlà abbl AKËKÕÖ
3. Aśô àwôn obìnrin: b.a. ìró, bùbá, 1. Tëtí sí olùkö nípa aśô wíwô
yêrì, dàńsíkí abbl 2. Śàlàyé oríśi aśô tí àwôn ôkùnrin àti obìnrin ń wõ
3. Sô àléébù tí ó wà nínú wíwô aśô
OHUN-ÈLÒ ÌKÖNI
Bùbá, Yêrì, agbádá, fìlà, sòkòtò abbl
9. ÌTÊSÍWÁJÚ LÓRÍ AŚÔ WÍWÔ OLÙKÖ
1. Kô gbólóhùn sí ara pátákó.
ÀKÓÓNÚ IŚË 2. kà á fún akëkõö
3. Parí akëkõö láti ka àwôn gbólóhùn náà.
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1. Gbólóhùn kéèkèèké nípa aśô wíwõ AKËKÕÖ

b.a. mo dé fìlà, màmá wé gèlè, lô wô 1. Fetí sí ohun tí olùkö ń sô
sòkòtò abbl 2. farabalê ka gbólóhùn náà
Ohun-Èlò Ìköni
Kádíböõdù tí a kô àwôn gbólóhùn kéèkèèké sí.
10. ÌSÕRÍ – Õrõ Gbólóhùn OLÙKÖ
Kô àpççrç àwôn õrõ tí ó lè wà lábë ìsõrí õrõ kõõkan. Bí àpççrç:
ÀKÓÓNÚ IŚË 1. õrõ-orúkô – ilé, igi, ojú, ayò abbl
1. õrõ-oruko 2. õrõ – ìśe: wá, jçun abbl
AKËKÕÖ
2. õrõ aröpò orúkô
1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan
3. õrõ-ìśe
2. Kô àwôn àpççrç tí olùkö kô sókè
4. õrõ-àpèjúwe 3. Pe àwôn õrõ náà bí olùkö śe pè é fún wôn.
5. õrõ-atökùn OHUN-ÈLÒ ÌKÖNI:
6. õrõ-àsopõ Kí akëkõö töka sí irúfë õrõ tí ó wà lábë ìsõrí kõõkan nínú gbólóhùn kéèkèèké tí olùkö kô sójú pátákó.
11. ÌSÕRÍ ÕRÕ: Õrõ-Orúkô OLÙKÖ
1. Śàlàyé ohun tí õrõ-orúkô jë
ÀKÓÓNÚ IŚË 2. Śàlàyé õnà tí a lè gbà dá õrõ-orúkô mô nínú gbólóhùn
1. Kín ni õrõ-orúkô? 3. Dárúkô àpççrç õrõ-orúkô, b.a. ilé, ènìyàn, igi, çyç, çranko, ìlù abbl.
2. Ìdámõ õrõ-orúkô àti àpççrç wôn. AKËKÕÖ
1. Tëtí sí àlàyé olùkö lórí õrõ-orúkô
2. Kô ìdámõ õrõ-orúkô sí ojú pátákó
3. Pe àwôn õrõ-orúkô tí ó jç mö ènìyàn tàbí çranko
OHUN-ÈLÒ ÌKÖNI: Ìwé pélébé pélébé tí a kô õrõ-orúkô sí nínú.
12. OÚNJÇ ILÊ YORÙBÁ OLÙKÖ
1. Śàlàyé àwôn oúnjç irè oko fún akëkõö
ÀKÓÓNÚ IŚË 2. Õnà ni a ń gbà śe õkõõkan wôn.
Ìtêsíwájú àwôn irè oko àti oúnjç tí a ń AKËKÕÖ
fi wôn śe. 1. Tëtí sí àlàyé olùkö nípa oúnjç oko
2. Pe àwôn oúnjç ilê Yorùbá, kí o sì sô bí wôn śe ń śe õkõõkan wôn.
OHUN-ÈLÒ ÌKÖNI: Iśu, èlùbö ègbodo, ìrçsì, êwà abbl
14. ÌDÁNWÒ
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(NL) – YORÙBÁ
PRIMARY 3 TÁÀMÙ KEJÌ
1. Sísô Nýkan Síwájú sí i OLÙKÖ
1. Śàlàyé bí a ti ń śe àwôn iśë wõnyí.
ÀKÓÓNÚ IŚË 2. fi àwôn ohun èlò han akëkõö
1. Oríśiríśi iśë ômô: B. a: àwòrán yíyà, çní 3. Tö akëkõö sönà lórí bí a ti ń śe àwôn iśë wõnyí
híhun, ìdí ìgbálê híhun, awô/ aśô ríran, ère 4. kó akëkõö lô ibi tí wön ti ń śe èyí tí kò bá lè śe nínú kíláásì.
gbígbë abbl. AKËKÕÖ
2. Ohun èlò fún iśë kõõkan. 1. Tëtí sí àlàyé olùkö
2. kópa nínú śíśe àwôn iśë náà
3. kópa níbi lílô tí a ti ń śe èyí tí olùkö kò bá lè śe.
OHUN-ÈLÒ ÌKÖNI
1. Àwòrán tó ń śe àfihàn àwôn iśë wõnyí
2. Ohun èlò fún àwôn iśë náà
2. KÍKA GBÓLÓHÙN KÉÈKÈÈKÉ OLÙKÖ
1. Kô gbólóhùn sí ara pátákó
ÀKÓÓNÚ IŚË 2. Kà á fún àwôn akëkõö
Kíka gbólóhùn kéèkèèké 3. Darí akëkõö láti ka àwôn gbólóhùn náà
AKËKÕÖ
1. fetí sí ohun tí olùkö ń sô
2. fara balê kô gbólóhùn náà.
OHUN-ÈLÒ ÌKÖNI
• Kádíböõdù tí a kô àwôn gbólóhùn kéèkèèké sí.
3. ÀLÖ ÀPAMÕ OLÙKÖ
1. já àlö àpamõ tí olùkö pa.
ÀKÓÓNÚ IŚË 2. pa àlö àpamõ fún akëkõö láti já
1. Àlö àpamõ kì í ní orin 3. fún akëkõö láàyè láti pa àlö tirê
2. máa ń jë ìbéèrè àti ìdáhùn b.a. kín ló kan 4. śàlàyé nípa êkö tí àlö náà ń köni
ôba níkòó – abç AKËKÕÖ
3. máa ń wáyé sáájú àlö onítàn 1. já àlö àpamõ tí olùkö pa
2. pa oríśiríśi àlö àpamõ
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3. sô êkö tí àlö náà köni

OHUN-ÈLÒ ÌKÖNI
1. Téèpù tí a gba àlö sí.
2. Àwòrán tó jç mö êdá inú àlö.
4. PÀTÀKÌ ÌWÀ RERE OLÙKÖ
1. Śàlàyé ní kíkún lórí ìwà rere.
ÀKÓÓNÚ IŚË 2. Sô oríśiríśi ìpèdè tó ń śe àfihàn ìwà rere
Àwôn ìpèdè tó ń fi ìwà rere hàn, b. a. “ìwà 3. Sô pàtàkì tàbí àýfààní ìwà rere, b.a. ó máa ń fa àlàáfíà láwùjô, ó ń mú ni jë çlësìn pípé tí yóò dé õrun
rere lêśô ènìyàn” “ìwà lçwà ômô ènìyàn” rere/ àlùjánà.
“oore lópé ìkà ò pé”. Çni tó ń śe rere kó múra AKËKÕÖ
sí i, “Bí a bá da omi síwájú abbl 1. Fi etí sí àlàyé olùkö
2. Sô oríśi ìpèdè mìíràn tí ó töka sí ìwà rere
3. Sô pàtàkì ìwà rere, yàtõ sí èyí tí olùkö tí sô
OHUN-ÈLÒ ÌKÖNI
1. Fíìmù tó ń śe àfihàn ìwà rere pêlú èrè tó wà níbê.
5. ÀŚÀ BÍ A ŚE Ń JÇUN OLÙKÖ
1. Śàlàyé àwôn ìlànà tí a gbôdõ têlé nígbà tí a bá ń jçun.
ÀKÓÓNÚ IŚË 2. Sô ìdí tí a fi gbôdõ têlé e: b.a. láti pa òfin ìmötótó mö.
1. Àwôn ìlànà tó tö láti têlé bí a śe ń jçun. B.a. AKËKÕÖ
fô ôwö kí o tó jçun, máa sõrõ bí o bá ń jçun, 1. fi etí sí àlàyé tí olùkö ń śe.
má dúró lósòó jçun, a kì í jçun láti inú ìkòkò. 2. sô ìdí mìíràn tí a fi gbôdõ pa òfin wõnyí mö yàtõ sí ti olùkö
2. Sô ìdí àwôn ìlànà wõnyí: láti pa òfin OHUN-ÈLÒ ÌKÖNI
ìmötótó mö. • Àwòrán oríśiríśi tó ń śe àfihàn àwôn tó ń jçun pêlú ìlànà ìmötótó
6. OJÚŚE ÒBÍ SÍ ÔMÔ OLÙKÖ
1. Sô ìtumõ ojúśe
ÀKÓÓNÚ IŚË 2. Śàlàyé ojúśe òbí
1. Ojúśe òbí sí ômô b.a. 3. Gba akëkõö láàyè kí ó sô ojúśe òbí rê
• ìpèsè – êkö tó yè kooro, 4. Darí akëkõö láti fi ojúśe òbí rê śeré.
• owó ilé-ìwé AKËKÕÖ
• àlàáfíà pípé 1. Tëtí sí àlàyé olùkö
• aśô 2. Sô ojúśe òbí tìrç
• ilé-ìgbë 3. Kópa nínú eré
Page | 317

• ààbò OHUN-ÈLÒ ÌKÖNI

• fi ìwà rere/ ìwà ômôlúàbí kö àwôn Àwôn ìdílé tó ó śe àfihàn ojúśe òbí
ômô nípa jíjë oníwàrere, nítorí çsin
iwájú ni têyìn ń wò sáré
• pa òfin orílê-èdè mö.
7. ÌWÉ KÍKÀ: Kíka Àśàyàn Ìwé OLÙKÖ
1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé
ÀKÓÓNÚ IŚË 2. Àlàyé lórí àwôn kókó õrõ tó súyô
1. ìsônísókí ìśêlê inú ìtàn 3. Àlàyé êkö tó fë kí akëkõö kô nínú ìśêlê
2. ìbáyému ìśêlê inú ìtàn 4. Àkôsílê lórí ìdánilëkõö
3. êkö àti kókó õrõ tó súyô AKËKÕÖ
1. Ka ìwé náà
2. Tún ìtàn náà sô ní sókí
3 Jíròrò lórí kókó õrõ inú ìwé náà
4. Kô àwôn ohun tí olùkö ti kô sí ojú pátákó inú ìwé
5. ka ìwé náà láti ilé
8. ÊYÀ ARA ÈNÌYÀN OLÙKÖ
1. Jë kí akëkõö dárúkô àwôn êyà ara ènìyàn tí ó mõ kí ó sì töka sí wôn.
ÀKÓÓNÚ IŚË 2. Kô àwôn kókó inú êkö yìí sí ara pátákó kí àwôn akëkõö lè kô ö sínú ìwé wôn.
Díê nínú àwôn êyà ara bí àpççrç irun, orí, AKËKÕÖ
imú, çnu, àgbõn, ôrùn, apá, ikùn abbl 1. Dárúkô êyà ara ènìyàn tí ó wà
2. Da àwôn kókó tí olùkö kô sí ara pátákó kô sínú ìwé
OHUN-ÈLÒ ÌKÖNI
• Kádíböõdù pélébé pélébé tí a kô orúkô êyà ara kõõkan sí
9. ÌKÍNI FÚN ONÍRÚURÚ AYÇYÇ OLÙKÖ
1. Darí akëkõö láti fi bí a śe ń kí ni śeré.
ÀKÓÓNÚ IŚË 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö
Ìkíni àti ìdáhùn láàrin ìnáwó śíśe: ìgbéyàwó, AKËKÕÖ
ìsílé, ìkömô, ôjö ìbí abbl 1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö.
• ìgbéyàwó – ç kú ìnáwó ìyàwó, êyìn 2. Śe àpççrç àwôn oríśi ìkíni tí wön ti gbö rí
ìyàwó kò ní mçni, àśç àti bëê bëê lô. OHUN-ÈLÒ ÌKÖNI
• Àwòrán àwôn tó ń kí ara wôn.
Page | 318

10. ÌSÕRÍ ÕRÕ: Aröpò Orúkô OLÙKÖ

1. Śàlàyé ohun tí aröpò orúkô jë
ÀKÓÓNÚ IŚË 2. Śàlàyé õnà tí a lè gbà dá aröpò-orúkô sí ojú pátákó
1. Kí ni aröpò orúkô? 3. Pe àwôn õrõ aröpò-orúkô.
2. Ìdámõ aröpò orúkô àti àpççrç wôn: AKËKÕÖ
Èmi, ìwô, êyin, àwôn, àwa, òun abbl. 1. Tëtí sí àlàyé olùkö lórí aröpò-oruko
2. Kô ìdámõ aröpò-orúkô sí ojú pátákó
3. Pe àwôn õrõ aröpò-orúkô
OHUN-ÈLÒ ÌKÖNI
• Ìwé pélébé pélébé tí a kô aröpò orúkô sí nínú.
12. ÌDÁNWÒ
Page | 319

(NL) – YORÙBÁ
PRIMARY 3 TÁÀMÙ KËTA
1. KÍKÔ GBÓLÓHÙN KÉÈKÈÈKÉ OLÙKÖ

1. Kô gbólóhùn sí ara pátákó
ÀKÓÓNÚ IŚË 2. Kà á fún akëkõö
Kíkô gbólóhùn kéèkèèké. B.a. Bádé lô 3. Darí akëkõö láti ka àwôn gbólóhùn náà
sí ilé-ìwé, Ayõ gé igi, Tèmítöpë mô ìwé AKËKÕÖ
1. fojú sí ohun tí olùkö ń kô.
2. farabalê láti kô gbólóhùn tirê.
3. Kô àkôsílê olùkö sínú ìwé rç
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô àwôn gbólóhùn kéèkèèké sí.
2. KÍKÔ SÍLÉBÙ OLÙKÖ
1. Śàlàyé bí a śe lè śêdá õrõ onísílébù kan
ÀKÓÓNÚ IŚË 2. Śàlàyé bí a śe lè śêdá õrõ onísílébù méjì (K + F) KF
1. Õrõ onísílébù kan b.a. K + F 3. Lo káàdì pélébé pélébé tí a ti kô õrõ onísílébù kan tàbí méjì sí
d + e = de 4. Pe akëkõö ní õkõõkan láti pe àwôn õrõ náà
w + a = wa AKËKÕÖ
j + ç = jç 1. Tëtí sí àlàyé olùkö nípa ìśêdá õrõ onísílébù kan tàbí méjì
2. Õrõ onísílébù méjì b.a. F + KF 2. Sô àpççrç õrõ onísílébù kan tàbí méjì
A + dé = Adé 3. Pe àwôn õrõ tó wà nínú káàdì tí olùkö fi hàn wön.
I + kú = ikú OHUN-ÈLÒ ÌKÖNI
Ì + lú = ìlú 1. Káàdì pélébé pélébé aláfihàn.
2. Àwòrán tó ń fi àwôn õrõ onísílébù kan tàbí méjì hàn.
3. Àlö Onítàn Síwájú sí i OLÙKÖ
1. Pàlö fún akëkõö
ÀKÓÓNÚ IŚË 2. Śàlàyé nípa êkö tí àlö náà ń köni
Àlö onítàn máa ń sábà ní orin àti ègbè, 3. Gba akëkõö láàyè láti pa àlö onítàn
ó ní àhunpõ ìtàn, ó ń köni lögbön, b.a. 4. Sô ìyàtõ láàrin àlö onítàn àti àlö àpamõ
5. Kô àlö onítàn mìíràn bõ láti ilé
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àlö erin àti ìjàpá, ìjàpá àti ajá, ìjàpá AKËKÕÖ

(Yán-níbo) àti babaláwo. 1. Tëtí sí àlö onítàn tí olùkö pa
2. kópa nínú gbígbe orin àlö
3. pa àlö onítàn
4. Śàlàyé lórí àlö onítàn tí o pa.
OHUN-ÈLÒ ÌKÖNI
1. Àwòrán ohun tí àlö dá lé lórí tàbí ohun náà gan-an b.a. (ìjàpá).
2. Téèpù tí a gba àlö sí
4. ERÉ ÔMÔDÉ SÍWÁJÚ SÍ I OLÙKÖ
1. Śàlàyé lórí oríśiríśi eré ômôdé
ÀKÓÓNÚ IŚË 2. sô àýfààní àti ewu tó wà níbê
1. Oríśiríśi eré ômôdé (Ta ló wà nínú 3. Darí akëkõö ní ìsõrí ìsõrí láti śeré ômôdé
ôgbà náà, kí ni ń lëjê, çyç mélòó AKËKÕÖ
tolongo wáyé, çkùn mëran) 1. fi etí sí ohun tí olùkö ń sô
2. Bí a śe ń śe wön 2. kópa nínú śíśe eré náà
3. Àýfààní àti ìwúlò wôn 3. sô oríśiríśi eré ômôdé mìíràn
4. Eré ômôdé śíśe OHUN-ÈLÒ ÌKÖNI
• Àwòrán àwôn ômôdé tó ń śe oríśiríśi eré ômôdé.
5. ÀWÔN OHUN ÈLÒ INÚ ILÉ OLÙKÖ
1. Śàlàyé oríśiríśi yàrá tó máa ń wà nínú ilé
ÀKÓÓNÚ IŚË 2. Sô àwôn ohun èlò tó máa ń wà ní yàrá kõõkan
1. Àwôn yàrá inú ilé b.a 3. Gba akëkõö láàyèlati sô àwôn ohun èlò tó wà ní àwôn yàrá ní ilé e wôn.
• Yàrá tí à ń sùn AKËKÕÖ
• Yàrá ìgbàlejò 1. Fetí sí ohun tí olùkö ń sô.
• Ilé ìdáná 2. kópa nínú sísô àwôn ohun èlò inú ilé.
• Ilé ìyàgbë OHUN-ÈLÒ ÌKÖNI
• Balùwê • Àwòrán ilé àti ti oríśiríśi àwôn ohun èlò inú ilé
• Yàrá ìkërù sí abbl
2. Ohun èlò tó wà ní yàrá kõõkan b.a.
sëêtì tábìlì, àga, êrô asõrõ-mágbèsì,
amóhùnmáwòrán abbl.
6 ÌTÀKURÕSÔ SÍWÁJÚ SÍ I OLÙKÖ
Page | 321

1. Olùkö béèrè ìdí tí wôn fi gbôdõ pa àwôn òfin orí òpópónà mötò mö
ÀKÓÓNÚ IŚË 2. Darí ìtàkurõsô nípa bíbéèrè ìbéèrè kí akëkõö sì dáhùn
1. Ìtàkurõsô lórí ààbò òpópónà AKËKÕÖ
ôkõ 1. kópa nínú ìtàkurõsô
2. Àýfààní tí ó wà nínú lílo afárá 2. Dáhùn àwôn ìbéèrè olùkö lórí òfin tó de rírìn ní òpópónà mötò.
ìdátítì kôjá OHUN-ÈLÒ ÌKÖNI
3. rínrìn pêlú àkíyèsára Àwòrán àwôn tó ń sôdá lópòpónà
7. ORÚKÔ OYÈ ÔBA ILÊ YORÙBÁ OLÙKÖ

1. Sô oríśiríśi orúkô ôba ilê Yorùbá
ÀKÓÓNÚ IŚË 2. fi àwòrán àwôn ôba wôn han akëkõö
1. Oríśiríśi àwôn ôba ilê Yorùbá àti AKËKÕÖ
orúkô oyè wôn. B.a Ôõni ti Ilé- 1. Dárúkôàwônôba ilé Yorùbá tí wön mõ
Ifê. 2. Dárúkô ôba ìlú wôn àti ohun tí wôn mõ nípa rê
2. orúkô oyè ôba ìlú wôn OHUN-ÈLÒ ÌKÖNI
• Àwòrán ôba kan ní ilé Yorùbá.
8. ÌSÕRÍ ÕRÕ: Õrõ-Ìśe OLÙKÖ
1. Śe àlàyé õrõ-ise
ÀKÓÓNÚ IŚË 2. kô õrõ-ìśe sí ara pátákó
1. Kín ni õrõ-ìśe 3. Śàlàyé iśë tí õrõ-ìśe ń śe nínú gbólóhùn
2. Iśë wo ni õrõ-ìśe ń śe nínú AKËKÕÖ
gbólóhùn èdè Yorùbá. 1. Tëtí sí àlàyé olùkö.
2. Farabalê láti kô õrõ-ìśe tìrç
3. kópa nínú iśë tí õrõ-ìśe ń śe
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô õrõ-iśë sí.
9. ORÚKÔ OŚÙ NÍNÚ ÔDÚN OLÙKÖ
1. Kô àwôn ośù wõnyí sí ara pátákó
ÀKÓÓNÚ IŚË 2. Sô àwôn ośù wõnyí ní èdè wôn àti Yorùbá
1. Àwôn ośù nínú ôdún: śërë, èrèlè, 3. Kô Gêësì ní orin fún àwôn akëkõö àti ní èdè Yorùbá
çrënà abbl 4. Pe akëkõö láti sô àwôn ośù tí a kô sí ara káàdì pélébé pélébé.
2. Kíkô orin tí ó bá ośù lô. AKËKÕÖ
Page | 322

1. Pe àwôn ośù wõnyí têlé olùkö bí ó śe ń pè é

2. Dá àwôn ośù wõnyí mõ bí olùkö śe kô wôn sínú káàdì pélébé pélébé
3. Fi ośù wõnyí kôrin bí olùkö śe kô wön.
10. ÀŚÀ ÌRANRA-ÇNI-LÖWÖ OLÙKÖ
1. śe àlàyé lórí àśà ìranra-çni-löwö
ÀKÓÓNÚ IŚË 2. sô oríśiríśi õnà tí a fi lè ran ara wa löwö
1. Kín ni àśà ìranra-çni-löwö? 3. Töka sí àwôn àśà ìranra-çni-löwö kan.
2. Oríśi õnà tí a ń gbà ran ara çni löwö 4. sô èrè tàbí àýfààní tó wà nínú kí ènìyàn ran ara çni löwö
ní ilê Yorùbá. Àpççrç, Àáró, õwê abbl AKËKÕÖ
1. Fetí sí àlàyé nípa ìranra-çni-löwö.
2. kópa nínú sísô oríśiríśi õnà tí a lè gbà ran ara çni löwö
3. sô àwôn àýfààní tó wà nínú kí a ran ara çni löwö.
Ohun-Èlò Ìköni
Àwòrán tó śàfihàn àwôn tó ń rolê nínú oko tí wön ti ń śe àáró.
11. ÒÝKÀ YORÙBÁ OLÙKÖ
1. Tö akëkõö sönà láti ka òýkà láti oókanlélógójì dé àádöta
ÀKÓÓNÚ IŚË 2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti oókanlélógójì dé àádöta
1. òýkà Yorùbá láti oókanlélógójì dé AKËKÕÖ
àádöta (41 – 50) 1. Tëtí sí àlàyé olùkö lórí òýkà láti oókanlélógójì dé àádöta
2. śíśe ìdámõ àwôn fígõ 2. ka òýkà láti oókanlélógójì dé àádöta
3. Da òýkà tí a kô sí ojú pátákó/ ìwé pélébé pélébé mõ ní õkõõkan.
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù àti ìwé pélébé pélébé tí a kô òýkà kõõkan sí láti oókanlélógójì dé àádöta.
13. ÌDÁNWÒ
Page | 323

‫)‪ARABIC LANGUAGE (AL‬‬

‫المنهج الدراسي للسنة الثالثة اإلبتدائية‬
‫‪SCHEME OF WORK FOR PRIMARY THREE‬‬
‫‪FIRST TERM‬‬ ‫ر‬
‫بعض التحيات باللغة العربية حسب المناسب واألعياد مثل‪ :‬رمضان‬ ‫التحايا‬ ‫األول‬
‫بخت‪ ,‬عيد مبارك‬ ‫مبارك‪ ,‬هللا أكرم‪ ,‬كل عام أنتم ر‬
‫مثل أبيض‪ ,‬أصفر‪ ,‬أسود‪ ,‬أزرق‪ ,‬أحمر‬
‫بي األلوان وأسمائها‬ ‫رى‬
‫التميت ر ى‬ ‫ى‬
‫الثاب‬
‫مستشف‪ ,‬مكتبة‪ ,‬سوق‪ ,‬وما إىل ذلك‪.‬‬ ‫ى‬ ‫مثل‪ :‬مسجد‪ ,‬مطبخ‪,‬‬
‫غت ذلك‬‫مثل‪ :‬مروحة‪ ,‬مكيف‪ ,‬حمام‪ ,‬ثالجة‪ ,‬حقيبة‪ ,‬إناء وإىل ر‬ ‫التعرف عىل أسماء األماكن‬ ‫الثالث‬
‫من‪ ۷١‬إىل ‪۸٠‬‬
‫التعرف عىل أسماء األشياء‬ ‫الرابع‬
‫مثل‪ :‬أنا ولـد‪ ,‬أنا تلميـذ‪.......... ,‬‬
‫نطقاألرقام العربية‬ ‫الخامس‬
‫مايراه المدرس مناسبا لمستوى التلميذ‬
‫القصتة‬
‫ر‬ ‫كتابة الجمل‬ ‫السادس‬
‫ى‬
‫اإلنجلتية‬
‫ر‬ ‫ترجمة بعض كلمات العربية إىل‬
‫األناشيد العربية المختارة‬ ‫السابع‬
‫اليستة مثل‪ :‬أحب الولد‪ ,‬أنا التلميذ‪.‬‬ ‫ر‬ ‫كتابة الجمل‬
‫ى‬ ‫ر‬
‫من األشياء الموجودة ف المدرسة‪ ,‬كالسبورة‪ ,‬والممسحة‪ ,‬والسجل‪,‬‬ ‫التجمة‬ ‫الثامن‬
‫والكراسة‪.‬‬
‫كتابة بعض الكلمات العربية البسيطة مثل‪ :‬ولد‪ ,‬بنت‪ ,‬كتاب‪ ,‬مدرسة‪,‬‬ ‫العرب‬
‫ىي‬ ‫الخط‬ ‫التاسع‬
‫قلم ‪.....‬‬
‫ماسبق درسها‪.‬‬ ‫الرسم‬ ‫العارس‬
‫اإلمالء‬ ‫الحادى عش‬

‫‪Page | 324‬‬

‫المراجعة‬ ‫ى‬
‫اإلمتحان‬ ‫الثالث عش والرابع عش‬
‫والتصحيح‬

‫‪SECOND TERM‬‬ ‫ر‬
‫مثل هذا قلم أسود‪ ,‬وهذا قلم أحمر‪.‬‬ ‫ى‬
‫القصت‬
‫ر‬ ‫إستعمال األلوان ف الجمل‬ ‫األول‬
‫مثل‪ :‬هذه قلم‪ ,‬هذه مسطرة‪ ,‬هذه مكتب‪....‬‬ ‫اليستة‪.‬‬ ‫كتابة الجمل‬ ‫ى‬
‫الثاب‬
‫ر‬
‫مثل هذان ولدان وهاتان بنتان‪.........‬‬ ‫كيفية كتابة الجمل البسيطة‪.‬‬ ‫الثالث‬
‫من ‪ ۸١‬إىل ‪۹٠‬‬ ‫نطق األرقام العربية‬ ‫الرابع‬

‫ى‬
‫ما يالئم التالميذ ف مرائـى المدرس‪.‬‬ ‫األناشيد العربية‬ ‫الخامس‬
‫ى‬
‫مثل‪ :‬السيارة‪ ,‬الدراجة‪ ,‬التقرة‪ ,‬الخروف‪ ,‬الدجاجة‬ ‫التعارف عىل األشساء الموجودة ف بيئة التالميذ‬ ‫السادس‬
‫من األشياء الموجودة ىف المدرسة مثل‪ :‬شجرة‪ ,‬زهرة ‪..........‬‬ ‫الرسم‬
‫اليستة مثل هذه‪ ,‬هذه ولد‪ ,‬بنت وما إىل ذلك‪.‬‬
‫ر‬ ‫إمالء بعض الكلمات‬ ‫السابع‬
‫اإلمالء‬
‫‪Page | 325‬‬

‫رى‬
‫اإلنجلتية‬ ‫‪ bird‬ولد ‪Boy‬ترجمة بعض كلمات العربية إىل‬ ‫الثامن‬
‫‪pen‬طت‬ ‫وبالعكس مثل‪ :‬قلم‬ ‫ر‬
‫التجمة‬
‫ر‬
‫لما سبق درسها‬ ‫التاسع‬
‫المراجعة العامة‬
‫العارس‬
‫اإلمتحان والتصحيح‬
‫إىل ى‬

‫‪THIRD TERM‬‬
‫ر‬
‫مثل‪ :‬سيارة‪ ,‬مذياع‪ ,‬دكان‪ ,‬دار‪ ,‬سوق‪ ,‬مسجد وماإىل ذلك‪.‬‬ ‫ى‬
‫إستمرار التعرف عىل أسماء األشياء الموجودة ف بيئة التالميذ‬ ‫األول‬
‫رى‬
‫اإلنجلتية وبالعكس‬ ‫ترجمة بعض الكلمات العربية إىل‬ ‫ر‬
‫التجمة‬
‫مثل‪ :‬التلميذ مجتهد‪ ,‬الولد نطيف‪......‬‬ ‫ى‬
‫الثاب‬
‫كتابة الجمل المختارة‬
‫ماتيش عىل فهم التالميذ مثل‪ ,‬ر‬
‫دفت‪ ,‬كتاب و قلم‪ ,‬وقلم رصاص‪.‬‬ ‫الثالث‬
‫من ‪ ۹٠‬إىل ‪١٠٠‬‬ ‫اإلمالء‬
‫الرابع‬
‫مثل‪ ,‬أبيض‪ ,‬أسود‪ ,‬أصفر‪ ,‬ى‬
‫أخض‪ ,‬أزرق‪..‬‬ ‫نطق األرقام العربية‬
‫الخامس‬
‫‪Page | 326‬‬

‫ى‬ ‫رى‬
‫من األشياء الموجودة ف المدرسة مثل‪,‬‬ ‫بتميت األلوان‬ ‫إستمرار‬
‫سبورة‪ ,‬ممسحة‪ ,‬فصل‪........‬‬ ‫السادس‬
‫اليستة مثل‪ :‬العلم نافع‪ ,‬الكتاب مفيد‪.........‬‬
‫ر‬ ‫من الجمل المفيدة‬ ‫الرسم‬
‫ما يناسب مستوى التالميذ‪.‬‬ ‫السابع‬
‫بي التالميذ عن طريق السؤال والجواب مثل‪ :‬مااسمك؟‬ ‫الحوار ر ى‬ ‫العرب‬ ‫الخط‬
‫ىي‬
‫أين بيتك؟‬ ‫الثامن‬
‫األناشيد العربية‬
‫من الدروس السابقة‬ ‫التاسع‬
‫المحادثة‬
‫العارس‬
‫المراجعة العامة‬
‫اإلمتحان‬
‫والتصحيح‬ ‫ى‬
‫والثالث عش‬
‫‪Page | 327‬‬


WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES LEARNING RESOURCES
1 Introduction to nature drawing Explains the meaning of environment Observe and mention natural things Samples of plants and
Definition of nature drawing and writes the natural things that can be around us. pictures of animals found
Natural things found in our environment e.g found. in the environment
plants, animals
Meaning of environment.
2 Animals found in the environment Shows they pictures of animals and list Copy different types of animals and Pictures of animals, pencil,
Different types of animals them. draw. papers
Drawing of animals
3 Landscape drawing and painting Takes pupils out to observe the Observe the landscape in the Pictures of landscape,
Drawing of a particular portion of a land – trees, landscape in the environment environment pencils, paper.
grasses, leaves etc Guides the pupils how to draw and paint Makes a drawing of a landscape and
a landscape paint it
4 Flowering plants in the environment Takes pupils out to observe flowers in Carefully observe the flowers in the Samples of flowers
Observation of flowers the environment environment
Importance of flowers in the environment States the importance of flower Writes the importance of flowers
5 Designing and colouring flowering plants. Draws and paints flower for the pupils. Pupils draw a flower and paint it Different types of flowers,
Drawing and painting different type of flower. Guides pupils to draw and paint. colourfully. Pencils, paper, erasers,
-teaching resource; different types of crayon
flower, pencil, crayon, paper.
6 Animal drawing and painting Shows pictures of different types of Mention the name of some of the Pictures of animals,
Drawing and painting different types of animal animal found in the environment animals that can be found in the Pencils, paper, erasers,
found in our environment. Draws some on animal on the board. environment crayon
Guides pupils in drawing and painting Observe the animals in pictures
animals Draw and paint animals
7 Uses of lines in design Defines line to the pupils. Pupils draw different types of line as Drawing book
Introduction to line Teacher writes the types of line and drawn by the teacher and labels Drawing instruments e.g.
Definition of lines draws each type of line. them correctly. Pencil
Types of line-broken lines, curved line. Eraser
Page | 328

8 Formation of shapes and painting practical Teacher draws different shapes on the Pupils draw different shapes and Pencil, crayon, paper
Forming lines to make shapes for designs board and guides pupils to do the same colour them beautifully
Eg. Geometrical shapes and colour them.
9 Designing patterns form basic shapes Teacher draws patterns on the board Pupils draw several patterns on
Explain patterns on designs found on bedsheets, and guides pupils to do the same. their books and colour beautifully.
curtains.
10 Making designs with simple repeat Teacher makes simple repeat patterns Pupils create simple repeat patterns pencil, paper
Explain simple repeat patterns and guides pupils to make the same. as guided by the teacher.
Making patterns to form design using simple
repeat. Displays pupils’ works for the term for Pupils show by designs and
pupils to appreciate and admire. creations all through the term.
Exhibition
Display pupils work for the term.
11 REVISION
12 EXAMINATION

WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 MODELLING Teacher defines and mentions media Pupils define modelling and mention Paper
- Definition of modelling for moulding; clay, plasticine, paper the media for modelling as guided Clay
- Media for modelling machine by the pupils Nylon
Water
2 Clay preparation Teacher writes the steps for preparing -Pupils listen to the teacher, write Clay
- Collection of clay clay and explains each step to the them down the steps and Water
- Kneading of clay. -removal of impurities pupils and demonstrates each step. demonstrate the steps as guided by Nylon
the teacher.
3 MOULDING HOUSEHOLD UTENSILS (Practical) Teacher mentions household utensils Pupils observe the teacher and Clay
- Cup - Flower vase -Dish. to be moulded and demonstrates the demonstrate moulding as guided by Spatula
the teacher. Water
Page | 329

steps to the pupils and guides the

pupils on how to mould the items.
4 CREATING A DRAMA FROM A STORY BOOK Teacher guides pupils to understand Pupils act drama. Storybooks
- Explanation and meaning of drama the meaning of drama.
Teacher reads a story and groups
pupils to act.
5 DRAMA – Practical Teacher introduces pupils to staging a Pupils act play Storyline or script
- Introduction to staging a play play.
6 DRAMA – Practical Teacher tells story of a good behaviour Pupils act drama on good behaviour Storyline
- Drama play on good behaviour and and groups pupils to act. and rewards of good behaviours.
consequences or reward of good behaviours.
7 DRAMA Teacher compiles a storyline and Pupils act drama on good Storyline
- Drama or play on dignity of labour. groups pupils to act. behaviours and rewards of good
Pupils act drama on dignity of labour behaviours.
8 DRAMA – Practical Teacher plays video or tape for pupils. Pupils listen to tape recorder and act Tape recorder
- Tape recorder the storyline. CD
- CD
9 FABRICS DECORATION Teacher explains the process of making Pupils watch the procedures and Dye
- Concept of making adire or batik. adire and where they are mostly write the materials that are needed. Bowl
- Basic materials needed. produced in the country. Techer Caustic soda
explains the methods used. hydrosulphite
10 PRODUCTION OF ADIRE AND BATIK CLOTHS Teacher demonstrates to the pupils Pupils in groups dye a piece of cloth Dye
(Practical) how to make adire and batik. with the supervision of the teacher. Poplin
Hot water
Caustic soda
hydrosulphite.
11 REVISION
12 EXAMINATION
Page | 330


RESOURCES
1 RESUMPTION TEST -Revision of last term and test
2 TRADITIONAL FABRIC Teacher explains the meaning of traditional fabrics Pupils list different traditional fabric Charts
- Explanation on traditional fabrics and and states examples: adire, aso oke, akwuete, saki and identify them on charts and Posters
dresses etc. pictures. Real traditional fabric
3 TRADITIONAL FABRIC Teacher with the aid of charts and posters lists Pupils identify traditional fabric and Dansiki
- Examples of traditional dresses and examples of traditional fabric and when they are identify the people who wear them Agbada
people wear them. worn. mostly. Babariga, etc.
4 IMPORTANCE OF TRADITIONAL Teacher states the importance and values of Pupils listen attentively and ask Posters
FABRIC traditional fabric to people and the nation. questions. Charts
Video clips
5 DRAWING OF TRADITIONAL Teacher guides pupils to draw different traditional Pupils draw and paint traditional Charts
CLOTHES fabrics. Teacher shows them some pictures from clothes. Posters
charts or textbooks. Fashion magazine
6 TRADITIONAL FASHION Teacher explains traditional fashion jewelleries Pupils listen to the teacher and Beads
ACCESSORIES and identifies types and the teacher shows identifies the types of traditional Cowries
- Meaning of traditional fashion different types to the pupils. Examples e.g. beaded fashion jewelleries. Lalit
accessories. jewelleries, working stick, shells, cowries etc.
- Types of tradition fashion accessories
7 IMPORTANCE OF TRADITIONAL Teacher explains the importance of traditional Pupils list the importance of Posters
FASHION ACCESSORIES fashion accessories to the pupils. traditional fashion accessories Charts
8 MAKING BEADS – Practical Teacher guides pupils through makings beads – for Pupils identify different types of Charts
decoration and adornment. Teacher shows beads. Posters
different types of beads to the pupils. Pupils make beaded items for Beads
decorations. Lines
9 MAKING A CROWN – Practical Teacher guides pupils through the process of Pupils make a beaded crown Crown
making a crown decorated with beads. Beads
10 DRAWING AND PAINTING FASHION Teacher leads pupils through drawing and painting Pupils draw and paint traditional Drawing book
ACCESSORIES traditional fashion items like caps, etc. fashion accessories. Pencil, crayon, etc.
11 REVISION AND EXHIBITION Displays all works done by pupils and teachers and
other pupils appreciate them.
12 EXAMINATION
Page | 331

HISTORY
WEEK TOPIC/CONTENT TEACHER ACTIVITY PUPIL’S ACTIVITY LEARNING RESOURCES
1 RESUMPTION TEST Resumption Test Resumption Test
2 NIGERIA PEOPLE Teacher guides learners to list some List some people of Nigeria Map of Nigeria, chart,
- Some of the Nigeria people people of Nigeria pictures
- The Anang, Bura, Egun
3 The Efik, Fulani, Ibibio people Displays a chart showing different people Observe the chart displayed by the Map of Nigeria, chart,
of Nigeria teacher and identify people of the pictures
different tribes in Nigeria from the chart
4 The Idoma, Igala, Kalabari, Ogoni people Guides the learners to identify the people Identify the people of the different tribes Map of Nigeria, chart,
of Nigeria from the chart or pictures in Nigeria from the chart or picture pictures
5 Mumuye, Okun, Tiv people Guides the learners to identify the people Identify the people of the different tribes Map of Nigeria, chart,
of Nigeria from the chart or pictures in Nigeria from the chart or picture pictures
6 Bajju, Ngas, Bashama, Tangele people Guides the learners to identify the people Mention some people of Nigeria as taught Map of Nigeria, chart,
of Nigeria by the teacher pictures
7 Kanuri, Kamuntong, Waja Ikulu people Guides the learners to identify the people Learners write out some Nigeria people Map of Nigeria, chart,
of Nigeria in their exercise books. pictures
8 NIGERIA PEOPLE Guides the learners to identify the Participate in discussion by mentioning
Location of some Nigeria People location of some Nigeria people the location of some of Nigeria people
e.g. Igbo, Hausa and Yoruba people e.g. Igbo, Hausa and Yoruba on the map
9 NIGERIA PEOPLE Shows the learners some pictures of Bring their cultural dress. Tribal dresses for different
Location of some People of Nigeria by Nigeria people’s dressing and describe Participate in class activities by showing tribes, pictures and chart
Dressing the different types of food they greet in their mother tongue. of tribal food
Language Identify some of their local food from the
Food pictures
10 NIGERIA PEOPLE Shows map of North Western part of Identify the Hausa and Fulani people Map of the north western
Location of some People of Nigeria Nigeria. Identify the Hausa and Fulani occupying the North Western part of part of Nigeria, pictures of
- Hausa and Fulani etc occupy the North tribes amongst others Nigeria people wearing Hausa and
Western part of Nigeria. Fulani attire
11 NIGERIA PEOPLE Teacher shows map of South Western Learners identify the Yoruba people Map of the south western
Location of some People of Nigeria part of Nigeria. Identify the Yoruba occupying the South Western part of part of Nigeria, pictures of
People Nigeria
Page | 332

- Yoruba people occupy the South people wearing Yoruba

Western part of Nigeria. attire
12 NIGERIA PEOPLE Teacher shows map of South Eastern Learners identify the location of the Igbo Map of the south western
Location of some People of Nigeria part of Nigeria occupied by the Igbo from the map part of Nigeria, pictures of
- Igbo people occupy the South Eastern people wearing Igbo attire
part of Nigeria.
13 Revision and Examination Revision and Examination Revision and Examination
14 COMPILATION OF RESULTS AND COMPILATION OF RESULTS AND CLOSING
CLOSING CLOSING
HISTORY
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES LEARNER’S ACTIVITY LEARNING RESOURCES
1 RESUMPTION TEST Resumption Test Resumption Test
2 NIGERIA PEOPLE Shows pictures of the early heroes to the Mention early heroes/heroine in Nigeria Pictures of early heroes
Some early heroes and heroines in pupils Identify early heroes by the name from and heroine
Nigeria e.g. King Jaja of Opobo and Sir Shares brief account of the life of the the pictures
Ahmadu Bello heroes
3 Early heroes and heroines in Nigeria e.g. Shows pictures of the early heroes to the Identify early heroes by their name from Pictures of early heroes
Nana Olumo of Itsekiri and Dr. Nnamdi pupils the pictures and heroine
Azikiwe Shares brief account of the life of the
heroes
4 Early heroes and heroines in Nigeria e.g. Shows pictures of the early heroes to the Learners identify and describe heroes Pictures of early heroes
Queen Amina and Chief Obafemi pupils and heroines of Nigeria and heroine
Awolowo Shares brief account of the life and
achievements of the heroes
5 Early heroes and heroines in Nigeria e.g. Shows pictures of the early heroes to the Learners mention some early heroes and Pictures of early heroes
Ovoramwen of Benin and Sir Alhaji pupils heroines in Nigeria and heroine
Abubakar Tafawa Balewa Shares brief account of the life of the
heroes
Page | 333

6 Early heroes and heroines in Nigeria e.g. Guides the learners to mention some of Learners mention some of the heroes Pictures of early heroes
Mohammadu Rumfa of Kano and the heroes and heroines in Nigeria. and heroines and heroine
Margaret Ekpo Shares brief account of the life of the
heroes
7 Early heroes and heroines in Nigeria e.g. Guides the pupils to mention some of the Identify heroes and heroines by their Pictures of early heroes
Herbert McCauley and Taiwo Akinkunmi heroes and heroines in Nigeria. name and heroine
Shares pictures and photographs of some
early heroes
8 Achievements of the early heroes and Shares a brief account of the Learners mention some of the Notebook
heroines achievement of the heroes and heroine in achievements of the heroes taught by the
Fought for justice Nigeria teacher.
Fought for independence Guides the pupils to state some of the
achievements of the early heroes and
heroines in Nigeria.
9 Achievements of the early heroes and Guides the pupils to identify the Learners write the achievements of early Notebook
heroines achievements of the early heroes and heroes and heroines in their exercise
- Development of the country heroines in Nigeria. books
- Enhance free and quality education
10 Achievements of the early heroes and Teacher guides learners to state some Learners mention the achievements of Notebook
heroines achievements of the early heroes and some heroes and heroines
- Maintenance of peace and unity heroines in Nigeria.
- Lived a sacrificial life
11 Revision and Examination Revision and Examination Revision and Examination
12 COMPILATION OF RESULTS AND CLOSING COMPILATION OF RESULTS AND CLOSING
CLOSING
Page | 334

HISTORY
WEEK TOPIC – CONTENTS TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING RESOURCES
1 RESUMPTION TEST Resumption test Resumption test
2 SOME ANCIENT TOWNS IN NIGERIA Explains the meaning of ancient towns. Attempts to explain the meaning of Pictures, map of Nigeria
- Aba - Benin Use the map of Nigeria to show the ancient towns.
location of the ancient towns in Nigeria. Identify the ancient towns on the map.
3 SOME ANCIENT TOWNS IN NIGERIA Shows locations of ancient towns using Identify the ancient towns on the map of Pictures of ancient town,
- Bonny - Daura the map of Nigeria. Nigeria. Map of Nigeria
4 SOME ANCIENT TOWNS IN NIGERIA Shows locations of ancient towns using Mention the ancient towns as taught in Pictures of ancient towns,
- Calabar - Gobe the map of Nigeria. previous classes. Map of Nigeria
5 SOME ANCIENT TOWNS IN NIGERIA Teacher shows pictures and photographs Identify the ancient towns on the map of Pictures of ancient towns,
- Idah - Ife of ancient towns Nigeria Map of Nigeria
6 SOME ANCIENT TOWNS IN NIGERIA Teacher guides the learners to identify Mention the ancient towns. Pictures of ancient townss,
- Kano - Okene ancient towns in Nigeria. Map of Nigeria
7 SOME ANCIENT TOWNS IN NIGERIA Teacher shows the ancient towns on the Identify ancient towns in Nigeria Pictures of ancient towns,
- Onitsha - Oyo map of Nigeria Map of Nigeria
8 MODERN TOWNS IN NIGERIA Teacher shows pictures and photographs Mention some of the modern towns in Pictures of modern towns,
- Jos - Abuja of modern towns Nigeria Map of Nigeria
9 MODERN TOWNS IN NIGERIA Teacher shows pictures and video clips List some modern towns in Nigeria Pictures of modern towns,
- Enugu - Kaduna of modern towns Map of Nigeria
10 MODERN TOWNS IN NIGERIA Teacher shows pictures and photographs State some modern towns in Nigeria Pictures of modern towns,
- Ibadan - Port Harcourt of modern towns Map of Nigeria
- Yola - Yenegoa
Page | 335

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NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

National Association of Proprietors of Private Schools

NATIONAL UNIFIED EXAMINATIONS TEACHING SCHEME

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Abayomi Otubela (FNMA)

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

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CULTURAL AND CREATIVE ARTS 99 200 328

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

T U 1 – Tens Pupils identify and read numbers 1 –

Teacher uses teaching resources to assist

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

BASIC SCIENCE AND TECHNOLOGY (BST)

(BST) - BASIC SCIENCE

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC SCIENCE

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC SCIENCE

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC TECHNOLOGY

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC TECHNOLOGY

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC TECHNOLOGY

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – PHYSICAL HEALTH EDUCATION

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – PHYSICAL HEALTH EDUCATION

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – PHYSICAL HEALTH EDUCATION

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – COMPUTER STUDIES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – COMPUTER STUDIES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES