CLASS | Primary/Basic 1 | |
SUBJECT | Security Education | |
TERM | Second Term | |
WEEK | TOPICS | Learning Objectives |
1 | SECURITY PRECAUTION | By the end of the lesson, pupils should be able to: i. mention the security precautions; ii. discuss the security precautions. |
2 | Identify Sources of Danger | By the end of the lesson, pupils should be able to: i. define sources of danger; |
3 | SECURITY PRECAUTION ON THE ROAD. | By the end of the lesson/ pupils should be able to: i. identify some road signs and meaning. |
4 | SECURITY PRECAUTION AT HOME. | By the end of the lesson , pupils be able to: i. state security precautions to be taken at home; e.g. locking the door, keeping dangerous away from children e.g. Matches and Drugs. |
5 | SECURITY PRECAUTION IN THE OFFICE | By the end of the lesson pupils should be able to: i. mention precautionary measures that should be taken in the office. |
6 | SECURITY PRECAUTIONS | By the end of the lesson, pupils should be able to: i. State personal security measures. ii. Identify the type of Adult to attend to i.e ” not following a sttanger” iii. discuss why personal security precaution is necessary. |
7 | MID TERM TEST/MIDTERM BREAK | |
8 | SECURITY PRECAUTION IN THE SCHOOL | By the end of the lesson: pupils should be able to ; i. mention security precautions to be taken in school ii. describe the security precautions in the school e.g. not walking alone, not playing with harmful objects e.t.c |
9 | Precautions in the car/buses | By the end of the lesson, pupils should be able to; i. mention the security measures to be taken in the car/buses; ii. describe the danger attached to a child sitting in the front seat. iii. explain how seat belt looks like. |
10 | General security tips | By the end of the lesson, pupils should be able to; (i) mention important security tips e.g. knowing emergency numbers, not playing with sharp object. ii. Describe some other security tips. |
11 | Security precaution in the environment | By the end of the lesson, pupils should be able to; i. mention the precaution to be taken in time of flood ii. describe the precaution to be taken in time of the fire outbreak, road accident e.t.c |
12 | REVISION AND EXAMINATION |
CLASS | Primary/Basic 1 | |
SUBJECT | Security Education | |
TERM | Third Term | |
WEEK | TOPICS | Learning Objectives |
1 | Revision of 2nd term work | -what the general precaution measure is all about. |
2 | Concept of security road accident | By the end of the lesson, pupils should be able to; i. Mention cause of road accident; ii. State ways of reducing accident on the road. |
3 | Sources of danger: fire outbreak | By the end of the lesson pupils should be able to; i. mention the causes of fire outbreak ii. describe the possible places fire outbreak could occur. |
4 | Sources of danger: relationship with strangers | By the end of the lesson pupils should be able to; i. define relationship ii. describe and identify a stranger iii. take precautionary measures when dealing with strangers |
5 | Sources of Danger -Eating Contaminated Food. | By the end of the lesson; pupils should be able to: (l) mention different type of foods (ii) identify contaminated foods e.g. Expired food in cans, food not prepared hygienically. |
6 | Sources of fake drugs | By the end of the lesson, pupils should be able to; i. define drug ii. mention the danger of taking drugs |
7 | MID TERM BREAK/ MID TERM TEST | |
8 | Sources of danger: -Drug Abuse | By the end of the lesson, pupils should be able to; i. define drug abuse; ii. state how drugs can be abused |
9 | Sources of Danger. -Gang(s) | By the end of the lesson, pupils should be; i. identify gangs; ii. mention the effect and danger of joining gang(s) |
10 | Revision | Revision |
11 | EXAMINATION | |
12 | EXAMINATION |
Recommended Textbooks for Pupils & Educator
Security Education
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Primary 1 scheme of work.
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Access Scheme of work, Curriculum for Primary and Scondary Schools
Radio,television and electronics works scheme of work sss2.
Grade 1 – 3 National Values Education Scheme, Security Education Scheme of Work Primary 1 – 3 Federal, Concept of Security, Security agencies
WEEK 1 – 10
TOPIC/ CONTENT
Concept of Security:
1. Meaning of security of life and property.
1. Guides pupils to explain the meaning of security.
2. Guides pupils to identify sources of danger and insecurity.
1. Contribute ideas to the meaning of security
2. Find out other sources of insecurity.
INSTRUCTIONAL RESOURCES
Textbooks, pictures on road accidents and fire outbreaks.
WEEK 11 – 13
Revision / Examination
Concept of Security
2. Sources of danger and insecurity
e.g. road accidents, fire outbreaks, relationship with strangers, kidnapping, eating unsafe food, fake drugs intake, etc.
Directs the role-playing fire outbreaks/road accidents.
Dramatize fire outbreaks/road accidents and appropriate response.
WEEK 11 – 13: Revision / Examination
REVISION OF 1ST AND 2ND TERM WORK
WEEK 1 – 5
Source of danger and insecurity
1. Sources of Insecurity:
– Bombings
Dangerous Chemicals, etc.
1. Guides pupils to state the sources of insecurity.
WEEK 6 – 10
Textbooks, charts, posters, video clips.
WEEK 11 – 12: Revision / Examination
Identification of security agencies and their primary duties.
Security agencies and their primary duties:
Textbooks, pictures, video clips, handbills, posters.
WEEK 11 -13: Revision / Examination
REVISION OF 1 ST AND 2 ND TERM WORK
IDENTIFICATION OF SECURITY AGENCIES AND THEIR PRIMARY DUTIES.
– Police
– FRSC
– NDLEA
– NSCDC
– NAFDAC, etc.
1. Guides pupils to state the primary duties of various security agencies.
2. Organize excursion visits to security agencies within their environment.
1. Mention the primary duties of various security agencies.
2. Visit the various security agencies and ask questions.
Textbooks, pictures, video clips,
handbills, posters.
WEEK 11 – 13: Revision / Examination
WEEK 1 – 5
ELEMENTS OF CRIMINAL BEHAVIOUR
1. Identification of criminal behaviours :
– Falsehood
– Bodily Harm
– Forgery
-Examination malpractice
-Sellers of bad food and fake drugs,etc.
1. Leads pupils to identify various criminal offences and their punishments.
2. Organizes excursion visit to security agencies within their vicinity to find out ways of avoiding criminal behaviour.
1. Mention the various criminal offences and their punishments.
2. Visit Police stations and ask questions.
Handbills, posters, video clips, etc.
-Not joining gangs
-Avoid peer pressure
– Learn to be self-satisfied, etc.
1. Leads pupils to identify various
criminal offences and their punishments.
1. Mention the various criminal offences and their punishments.
2. Visit Police stations and ask questions.
WEEK 11 – 13: Revision and Examination
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ENGLISH STUDIES
PRIMARY ONE 1 ST TERM
1 | LISTENING/SPEAKING | simple greetings and commands greetings at home and appropriate time for particular greetings eg Pupil Good morning papa, how do you do? Papa: Good morning Tunde. How do you do?” Greetings at school e.g. Pupil “Good morning Madam/Sir/Mr. Olu.” Teacher Good morning –Amaka Greeting: in the community; to neighbours, elders/ clan heads nurse, doctor etc. | create home and school atmosphere through role play characters eg father mother, elder, teacher etc Demonstrates appropriate greeting for each character Encourage pupils to greet one another with appropriate gestures Give commands and demand appropriate responses from pupils. |
GRAMMATICAL ACCURACY(STRUCTURE) | Identification of person. Introduction, such as, What is your name? “ My name is Aisha what is your father’s /mother’s/ brother’s/ sister’s name?” | Introduces himself/herself to the class “my name is Etim. Etc. | |
READING (READING HABIT) | Eye movement reading from left to right, top to bottom etc. | Teacher guides pupils to identify: – First and last word on a page – Where to being reading of printed words on a page write some familiar words on the board and guides the pupils to read and point at the words as they read from left to right. | |
WRITING | Writing letters of the alphabet A-a ETC. | Teacher guides pupils on how to write each alphabet correctly in the upper and lower cases. Writing should be from left to right. | |
2 | LISTENING/SPEAKING | Identification of objects. E.g. table, desk, chalkboard, book, etc. | Presents different house hold, class room, natural, school, objects and guides pupils to identify them by name e.g. A bag, A table etc. Form songs and rhymes. |
GRAMMATICAL ACCURACY(STRUCTURE) | Identification of objects and speeling out names of objects. | Answering a questions on objects e.g. What do we do with our hands? 1. We eat with our hands 2. Identification of objects 3. Drawing of objects etc.
| |
READING | Reading letter of the alphabet A –a | Presents and pronounces each given letter correctly. E.g. A is for Apple, A is for Army etc. | |
WRITING | Identification of upper and lower case letters | Teacher guides pupils to identify all upper case letter and lower case letter | |
3 | LISTENING /SPEAKING | Identification of colours | Identify given objects by names and colours. E.g. blue car, green cap etc. |
READING | Reading letters of the alphabet H-M | Presents and the given letters correctly. | |
WRITING | Writing letters of the alphabet H M | Teacher guides pupils to write alphabet correctly from left to right. | |
4 | LISTENING /SPEAKING | Identification of animals -Domestic animals e.g. cats, dogs, goats, sheep wild animals e.g. lion, tiger elephant. | Explain what domestic and non domestic animals are with examples. Use pictures where possible live animals. |
GRAMMATICAL ACCURACRACY(STRUCTURE) | Identification of objects in the classroom | Touch and pronounce the name of the objects being identified. | |
READING | Reading letters of alphabet N T | Spell words beginning with these alphabets e.g. Time, Nido, etc. | |
WRITING | Writing letters of the alphabet N T | Teacher guides pupils to write these alphabets correctly in upper and lower cases. | |
5 | LISTENING /SPEAKING | Production of basic sounds in a given simple words correctly e.g. /a/ /b/ /d/ (Phonics) | Presents and pronounces sounds correctly. Phonics practice. |
GRAMMATICAL ACCURACY | Correct pronunciations of letters of the alphabet e.g. Aa, Bb, Cc | Teacher guides pupils to pronounce the letters and words correctly. | |
READING | Reading letters of alphabet. | Produce the letters of the alphabet N T correctly | |
WRITING | Writing letters of alphabet. | Teacher guides pupils to write letters of alphabet correctly plus simple words that the alphabet spells. | |
6 | LISTEING /SPEAKING | Asking and answering questions: simple questions and answer such as 1). What is your name? My name is Bola’ 2). What is your father’s name? My father’s name is Ibrahim. | Teacher asks pupils simple question using ‘What ‘ Teacher leads pupils to give correct answers to the questions. Pairs pupils and guides pupils as they take turns to ask one another question and answer them. |
GRAMMATICAL ACCURACY STRUCTURE | Blending sounds of letters to form words e.g. /a/ ant (to form) ant or /b/ -at to form (bat) /c/ – ap to form (cap) etc. Phonics practice. | Make sounds of letter of the alphabet for pupils to imitate Guides pupils to blend the sounds of letters to form words eg a – ant b – bet c – cap e.t.c. Guides and directs drill exercises on blending sounds of letters to make new words. | |
READING | Reading letter of the alphabet. | Guides pupils to read letters of the alphabet U Z | |
WRITING | Writing letters of the alphabet. | Writes letters of the alphabet U Z in capital and small letter. | |
7 | LISTEING /SPEAKING | Correct pronunciation of letters of the alphabet e.g. A, B, C | Presents and pronounce letter of the alphabet correctly, and guides pupils to do same. Form songs with alphabets |
GRAMMATICAL ACCUREACY STRUCTURE | Clear recitation of various rhymes. | Teacher presents rhymes to puipils: Row –Row – Row your boat gently down the stream merrily merrily merrily merrily life is but a dream. | |
READING | Reading of alphabets. A Z | Guides pupils to read the alphabets. | |
WRITING | Letter formation. Simple words e.g. three letter words car, cat, pen, etc. | Formation of capital letters of the alphabet using strokes. | |
8 | LISTEING/SPEAKING | Identification of objects in the environment e.g. i) Flag ii). Play ground iii). Field iv). Fence v). Flowers | Name objects in their environment. |
GRMMATICAL ACCURACY (STRUCTURE) | Identification of objects in the environment and using them in making sentences. | Identifies objects in the environment and make sentences with it. | |
READING | Reading of the alphabet in capital and small letters. | Writing the alphabet in capital and small letter. | |
WRITING | Writing formation of letter of the alphabet is small letter. | Writing of small letter e.g. a, b, c, etc. | |
9 | LISTENING/SPEAKING | Identification of objects with emphasing on the article ‘a’ i). a ball ii). A school | Give examples of objects using article “a” a ball, a pencil, a bag. Etc. |
GRAMMATICAL ACCURACY STRUCTURE | Simple command simple commands at home. Sitdown, Stand up | Gives commands and demands appropriate responses from pupils. | |
READING | Identification and reading of familiar sounds in words e.g. try/fry cat/bat son/sun. | Teacher guides pupils to track familiar sounds from words read aloud | |
WRITING | Letter formation. K T. | Writing capital letter of the alphabet K T. Using the correct strokes. | |
10 | LISTEING /SPEAKING | Word sounds and syllables. | Use pictures to lead to identify sound head at the beginning and ending of the words e.g. Cat etc. |
GRAMMATICAL ACCURACY STRUCTURE | Words sounds and syllables. (bro-un) e.g. brown. Etc. | Teacher guides pupils to identify and count the number of sounds in a syllable. | |
READING | Combining sounds to form two and three letter words e.g. “tonight” from “to” and “night” “into” from “in” and “to” etc. | Read given words emphasizing the sounds in the words Guides pupils to read given Three letter words using sounds. | |
WRITING | Writing letters of alphabets in words | Writing letter of the alphabet U Z in cruel. | |
11 | LISTENING /SPEAKING | Identification of objects in colours. | Present different school objects and guidespupils to identify them e.g. flag uniform, book, scalds, bag, class room, teachers, football pitch, etc. |
GRAMMATICAL ACCURACY STRUCTURE | Identification of colours object in terms of their colours Description of things according to their colours e.g. yellow, bag. | Associates colours with objects in the classroom Guides pupils to identify object of named colours. | |
READING | Reading of colours (major) Identify primary colours association them with objects appropriately. | Associates colors with object in the classroom. | |
WRITING | Writing of colours. | Writing of major colours. | |
12 | LISTEING /SPEAKING | Pronunciation of words, word sounds and syllables. | Identify letter sounds at the beginning, middle and end of spoken words: Blend letter sounds to form words :and segment words in to letter sounds (i) /i:/ best (ii) /ᴐ:/ flowl iii) /ᴐi/ toy iv) /au/ fow. |
GRAMMATICAL ACCURACY STURCTURE | Indicating singular / plural forms, singular forms e.g. pen –pens book – books, girl –girls | Give example of singular forms Identify plural forms bag bags , one book two books, one pencil – two pencils. | |
READING | Parts of book, front cover, back cover, title, pages, Anther etc. | Teacher reads a story to pupils. Guides pupils to identify front cover back cover title and author of the story book read. | |
WRITING | Combination of the letter to form simple familiar words e.g. –bag, ball, boy. | Write letters and words that they spell. | |
13 | Revision | Revision | Revision |
14 | Examination | Examination | Examination |
PRIMARY 1 SECOND TERM
1 | Resumption test and Revision | Resumption test and Revision | Teacher guides pupils to recall last terms work. |
2 | LISTENING/SPEAKING | Simple commands | Teacher gets pupils to respond correctly. |
GRAMMATICAL ACCURACY | Identification of objects | Teacher gets pupils to identify things in pictures and in concrete form. | |
READING | Label reading identification of object | Identification of objects with pictures and reading short sentences about them. | |
WRITING | Writing of alphabet A-Z | Writing both the upper case and lower case. | |
3 | LISTENING/SPEAKING | Sorting out of object items/matching oral words in print | Use a reader and give the pupils to listen properly etc. |
GRAMMATICAL ACCURACY (STRUCTURE) | Counting numeracy 1-10 in words. E.g. One = 1 Two = 2 etc. | Identify new and unfamiliar word’s Correctly use the new words in own speech. E.g. I have one nose, I have two eyes. | |
READING | Matching oral words to print | Read a story to the class and lets the pupils identify where the story and end in the book. Display word chart on the wall call on pupils to match words printed on flash cards to the words on the wall | |
WRITING | Writing of alphabets and forming new words. | Speeling words using alphabetsetc. | |
4 | LISTENING/SPEAKING | Auditing perception and discrimination – sounds of domestic animals such as; cat, horse, dog, cock, cow, goat etc. | Identifies the sounds of various animals. Ask pupils to imitate the sounds of the various animals. |
Grammatical Accuracy (Structure) | Expressing possession using the possessives my, yours, his, hers, in simple correct sentences. E.g. This is my pen. Etc. | Explains possessive forms that show ownership. List possessive words Use possessives in sentences and encourages pupils to repeat examples given. | |
Reading | Songs and Rhymes | Sings songs and recites rhymes with the pupils. Guides pupils to repeat sounds of rhyming words in the songs and rhymes. Writes down set of words on the board and lead pupils to identify words sets that rhyme. | |
Writing | Writing alphabets and speeling of words. | Writing alphabets U-Z in capital letters. Speeling words with alphabets. | |
5 | Listening/Speaking | Expressing gratitude and farewell. Expressing gratitude through role play. Expressing farewell in various ways and situations | Mention occasions when we should express gratitude e.g. when we receive gifts, when people show kindness or are polite to us. Make sentences expressing gratitude to children, parents and elders. Asks pupils to repeat the sentences. Make sentences expressing farewell in various ways e.g. goodbye, farewell bye-bye |
Grammatical Accuracy (Structure) | Introducing nouns and pronouns e.g. Lagos, house, Mary, in school, cat etc. Pronouns e.g. she, he, they, it, etc. | Teacher explains nouns and pronouns and their uses to pupils. Teacher guides pupils to repeat sounds of rhyming words. | |
Reading | Introduction to rhymes | Teacher guides pupils to repeat sounds of rhyming words. | |
Writing | Writing of letters of the alphabets in small letters. | Teacher explains the importance of capital and small letters to pupils. | |
6 | LISTENING/SPEAKING | Expressing personal wants and feelings | Make predictions based on illustrations in stories or potion of stories. |
GRAMMATICAL ACCURACY(STRUCTURE) | Indicating singular/plural forms. Introducing singular and plural | Give examples of singular forms of One Give examples of plural forms many, or more than one. Two or more. | |
READING | Songs and rhymes: clear recitation of various rhymes depicting nature, care, kindness, honesty, love and diligent. | Presents a rhyme reads it aloud, pronouncing the words clear. Get the pupils to do same. | |
Writing | Formation of letters of the alphabet in small letters. Speeling three letter words in written form | Dictates spellings of words to pupils to write. | |
7 | LISTENING/SPEAKING | Present and past actions Identification of present and past actions. Expression. | Gives examples of present and past actions Eat – ate Come – came Go – went |
GRAMMATICAL ACCURACY (STRUCTURE) | Asking and answering of questions further practice on asking about things and responses. | Teacher asks pupils simple questions using ‘What’ Teacher leads pupils to give correct answers to questions pairs pupils and guides them as they take turns to ask one another questions and answer them. | |
READING | Concept print Punctuation marks: -comma ( , ) -full stop ( . ) -question mark (?) | Write common punctuation signs on the board and explains the meaning of the signsand their uses in sentences. Teacher guides pupils to locate common texts. | |
WRITING | Making strokes and Curves to form letters | Teacher guides pupils to get it right. | |
8 | LISTENING SPEAKING | Pronunciation practice combining sounds form two and three letter words e.g. tonight into e.g. “tonight” from “to” and “night” “into” from “in” and “to” | Reads given words emphasizing the sounds in the words. Guide pupils to read given three letter words using sounds. |
Grammatical Accuracy (Structure) | Present tense. Identification of present actions | Give examples of present action. Example | |
Reading | Decoding strategies – sounding out words in text – break words into smaller words – words parts (compound words, digraphs) – apply long and short vowels | Guides pupils to : Read words placed in a row leg doll – dat – dill and match text to the words. Pronunciation of words syllable by syllable while clapping and counting syllables in words. | |
Writing | Letter formation | Writing letter of the alphabets in capital letters using strokes. | |
9 | LISTENING /SPEAKING | Pronunciation Decoding strategies words parts (compound words, digraphs) Apply long and short vowels. | Teacher guides pupils to seperate words into consonant and vowel sounds Build words by blending words parts (long vowels/ short vowels / diagraphs etc to form new words. |
GRAMMATICAL ACCURACY (STRUCTURE) | Expression possession using the possessives my, yours, his, hers, simple correct sentences e.g. a. This is my pen b. This is your pen c. This is her pen | Explain possessive forms: Forms that show ownership list possessive in sentences and encourages pupils to respect his examples. | |
READING | Reading letters of alphabets | Guides pupils to say the sounds of the alphabets correctly. | |
WRITING | Letter formation | Write letter of the alphabet in capital and small letters. Chant these alphabets in song. | |
10 | LISTENING /SPEAKING | Matching and sequencing of cut – out letter. E.g. Give me my pencil I want to goto my house | Example in own words the instruction in the text make production base on information contained tables graphs. |
GRAMMATICAL ACCURACY (STRUCTURE) | Expressing personal wants and feelings | Explains possessive forms that show personal wants and feeling. Guide pupils to read letter of the alphabets | |
READING | Reading letter of the alphabet. | Guide pupils to read letter of the alphabets. | |
WRITING | Writing letter of the alphabet | To write letter of the alphabet | |
11 | Revision | Revision | Revision |
12 | Examination | Examination | Examination |
PRIMARY 1 THIRD TERM
1 | Resumption test and Revision of last term’s work | Resumption test and Revision of last term’s work | Gives Commands and demand appropriate response |
2 | LISTENING/SPEAKING | Oral identification of letters, matching and sequencing of pictures | Ask pupils to use provided cut-out letters and pictures to match in sequence. Pupils match all the given materials available to match in sequence. |
GRAMMATICAL ACCURACY | Word and picture matching as games e.g. Objects found in the home, school such as chair, bell, pot, duster etc. | Pupils are given to work in group to match the cut-out letters to the pictures. Pupils match in response to the tasks given. | |
READING | The alphabets A – G | Write words on the board and call on pupils to name letters in the word 2. Teacher writes sentences on the board and let pupils name letters in the sentences. | |
WRITING | Writing out letters of the alphabets A – G | Frames a word in a sentence and guides pupils to name letters in the word. | |
3 | LISTENING/SPEAKING | Identification of objects in the environment. | Presents different house hold objects and guide pupils to identify them by name e.g. bag, table etc. Identify given objects by name and colours |
GRAMMATICAL ACCURACY | Asking about numbers of objects in question form, e.g. How many table are there? | Ask pupils to make inquiries using question form. Pupils ask questions to inquire of number of e.g. Objects in the home | |
READING | Clear recitation of various rhymes depicting nature. | Present a rhyme read it loud, pronouncing the words clearly, encourage pupils to recite the rhyme and sing songs. | |
WRITING | Writing of alphabets H O | Asks pupils to write letters H O of the alphabet – on the board – in their exercise books. | |
5 | LISTENING/SPEAKING | Expression of singular and plural forms of objects. E.g. one ball, two balls | Gives examples of singular and plural forms of objects. |
GRAMMATICAL ACCURACY | Singular forms e.g. ball, girl, etc. plural forms e.g. balls, girls etc. | Gives examples of singular forms and plural forms. | |
READING | Label reading objects in singular and plural forms e.g this is one ball, these are two ball. | Present labeled objects in both singular and plural forms. | |
WRITING | Writing letters of the alphabet P-T. | Gives pupils examples of letters P-T. | |
6 | LISTENING/SPEAKING | Matching letters of the alphabet with pictures. | Guide pupils to identify and match letters of the alphabet with pictures of object. |
GRAMMATICAL ACCURACY | Identification of past and present actions. | Gives examples of present and past actions e.g eat/ate, sleep/slept. | |
READING | Content specific vocabulary of numeracy 11 – 20. | Guide pupils to identify new and unfamiliar words of numerical meaning. | |
WRITING | Formation of curves and combination of curves and strokes U, N, C, G, Q. D, e.t.c. | Guide the pupils through the formation stages e.g. N e.t.c. | |
7 | LISTENING/SPEAKING | Production of basic sounds in given words correctly e.g/a/, /b/, /d/ in days of the week. | Present and pronounces basic sounds correctly. |
GRAMMATICAL ACCURACY | Nouns e.g House, Samba, Hauwa, book, stone, school, pot, table e.t.c. | Guides pupils to make sentences indicating nouns e.g. This is a house, This is Hauwa. | |
READING | Words game/picture matching, e.g. objects found in the school, home e.t.c. | Read a story/ list of words to the pupils and they identify where the story starts and ends. Displays word chart on the wall and call on pupils to match. | |
WRITING | Writing letters of the alphabet U Z. | Gives the pupils examples of letters U Z. | |
8 | LISTENING/SPEAKING | Production/correct pronunciation of days of the week e.g Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday. | Present to produce correctly basic pronunciation of words of the days of the week. |
GRAMMATICAL ACCURACY | Expression of habitual actions in the present using days of the week e.g. I wash every Saturday. I go to church every Sunday. I go to Mosque for Juma’at prayer every Friday. | Guides pupils by questions on their habitual actions within the days of the week. | |
READING | Combination of letters to form simple words e.g books, class, shoes, biro, cup boy e.t.c. | Teacher guides the pupils to form words by the combination of letters. | |
WRITING | Combination of letters of the alphabet to write out simple words. E.g biro, cap, cup, socks e.t.c. | Gives the pupils the task of writing out words from letters formation. | |
9 | LISTENING/SPEAKING | Expression of things that could be taken into the body such as foods and medicines e.g. bread, tea. | Guides the pupils to expressively make simple sentences with names of things that can be taken into the body e.g I can drink tea. You can eat bread. She cannot eat soap. |
GRAMMATICAL ACCURACY | Expression of past actions today and yesterday. | Gives examples of past actions using today and yesterday. I drank tea today I drank tea yesterday. | |
READING | Combination of letters to form simple words e.g. /v/–an to form van, /c/ can to form can /c/-at to form cat e.t.c. | Guides pupils to blend the sounds of letters to form words e.g. /v/-an = van; /c/-an =can; /c/at= cat e.t.c. | |
WRITING | Combination of letters to form simple familiar words that are mono-syllbic e.g bed, bat, pen, mat, toy, cow, e.t.c. | Gives the pupils opportunity to think and write freely by forming words from combined letters. | |
10 | LISTENING/SPEAKING | Auditory perception and discrimination of sounds of domestic animals. Such as cats, horse, dog, cock, cow, goat, sheep e.t.c. | Ask pupils to imitate the sound of the various animals. |
GRAMMATICAL ACCURACY | Introduction of persons and objects such as: What is your name? This is a car, He is Taiwo. This is a book | Guides different pairs of children to introduce themselves and objects. | |
READING | Reading of number words 21 – 30 (Twenty one – Thirty) with names of objects and persons e.g. twenty one books. Thirty pencils, boys e.t.c. | Guides pupils to identify numbers of objects and persons. | |
WRITING | Formation of letters of the alphabets in written form. A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. | Gives pupils the guidance to write letters of the alphabet fully without difficulties. | |
11 | LISTENING/SPEAKING | Drama, dipicting events of marriage ceremony. | Guides pupils to identify the various activities involved in a marriage ceremony as well as giving meanings to the various words used. |
GRAMMATICAL ACCURACY | Expressing past continues actions in sentences forms e.g I went to school today. I went to school yesterday. | Gives pupils the guide to make simple sentences using past continues actions. | |
READING | Further practice on sounds of the alphabet /a/, /3:/ e.g. /a/ – apple = a /b/ – ball = b /k/ – cat = c | Guides pupils to sound out sounds of letters of the alphabet in words | |
WRITING | Writing of number words 31 – 40 (thirty one – forty | Teacher guides pupils to write the numbers in words. | |
12 | Revision of the terms work | Revision of the terms work | Revision of the terms work |
13 | Examination | Examination | Examination |
MATHEMATICS
GENERAL MATHS
FIRST TERM PRIMARY 1
1 | i. Collecting, sorting and classifying objects leading to the idea of numbers 1- 5 ii. Identification of numbers of objects 1-5 iii. Reading of numbers 1- 5 iv. Writing of numbers 1- 5 v. Ordering of numbers up 1 – 5 |
Counters: stones, beans, bottle tops, leaves, nylon bags, number cards etc. |
2 | i. Identifying the symbol Zero (0) ii. Reading of symbol 0 iii. Writing of symbol iv. Creating zero situation e.g. removing objects from the bags till nothing is left in the bag. | i. Put one stone in a bag, 2 in another, 3 in another and 0 in another. ii. Guides pupils to recognize and write the symbol 0 iii. Remove stones from bag till nothing is left.
i. Put stones into the bags as directed by the teacher.
Stones, seeds, bottle cover etc. |
3 | i. Sorting and classifying objects leading to ideas of 6-9 ii. Identification of number 6 – 9 iii. Counting and Reading of numbers 6-9 iv. Writing of number 6 – 9 v. Ordering number 6 – 9 | i. Guides pupils to classify groups of similar objects ii. Lead pupils to identify numbers that add up to 6 iii. Guide pupils to count, read, and write numbers 1-9 iv. Lead pupils to write numbers in order of their magnitude
i. Sort and classify collection ii. Identify numbers 6-9 using flash cards iii. Count, read and write numbers 1 – 9 iv. Arrange number 6-9 in magnitude.
Counters: balls, pebbles, button, bottle tops, leaves and oranges, flash cards of numbers 1 – 9 etc. |
4 | i. Recognition of 10 as a group ii. Reading and writing numbers 1 – 10 iii. Reading and writng numbers 10 – 20 iv. Use of place value – Tens and Units (i.e. T, U) | i. Leads pupils to recognize, record and write number 10. ii. Give a group of objects that have 2 digit numbers to pupils iii. Ask them to group in tens and keep the remainder aside. iv. Lead pupils to recognize that 11 is a group of 10 and 1
Counter; bottle tops, button, balls, toes and fingers etc. |
5 | i. Uses teaching resources to assist pupils identify and read numbers 1 – 99 ii. Guides pupils to write numbers 1 – 99
-Read numbers 1 – 99 – Write numbers 1 – 99
Flash cards of number, etc. | |
6 | i. Introduction to the concept of fraction as a part of a whole ii. Identification of half (1/2) iii. Identification of quarter (1/4) iv. Colour parts of a whole |
i. Practice writing objects into 1 and ¼ ii. Matching drawings of ½ and ¼ of objects with cutting of ½ and ¼ iii. Colour ½ and ¼ of shapes in their workbook iv. Give examples of things that can be shaded into ½ and ¼ v. Suggest reasons for sharing things into ½ and ¼ Oranges, apples, paper cuttings of shapes, coloured pencils and pair of scissors. |
7 | i. Adding whole numbers with sum less than 5 ii. Adding whole numbers with sum less than 10 iii. Adding whole numbers with sum less than 20 iv. Adding 2-digits numbers with sum greater than 40. | i. Group objects to form sums less than 5 and give total ii. Group objects up to nine to; iii. Group objects to form sums not greater than 40 iv. Lead pupils to give example of every day life where accuracy is needed.
i. Groups objects to form sums less than 5 and count the total ii. Combine the following objects counting the total:
Orange, balls, leaves, bottle tops, number beads etc |
8 | i. Subtract from whole numbers not greater than 9 ii. Subtract from whole number not greater than 18 iii. Mentioning activities where accuracy in subtraction is needed. | i. Guides pupils to group set of object into 1-18 ii. Lead pupils to take away a lesser number from a group iii. Leads pupils to give examples of accuracy situations.
i. Group objects into 1-9 ii. Count and remove a lesser number from a group iii. Give examples of everyday life where accuracy in subtraction is needed.
Stones, oranges, bean seeds, balls, bottle top, number beads etc. |
9 | i. Performing the addition operation with whole numbers, without using objects. ii. Performing the subtraction operation without using objects. iii. differentiating between addition and subtraction using place value not exceeding tens and units (T U). | i. Guide pupils to form two sets of unequal numbers ii. Guides pupils to count the smaller set and discover how many sets are needed to meet up to the bigger group e.g. 8+( ) = 9
i. Groups objects into two of unequal numbers. ii. Count them the numbers to ascertain how many are needed to complete it.
Pebbles, beads, bottle tops, numbers etc. Beads, oranges. |
10 | i. Finding missing numbers in open sentences e.g. 8+( ) = 9 17 – ( ) = 9 | i. Guides pupils to collect sets of objects and form two groups of known unequal numbers. ii. Guides pupils to discover the difference.
i. Group objects into two of unequal numbers. ii. Count objects to notice which one to complete and how many.
Pebbles, beads, oranges, numbers
Pebbles, beads, bottle tops, numbers etc. Beads, oranges. |
11 | i. Finding missing numbers in open sentences e.g.15+( ) = 32 37-( ) = 20
| i. Guides pupils to note the process of increasing numbers ii. Guides pupils to note how to find out the differences between numbers.
i. Crosscheck the need for accuracy ii. Give examples of activities needing accuracy of addition.
Pebbles, beads, bottle tops, numbers etc. Beads, oranges. |
12 | i. Finding missing numbers continues ii. Simple word problems leading to addition iii. Simple word problems leading to subtraction | i. Guides pupils to find missing numbers:1+ ( ) = 32+ ( ) = 5 Solve problems on open sentences and related open sentences Bottle tops, beads, dot cards etc. |
13 | Revision | Revision |
14 | Examinations | Examinations |
SECOND TERM PRIMARY 1
1 | i. simple word problems leading to addition ii. Simple word problems leading to subtraction. | i. Guides pupils to count sets of numbers together ii. Guides pupils to count all the objects together and take away.
i. Gather objects count them all together to produce result. ii. Count all the sets together and take away the needed numbers.
Bottle tops, beads, pebbles etc. |
2 | i. Recognition of Nigerian Coins e.g. 25k, 10k, 5k, 1k, and ½ k ii. Sum of two or three coins. | Leads pupils through suitable activities to recognize the different Nigerian currencies.
Engage in sorting out the denominations and identify them.
Actual coins, paper money etc. |
3 | i. Shopping with a 10k pieces and receiving change ii. Tracing of coins. | i. Guides pupils to establish shopping corner in the class ii. Guides pupils to gather empty cans of items (e.g. for sale) and money.
i. Gather all the items for the shopping corner. ii. Groups themselves into seller and buyers.
Coins – 1k, 5k, 10k, N1.00, paper coins. |
4 | i. The idea of length ii. The unit of measuring length iii. Comparison of length of two or more objects to develop the idea of “longer than and “shorter than”. | i. Directs pupils to move using steps to measure the length ii. Guides pupils to use arm length to measure the width of the classroom. iii. Use sticks of different length.
i. Move with calculated steps ii. Use hand to measure objects in the classrooms iii. Measure the length of the floor in their classroom.
Pencil, sticks, classroom, pupils themselves. |
5 | i. Ordering of lengths of objects ii. Measuring the length of objects using natural units such as hand span, steps, arms length, stride etc. | i. Directs pupils to gather objects of different lengths ii. Arrange them in order of magnitude iii. To measure these objects with stripes, robe, hands etc.
i. Gather objects of different lengths ii. Arrange them according to length iii. Measure and record.
Pencil, space-classroom, sticks, hands. |
6 | i. Value of length ii. Ordering of length | i. Guides pupils to identify value of length ii. Guides pupils to state why lengths need to be ordered. i. Identify the value of length ii. State the importance of orderliness
Ruler, measuring tape. |
7 | i. Idea of capacity as way of measuring liquid, grains, sand etc. ii. Units of measuring capacity iii. Identifying different sizes of | i. Directs pupils to gather contains of different sizes and volume ii. Fetch water.
i. Gather containers of different sizes ii. Fetch water to fill the containers.
Cans of different sizes, water. |
8 | i. Comparison of capacity of container. ii. Ordering of capacity of container iii. Value of capacity | i. Guide pupils to say the uses of the empty containers. ii. Guides pupils to arrange the containers according to the size and things it can contain.
i. Say the uses of the empty container ii. Arrange the container according to the size and things it can contain.
Cup, bucket, empty container, water. |
9 | i. Idea and unit of weight ii. Ordering of weight of objects iii. Lifting objects iv. Estimating weight of objects i.e. heavier than or lighter than. v. Comparing weight of objects. | i. Have idea of weight and unit of weight. ii. Order the weight of objects iii. lift two different objects iv. Compare the weight of the two objects.
i. Same as above.
Weight balance – see saw etc. |
10 | i. Concept and unit of time ii. identifying activities suitable for different time of day e.g. morning, afternoon and evening. iii. Days when certain activities are taken e.g. today, yesterday. | i. Guides pupils toward the movement of hand of wall clock. ii. State the time when certain things are done e.g. sleep, go to school. iii. Play a drama on time and events to do certain things.
i. Observe the movement of the hand of wall clock ii. State the time when certain things are done. iii. Play a drama on time and events to do certain things.
Wall clock, charts indicating activities peculiar to different period of the day. |
11 | Revision | Revision |
12 | Examinations | Examinations |
13 | Examinations | Examinations |
THIRD TERM PRIMARY 1
1 | i. Counting in bundles up to 40 ii. Writing numbers in form of Tens and unit e.g. 43 = 4tens and 3units. iii. Adding the tens with the aid of sticks, seeds, cover bottle etc. | i. Guides pupils to count in bundles e.g. 5, 10, 15, 20 upto 40 ii. Write numbers inform of tens and units. E.g. 43. iii. Add with the aids of sticks, seeds, cover bottle etc.
i. Count in bundles ii. Write numbers inform of tens and unit e.g. T U 4 3 iii. Add with the aids of sticks, seed, cover bottle etc.
Sticks, seeds, bottle tops, beads etc. |
2 | i. Using concrete objects in expanding numbers e.g. 21-1 = 20 14-4 = 10 etc. | Take a group of objects and take away a lesser number e.g. 14-4 = 10.
Take a group of object and take away a lesser number e.g. 14-4 = 10. |
3 | i. Introducing the concept of number line (positive part only). ii. Reading numbers on the number line. | Guides pupils to order numbers on a straight line. 0-1-2-3-4-5- etc. ii. Read the number on the number line.
i. Order numbers on the straight line ii. Read the numbers on the number lines
Charts, aboard ruler. |
4. | i. Reading positive and negative numbers on the number line, 0 inclusive. ii. Concept of subtraction on a number line. | Guides pupils to read positive parts and negative parts of number line 0 inclusive.
Read positive parts and negative parts of number line 0 inclusive.
Chart, a board ruler |
5 | i. Identifying and naming of 2 dimensional shapes rectangles and circle. ii. Distinguishing between squares and rectangles iii. Drawing of different types of 2-dimensional shapes. iv. Values of squares, rectangles and circular shapes. | i. Guides pupils to identify and naming of 2-dimensional shapes ii. Distinguish between square and rectangle iii. Draw different types of 2-dimensional shapes iv. Value of square rectangle and circular shapes at home.
i. Identify and naming of 2-dimensional shapes ii. Distinguish square and rectangle iii. Draw different types of 2-dimensional shapes values of square rectangle and circular shape at home.
Square shapes, Rectangle, table, door, exercise books, triangle etc. |
6 | i. Identifying – cubes – cuboid – cylinder – sphere ii. Naming cubes, cuboids, cylinders and sphere/ iii. Distinguishing between cubes and cuboids. | Guides pupils to identify shapes like cube, cuboid, cylinder sphere.
Identify shapes like cube, cuboid, cylinder, sphere.
Empty carton, magi cube, ball, tin etc. |
7 | i. Collection of different types of 3-dimensinoal objects. ii. Categorizing the objects collected according to cubes and cuboids. iii. Value of solid shapes in home and environment. | i. Guides pupils to distinguish between cubes and cuboids. ii. Leads pupils to mention the solid shapes in the home and environment.
i. Distinguish between cubes and cuboids. ii. Mention the solid shapes in their homes and environment.
Cubes, cuboids, cylinders, sphere. |
8 | i. Days of the week ii. Reading clock; hour, minutes and seconds iii. Differentiating between hours, minutes and second’s hand in a clock. | i. Guides pupils to state when things are done at school and homes. ii. Guides pupils as they study a clock noting the hands of the clock.
i. State when things are done at school and homes. ii. Study a clock noting the hands on it.
i. A clock, watch etc. ii. Activity chart showing period of the day. |
9 | i. Drawing clock, indicating a given time e.g. 5 O’clock, 6 O’clock, time of going to school and time of closing from school. ii. Drawing clock, indicating on a given time e.g. half past One etc. | i. Guides pupils as they draw clocks. ii. guide pupils to indicate the hour on the clock. iii. Lead pupils as they tell the time.
i. Draw wall clocks ii. Indicate the hour on the clock iii. Tell the time.
Wall clock etc. |
10 | i. Coins and notes of Nigerian currency ii. Idea of Kobo and Naira i.e. 100kobo = 1Naira. | i. Guides pupils as they recognize denomination of Nigerian coin ii. Uses flash cards to show addition of coins.
i. Sort coins into denominations from collection ii. Adds coins using flash cards.
Actual coins, model coins etc. |
11 | i. Collection of different data i.e. -age of pupils -height of pupils ii. Grouping of data collected according to ages and height. | i. Guides pupils to mention their ages ii. Lead pupils to measure their heights.
i. Mention their ages ii. Measure their heights iii. Group themselves according to their ages and heights.
Card written ages, wall rule etc. |
12 | Revision | Revision |
13 | Examinations | Examinations |
NIGERIAN LANGUAGE (NL)
HAUSA LANGUAGE PRIMARY ONE FIRST TERM ZANGO NA DAYA AJI DAYA
1 | Sunayen abubuwa: masu raid a marasa rai | |
2 | Maimaita ayyukan mako na ɗaya. Sanayen abubuwa. | |
3 | Ladabi da biyyaya: Ma’anar ladabi, ma’anar biyyaya. | |
4 | Ladabi da biyyaya misali tarbiya dasauransu. | Kawo misaloli na halayen gari. |
5 | Kalmomin aiki: misali tafi, sha, karatu, wanki, wasa da sauransu | |
6 | Gaisuwa: ma’anar gaisuwa. Yanayin lokacin gaisuwa a misali safe, rana, yamma. | |
7 | Taɗi: ma’anar taɗi misali hire, tsakanin aboki da aboki, kawa da kawa, ya da uwa da sauransu. | |
8 | Wasan ƘwaiƘwayo: indar was an ƘwaiƘwayo. Misali was an ƘwaiƘwayo : dan dali, talabijin,nradiyo, majigi. | |
9 | Tsabta: Ma’anar tsabta da misalin su. | |
10 | Kiɗaya: daya zuwa ashirin (1-20) | |
11 | Rubutattun wasan ƘwaiƘwayo | |
12 | Ranakun mako | Jagoranci da rubutu da karanta kariku makoni |
13 | ||
14 |
HAUSA LANGUAGE PRIMARY ONE AJI DAYA ZANGO NA BIU SECOND TERM
1 | Maimaita ayyukan baya | |
2 | Karatu kafin fara babbaku misali. Tantance sunaye da hotune | Jagoranci Bayani Tambayoyi |
3 | Wakokin yara: ma’anar waka, ire-iren waƘoƘi. | Jagoranci Kawo rabe-rabe waka Rerawan da sauransu |
4 | WaƘoƘin yara: | Jagoranci Kawo rabe-rabe waka Rerawan da sauransu |
5 | Kulawa da iyali misali uwa da uba | Bayani a yada ake kulawa da iyali da tambayoyi |
6 | Kulawa da iyali: Yin biyeya, ayyukan uwa da uba | Jagoranci Bayani da Tambayoyi |
7 | Karatun babbuka misali b, ɓ, c, d, ɗ, da sauran su | Jagoranci Rubuta bakake allo Tambayoyi |
8 | Karatun babbaku: | Jagoranci Bayani da rubuta bakake a allo |
9 | Kulawa da iyali misali inna da goggo | Jagoranci Bayani akan iyali |
10 | Kulawa da iyali misali kawu, yaya, kaka da sauransu. | Jagoranci Bayani Tambayoyi |
11 | ||
12 |
HAUSA LANGUAGE PRIMARY ONE AJI DAYA ZANGO NA UKU THIRD TERM
1 | Maimaita ayyukan baya | |
2 | Rubutu kafin fara babbuka | Jagoranci Bayani Tambayoyi |
3 | Rubutun babbaku | Jagoranci da bayani |
4 | A.Tatsuniya: Ma’anar tasuniya b. Ƙwatanci tasuniya | Jagoranci da Bayani tsuniya Tambayoyi |
5 | Tasuniya: Ire-ire tasuniya. | Jagoranci Bayani Ire-iren tasuniya Tambayoyi |
6 | Tasuniya: muhimancin tasuniya | Jagoranci Bayani akan muhimanci tasuniya Tambayoyi |
7 | Lisafa kayayyakun al’adu. | Jagoranci Misalen kayan al’adu Tambayoyi |
8 | Misalin kayayyakun al’adu | Jagoranci Misalen kayan al’adu Tambayoyi |
9 | Rubutu babbaku | Jagoranci Bayani da Tambayoyi |
10 | Rubuta wasullan hausa. Misali I,e,a,o,u. | Jagoranci Bayani da Tambayoyi |
11 | ||
12 |
PRAỊMARỊ 1 TAM NKE MBỤ
1. 2.
3. 4.
5.
6. 7.
8.
9.
10.
11. 12. | 2. 3. 4.
5. 6. 7. 8. 9. 10. 11. 12. 13. |
Mkpọpụta na ọdide abịdịị Igbo ndị nnukwu
Iji mkpụrụ Abịdịi mepụta mkpụrụokwu dịka: A = Aka, B = Bọọlụ, Ch = Oche, dgz.
Okwu ndị na-egosị ihe a ga-eme dịka: nọdụ, kwụrụ ọtọ, gbaa, kụọ aka, kpudo isi dgz.
1. Ịkpọgasị ihe aha dịka akụkụ ahụ mmadụ 2. Ịkwọwa/ikwu ọdịdị ihe ndị dị na gburugburu 3. Ụda ndị a nụrụ na gburu- gburu
1. Abụ ụmụaka dị iche iche dịka abụ ndị e ji eku nwa 2. Uru dị n’abụ ụmụaka/abụ e ji eku nwa
1.Ekele utụtụ, ehihie na anyasị 2. Oge e ji ekele ekele ndị a 3. Etu e si ekele ekele ndị a.
1. Mkpọpụta ọnụọgụgụ 2. Ngụtalị ọnụọgụgụ 3. Odide ọnụ ọgụgụ 4. 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.
1. Agwa ndị ziri ezi dịka: ikwu eziokwu, ịkele ekele, ịsọpụrụ ndị tọrọ gị, ịbịa akwụkwọ n’oge dgz. 2. Uru na ọghọm dị n’ịkpa na akpaghị eziagwa
1. Mkpọpụta ọnụọgụgụ 2. Ngụtalị ọnụọgụgụ 3. Odide ọnụ ọgụgụ
1. Ịhụta na ịhụba ihe ama 2. Ịhụta ihe ndị dị n’eserese 3. Ịgụpụta/ịkọwapụta ihe eserese na-egosi 4. Nkọwa eserese Ihe mere n’oge ụtụtụ n’ụlọ ha nakwa n’ama egwuregwu
|
1. Ige ntị 2. Ịgụpụta abịịdị Igbo 3. Ịrụgosi ha n’ugbọ ojii 4. Iji ha mepụta mkpụrụokwu
Akwụkwọ ọgụgụ, ụgbọ ojii, , chaatị,kaadị mgbubam (flash card), dgz.
1. Ịgụ mkpụrụedemede ndị nnukwu na ndị obere 2. Idepụta ha 3. Igosipụ nke bụ nke 4. Iji ha mepụta mkpụrụokwu
1. Ime ihe ekwuru 2. Isịrịta onwe ha mee ihe e kwuru. 3. ide ihe odide
Eserese, kaadị mgbubam (flash card), akwụkwọ ọgụgụ, ụmụaka n’onwe ha.
1. Ịkpọpụtasị na ịrụgọsị akụkụ ahụ mmadụ ụfọdụ 2. Ịkpọgasị aha ihe ndị ha hụrụ na gburugburu ha 3. Ịkọwa ihe ha hụrụ/nụrụ na gburugburu ha 3. ịkparịta gbasara ihe ha hụrụ na ụda ha nụrụ na gburugburu
Eserese/foto na -egosi akụkụ ahụ, ngwa mmetụaka, ụgbọ odee, redio, tepụ rekọda na tiivi.
1. Ịgụ abụ 2. Ikwe abụ n’isi 3. Ịjụ na ịza ajụjụ 4. Izipụta mmasị na obi ụtọ ha site n’isinye n’abụ a na-agụ
Eserese, ngwa egwu, redịọ, ụmụaka n’onwe ha, dgz.
1. Ikwu ekele dị iche iche ha na-ekele 2. Ikelerita onwe ha 3. Ịgụ uri /egwu na-eso ekele
Eserese onye/ndị na-ekele ekele dị iche iche, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, tepụ rekọda, dgz.
1. Ịkpọpụta ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ 4. Idetalị ọnụọgụgụ
Chaatị, akwụkwọ ọgụgụ, okwuchi karama, mkpụrụokwe dị iche iche.
1. Ige ntị na ịza ajụjụ 2. Ikwupụta agwa ndị ziri ezi 3. Ikwu uru na ọghọm dị n’ịkpa maọbụ akpaghị ezi agwa
Ụmụaka n’onwe ha, akwụkwọ ọgụgụ, tepụ redio, dgz.
1. Ịkpọpụta ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ 4. Idetalị ọnụọgụgụ
Chaatị, akwụkwọ ọgụgụ, okwuchi karama, mkpụrụokwe dị iche iche.
1. Ịkọwa ihe ha chere na-eme na-eserese 2. Ịgụpụta ihe eserese na-egosi 3. Ịkparịtaụka gbasara ihe ha chere na-eme n’eserese.
Eserese/foto, tivii na akwụkwọ ọgụgụ.
1. Ikwu ihe mere n’oge ụtụtụ n’ụlọ ha 2. Ikwu ihe mere n’ama egwuregwu ha NGWA NKỤZI Ụmụaka n’onwe ha, akwụkwọ ọgụgụ,dgz. |
PRAỊMARỊ 1 TAM NKE ABỤỌ
i. Ịmụbawanye Mkpụrụokwu ii.Ikwu okwu were were n’usoro akwụkwọ ọgụgụ | 1. Ịgụpụta mkpụrụokwu 2. Ịrụgosi mkpụrụokwu 3. Idepụta mkpụrụedemede 4. Iji mkpụrụokwu mepụta ahịrị- okwu
Akwụkwọ ọgụgụ, kaadi mgbubam, tepụ rekọda, ụgbọ ojii, dgz. | |
i. Ịchọpụta nke bụ nke ii. Ịgụpụta mkpụrụedemede | 1.Ịkpọpụta mkpụrụabịịdị 2. Ịrụgosi mkpụrụabịịdị 3. Ịgụpụta mkpụrụedemede 4. Idepụta mkpụrụabịịdị
Eserese/foto, ngwa mmetụaka, ụgbọ odee, tepụ rekọda na televishọnụ. | |
i. Nkọwa na ikwu ụzọ dị iche iche e si edebe gburugburu ọcha ii. Ngwa ndị e ji edebe gburu- gburu ọcha ii. Mkpa ọ dị idebe gburugburu ọcha | 1. Ikwu ụzọ ha si edebe gburu- gburu ha ọcha 2. Ịkpọsịta ngwa ndị e ji edebe gburugburu ọcha 3. Ikwu mkpa ọ dị idebe ebe ha ọcha
Akwụkwọ ọgụgụ, ụmụaka n’onwe ha, ngwa ndị e ji edebe gburugburu ọcha, kaadị mgbubam. | |
i. Nkọwa eserese ii. Odide mkpụrụokwu | 1. Ịkpọpụta mkpụrụokwu 2. Ịrụgosi mkpụrụokwu 3. Idepụta mkpụrụokwu. 4. Ịkọwa ihe ha hụrụ n’eserese 5. Ịjụ na ịza ajụjụ
Ụmụaka n’onwe ha, kaadị mgbubam, eserese, akwụkwọ ọgụgụ, dgz. | |
i. Ịkpọpụta akụkụ ahụ dị iche iche ii. Ikwu ọrụ akụku ndị a na-arụ | 1. Ịrụgosi akụkụ ahụ dị iche iche 2. Ịkpopụta aha akuku ahụ 3. Ikwu ọrụ akụku ahụ hagasị
Eserese na-egosi akụkụ ahụ mmadụ, chaatị, kaadị mgbu bam, akwụkwọ ọgụgụ, ụgbọ ojii, dgz. | |
i. Ịgụ abụ ndị ahụ ii.Ije ejije dị n’abụ iii.Izipụta mmasi na obiụtọ n’ịgụ ha site n’isonye n’ịgụ abụ | 1. Ịgụ abụ 2. Igwu egwuregwu 3. Iji ejije dị n’abụ
Akwụkwọ ọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz. | |
i. Mkpọpụta ọnụ ọgụgụ ii. Nchọpụta nke bụ nke iii. Ndepụta nke ọ bụla n’ime ha | 1. Ịgụ abụ 2. Igwu egwuregwu 3. Iji ejije dị n’abụ
Akwụkwọ ọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz. | |
i. Nkọwa ezinụlọ ii. Ndị mebere ezinụlọ | 1. Ịgụ ọnụọgụgụ 2. Ịrụgosi ọnụọgụgụ 3. ịdepụta ọnụọgụgụ
Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, chaatị, osisi, okwuchi karama, mkpụrụokwe, dgz. | |
i) ii) Iji ụbọchị ndị mebe ahịrịokwu iii) Ikwu ihe ha na-eme n’ụbọchị dị iche iche. | 1. Ịkpọsta ndị ha na-ahụgasị n’ezinụlọ ha 2. Ịrụgosi n’eserese ndị nọ ezinụlọ 3. Ịjụ na ide ihe odide
Eserese, akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam. | |
Akụkọ ifo maka ụmụanụmanụ dị iche iche. – Ihe mmụta si n’ime nke ọ bụla | Kalenda Igbo, akwụkwọ ọgụgụ, ụgbọ ojii, dgz. | |
1. Ige ntị 2. Ịkọtalị akụkọ ifo nke ha 3. Ijụ na ịza ajụjụ
Akwụkwọ ọgụgụ, tepụ redio, ụmụaka n’onwe, dgz. | ||
PRAỊMARỊ 1 TAM NKE ATỌ
2. 3. 4. 5. 6. 7 8. 9. 10. 11. 12. |
1. Ebe ndị bụ gburugburu anyị dịka: i) Ụlọakwụkwọ ii) Ụlọ obibi iii) Okporoụzọ 2. Ụzọ dị iche iche e si edobe gburu- gburu ọcha
1. Mkpa ọ dị idobe gburu gburu ọcha 2. Nsogbu na-apụta n’edobeghi gburu gburu ọcha.Ọmụmaatụ,ọnwụ, ọrịa.
1. Mkpọpụta Mkpụrụedemede nke nnukwu na nke obere 2. Mmakọ mkpụrụedemede ndị nnukwu na ndị obere
1. Ịkpọ mkpụrụedemede 2. Ndepụta mkpụrụedemede nnukwu
1. Ndepụta mkpụrụedemede 2. Mmakọ mkpụrụ edemede na ụda ya Ịmatụ: n +a= na, g+a= ga, b+a= ba
Ịkpọgasị ihe aha: Ọmụmaatụ akụkụ ahụ mmadụ ụfọdụ
1. Ngụtalị ọnụọgụgụ 2. Odide ọnụọgụgụ
1. Nke metụtara mmadụ na mmadụ ibe ya 2. Nke metụtara mmadụ na anụmanụ 3. Akụkọ ifo nke na-akụzi ezi omume /ezi agwa
1. Nke metụtara anụmanụ na anụmanụ 2. Akụkọ ifo nke na-akụzi ajọ omume na ọghọm ya. 3. Akụkọ ifo metụtara ezi omume na uru ya
Uri dị iche iche dịka egwu ọnwa na egwu mmemme dị iche iche
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i. Ikwu banyere idebe gburu- gburu ọcha ii. ịkparịtaụka gbasara ụzọ ha ga- esi edebe ebe ha ọcha. iii. Ijụ na ịza ajụjụ.
Eserese ngwa ndị e ji ekpocha/edebe gburugburu ọcha dịka azịza, ọgụ, mma, reki, nkọala, hedipanụ dgz.
1. Ikwu mkpa ọ dị idebe gburu- gburu ọcha 2. Ịkọwapụta nsogbu na-apụta n’edobeghị gburugburu ọcha
Eserese dị iche iche, tepụ redio, akwụkwọ ọgụgụ, ụmụaka n’onwe ha.
1. Ịkpọpụta mkpụrụedemede ndị nnukwu na obere 2. Ndepụta mkpụrụedemede nke nnukwu 3. Ịmakọ mkpụrụedemede ndị nnukwu na ndị obere
Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam. aja ụrọ dgz.
1. Ịkpọ mkpụrụedemede nnukwu 2. Ịrụgosị mkpụrụedemede na ụda ya
Ụmụaka n’onwe ha, kaadị mgbu-bam, akwụkwọ ọgụgụ, ụgbọ ojii, dgz.
1. Idepụta mkpụrụedemede 2. Ịrụgosị mkpụrụedemede na ụda ya.
Ụgbọ ojii, akwụkwọ ọgụgụ, kaadị mgbubam, ụmụaka n’onwe ha.
1. Ịkpọpụtagasị na ịrụgosi akụkụ ahụ mmadụ ụfọdụ. 2. Isepụta akụkụ ahụ hagasị dịka: anya, ntị, aka, dgz.
Ngwa mmetụaka, foto, eserese, ụgbọ ojii, akwụkwọ ọgụgụ.
1. Ịkpọpụta ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ 4. Idepụta ọnụọgụgụ
Chaatị, kaadị mgbubam, mkpụrụ okwe, okwuchi karama, akwụkwọ ọgụgụ, dgz.
1. Ige ntị 2. Ịkọ akụkọ ifo nke ha 3. Ije ejije dị n’akụkọ 4. Ikwu ihe akụkọ ifo na-akụzi
Eserese, akpụrụakpụ, akwụkwọ ọgụgụ, tepụ rekọda, ụmụaka n’onwe ha.
1. Ige ntị 2. Ịkọ akụkọ ifo nke ha 3. Ije ejije 4. Ịjụ na ịza ajụjụ
Ụmụaka n’onwe ha, akwụkwọ ọgụgụ, eserese, tepụ rekọda, dgz.
1. Ige ntị 2. Ịgụ egwu/uri dị iche iche 3. Ịgba egwu/ ụrị di iche iche
Ngwa na ejiji egwudị iche iche dịka: ịgba, udu, ọsha, ogene, eserese na foto. |
YORÙBÁ PRIMARY 1 TÁÀMÙ KÌN-ÍN-NÍ
1. | Ìkíni ní ilê Yorùbá
1. ìkíni àti ìdáhùn fún ôjö 2. ìkíni ní onírúurú iśë. Bí àpççrç iśë àgbê, iśë awakõ abbl | 1. Darí akëkõö láti fi bí a śe ń kí ni śeré. 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö.
1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö. 2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí
Àwòrán ènìyàn tó ń kí ara wôn |
2. |
Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé | 1. Kô álífábëêtì Yorùbá sí ara pátákó 2. Ka àwôn álífábëêtì Yorùbá náà sí etígbõö àwôn akëkõö 3. Ka àwôn álífábëêtì Yorùbá náà kí akëkõö máa pè é têlé e 4. Pe akëkõö láti kà á.
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.
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3. |
Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti A – K Kô bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç A- ajá, B – bàtà, D – dòjé, Ç – çyç abbl | 1. Kô álífábëêtì Yorùbá láti A – K sí ara pátákó 2. Ka àwôn àpççrç õrõ tí a śêdá náà sí etígbõö àwôn akëkõö 3. Ka àwôn àpççrç náà kí akëkõö máa pèé têlé e 4. Pe akëkõö láti kà á.
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.
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4. |
1. Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti L – Y. 2. kíkö bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç; L – Labalábá, M – Màlúù abbl | 1. Kô álífábëêtì Yorùbá láti L – Y sí ara pátákó 2. Ka àpççrç àwôn õrõ tí a śêdá náà sí etígbõö àwôn akëkõö 3. Ka àpççrç àwôn náà kí akëkõö máa pè é têlé e 4. Pe akëkõö láti kà á têlé e.
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.
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5. | 1 – 10
1. Kín ni òýkà? 2. Ìlò òýkà 3. Kíka òýkà 4. Śíśe ìdámö fígõ òýkà | 1. Śàlàyé ohun tí òýkà jë 2. Tö akëkõö sönà láti ka òýkà 3. pe akëkõö láti töka sí fígõ òýkà
1. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê. 2. ka oókan títí dé çëwàá 3. Da òýkà tí a kô sójú pátákó/ káàdì pélébé mô ni õkõõkan
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. |
1. kíka àwôn êyà ara wa. Àpççrç ojú, orí, etí, apá abbl 2. Orin kíkô nípa êyà ara wa. | 1. Ka êyà ara wa sí etígbõö àwôn akëkõö 2. Ka êyà ara náà kí akëkõö máa pè é têlé e 3. Pe akëkõö láti fôwö kan êyà ara kõõkan
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
Àwòrán ènìyàn tí a yà sára pátákó. Kádíböõdù tí a ya àwòrán ènìyàn sí láti śe àpèjúwe êyà ara. |
7. |
1. ìtöjú ara 2. ohun èlò ìtöjú ara. Àpççrç (a) ôsç ìfôyín (b) ìpara abbl. | 1. Śe àlàyé lórí ìmötótó 2. Fi orin àti ewì tó jçmö imötótó fa pàtàkì rê yô fún akëkõö 3. Śàlàyé bí a śe lè töjú ara çni 4. Sô àwôn ohun èlò itöjú ara çni
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
Ìyàrí, ìyarun, kóòmù, bíléèdì, pákò, ôsç, kàìnkàìn, abbl |
8. |
i. Bí a śe ń lo ohun èlò kõõkan fún ìtöjú ara ii. Ewu tí ó wà nínú àìtöjú ara çni | 1. Śàlàyé bí a śe lè töjú ara çni 2. Śàlàyé bí a śe ń lo àwôn ohun èlò ìtöjú ara wõnyí lëyô kõõkan 3. Śàlàyé àwôn ewu tó wà nínú àìtöjú ara çni.
1. Śàlàyé bí a śe lè töjú ara çni 2. Sô ewu tó wà nínú àìtöjú ara çni 3. Kópa nínú śíśe ìtöjú ara.
Löfíndà, bíléèdì, ôsç ìfôyín. Àwòrán tó ń fi çni tó ń wê ní balùwê hàn. |
9. |
Bíbéèrè ìbéèrè láti õdõ akëkõö sí olùkö Láàrin akëkõö sí ara wôn | 1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö. 2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn
Fún olùkö ní ìdáhùn tó bá ìbéèrè olùkö mu.
Śíśe àmúlò àwôn akëkõö láti béèrè ìbéèrè löwö ara wôn. |
10. |
Orin eré ìdárayá. Àpççrç “çyç mëta wáyé tolongo” abbl | 1. Śe àlàyé lórí eré ìdárayá 2. kô oríśiríśi àwôn eré ìdárayá tí ó wà. 3. Śàlàyé àkókò tí a máa ń śe eré ìdárayá 4. Kô orin àti ewì tí ó jçmö eré ìdárayá
1. Kô orin eré idaraya 2. Kópa nínú eré ìdárayá 3. Śàlàyé bí a śe ń śe õkõõkan wôn
Àwòrán àwôn akëkõö láti béèrè ìbéèrè löwö ara wôn. |
11. |
i. Kín ni à ń pè ní ìwà rere? ii. Báwo ni a śe lè dá ômôlúàbí mõ. | 1. Sô oríśiríśi õnà tí a lè fi jé oníwà rere 2. Töka sí àwôn ìwà tí kò fi ìwà rere hàn 3. Kô orin aköniníwà fún akëkõö 4. Sô èrè tàbí àýfààní tó wà nínú kí ènìyàn jë oníwà rere
1. Fetí sí àlàyé nípa ìwà rere 2. Kópa nínú kíkô oríśiríśi orin aköniníwà 3. Sô àwôn àýfààní jíjë oníwà rere.
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. |
Àwôn ìgbà tó wà nínú ôdún: ìgbò òjò, ìgbà êêrùn, ìgbà oorun, ôyë abbl | 1. śàlàyé ohun tí ìgbà ôdún jë 2. kô àwôn ìgbà ôdún náà ní orin 3. pe akëkõö láti sô ohun tí à ń pè ní ìgbà ôdún.
1. Tëtí sí àlàyé olùkö lórí ôdún kõõkan 2. ka ìgbà ôdún náà láti orí
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13. | ||
14. |
YORÙBÁ PRIMARY 1 TÁÀMÙ KEJÌ
1. |
1. ìtöjú àyíká ilé-çni 2. Ìtöjú àyíká ilé-ìwé àti gbígbá àyíká 3. Kíkô orin tí ó bá ìmötótó lô 4. Gbíngbin òdòdó sí àyíká wa | 1. Śe àlàyé ní êkúnrërë nípa ìmötótó ní àyíká ilé àti ilé-êkö. 2. Fi àwôn ohun èlò fún ìmötótó ilé àti àyíká hàn 3. kô orin tí àìtöjú àyíká çni lè fà 4. Tö akëkõö sönà láti śe àkíyèsí àyíká kí wön sì śe àtúnśe rê
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
1. Ìgbálê 2. ôkö 3. àdá 4. réèkì 5. apêrê ìdalê-nù 6. ìkólê |
2. |
1. Kíkô álífábëêtì Yorùbá elégeé sí ara pátákó 2. Dídá álífábëêtì kõõkan mõ, àpççrç – A B D E Ç abbl | 1. Tó álífábëêtì Yorùbá elégèé sí ara pátákó 2. Pe akëkõö láti fi çfun kô álífábëêtì Yorùbá elégèé tí olùkö kô sí ojú pátákó
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.
Kádíböõdù pélébé pélébé tí a kô álífábëêtì Yorùbá elégèé sí |
3. |
Mímô ohun tí ó wà nínú kíláásì bí i àga, tábìlì, pátákó ìkõwé, àwòrán ara ògiri abbl | 1. Darí akëkõö láti śe ìdámõ àwôn nýkan tó wà nínú kíláásì 2. Tö wôn sönà láti dárúkô àwôn nýkan náà
1. Dídá ohun tó wà nínú kíláásì mõ 2. Dídárúkô àwôn nýkan náà
Àwôn ohun tó wà nínú kíláásì bí i: àga, tábìlì, pátákó ìkõwé, àwòrán ara ògiri, ìwé, çfun ìkõwé abbl. |
4. |
Orúkô àwôn nýkan tí ó wà ní àyíká: Bëêdì, òdòdó, ewúrë, igi, àga, amóhúnmáwòrán, ilê, ôkõ abbl | 1. pe akëkõö láti dárúkô àwôn ohun tí ó wà ní àyíká rç. 2. sô ìwúlò àwôn ohun tí ó wà ní àyíká 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kôrin
1. Dárúkô ohun tí ó wà ní àyíká rç 2. Sô ìwúlò wôn 3. fi àwôn ohun tí ó wà ní àyíká kô orin
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5. |
Àwôn orúkô nýkan tó wà ní àyíká akëkõö Ilé – tçlifísàn, rédíò, bëêdì, àga abbl Ilé-ìwé – çfun, aga àti tábìlì, rúlà, bírò abbl Ôjà – ata, iśu, èso, èlùbö, çran abbl | 1. Pe olùkö láti dárúkô àwôn ohun tí ó wà ní àyíká rê 2. sô ìwúlò tàbí àýfààní wôn 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kô orin
1. Dárúkô àwôn ohun tí ó wà ní àyíká rç. 2. Sô ìwúlò àwôn ohun tí ó wà ní àyíká rç 3. Fi àwôn ohun tó wà ní àyíká wôn kôrin/ śeré
Àwòrán àwôn ohun tó wà ní àyíká tàbí àwôn nýkan náà gan-an |
6. |
Pípa àśç – àpççrç Dìde, jókòó, dúró, wá, jáde, wôlé, dákë, pàtëwö abbl | Olùkö tö akëkõö sönà pé kí wön dìde, dúró, jókòó, wôlé, wá, jáde pàtëwö abbl
Śe àwôn ohun tí olùkö ní kí o śe
1. Śíśe àmúlò àwôn akëkõö 2. Àwôn nýkan inú kíláásì |
7. |
1. Òýkà láti óókànlá dé ogún 2. Śíśe ìdámõ fígõ óókànlá dé ogún | 1. Tö akëkõö sönà láti ka òýkà láti ôökànlá dé ogún 2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti ôökànlá 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.
Kádíböõdù àti ìwé pélébé pélébé tí a kô òýkà kõõkan sí láti ôökànlá dé ogún |
8. |
1. Dídá orúkô ôjö inú õsê mõ: Sunday – Àìkú, Monday – Ajé, Tuesday – Ìśëgun abbl 2. Sô di orin – Àiku ajé ìśëgun ôjörú ôjöbõ çtì àbámëta | 1. Śàlàyé ohun tí ôjö jë 2. Kô àwôn ôjö náà ní orin 3. Pe akëkõö láti sô òun tí a pe ôjö Monday abbl ní èdè Yorùbá.
1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan 2. Ka ôjö náà láti àìkú dé àbámëta 3. Kô àwôn ôjö náà ni orin.
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9. |
1. Àlàyé àti ìtàn nípa ôjö kõõkan: i. Ôjö Àìkú jë ôjö ayõ ó dára láti śe ohun rere. ii. Ôjö Ajé – ôjö rere láti bêrê òwò śíśe tàbí ôjà títà, Ilé kíkö. 2. Kíkô ní orin. | 1. Śàlàyé ìtumõ àwôn ôjö wõnyí 2. Pe akëkõö láti sô ìtumõ ôjö kõõkan
1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan 2. Pè wön têlé olùkö.
Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí. |
10. |
1. Àlàyé lórí kíka owó náíra 2. Ìlò owó náírà 3. Śíśe idámõ owó náírà kõõkan | 1. Śàlàyé ohun tí owó náíra jë 2. Tö akëkõö sönà láti ka owó náírà 3. Pe akëkõö láti töka sí owó náírà
1. Tëtí sí àlàyé olùkö lórí owó náírà 2. Ka iye owó náírà 3. Dá iye owó náírà kõõkan mõ
Śíśe àfihàn owó náírà kõõkan |
11. | ||
12. |
YORÙBÁ PRIMARY 1 TÁÀMÙ KËTA
1. | Ìkíni ní onírúurú ìgbà
1. Ìkíni ní onírúurú ìgbà tó wà nínú ôdún. Ìkíni ní ìgbà òjò, ìgbà êrùn tàbí õgbçlê, ìkíni ní ìgbà ôyë abbl. B.a, Ç kú òjò, ç kú õgbçlê, ç kú ôyë | 1. Darí akëkõö láti fi bí a śe ń kí ni śeré 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö
1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö. 2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí sáájú ìdánilëkõö 3. kópa nínú eré bí a śe ń kí ni
Àwòrán àwôn tó ń kí ara wôn. |
2. |
i. Kín ni à ń pè ní ìwà rere tàbí ômôlúàbí? ii. Báwo ni a śe lè dá ômôlúàbí mõ? Àpççrç – ìsòdodo, sùúrù, õyàyà, ìmúra, ìkónimöra, ìwà pêlë abbl. | 1. Lo ewì, owe, àśàyàn õrõ, orin àti ìtàn láti fi töka sí àýfààní tí ó wà nínú ìwà rere. B.a “Töjú Ìwà rç õrë mi”. 2. Śàlàyé ojúśe ômôlúàbí sí òbí, ômônìkejì, ìjôba, àwùjô 3. Ìśòro tí ômôlúàbí lè dojú kô àti bí ó śe le borí rê
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.
1. Fídíò àti kásëêtì tó ń kö ni ní ìwà rere 2. Téèpù àti kásëêtì tí a gba orin akömôníwà sí. |
3. |
Ìbõwõ fágbà:- kíkö nípa bí a śe ń bá àgbà sõrõ, dídõbálê, kíkúnlê abbl | 1. Sô oríśiríśi õnà tí a lè fi jë oníwà rere 2. Töka sí àwôn ìwà tí ó fi ìwà rere hàn 3. sô èrè tàbí àýfààní tó wà nínú kí ômôdé bõwõ fágbà
1. Fetí sí àlàyé nípa ìwà rere 2. Sô àwôn àýfààní jíjë oníwà ìrêlê
Àwòrán tó ń śàfihàn ìbõwõfágbà |
4. |
1. kín ni ojúśe? 2. ojúśe çnìkõõkan nínú ìdílé – ômô sí òbí, êgbön sí àbúrò, òbí sí ômô. | 1. Sô ìtumõ ojúśe 2. Śàlàyé ojúśe çnìkõõkan nínú ìdílé 3. Jë kí akëkõö fi ìbõwõ fágbà òbí śeré
1. Sô ìtumõ têlé olùkö 2. Sô ojúśe rê gëgë bí ômô nínú ilé. 3. Kópa nínú eré.
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5. |
1. Ojúśe ômô nínú ilé – bí àpççrç; fô abö, jë iśë tí wôn bá rán-an. 2. Òbí sí ômô, b.a san owó ilé-ìwé, ra aśô fún ômô, pèsè ìwòsàn nígbà àìsàn, wá oúnjç abbl 3. Êgbön sí àbúrò – śe ìtöjú àbúrò rê, dáàbòbò ó abbl | 1. Sô ìtumõ ojúśe 2. Śàlàyé ojúśe òbí sí ômô, ômô sí òbí, êgbön sí àbúrò nínú ìdílé 3. Jë kí akëkõö fi ìbõwõ fún òbí śeré
1. Sô ìtumõ têlé olùkö 2. Sô ojúśe rç gëgë bí ômô nínú ilé 3. Kópa nínú eré
Àwòrán ômô tí ó ń gbálê nínú ilé. |
6. |
1. Ìbánisõrõ láàrin akëkõö méjì lórí bíbéèrè orúkô ara wôn àti orúkô òbí wôn. | 1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö 2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn.
Fún olùkö ní àwôn ìdáhùn tó bá ìbéèrè olùkö mu.
Śíśe àmúlò akëkõö láti béèrè ìbéèrè löwö ara wôn. |
7. |
| 1. Pe akëkõö láti dárúkô àwôn èso, oúnjç àti ewébê. 2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe ara
1. Dárúkô àwôn èso, oúnjç àti ewébê tí ó wà ní agbègbè. 2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe
Àwòrán àwôn igi eléso, oúnjç àti ewébê. |
8. |
1. Kíkô fáwëlì àti köńsónáýtì èdè Yorùbá b, d, f, g, gb, h, j, k, l, m, n, p, r, s, ś, t, w, y. 2. Fáwëlì àìránmúpè: a, e, ç, i, o, ô, u. 3. Fáwëlì aránmúpè: an, ôn, çn, un, in. | 1. Kô álífábëêtì Yorùbá sókè fún àwôn akëkõö 2. Kô àwôn lëtà tí ó dúró fún ìró õrõ köńsónáýtì, fáwëlì àìránmúpè lötõõtõ sójú pátákó. 3. Pè wön lökõõkan fún akëkõö köńsónáýtì
1. Śe àwòkô àtç álífábëêtì Yorùbá 2. Śe àwòkô àwôn lëtà ìró köńsónáýtì, fáwëlì àìránmúpè àti àránmúpè. 3. Pe àwôn fáwëlì àti köńsónáýtì náà bí olùkö śe pè wön.
1. Kádíböõdù ńlá tí a kô álífábëêtì Yorùbá sí. 2. Káàdì pélébé pélébé tí a kô àwôn lëtà náà sí. |
9. |
1. Ooru mú mi – ìgbà oorùn 2. Otútù mú mi – ìgbà òjò tàbí ìgbà ôyë abbl | 1. Pe akëkõö láti sô ìmõlára rê ní àkókò tí ó wà 2. Bíbéèrè löwö akëkõö ohun tí ó śe é tí ojú rê fi körë löwö.
1. Sô ohun tí ó śçlê löwö sí i. 2. Kópa nínú eré náà
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10. |
1. Àròkô nípa oúnjç. Àpççrç; oúnjç tí mo fëràn jù 2. Àròkô nípa orúkô ènìyàn | 1. Tö akëkõö sönà láti jíròrò lórí àkôlé kan tí wön báyàn. 2. Darí akëkõö láti śe ìlapa èrò. 3. Tö akëkõö sönà láti kô àròkô
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.
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11. | ||
12. |
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BASIC SCIENCE AND TECHNOLOGY (BST)
BASIC SCIENCE
1 – 2 | Things in and around the classroom, school and home. | Takes pupils on a study walk around and outside the school.
Pupils observe and list things in the school environment.
1. Objects in the classroom, round the school and home. 2. Charts and models. 3. Drawing materials. |
3 – 4 | Types of roads within and outside the school. | Demonstrates walking safely along the road and crossing the road.
Draw some of the things around the school.
1. Objects in the classroom, round the school and home. 2. Charts and models. 3. Drawing materials. |
5- 6 | Walking along the road and crossing the road. | Encourages pupils to observe and list things in the home.
Demonstrate walking safely along the road.
1. Objects in the classroom, round the school and home. 2. Charts and models. 3. Drawing materials. |
7-10 | Other parts of the surrounding (e.g. soil, water, air). | 1. Guides pupils to identify soil, air and water as other components of the surrounding. 2. Demonstrates the existence of air using paper or hand fan. 3. Demonstrates that air occupies space by inflating balloons. 4. Takes pupils on a tour of nearby water sources.
1. Touch and feel soil in the playground. 2. Create air currents by blowing with the mouth or using hand or paper fan. 3. Inflate balloons, polythene bags etc. 4. Mention sources of water. 5. Recite a poem about water.
Soil, Newspaper, Paper fan, Hand fan, Balloons, Polythene bags, Water, Pictures of sources of water. |
11 – 13 |
PRIMARY ONE 2 ND TERM
1 – 3 | Colours of objects. | Uses the colour chart to guide pupils to identify colours.
Identify colours of objects provided by teacher.
Flowers, Leaves, Colour, Containers of various colours, Lego sets/bricks. |
4 – 6 | Road traffic light signs | 1. Gives pupils different materials to identify different colours. 2. Separates colour using ‘lego’ materials with different colours for modeling.
Observe road traffic signs.
Flowers, Leaves, Colour, Containers of various colours, Lego sets/bricks. |
7 – 10 | Road markings | 1. Draws road traffic signs for pupils to observe. 2. Takes pupils to observe various road traffic signs in their location. 3. Supervises pupils in drawing and painting of road traffic signs.
Match the colours of road traffic light with their functions.
Containers of various colours, Lego sets/bricks. |
11- 13 |
PRIMARY ONE 3 RD TERM
1 – 3 | Living things in the school environment. | Uses pictures and charts to guide pupils to identify living things in the school environment and home.
Identify from pictures and charts living things.
1. Charts and pictures of animals and plants. 2. People in the classroom and in the school compound. |
4 – 6 | Living things in the home. | Guides pupils to explore the school surroundings identifying living things (to include themselves).
1. Identify self as a living thing. 2. Identify other living things at school and home.
1. Charts and pictures of animals and plants. 2. People in the classroom and in the school compound. |
7 – 10 | Non – Living things in the classroom, school and at home. | 1. Uses pictures and charts to identify non-living things in the classroom, school and at home. 2. Guides pupils to identify non-living things in the classroom and school.
1. Identify from pictures and charts non-living things 2. Identify non-living things in the classroom and school. 3. Identify air, soil and water as non-living things. |
11-14 |
BASIC TECHNOLOGY
1 – 5 | Meaning of: Simple machine (a device that makes work easy e.g. Broom, Spoon, See-saw/swing, Hoe, Cutlass etc.) | 1. Provides samples of simple machines in the home and school. 2. Leads pupils to use some simple machines (broom, pair of scissors, see-saw/swing).
Collect and user some simple machines e.g. broom, hoe, can-opener, spoon etc.
Brooms, See-saw, Hoe, Cutlass, Can-opener and spoon. |
6 – 10 | The safe use of simple machines. | Demonstrates how to safely use simple machine.
1. Play on a see-saw/swing. 2. Identify dangers in the use of simple machines.
Brooms, See-saw, Hoe, Cutlass, Can-opener and spoon. |
11 – 14 |
1 – 5 | 1. Meaning of energy as exemplified by people doing some work. | Guides pupils to identify themselves using energy to move, write, jump, run, lift objects etc.
Perform simple activities showing the use of energy such as walking, running, jumping, and lifting an object.
Pupils in the classroom, desks and chairs, posters and charts. |
6 – 10 | 2. Examples of things that use energy. | Guides pupils using charts and posters to identify objects around them where energy is used e.g. grinding machine, pounding with mortar and pestle, riding a bicycle etc.
Identify from charts and posters objects that show the use of energy.
Pupils in the classroom, desks and chairs, posters and charts. |
11 – 14 |
REVISION OF 1 ST AND 2 ND WORK
PHYSICAL AND HEALTH EDUCATION
PRIMARY ONE, FIRST TERM
4. |
| -Teacher: Demonstrates the techniques in locomotors, movement, -Supervises and offers assistance to pupils -Pupils: Practice the techniques of leaping, walking, running etc. |
5. | -Teacher demonstrates the non- Locomotors movements, Supervise and offer assistance to pupils. -Pupils practice the non- Locomotors movements. | |
6. | -Teacher guides the pupils by demonstrate how to wash the skin, hair, hands etc. -Pupils participate by demonstrating how to bath, wash hands etc |
PRIMARY ONE, SECOND TERM
4. |
| -The teacher explains and demonstrates the: 1. Start –on your mark, set and Go. 2. Finish – breasting the tape. -Pupils: Listen and watch the teacher then practice the activity. -Learning materials –whistle, thread.etc
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5. | The teacher explains and Demonstrates the: 1. Run, 2. Take off and landing. -Pupils listen and practice the activities. -Leaning materials: long jump pit. | |
PRIMARY ONE, THIRD TERM
4. | -Teacher explains what first aid is: Give simple definition e.g. Help given to sick or injured person before a doctor is called. -Pupils listen to the teacher and attempt defining first aid. | |
5. |
| -Teacher explains the objectives of first aid and guides pupils list and explain some objectives of first aid. -Pupils state the objectives of first aid. |
6. | -Teacher list and explain the items found in a first box. -Pupils listen attentively to the teacher, then attempt listing the items found in a first aid box. -Teaching / leaning materials. -first aid box. |
BASIC SCIENCE AND TECHNOLOGY
COMPUTER STUDIES
PRIMARY ONE FIRST TERM
1 | 1. Definition of computer 2.Parts of computer 3. Drawing of computer parts. | -Teacher takes the pupils to the computer system. -Teacher guides the pupil to identify parts of the computers. -Pupils identify each parts of the computer. -Teacher arranges the computers on a table or provides pictures of computer parts for the pupils to draw. -Pupils draw and color the pictures of the identified parts. |
PRIMARY ONE SECOND TERM
1. |
1. Using the computer to play games. | -Teacher guides the pupils on how to use the computer to play games. Pupil’s response to teacher’s instruction. .
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2. | Using the computer to type text and to store information. | -Teacher guides pupils to learn how To type test and to store information. |
3. | Using the computer to watch educational films. | -The teacher shows the pupils how to use the computer to watch films. -To come out in groups of two to examine what they have produced with the computer. |
PRIMARY ONE THIRDTERM
1. | -Teacher mention the full meaning of (I T): | |
1.Common I T devices: -GSM,(Global system for mobile communication). -Calculators | Information technology. -Teacher displays on the table IT related objects such as GSM. -Pupil repeat after the teacher the full meaning of IT -Pupils repeat other IT related object such as calculator, GSM etc. | |
2. | Digital wristwatch | -Teacher mention other IT related objects or devices such as digital wristwatch. -Teacher presents a digital wristwatch before the pupils. -pupils mention other IT related devices that the teacher has mentioned. -Pupils examines a digital wristwatch and mention how it is relates to IT |
3. | -GSM as related devices. | -Teacher guides the pupils on how to draw GSM and color it. -Pupils draw and color GSM, calculator and digital wristwatch as IT related devices. |
PRE-VOCATIONAL STUDIES (PVS)
HOME ECONOMICS
1 st TERM PRIMARY 1
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(ii) Identification of the chest and belly. | ||
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(ii) identification of nails | ||
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(ii)Care of the materials used. | ||
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8 | they are materials for cleaning mouth, teeth and tongue that can be found within our environment we don’t buy them in the market e.g. chewing stick, ash, salt e.t.c. are those materials that we buy them in the market for cleaning our mouth, teeth and tongue e.g. tooth brush, paste e.t.c. | |
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(II)Care of hand and feet. | is how you take care of your hand while – is taking care of your feet. | |
(III) Reasons for keeping hands and feet clean. |
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(II)Danger of not caring for hand and feet | ||
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2 nd TERM PRIMARY 1
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12. | Revision | Revision |
13. | Examination. | Examination. |
AGRICULTURAL SCIENCE
PRIMARY ONE – 1ST TERM
1 | SUN AND ITS USES Description of Sun i) The sun shines above the earth ii) An object far away from the earth iii) Sends its hot rays to the earth. | Takes the pupils out to see the sun. |
2 | SUN AND ITS USES Uses of sun to the plants i) To generate heat for germination ii) It helps the proper growth of plants iii) It is used in drying grains iv) It provides day light v) Light and sources of vitamin to animals. | Shows sample of plant parts and products dried with the aid of the sun. PUPILS observe |
3 | AIR AND ITS USES Description of Air i) Air cannot be seen ii) Its presence can be felt iii) It occupies space e.g. balloon, bicycle or motor tubes. iv) It has weight. | Makes pupils feel the effects/presence of the air by trapping in a balloon. Participate Balloons |
4 | AIR AND ITS USES Uses of Air i) It is used for respiration ii) It is used for pumping bicycle and motor tubes. iii) It cools the bodies of farm animals. | Demonstrates respiration process by breathing in and out. Participate |
5 | WATER AND ITS USES Sources of Water i) Streams, river, lakes, ponds, dug-up wells, rain | Displays sample of water in a container. Observe and ask questions
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6 | WATER AND IS USES Uses of Water i) It is used for drinking ii) Plant growth iii) Fishing iv) Washing v) Transportation vi) Some animals live in water | Show charts of someone using water to wash or boat on water.
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7 | FOOD Meaning of Food i) Items or things taken in (eaten) to sustain lives and stay healthy. | Show food items to pupils.
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8 | FOOD Sources of Food Plant e.g. tuber crops, grains, fruits. | Show food items to pupils.
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9 | FOOD Food items for animals, meat, milk, vegetables, fish insects etc. |
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10 | FOOD Food items for plants Minerals (manure and fertilizer) |
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12 – 13 |
PRIMARY ONE – 2 ND TERM
1 | Meaning of Plants | Show pupils different types of plants
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2 | Examples of common plants | Displays samples of common plants. Observe common plants
Samples of mango and orange trees |
3 | Parts of typical plant -Roots -Stem -Leaves -Flowers -Branches & fruits | Shows pupils different parts of plant
Root, stem, leaves, flowers, branches and fruits. |
4 | DRAWING OF A TYPICAL PLANT Draw and label the parts of a typical plant. | Shows or draws a plant for the pupils
A typical plant |
5 | USES OF PLANTS Uses of plant | Explains uses of plants
Samples of plants |
6 | Explains uses of plants
Samples of plants | |
7 | LAND AND IT USES Meaning of Land | Take the pupils out to see the open land in the school compound
An open land in the school compound |
8 | USES OF LAND | Takes pupils to see a cultivated land, a constructed road.
Cultivated land, constructed road. |
9 | USES OF LAND | Takes pupils to see a cultivated land, a constructed road.
Cultivated land, constructed road. |
10 | Revision | |
11 – 12 | Examination |
PRIMARY ONE – 3 RD TERM
1 | FARM ANIMALS | Takes pupils to visit a poultry farm in or near the school.
Some farm animals, chart. |
2 | FARM ANIMALS Animals and their young ones, e.g. Cow-calf, Dog – puppy etc. | Takes pupils to visit a poultry farm in or near the school.
Some farm animals, chart. |
3 | THEIR HOMES Water and land | Takes pupils to visit a poultry farm in or near the school.
A dog, chicken, fish etc. |
4 | FARM ANIMALS | Show pupils chart of farm animals
Chart. |
5 | USES OF FARM ANIMALS Animals used for food e.g. chicken, goats, rabbit etc. | Takes pupils to a nearby animal farm
Chart of farm animals. |
6 | USES OF FARM ANIMALS i. Animals used for transportation e.g. donkey, camel. ii. Animals used for security e.g. dog, cat. | Shows pupils a chart of animals used for transportation and security.
Some farm animals, chart. |
7 | USES OF FARM ANIMALS Animals kept as pets, e.g. cats, dogs and parrots. | Takes pupils to visit animal farm
Chart of farm animals. |
8 | Animals used for hunting e.g. dogs. Animals used for sport e.g. horse | Shows pupils animals used for hunting and sports.
Chart and pictures. |
9-10 | Revision | |
11-12 | Examination |
RELIGIOUS AND VALUE EDUCATION (RVE)
ISLAMIC RELIGIOUS STUDIES
PRIMARY 1 FIRST TERM
1 | Arabic Alphabet | ||
2 | Al –Qur’an | Suratul Fatiha | Reading and memorization of the Arabic text of the surah. |
3 | Articles of Faith | Kalimatu shahadah (1 part) | Reading the text of the kalimat to the students by the teacher, and later the students to follow. |
4 | Prophet Muhammad (S.A.W.) | The birth of the holy prophet (S.A.W.). | To know the year, the date and where the holy prophet was born. |
5 | Islamic songs | Islamic religions song , on different things.eg pillars of Islam. | To teach the children to know about the pillars of Islamic religion through songs. |
6 | Arabic alphabet | The children to participate in identifying the alphabets by individual reading | |
7 | The names of Allah (S.W.T) | Allah, Ar-Rahman, Ar-Rahim, Al-Malik, Al-Qudus. | Reading the glorified names of Allah (SWT) by the teacher and the children. |
8 | The Glorious Qur’an | The Chapter of Nas (114) | Reading and memorization of the chapter of Nas in Arabic text |
9 | Articles of Faith | Belief in Allah. (2 part) | Reading the 2 part of the kalimat in Arabic by the teacher, to be followed by the children. |
10 | Attributes of Allah (SWT) | Article 1-5 | Reading and memorization |
11 | Cleanliness in Islam | Meaning of cleanliness, Advantages and How it is practiced. | Demonstrate how cleanliness is achieved. water, sponge, soap, detergent. |
12 | Attributes of Allah (SWT) | Attribute 6-10 | |
13 | |||
14 |
1 | Suratul Falaq | Chapter 113 Verse 1-5 | Reading / memorisation of the Arabic text of the surah. |
2 | Water suitable for ablution. | Pure water sources of water, tap, well stream etc. | Give examples |
3 | Obedience to Allah and His Messengers | Ways of showing obedience to Allah and His messengers various ways of Allah’s blessings to His creature | Give examples |
4 | Names of 5 most important Prophets. | Writing the names of the five Prophets ( Nuhu, Ibrahim, Musa, Isa, and Prophet Muhammad (S.A.W) | Reading and memorization |
5 | Suratul Ikhlas | Chapter (112) verse (1-4) | Reading |
6 | Al-wudu’u (Ablution) | How to perform ablution. Why ablution is performed. What is required for performing it? | Demonstrate |
7 | Arabic alphabets | Huruf – Arabic alphabets | Reading the following alphabets by the teacher to be followed by the pupils. |
8 | Articles of Faith. | Belief in the Prophets of Allah. | Explain |
9 | The names of Allah. | From 6-10 | Reading the glorified Names of Allah (S.W.T.) by the teacher and the children to follow. |
10 | Cleanliness (Purification) | Why should we clean ourselves? When do we clean ourselves? | |
11 | Revision | Revision | Revision |
12 | Revision. | Revision. | Revision. |
13 | Exams. | Exams. | Exams. |
1 | Suratul Masad. | Chapter 111 Verse (1-3) | Reading / memorisation. Reciting of the Arabic text of the surah by the teacher and students. |
2 | What spoils ablution? | Stool, urine, passing wind, deep sleeping, unconsciousness. | Showing practical example to be demonstrated by the teacher and the pupils. |
3 | Arabic Alphabets. | Writing of Arabic alphabets | Reading the alphabets by the teacher to be followed by the students. |
4 | Place of worship (Mosque). | Picture showing mosques. | |
5 | Islamic rules of conduct. | To be demonstrated by the teacher to the pupils | |
6 | The names of Allah. | (11- 15) | Reading/memorisation. Recitation by the teacher and students to follow after him. |
7 | The five daily prayers. | : | Chart showing times for prayer |
8 | Arabic alphabets. | Writing | Reading/memorisation. |
9 | Times of prayers. | Picture showing mosque with people praying. | |
10 | Arabic Vowels. | Chart showing Arabic alphabets with vowels | |
11 | Revision | Revision | Revision |
12 | Examination | Examination | Examination |
CHRISTIAN RELIGIOUS STUDIES
1 | PRE RESUMPTION TEST | Pre resumption test Invisible Spirit All powerful (john 4:26) |
2 | GOD THE CREATOR | God made all things (gen)1:1—27 ) |
4 | THING THAT GOD CREATED | Sun, moon, stars. Plants animal and human being etc (genesis 1:1-27 |
5 | WHY GOD CREATED THINGS | For his glory and honor That we might serve him and worship him To reproduce Genesis 1:28 |
6 | WHY GOD CREATED HUMAN BEING | To serve and worship him To take care of everything he has made |
7 | THINGS THAT WERE CREATED BY HUMAN BEING | Things by human being are Toys, cars, table, etc |
8 | THE BIRTH OF JESUS | The angelic visit to Mary (Luke 1:26- 38 |
9 | THE BIRTH OF JESUS COUNT | How where and why Jesus was born (Luke 2:1-7,mattew2:1-6,john3:16 |
10 | THE SIGNIFICANCE OF CHRISTMAS | Christmas help to remember Jesus |
11-12 | WAYS OF PROTECTION | Shoe ways in which God our parent and government to protect us |
13 | Revision | Revision |
14 | Examination | Examination |
1 | Review of last term work | Review of last term work |
2 | THE LIFEOF JESUS | Jesus call little children to come to him (mat 19:13- 15 |
3 | THE TWELVE DISCIPLE | Jesus call his disciples friends (John 15 13—15 |
4 | JESUS FEEDS 5000 PEOPLE | Jesus feeds 5000 people with food from a little child who was willing to share (john 6:1—13 |
5 | THE PROVISION OF FOOD | Ways God provide for us |
6 | THE DEATH AND RESURRECTION OFJESUS | The definition of Jesus the death and resurrection of Jesus |
7 | JESUS WAS CRUCIFIED | How and why Jesus had to die (matt 27:27—50 ,28:1—8 |
8 | THE POWER OF DEATH | God’s power over death suffering and evil power who want to harm us |
9 | WAYS OF SACRIFICE | obeying parent keeping your home and classroom clean forgiving others |
10 | Revision | Revision |
11 | Examination | Examination |
PRIMARY ONE THIRD TERM
1 | Review of the last term work | Review of the last term work |
2 | Who is a Christian | Definition of a Christian Activities: Teacher reads and explain the bible passages. Pupils: listen and ask questions Instructional materials: Bible list steps to become a Christian (Acts 2:37-39) |
3 | How can you become a Christian | Activities teacher discuss some good things people should do like obeying parent, teacher and law of Nigeria. Pupils: mention good things they have done in the past. |
4 | Our good work | Explain why our good work cannot save us from god’s eternal punishment Activities teacher give pupils the opportunities to accept Jesus as their lord and savior. Pupils: pray to become a Christian if they want Instructional resources: picture of people praying to god. |
5 | What a Christian does | Some things child of God should do (Deut 6: 2 Lk 10:25—28 )love God and one another, obeying God parents and the Government Activities: leads in discussing why we should love and obey God Pupils articulated in discussion on why we should obey God Instructional resources’ :- showing for obedience |
6 | What a Christian does not do | Things a Christian should not do (exodus 20 :1-17 Activities the teacher should counsels pupils to obey the law of the land or nation Pupils play a role to report lost item an punishments for stealing instructional resources picture of a prisoner |
7 | How a Christian should relate to other people | Importance of working together Activities read and explain the bible passage Pupil – pupil participated instructional resources picture of pupils praying together |
8 | Talking to god in prayer | The importance of praying together Activities :teacher reads and explain the bible passages Pupils : pupils participated instructional resources picture of people praying together |
9 | Sharing with one another | Importance of sharing together Activities discuss the benefit and joy of sharing things with one another Pupils : carry out group projects e.g sweeping ,cleaning, games, etc |
10-11 | Benefit of relating together with God | Gods provision, Human being provision, government provision, Parent provision |
12 | Revision | Revision |
13 | Examination | Examination |
SOCIAL STUDIES
1 st TERM PRIMARY ONE
1 | Meaning of social studies The study of man and how problems are solved in the environment. | Teacher guides the pupils to explain the meaning of Social Studies. Listen and respond to questions in class on the meaning of social studies. Pupils textbooks, workbook and charts. |
2 | Meaning of a family (father, mother and children) | Leads pupils to find out the meaning of the word family and through guided questions explain the types of family. Find out from home the meaning of the word “family” and report back to class. Charts |
3 | Types of family. The nuclear family: father, mother and children. Extended family: father, mother, children, grandmother, grandfather uncles and aunts, cousins and nephews. | Teacher leads pupils to identify types of family. Family photographs, cartoons, videos, CDs, RMs, etc. |
4 | Qualities of a good family: honesty, contentment, not greedy, discipline, not selfish, obedience, etc. | Teacher guides pupils to identify and explain the qualities of a good family. Role play the family showing the qualities of a good family: honesty, love, caring, etc. Pictures and charts showing moral values as honesty, contentment etc. |
5 | Not greedy, not selfish, discipline obedience etc. | Explanation of other qualities of a good family. Role play the family showing the qualities of a good family. Pictures and charts. |
6 | meaning of culture e.g. peoples ways of life that include dressing, dancing, eating, etc. | Through guided questions and role play, leads the pupils to explain the meaning of “culture” Listen and respond to questions in class and participate in role play. Pictures, charts, people from different background |
7 | Types of culture e.g. material culture | Teacher guides pupils to identify material culture Pictures, charts and photographs. |
8 | Types of culture e.g. non – material culture | Teacher leads pupils to outline non – material types of culture. Pictures showing non – material culture. |
9 | Examples of good morals. e.g. greeting, respect, loyalty, kindness, honesty, contentment, tolerance, etc. | Teacher leads pupils to identify values which show right morals in the society. Demonstrate different types of good values. Cartoons, posters, Rom film and video clips. |
10 | Examples of morals to show what is wrong e.g. stealing, bulling, fighting, lying, etc. | Teacher leads pupils to identify values which shows bad morals in the society Demonstrate different types of bad values. Cartoons, posters, Rom film and photographs. |
11 | Role plays morals to show what is right. | Teacher leads pupils to role play morals, values, attitudes that are good. Participates in the role – play of good morals. Cartoons, photographs, video clips. |
12 | Dramatize moral that shows what is wrong. | Teacher leads pupils to dramatize values which show bad morals in the society and attitudes that are wrong. Participates in the drama of bad values. Cartoons, photographs, video clips. |
13 | Revision | Revision |
14 | Examination | Examination |
2 ND TERM PRIMARY ONE
1 | Reasons for taking substances into the body: stay alive, hunger, thirst, enjoyment | Teacher calls on the pupils to demonstrate each of the reasons. Demonstrate and dramatics the reason. Posters, charts and pictures. |
2 | Imitation, curiosity, availability, etc. | Use Drama to showthe reasons for taking substances into the body. Listen to the teacher’s stories and make comments. Charts, pictures, posters and materials. |
3 | Effects of taking substances into the body e.g. stomach pain, vomiting, stooling, and sleeplessness. | Teacher uses stories to highlight and effects of taking substance into the body Narrate their own experiences of taking substances into the body, if any. : Charts, pictures, posters and drawing materials. |
4 | Effects of taking substances into the body continues: e.g. restlessness, dullness dizziness, nausea, fainting, death etc. | Teacher asks pupils to narrate their experiences of taking substances into the body. Posters, charts and pictures of effects. |
5 | Drama presentation to show the reasons for taking substances into the body | Teacher guides pupils on Drama showing the reasons for taking substances into the body Participate in the drama as actors, actresses Video clip, stage, microphone. |
6 | Meaning of overdose: too much eating, drinking or smoking. | Teacher leads pupils to identify and explain meaning of overdose. textbooks, charts etc. |
7 | Causes and observable sign/symptoms of overdose e.g. coughing, fainting, stooling, etc | Teacher presents drawings and paintings of sad faces, protruding stomach to emphasize the effects of overdose. Pupils study pictures showed by the teacher. Charts, pictures, and drawing materials. |
8 | Effects of too much eating and drinking: frequent urination, bed wetting, intoxication | Charts, pictures, and drawing materials. |
9 | Effects of inhaling too many substances e.g. smoke: watery eyes, coughing, chocking, fainting, dizziness, loss of memory. | Teacher shows picture of people exhibiting these Symptoms or signs. Charts and pictures, |
10 | Dramatization to demonstrate the behaviours looks of people who eat, drink and smoke too much and how to help them. | Teacher shows drawings and paintings of sad faces, pictures of people exhibiting these signs and symptoms. Posters of people helping sufferers. |
11 | Revision | Revision |
12 | Examination | Examination |
3 rd term PRIMARY ONE
1 | Meaning of food: food is anything that we eat, drink or take into our body to give us energy and help us grow. | Teacher leads pupils to define food. Bring food items from homes and participate in identifying the food items.
1. Real food items e.g. rice yam, tomatoes etc 2. Pictures of types of foods. |
2 | Foods eaten in the locality ( bread, eggs, yam, garri, fish, meat, tuwo etc) | Teacher asks pupils to find out or identify the food they brought from home. Participate in the discussion on the meaning of food and identification of the food items. : Pictures of types of food. |
3 | Sources of food in the locality: farms, markets, rivers, etc. | Teacher asks pupils to find out the sources of food they eat. Find out from home sources of food in their locality. Video clips on food, pictures of farms and markets where food items are sold, produced. |
4 | 1. Meaning of food safety, how to ensure that what we eat or drink is not harmful to our health. | Teacher leads pupils to define food safety Define food safety. Pupils’ textbooks, charts, etc. |
5 | 2. Guide to food safety: -Reading food labels -Observe signs of food spoilage and causative organisms. -Wash your hand before and after food preparation. | Teacher asks questions to lead pupils to identify ways of making sure that Food is safe. Participate in mentioning ways of ensuring food safety. Pictures showing different ways of making food safe. |
6 | 1. Meaning of Risk factor: those factor that drive the occurrence of a hazard. | Leads pupils to identify and explain risk factor. Explain risk factors. Pupils textbooks, charts |
7 | 2. Examples of risk factors in food: -Adulteration, -Food risk incidences -Agro chemical induced death etc. | Present pictures/photo graphs of risk factors in food distribution and preparation. Participate in class discussion on risk factors associated with food distribution and preparation. : Video clip on risk factors in food. |
8 | 3.Risk factors in food distribution and preparation: -Poor storage conditions -Poor handling -Poor hygiene -Other factors. | Teacher guides pupils to state risk factors in food distribution and preparation Photographs of risk factors in food distribution and preparation. |
9 | 1.Sources of water supply in the locality: stream, spring, river, tap, bore hole, well, rainfall. | Teacher leads pupils to discuss sources of water supply Pictures depicting sources of water. |
10 | 2.uses of water: -Drinking, -Washing -Cooking etc. | Teacher uses pictures and questions to guide pupils in enumerating the sources of water in homes. Enumerate the sources and uses of water supply in homes. Pictures showing domestic uses of water. |
11 | 1. Meaning of security of life and property. 2. Sources of danger and insecurity e.g. road accidents, fire outbreak, kidnapping, relationship with strangers, eating unsafe Food, fake drugs intake etc. | Teacher guides pupils to explain the meaning of security. 2. Teacher guides pupils to identify sources of danger and insecurity. 3. Teacher directs the role-playing of fire outbreak/road accidents. 1. Contribute ideas to the meaning. 2. Find out other sources of insecurity. 3. Dramatize fire outbreaks and appropriate response. : Textbooks, charts and pictures of road accident and fire out – breaks |
12 | Revision | Revision |
13 | Examination | Examination |
CIVIC EDUCATION
1-3 | 1. Meaning of Respect: a) Feeling of admiration for something or somebody because of their good qualities or achievement. b) Polite behaviour towards or care for somebody/thing/place you think is important. | TEACHER 1. Tells pupils stories why we should respect elders and leaders 2. Demonstrates how they can show respect in their localities. 3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution PUPILS 1. Listen to the stories and participate in class discussion. 2. Look and interpret the pictures and regalia. 3. Listen and ask questions. 4. Demonstrate how to respect people, places, things and time. INSTRUCTIONAL RESOURCES 1. Charts of children greeting their elders in their localities. 2. Charts and pictures of Mosque, Church and Palace, etc. 3. Pictures of Government properties. 4. Cartoons, textbooks, posters, Video clips. 5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly. |
4-6 | 2. People to Respect: Traditional Rulers, Parents, Leaders e.g. prefects, principals, Ministers, Commissioners etc; Politicians, Religious Leaders. | TEACHER 1. Tells pupils stories why we should respect elders and leaders 2. Demonstrates how they can show respect in their localities. 3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution PUPILS 1. Listen to the stories and participate in class discussion. 2. Look and interpret the pictures and regalia. 3. Listen and ask questions. 4. Demonstrate how to respect people, places, things and time. INSTRUCTIONAL RESOURCES 1. Charts of children greeting their elders in their localities. 2. Charts and pictures of Mosque, Church and Palace, etc. 3. Pictures of Government properties. 4. Cartoons, textbooks, posters, Video clips. 5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly. |
7-8 | 3. Place/Things to Respect: -Time, Public properties, Constitution, mace, public building, national flags, palaces, and utilities | TEACHER 1. Tells pupils stories why we should respect elders and leaders 2. Demonstrates how they can show respect in their localities. 3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution PUPILS 1. Listen to the stories and participate in class discussion. 2. Look and interpret the pictures and regalia. 3. Listen and ask questions. 4. Demonstrate how to respect people, places, things and time. INSTRUCTIONAL RESOURCES 1. Charts of children greeting their elders in their localities. 2. Charts and pictures of Mosque, Church and Palace, etc. 3. Pictures of Government properties. 4. Cartoons, textbooks, posters, Video clips. 5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly. |
9-10 | 4. Respecting people e.g. greetings, running errands, respecting things e.g. standing for the national Anthem. | TEACHER 1. Tells pupils stories why we should respect elders and leaders 2. Demonstrates how they can show respect in their localities. 3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution PUPILS 1. Listen to the stories and participate in class discussion. 2. Look and interpret the pictures and regalia. 3. Listen and ask questions. 4. Demonstrate how to respect people, places, things and time. INSTRUCTIONAL RESOURCES 1. Charts of children greeting their elders in their localities. 2. Charts and pictures of Mosque, Church and Palace, etc. 3. Pictures of Government properties. 4. Cartoons, textbooks, posters, Video clips. 5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly. |
11 – 12 | Revision / Examination |
PRIMARY ONE –2 ND TERM
1-3 | RULES AND REGULATIONS IN THE SOCIETY 1. Meaning of rules and regulations – do’s and don’ts that guide social behaviour. | TEACHER 1. Leads class discussion on the meaning of rules and Regulations. 2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules. 3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures. 4. Discusses the NAFDAC rules and regulations on food and drug control. PUPILS 1. Participate in class discussion on rules and regulations. 2. Interpret the pictures on children receiving gifts and participate in discussion. 3. Describe pictures of children suffering from the results of disobeying laws. INSTRUCTIONAL RESOURCES 1. Pupils’ textbooks 2. Pictures of children receiving gifts. 3. Video clips 4. Pictures of children suffering from the consequences of disobedience. 5. Food and Drug packs and instructional leaflets. 6. Pictures and Diagrams of different foods and drugs. |
4-6 | 2. Gains of obeying rules and regulations e.g. love by elders, Gifts from elders and friends, Praise, etc. | TEACHER 1. Leads class discussion on the meaning of rules and Regulations. 2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules. 3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures. 4. Discusses the NAFDAC rules and regulations on food and drug control. PUPILS 1. Participate in class discussion on rules and regulations. 2. Interpret the pictures on children receiving gifts and participate in discussion. 3. Describe pictures of children suffering from the results of disobeying laws. INSTRUCTIONAL RESOURCES 1. Pupils’ textbooks 2. Pictures of children receiving gifts. 3. Video clips 4. Pictures of children suffering from the consequences of disobedience. 5. Food and Drug packs and instructional leaflets. 6. Pictures and Diagrams of different foods and drugs. |
7-8 | 3. Results of disobeying rules and regulations e.g. unhappiness, punishment, denial of privileges such as food, playing with mates, etc.; rejection by loved ones. | TEACHER 1. Leads class discussion on the meaning of rules and Regulations. 2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules. 3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures. 4. Discusses the NAFDAC rules and regulations on food and drug control. PUPILS 1. Participate in class discussion on rules and regulations. 2. Interpret the pictures on children receiving gifts and participate in discussion. 3. Describe pictures of children suffering from the results of disobeying laws. INSTRUCTIONAL RESOURCES 1. Pupils’ textbooks 2. Pictures of children receiving gifts. 3. Video clips 4. Pictures of children suffering from the consequences of disobedience. 5. Food and Drug packs and instructional leaflets. 6. Pictures and Diagrams of different foods and drugs. |
9-10 | 4. NAFDAC laws and Regulations on Food and Drugs Control e.g. Quality Control laws; Laws on sale and use of foods, medicines and cosmetics; Laboratory Law; Product Registration laws; Importation Laws, etc. | TEACHER 1. Leads class discussion on the meaning of rules and Regulations. 2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules. 3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures. 4. Discusses the NAFDAC rules and regulations on food and drug control. PUPILS 1. Participate in class discussion on rules and regulations. 2. Interpret the pictures on children receiving gifts and participate in discussion. 3. Describe pictures of children suffering from the results of disobeying laws. INSTRUCTIONAL RESOURCES 1. Pupils’ textbooks 2. Pictures of children receiving gifts. 3. Video clips 4. Pictures of children suffering from the consequences of disobedience. 5. Food and Drug packs and instructional leaflets. 6. Pictures and Diagrams of different foods and drugs. |
11-12 | Revision / Examination |
PRIMARY ONE –3 RD TERM
1-3 | IMPORTANCE OF CIVIC EDUCATION 1. Why study Civic Education: – understand democratic and Civic rights and responsibilities. – nurture and sustain democracy, etc. | TEACHER Guides discussion on the need for Civic Education. PUPILS 1. Listen to teacher’s explanations. 2. Contribute to discussions. INSTRUCTIONAL RESOURCES 1. Textbooks 2. Pictures of a democratic activity and citizens performing some Civic responsibilities in a democracy e.g. senate in session and people voting and campaign. 3. Video clips on democratic activities 4. Radio Jingles |
4-7 | 2. Topics and Importance of Civic Education: – learn about systems and institutions of government, democratic processes, etc. -acquire skills such as active citizenship, inquiry, cooperation, etc. -stimulation of civic engagement in the political, social and economic processes. -citizens are educated on their multiple roles in society, e.g. as producers and consumers, of goods and services etc. | TEACHER 1. Guides discussion on the need for Civic Education. 2. Leads pupils to mention the topics and specific benefits of learning Civic Education. PUPILS 1. Listen to teacher’s explanations. 2. Contribute to discussions. INSTRUCTIONAL RESOURCES 1. Textbooks 2. Pictures of a democratic activity and citizens performing some Civic responsibilities in a democracy e.g. senate in session and people voting and campaign. 3. Video clips on democratic activities 4. Radio Jingles |
8-10 | 3. Public Health Enlightenment Campaigns on: -HIV/AIDS Education, -Drugs Abuse Education, etc. | TEACHER Guides the class to identify some ways of public health enlightenment campaigns as part of civic education. PUPILS 1. Listen to teacher’s explanations. 2. Contribute to discussions. 3. Identify ways of public health enlightenment campaigns as part of Civic Education. INSTRUCTIONAL RESOURCES 1. Textbooks 2. Video clips. 3. Posters and pictures of Public Health Enlightenment Campaigns. |
11-12 | Revision / Examination |
SECURITY EDUCATION
1 – 10 | Concept of Security: 1. Meaning of security of life and property. | 1. Guides pupils to explain the meaning of security. 2. Guides pupils to identify sources of danger and insecurity.
1. Contribute ideas to the meaning of security 2. Find out other sources of insecurity.
Textbooks, pictures on road accidents and fire outbreaks. |
11 – 13 |
1 – 10 | Concept of Security 2. Sources of danger and insecurity e.g. road accidents, fire outbreaks, relationship with strangers, kidnapping, eating unsafe food, fake drugs intake, etc. | Directs the role-playing fire outbreaks/road accidents.
Dramatize fire outbreaks/road accidents and appropriate response.
Textbooks, pictures on road accidents and fire outbreaks. |
11 – 13 |
REVISION OF 1 ST AND 2 ND TERM WORK
CULTURAL AND CREATIVE ARTS (CCA)
CULTURAL AND CREATIVE ARTS
1 | 1. Definition of art and culture. 2.Branches of art:Drama,painting,drawing,music etc. | -Teacher explains meaning and branches of art and culture -Pupils mention and write the branches of art. -Teaching resources:Pictures,text books. |
2 | 1.Identification of art materials 2.Uses of each 3.Drawing of art materials | -Teacher lists and teaches the uses of each one -Teacher draws them on the board. -Pupils mention and write the materials. -Teaching resources:pencil, ruler,crayons,water colour,drawing books. |
3 | -Definiton of functional art -Types of functional arts e.g.woven items like mats,baskets,hand fans. | -Teacher explains what functional art is -Shows illustrations of functional art works found at home -Puplis identify defferent types of woven art works. -Teaching resources:pictures, real art works. |
4 | Drawing of baskets,hand fans,mats. | -Teacher draws on the board and she shows what to be draw to pupils. – pupils draw in their drawing books. -Teaching resources real woven art material pictures. |
5 | -Teacher shows pupils real calabash. She guides them to paint -pupils draw and paint a carved calabash -Teaching resources pencil, calabash, crayon paper. | |
6 | 1.Definition of craft 2.Identification of craft works:Embroidery,knitting,pottery,leather work e.t.c. | -Teacher defines craft. -teacher writes the types of craft e.g. Embroidery -pupils write the meaning of craft and types. -teaching resources:wall hanging,table cover e.t.c. |
7 | 1.Area or state/town where these craft work are common: weaving of aso oke:Iseyin 2.pot making:Abuja e.t.c. | -Teacher teaches pupils the town where the do these as their occupation -Teacher shows them pictures of people working. -Pupils writes where they practice all these craft works. -Teaching resources:pictures of people weaving aso oke in oyo state. |
8 | . 1.Collection of clay 2.knealing of clay 3.removal of impurities in clay. | -Teacher teaches pupils by demonstrating on how to prepare clay. -Teacher writes the steps for pupils -pupils watches teacher on how to prepare clay. -pupils prepare their own clay. -Teaching resources:clay,bowl,water,nylon. |
9 | Moulding a pot (practical) | -Teacher shows pupils examples of different types of pot. -Teacher moulds pot by using coiling method. -pupils watch the teacher moulding. -pupils mould their own pots -Teaching resources:clay, spatulars,water,bowl,nylon. |
10 | Painting to craft works:basket and sleeping mats | -Teacher draws basket and mats. -Teachers guides pupils to paint basket and mat,crayon,pencil. |
11 | Display of all craft works that’s that can be found in the school and home | -Teacher asks pupils to bring some craft works with the ones they produced in schooling for study. -pupils bring craft works and their own works for exhibitions. -Teaching resources:all craft works brought by pupils and pictures. |
12 | Christmas carol | -Teacher teaches pupils different types of carol songs -Teacher teaches them the reasons for Christmas. -pupils sing Christmas carols. -Teaching resources:manager,baby doll,candles |
13 | ||
14 |
Revision of last term and test | ||
| -Teacher guides pupils to paint the works drawn -pupils draw and pain different types of craft works. -Teaching resources:pencil, drawing books,crayon. | |
| Teacher shows pupils different types of beads. -Teacher explains the uses and shows them how to make beads of how to make beads of different kinds. | |
| Teacher describes different types of woven clothes and shows them to pupils | |
| Teacher explains rythmes and types of rythmes Teacher recities so many rythmes Pupils copy some rythmes and recites them. -Teacheing resources picture books and rythme books. | |
-Teacher recities rythmes for pupils. -pupils recite rhymes taught by the teacher and they learn the lyrics of rhymes. -Teacher plays C.D. for pupils on rhymes and allows them to recite in groups. -pupils listen to C.D. or tape recorder. -They recite in group. | ||
| -Teacher plays C.D. for pupils on rhymes and allows them to recite in groups. -pupils listen to C.D. or tape recorder. -They recite in group. | |
| -Teacher teaches pupils rhymes in different languages. -pupils recite rhymes in their languages. | |
| Teacher defines role play and mentions some people taking part in a play called actors and actresses. | |
| -Teacher explains what is folk tales or story -Teacher demonstrates the characters in the story. -pupils listens and the demonstrates characters. -Teaching resources:story books. | |
1 | -Teacher asks questions on the exams of last term and gives them test -pupils answer the questions on last term. -Teaching resources:last terms question paprs. | |
2 | -Demonstration of a character in a story book that was read e.g.obi as a hard working boy in a story book. | Teacher describes to pupils how obi was a hard working boy in the story. -pupils listen and they act like obi in the story book. -teaches resources:story books and costumes. |
3 | -Creation of stories using these themes :Tolerance, service to the nation,respect,obidence. | -Teacher tells stories based on these themes. -Teacher groups pupils on each of these themes to tell their own stories . -Teaching resources:story books.` |
4 | -Stories on environment or in the media. | -Teacher tells pupikls stories from television or event from environment -pupils tell their own stories from their environmental experiences |
5 | -Stories on environment or in the media. -Types of ceremonies:Traditional, religious,festivals,carnivals, national ceremonies eg. May day, Democracy day,children’s day. | -Teacher explains types of ceremonies -pupils listen and mention types of ceremonies in their local area -Teaching resources pictures of different types of ceremonies. |
6 | -Ceremonies bring unity,remembrance,joy, peace. | -Teacher teaches pupils the reasons for ceremonies. -Teacher writes the importance for children pupils write in the books. |
7 | Traditional ceremonies include: naming,fishing,durbar,yam festival,marriage. | -Teacher explains traditional ceremonies and gives example.marraiges, yam , festivial. -pupls listen and they say the ceremonies they have witnessed. -Teaching resources:pictures of different ceremonies. |
8 | -Christmas , sallah,easter. | -Teacher teaches pupils meaning of these religious ceremonies. -Teacher cals pupils to say how they cerebrate each of these religious ceremomies. -pupils explain how these are celebrated in their area. -Teaching resources pictures of Jesus in a manager. |
9 | 1.Egungun festival in oyo state 2. Abuja carnival 3.Atilogwu dancers in Anambra state 4.Eyo masquerade in lagos. | -Teacher teaches pupils different culture in a locality and shows them pictures of these festivals. -Teacher teaches them why these are celebrated every year . -pupils listen and say how these festivals are performed in their area.Teaching resources pictures. |
10 | -Eyo masquerade -carnivals -Atilogwu dancers | -Teacher shows pupils pictures of these festivals and guides pupils to paint them. -pupils observe these pictures and apply colours into their drawings. -Teaching resources :pictures of different festivals. |
11 | -Body decoration, hair styles, make ups, clothes | -Teacher teaches dressing for ceremonies e.g hairdo-bob marley wigs,shuku Pupils write in their books and they mention more of body decorations e.g lalle ,tattoos etc. -Teaching resources e.g. tangle, tiro, white, chalk, powder. |
12 | ||
13 |
ARABIC LANGUAGE (AL)
المنهج الدراسي للسنة الأولى الإبتدائية
SCHEME OF WORK FOR PRIMARY ONE
FIRST TERM الفترة الأولى
المحتويات | الموضوع | الأسبوع |
مثل السلام عليكم ورحمة الله وبركاته, وصباح الخير, ونهار الخير ومساء الخير مثل السلام عليكم ورحمة الله. وعليكم السلام ورحمة الله وبركاته. صباح الخير؟ صباح النور نهار الخير؟ نهار النور أو نهار السعيد مساء الخير؟ مساء النور مثل. س: مااسمك يا أخى؟ ج: إسمى ………. س: مااسم أبيك؟ ج: إسم أبى……… س: مااسم أمك؟ ج: إسم أمى…….. التعريف بالآشياء فى المدرسة مثل: سبورة, ممسحةز التعريف بالآشياء فى المستشفى مثل: حقنة, سرير, بطانية, سماعة مثل: أ , ب , ت , ث , ج , ح , خ , د , ذ, ر , ز ب, ج, د, ت, ر, ث, أ,ح ذ, خ مثل: أ ع, د, ذ, ث مثل: من ألف إلى راء مثل: قطتى صغيرة # إلى ….. من واحد إلى عشر كتابة الحروف فى الهواء وعلى الأرض ثم الكراسة للدروس السابقة | التحايا التحايا مع المحادثة التعارف التعريف بالأشياء الآصوات العربية بالترتيب الآصوات العربية بدون الترتيب الآصوات المتشابهة فى النطق قرأة بعض الحروف الهجائية الأناشيد العربية نطق الأرقام العربية الخط العربية المراجعة العامة الإمتحان والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر الثالث عشر والرابع عشر |
SECOND TERM الفترة الثانية
المحتويات | الموضوع | الأسبوع |
التحية الزمنية العادية س: متى جئت؟ كم الساعة؟ ج- جئت فى الساعة السابعة صباحا أو مساءا أو نهارا من زاي إلى فاء أمى أمى الخ من ١١ إلى ٢٠ رسم الأشياء بلونها مثل: جبل, كرة, شجرة, كلب. كتابة الحروف والأرقام فى الهواء وعلى الأرض ثم الكراسة مثل: ب, ف, ١, ٢, ٣. التمييز بين ح خ فى الكلمة مثل: حبل وخيل. مدرستى مدرستى…. للدروس السابقة | الفرق بين التحيات التعارف بالأزمنة قراءة بعض الحروف الهجائية الأناشيد العربية المختارة نطق الأرقام العربية الرسم الخط العربى الأصوات المتشابهة الأناشيد العربية المناسبة المراجعة العامة الإمتحان والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر والثانى عشر |
THIRD TERM الفترة الثالثة
المحتويات | الموضوع | الأسبوع |
من بعض الحروف الهجائية كيفية التحية والإجابة مثل: السلام عليكم ورحمة الله. وعليكم السلام ورحمة الله. كيف س- أنت؟ ج- أنا بخير
فى الشكل واللون مثل: رسم الكتاب والقلم والمسطرة من قاف إلى ياء على الأرض قم فى الكراسة. القصص القصيرة المفيدة المشتملة على الأمانة والصدق والتواضع وبر الوالدين. من الأشياء الموجودة فى المدرسة مثل: طباسير, مسطرة, فصل الخ ياإلهى ياإلهى # يامجيب الدعوات إجعل اليوم سعيدا # ……….. معرفة الحروف الهجائية عن طريق الشفهى مثل: ما هو الحرف الأول؟ وما هو الحرف الأخير؟ من ٢٠ إلى ٣٠ القصص القصيرة المفيدة المشتملة على العدل والإحسان ووفاء العهد. للدروس السابقة | الإملاء المحادثة التعارف بالأشياء الخط العربى المطالعة الرسم الآناشيد العربية القراءة والفهم
نطق الأرقام العربية المطالعة المراجعة العامة الإمتحان والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر والثالث عشر |
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SECURITY EDUCATION
PRIMARY 5 (BASIC 5)
WEEKLY PLAN LESSON NOTES
WEEKLY PLAN LESSON NOTES AND CONTENT LINKS WEEK 1 – Introduction to Personal Security Introduction (Meaning) to Personal Security | Sources Threat to Personal Security Primary 5 (Basic 5) Term 1 Week 1
WEEK 2 – Personal Security Meaning of Personal Security | Agents of Personal Security Primary 5 (Basic 5) – Term 2 Week 2 Security Education
WEEK 3 – Roles of Parents on Child’s Security Roles of Parents on Child’s Personal Security Primary 5 (Basic 5) Term 2 Week 3 Security Education
WEEK 4 – Roles of Peer Group on Child’s Security The Roles of Peer Group on Child’s Personal Security Primary 5 (Basic 5) Term 2 Week 4 Security Education
WEEK 5 – Personal Security Precautions Personal Security Precautions | Reasons for Personal Security Term 2 Week 5 Security Education
WEEK 6 – Personal Security Duties and Responsibilities of a Child in Respect of Personal Security Primary 5 (Basic 5) Term 2 Week 6 Security Education
WEEK 7 – MID TERM TEST AND BREAK
SECTION A – OBJECTIVES QUESTIONS INSTRUCTION – Answer all the questions in this section. 1. _______ is an extra caution taken to ensure your personal safety at all time. A. Threat B. Security education C. Personal security 2. A _______ is an event that is likely to cause harm. It an expression or intention to harm someone. A. peace B. war C. threat
3. One of these is no an agent of personal security. A. Parent B. School C. Stranger
4. Which of these is an agent of person security? A. Police B. Friend C. Neighbour
5. How does a parents served as agent of personal security for their child/ren?
A. Punishing them B. Providing for their needs C. Discouraging them
6. Irresponsible parents expose their child/ren to dangers. A. True B. False C. True or False
7. Staying close to your peer ensure personal security. A. False B. True C. A or B
8. _______ is the action taken to ensure personal safety at all time. A. Personal security B. Personal precaution C. Personal belonging
9. _______ is a moral commitment which an individual is expected to perform. A. Responsibility B. Irresponsible C. Duty
10. _______ is the ability or opportunity to do something independently or take decisions without permission. A. Responsibility B. Duty C. Irresponsible
SECTION B – THEORY INSTRUCTION – Answer any three questions in this section. 1. State 5 sources of threat to personal security. 2. Mention 5 agents of personal security. 3. State 2 roles of parents in child’s personal security. 4. Mention 3 reasons for personal precautions. 5. Differentiate between duties and responsibilities.
WEEK 8 – INFORMATION SECURITY Meaning of Information Security | Reasons Why We Need Information Security Primary 5 (Basic 5) Term 2 Week 8 Security Education
WEEK 9 – Functions of Information Security Functions of Information Security Primary 5 (Basic 5) Term 2 Week 9 Security Education
WEEK 10 – REVISION OF WEEK 2 – WEEK 4
WEEK 11 – REVISION OF WEEK 5 – WEEK 9
WEEK 12 – TERM 2 EXAMINATION Second Term Examination Security Education Primary 5 (Basic 5) Exam Questions
WEEK 13 – SECOND TERM BREAK
Simple farm tools – meaning (examples) of crop farm tools (primary 4), about the author.
Welcome! We believe teachers inspire our future. CRN (ClassRoomNotes) is a website FOR TEACHERS BY TEACHERS, and we aim to continuously inform and encourage teaching! All materials are subject to TERMLY review.
Sir Keir Starmer is hosting the European Political Community summit at Blenheim Palace in Oxfordshire. Small boats, immigration and the war in Ukraine are all expected to be discussed.
Thursday 18 July 2024 09:19, UK
Back at Blenheim Palace in Oxfordshire, Sir Keir Starmer is meeting every leader as they enter the summit today.
This includes the captain regent of San Marino, the prime minister of Iceland and the minister of state for Monaco.
The inquiry into the Post Office Horizon scandal is continuing, and two well-known political faces.
First up is Pat McFadden. He is often seen speaking to journalists, and was also a key figure in Labour's election machine.
Currently, he is chancellor of the Duchy of Lancaster.
But back in the noughties, he served in the previous Labour government.
He was a minister in the business department and had responsibility for the Post Office - which is why the inquiry want to speak to him.
The other person up today is Sir Ed Davey, the leader of the Liberal Democrats.
He is also well known for his campaigning during the election - but more so for stunts and gimmicks than policy announcements.
In the Tory-Lib Dem coalition government, he was a business minister and had responsibility for the Post Office.
His role in the scandal has previously been highlighted, with subpostmaster and campaigner Alan Bates saying Sir Ed's letter to him at the time was "offensive".
James Cartlidge, the shadow defence secretary, has been speaking to Sky News this morning.
He has criticised Labour for not setting out when it exactly wants to raise defence spending to 2.5% of GDP.
Sir Keir Starmer said he wants to do it when the financial situation allows - the Tories had pledged to do it by the end of this parliament.
Mr Cartlidge says the previous government wanted to that timeline so they could refill munition stockpiles after sending current stocks to Ukraine.
He says the £10bn programme could be bogged down if they do not commit to the spending soon.
The Conservative MP also raised the money that was set to be invested in accommodation for service people might not be readily available.
Mr Cartlidge was also asked about the Tory leadership election.
He said lots of colleagues want a longer contest so they can "take our time" to find a "credible, positive alternative to Labour".
He added that he wanted the party's autumn conference used as a hustings - and that he wants someone with "broad appeal" to face down Labour.
At midday today, the UK's official COVID inquiry will publish its first report.
After weeks of interviews, reams of pages of evidence and months of waiting, inquiry chair Baroness Heather Hallett will give her judgement on how well the UK was prepared for the pandemic.
It is likely to focus on how the state focused on the threat of a flu-style outbreak - rather than a coronavirus.
And there is a potential that austerity measures might also come under the microscope.
Former health secretaries Matt Hancock and Jeremy Hunt both gave evidence to Lady Hallett - as did former prime minister Lord Cameron.
Michael Gove also appeared at the inquiry, where he defended the government and claimed moving staff to work on preparations for a no-deal Brexit had not had a detrimental impact on pandemic preparedness.
Follow with us live at midday as we get the report and bring you the key points.
The prime minister is expected to meet with French President Emmanuel Macron today at the European Political Community summit.
And diplomatic sources have told political correspondent Tamara Cohen a deal on migration is expected to be announced afterwards - with a deal on Channel crossings set to feature.
Deputy political editor Sam Coates has heard the deal will be worth around £80m - and we could expect the announcement around 5pm or so.
There have also been reports that the UK could increase foreign aid spending in nations where a lot of people travel to the UK from, in a bid to encourage them to not make the journey.
Foreign Secretary David Lammy did not deny the plans when asked by Sky News this morning.
You can hear more about the proposed deal and the summit in Politics at Jack and Sam's.
Email Jack and Sam: [email protected]
👉 Tap here to follow Politics at Jack and Sam's wherever you get your podcasts
David Lammy, the UK's foreign secretary, is asked by Sky News about his previous comments on Donald Trump.
Mr Lammy called the Republican nominee for US president a "neo-Nazi", a "sociopath" and a "tyrant in a toupee".
When these comments are put to him, he says: "You are going to struggle to find any politician who didn't have things to say about Donald Trump back in the day.
"Today, I'm standing here as the UK foreign secretary.
"You know that I've been to Washington DC eight times since becoming shadow foreign secretary, and now foreign secretary.
"I meet with Republicans and Democrats, many close to Trump, and we will work with whomever the United States choose to put in the White House and become their next president."
Mr Lammy says he has previously met with Trump's vice presidential nominee, JD Vance, and they were able to find "common ground".
He says he does not recognise the comments Mr Vance made by calling the UK the first Islamist nation with nuclear weapons.
Foreign Secretary David Lammy has been speaking to Sky News this morning.
He is asked what concrete proposals Labour will put forward when it comes to trying to reduce illegal migration in negotiations with Europe.
Mr Lammy says the EU does not have a commission at the moment, as elections are ongoing, and so there is currently no one to negotiate to with.
He adds: "I'm afraid I can't tell you what our negotiation lines will be.
"And it would be silly to do that because I'd be showing our hand."
He repeats that Labour is setting up a new border command.
Mr Lammy does not deny the UK is considering sending foreign aid to encourage people not to leave other nations to travel to the UK.
Sir Keir Starmer has posted a statement ahead of the European Political Community summit today.
He has said it is time to 'reset' the UK's relationship with Europe.
How do you stay up for 33 hours straight to cover a general election live on TV?
Sky's political editor Beth Rigby says she got up as normal at 7am on Thursday, 4 July and survived until 2.30pm the next day with the help of Diet Coke, sushi, and her lucky red lipstick.
Here she reveals what life was like behind the scenes during the six-week election campaign.
My first reaction to hearing an election had been called was: 'I'm going to have to tell my daughter I can't go camping with her next week'. I felt really bad about that, as I don't like letting my kids down.
Then, as reality sinks in that you are about to begin the campaign, you go through this big adjustment of "okay, my life is written off for the next six weeks". It impacts the promises you've made to your family and friends because you go into a tunnel and you can't switch off. You work non-stop. There is rarely an off button in politics as it is - in elections you are always on.
The campaign is like the Olympics for political journalists - your task is to win gold. It's the moment we all train for and it gives you a chance to test your mettle and push yourself to your limits. It's incredibly satisfying if you can end the day with a win.
An election is the moment the whole nation tunes into politics, you're telling a national story and part of a national conversation. That comes with a weight of responsibility, and you want to give your absolute best to the job.
I gave up alcohol for most of it and tried to make sure I was in bed for six hours every night even if I didn't sleep. I made sure I went for runs and tried to eat well. The only thing I was determined not to miss was my dad's 80th birthday which was in the middle of it. I didn't get him a cake or a present - my brother sorted all of that - but he got me.
Read Beth's full account of the election below:
King Charles has delivered the new Labour government's first King's Speech setting out its priorities for the months ahead.
On the Sky News Daily, Niall Paterson looks at what the government has promised with Sky's deputy political editor Sam Coates and economics and data editor Ed Conway .
Plus, Niall speaks to people and politics correspondent Nick Martin about what the government is doing to tackle the "ghost children" epidemic.
👉 Click to subscribe to the Sky News Daily wherever you get your podcasts 👈
Be the first to get Breaking News
Install the Sky News app for free
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Facebook. SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY ONE (1) WEEK 1: SECURITY PRECAUTION. TEACHER'S ACTIVITIES: Pupils should be able to: Define security precaution. TEACHING/LEARNING RESOURCES/AIDS. A chart showing the definition of security precaution. WEEK 2: IDENTIFY SOURCES OF DANGER.
NATIONAL VALUES EDUCATION . SECOND TERM PLAN LESSON NOTES. ACCORDING TO THE THE LAGOS STATE. SCHEME OF WORK FOR PRIMARY 1 (BASIC 1) WEEKLY PLAN LESSON NOTES. WEEK 1 - Revision WEEK 2 - Sources of Danger, Meaning of Danger | Source of Dangers and How to Avoid them Primary 1 (Basic 1) Term 2 Week 2 Security Education
We believe teachers inspire our future. CRN (ClassRoomNotes) is a website FOR TEACHERS BY TEACHERS, and we aim to continuously inform and encourage teaching! All materials are subject to TERMLY review. SECURITY EDUCATION FIRST TERM, SECOND TERM AND THIRD TERM PLAN LESSON NOTES ACCORDING TO THE THE LAGOS STATE SCHEME OF WORK FOR PRIMARY 1 (BASIC 1)
SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY TWO (2) WEEK 1: Revision of first term's work WEEK 2: PREVENTIVE MEASURES: INVOLVEMENT OF SECURITY AGENTS TEACHER'S ACTIVITIES: Pupils should be… Read More »
LAGOS STATE GOVERNMENT MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS Security Education Scheme of Work for Primary/Basic 1 CLASS: Primary/Basic 1 SUBJECT: Security Education TERM: First Term: WEEK: TOPICS: Learning Objectives: 1: Concept of Security: By the end of the lesson; pupils should be able to: i. define the meaning ...
SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY 1. WEEK 1 - 10. TOPIC/ CONTENT. Concept of Security. 2. Sources of danger and insecurity. e.g. road accidents, fire outbreaks, relationship with strangers, kidnapping, eating unsafe food, fake drugs intake, etc. ACTIVITIES. TEACHER.
PRIMARY 1 - Second Term Agriculture Plan Lesson Notes for Primary 1 (Basic 1) Link DOWNLOAD - LAGOS STATE SCHEME OF WORK FOR EARLY CHILDHOOD (NURSERY 1 AND NURSERY 2) AND PRE - PRIMARY EDUCATION (KINDERGARTEN - KG 1 AND KG 2) Pdf Free Download
SECURITY EDUCATION JS III. SECOND TERM. SUB-THEME: COMMON CRIMES AND SECURITY MANAGEMENT II. Note: This scheme contains performance objective, content, teacher and students activities as well as teaching resources. Week 1: Definition of national security and crime. Objective: Students should be able to: 1. define the meaning of national security.
SESSION: SUBJECT: SECURITY - EDUCATION CLASS: PRIMARY 1. SCHEME OF WORK 2ND TERM LESSON NOTE. WEEK ONE TO WEEK TWELVE. SCHEME OF WORK. WEEKS TOPICS. 1 Security precaution Meaning and state some examples. 2 Sources of danger Identify sources of danger and examples. 3 Security precaution State Security precaution on the road.
Class Room Notes. ·. October 22, 2020 ·. First Term, Second Term and Third Term Security Education Scheme of Work and Plan Lesson Notes Primary 1 FIRST TERM SCHEME OF WORK WITH PLAN LESSON NOTES WEEK 1 - Concept of Security - Meaning of Security (Primary 1) WEEK 2 - Concept of Security - Facts about Security (Primary 1) WEEK 3 - Source of ...
SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY ONE (1)/ BASIC ONE (1) WEEK 1: SECURITY PRECAUTION. TEACHER'S ACTIVITIES: Pupils should be able to: Define security precaution. TEACHING/LEARNING RESOURCES/AIDS. A chart showing the definition of security precaution. WEEK 2: IDENTIFY SOURCES OF DANGER. TEACHER'S ACTIVITIES:
iii) It occupies space e.g. balloon, bicycle or motor tubes. iv) It has weight. Makes pupils feel the effects/presence of the air by trapping in a balloon. ii) It is used for pumping bicycle and motor tubes. iii) It cools the bodies of farm animals. Demonstrates respiration process by breathing in and out.
SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY ONE (1)/ BASIC ONE (1) WEEK 1: SECURITY PRECAUTION TEACHER'S ACTIVITIES: Pupils should be able to: Define security precaution TEACHING/LEARNING RESOURCES/AIDS A chart showing the…. Read More ». Lessonplan.
SECURITY EDUCATION JS II FIRST TERM WK 1. Definition of crime Students should be able to: define crime. Content Definitions of crime Activities: The teacher guides the students in defining crime The students identify and give various definitions of crime. Textbooks, charts, immediate environment posters, stickers, e.t.c Students to: state various definitions of crime. WK 2. Observing of crime ...
SCHEME OF WORK SECURITY JSS2 SECOND TERM. WEEKS TOPICS. 1-10 EMERGENCY MANAGEMENT. 11 REVISION. 12 EXAMINATION. Sharing is caring. Facebook. JSS2 SCHEME OF WORK SECURITY EDUCATION - Edudelight.com. DEFINITION OF CRIME,COMMON CRIMES IN OUR ENVIRONMENT, EMERGENCY MANAGEMENT.
Roles of Parents on Child's Personal Security Primary 5 (Basic 5) Term 2 Week 3 Security Education . WEEK 4 - Roles of Peer Group on Child's Security The Roles of Peer Group on Child's Personal Security Primary 5 (Basic 5) Term 2 Week 4 Security Education . WEEK 5 - Personal Security Precautions
SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY ONE (1)/ BASIC ONE (1) WEEK 1: SECURITY PRECAUTION TEACHER'S ACTIVITIES: Pupils should be able to: Define security precaution TEACHING/LEARNING RESOURCES/AIDS A chart showing the…. Read More ». Lessonplan.
WEEK 1: Revision of first term's work. WEEK 2: PREVENTIVE MEASURES: INVOLVEMENT OF SECURITY AGENTS. TEACHER'S ACTIVITIES: Pupils should be able to: Identify security agents e.g. police. TEACHING/LEARNING RESOURCES/AIDS. Pictures of security agents like police, army, and road safety. WEEK 3: PREVENTIVE MEASURES: Tips on being alert.
Facebook. THIRD TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY ONE (1)/ BASIC ONE (1) WEEK 1: REVISION OF 2ND TERM'S WORK. TEACHER'S ACTIVITIES: REVISION OF 2ND TERM'S WORK. PUPILS ACTIVITIES: REVISION OF 2ND TERM'S WORK. TEACHING/LEARNING RESOURCES/AIDS. WEEK 2: REVISION OF 2ND TERM'S WORK. TEACHER'S ACTIVITIES: REVISION OF 2ND ...
The new government is set to expand the early release scheme to ease pressure on prisons amid a lack of spaces. Sir Keir Starmer has said the US president 'deserves credit' for a 'successful' NATO ...
LESSON OBJECTIVES: Pupils should be able to: List security Gadget e.g. camera, Microphone etc. TEACHING/LEARNING RESOURCES/AIDS: Picture Of camera and microphone. WEEK 7: HOME SECURITY. LESSON OBJECTIVES: Pupils should be able to: Mention security tips e.g. locking the door, flood light, detector, etc.
WEEK 13: EXAMINATION. PREVIOUS: SECOND TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY TWO (2) NEXT. Sharing is caring. WEEK 1: REVISION OF 2ND TERM'S WORK TEACHER'S ACTIVITIES: REVISION OF 2ND TERM'S WORK PUPILS ACTIVITIES: REVISION OF 2ND TERM'S WORK TEACHING/LEARNING.
WEEK 1: Revision of first term's work. WEEK 2: PREVENTIVE MEASURES: INVOLVEMENT OF SECURITY AGENTS. TEACHER'S ACTIVITIES: Pupils should be able to: Identify security agents e.g. police. TEACHING/LEARNING RESOURCES/AIDS. Pictures of security agents like police, army, and road safety. WEEK 3: PREVENTIVE MEASURES: Tips on being alert.
THIRD TERM SECURITY EDUCATION SCHEME OF WORK FOR PRIMARY THREE (3)/BASIC THREE (3) SUB THEME: ELEMENT OF SECURITY. WEEK 1: REVISION OF 2ND TERM'S WORK. TEACHERS' ACTIVITIES: REVISION OF 2ND TERM'S WORK. WEEK 2 - 11: WAYS TO AVOID CRIMINAL BEHAVIOUR.