New Revised NERDC JSS 1 Cultural and Creative Arts Scheme of Work

The New Revised NERDC JSS 1 Cultural and Creative Arts Scheme of Work provides a structured curriculum guide for junior secondary schools. Released by the Nigerian Educational Research and Development Council (NERDC) in September 2025, it supports the Federal Ministry of Education’s push for skill-based learning.

This scheme of work breaks down the topics into three terms, offering lesson plans, performance objectives, and teaching aids to help educators deliver effective classes.

This scheme of work spreads the 25 topics across three terms, following the sequential order from the NERDC document. Each term has 13 weeks, with practical topics like Textile Design and Playing Musical Instruments extended over two weeks for deeper exploration. It’s designed as a helpful teaching resource, including lesson plans, teaching aids, and evaluation guides.

Why the JSS 1 Cultural and Creative Arts Scheme of Work is Important for Teachers

Teachers use this scheme to inspire learners. It provides clear topics and outcomes, but leaves room for creativity in lesson delivery.

In visual arts, teachers guide students through drawing, textile design, and clay modeling. These activities build patience, focus, and skill.

Performing arts lessons allow teachers to introduce drama, music, and dance. Learners gain confidence, teamwork, and expression through performance.

Entrepreneurship topics show learners how art can become a career. Teachers highlight apprenticeships, design opportunities, and professional paths in creative industries.

Culture and traditions lessons help teachers connect learners to values and heritage. By exploring cultural practices, learners develop respect for diversity and identity.

General Objectives of the JSS 1 Cultural and Creative Arts Scheme of Work

The scheme of work aims to:

1. Help learners appreciate and interpret arts and culture.

2. Develop skills in visual and performing arts.

3. Encourage creativity and innovation in artistic expression.

4. Introduce learners to career opportunities in the arts.

5. Promote respect for cultural values and traditions.

These objectives matter because they combine creativity with responsibility. Learners are not only taught to make art but also to understand its role in society.

Overview of JSS 1 Cultural and Creative Arts Scheme of Work Content Coverage

The overview shows how themes are linked. Learners begin with the basics of art, move into practical skills, explore performance, and then connect creativity to careers and traditions.

Together, these themes create a complete journey. Learners discover art as skill, culture, and opportunity. The scheme ensures that creativity is nurtured while values and heritage are preserved.

Read Also: JSS 1 Scheme of Work

NERDC First Term JSS 1 Cultural and Creative Arts Scheme of Work

Week 1: Introduction to Art

1. Content:
i. Meaning of art.
ii. Types of art: visual (Fine And Applied Arts), non-visual (Performance).
iii. Branches of art: Fine and Applied Arts (Painting, Sculpture, Textile, Ceramics, Graphics, etc), Performance (Theatre/Drama, Music, Dance).
iv. Importance of arts.
v. Origin of art.

2. Performance Objectives:
i. explain the meaning of art;
ii. list two main types of art;
iii. identify the branches of art;
iv. state the importance of art;
v. trace the history and origin of art.

3. Learning Activities

i. Teacher Activities: Guides group discussions on the meaning and types of art, shows short videos on the branches and importance of arts, directs students to search the internet for the history and origin of art.

ii. Learning Activities: Discuss in group the meaning and types of art, watch short videos on the branches and importance of arts, search the internet for the history and origin of art.

4. Teaching and Learning Resources: Pictures for visual examples, videos for demonstrations, audio-visual devices for playback, internet access for research, charts for illustrations, computers for digital tasks, smart phones for quick searches.

Week 2: Art Tools and Equipment

1. Content:
i. Meaning of art tools and equipment.
ii. Types of art tools and equipment.
iii. Use arts equipment.
iv. Handling and usage of art tools and equipment.

2. Performance Objectives:
i. explain meaning of art tools and equipment;
ii. types of art tools and equipment;
iii. usage of art tools and equipment;
iv. use and handle arts tools and equipment.

3. Learning Activities

i. Teacher Activities: Guides brainstorming in group to discuss the meaning of art tools and equipment and the different types, shows short videos on how to use arts equipment, supervises handling and use of art equipment to create art work.

ii. Learning Activities: Brainstorm in group to discuss the meaning of art tools and equipment and the different types, watch short videos on how to use arts equipment, handle and use art equipment to create art work.

4. Teaching and Learning Resources: Art equipment for practical use, textbook for reference, note book for notes, video clips for tutorials, charts for diagrams.

Week 3: Drawing

1. Content:
i. Basic drawing techniques: line drawing, shading and texturing, Perspective drawing.
ii. Types of drawing: still life (composition, etc), nature (landscape, etc), figure (portrait, etc).
iii. Drawing still life.

2. Performance Objectives:
i. explain basic drawing techniques;
ii. list the types of drawings;
iii. discuss drawing media tool and drawing equipment;
iv. make a drawing of still life, landscape and self-portrait using a mirror.

3. Learning Activities

i. Teacher Activities: Guides work in group to discuss the basic drawing techniques, shows videos on the types of drawings using videos and pictures, supervises making a drawing of still life (e.g. a composition of fruits, flowers, etc), landscape (around the school), self-portrait using a mirror.

ii. Learning Activities: Work in group to discuss the basic drawing techniques, watch videos on the types of drawings using videos and pictures, make a drawing of still life (e.g. a composition of fruits, flowers, etc), make a drawing of a landscape (around the school), make a self-portrait using a mirror.

4. Teaching and Learning Resources: Video for tutorials, pictures for examples, donkeys for support, drawing media for sketching, attires for models, throne for setup.

Week 4-5: Textile Design (Tie and Dye) – Part 1

1. Content:
i. Meaning of tie and dye.
ii. Types of tie and dye.
iii. Materials used in tie and dye.
iv. Make tie and dye design on a fabric.

2. Performance Objectives:
i. explain the meaning of tie and dye;
ii. list the materials used in tie and dye;
iii. create a simple tie and dye work.

3. Learning Activities

i. Teacher Activities: Guides engagement in class discussion on the meaning, types and materials used for making tie and dye, demonstrates class demonstration on how to make tie and dye, shows a video or online tutorial on how to make tie and dye, supervises work in groups to identify materials used in tie and dye and make a tie and dye work.

ii. Learning Activities: Engage in class discussion on the meaning, types and materials used for making tie and dye, participate in class demonstration on how to make tie and dye, watch a video or use online tutorial how on how to make tie and dye, work in groups to identify materials used in tie and dye and make a tie and dye work.

4. Teaching and Learning Resources: Pictures for examples, audio-visual device for playback, online tutorials for guidance, computer for access, smart phones for quick views, cotton fabric (e.g. calico, brocade, etc) for material, twine for tying, scissors for cutting, nose mask for safety, gloves for protection,

VAT dye for coloring, caustic soda for fixing, sodium hydrosulphite for reducing, big baths /basins for dyeing, buckets for mixing, stove (gas) for heating, kettle/pot for boiling, measuring spoons for portions, cold water starch for finishing.

Week 6: Modeling

1. Content:
i. Meaning of modelling.
ii. Identification of the techniques used in modelling.
iii. Materials and tools used in modelling.
iv. Modelling of objects.

2. Performance Objectives:
i. explain the meaning of modelling;
ii. identify the techniques used in modelling;
iii. list the materials and tools used in modelling;
iv. mould a simple object: cup or pot, using clay.

3. Learning Activities

i. Teacher Activities: Guides discussion in groups the meaning of modelling, shows a short video on the techniques used in modelling as well as the modelling materials, supervises participation in groups to create a simple modelled artwork using clay.

ii. Learning Activities: Discuss in groups the meaning of modelling, watching a short video on the techniques used in modelling as well as the modelling materials, participate in groups to create a simple modelled artwork using clay.

4. Teaching and Learning Resources: Clay for material, water for mixing, paper for planning, water based glue for joining, plasticine for alternative, moulds for shaping, audio-visual device for videos, banding wheels for turning, pallets for tools, spatulas for shaping.

Week 7: Mid-Term Break

Mid term test should be conducted the test should be from week 1 to 6.

Week 8: Carving

1. Content:
i. Meaning of carving.
ii. Materials and tools.
iii. Procedure for carving.
iv. Carving objects.

2. Performance Objectives:
i. explain the meaning of carving;
ii. identify materials and tools used in carving;
iii. discuss procedure for carving;
iv. carve simple objects using dried clay and soap as materials.

3. Learning Activities

i. Teacher Activities: Guides work in group to discuss the meaning of carving, supervises creation of an infographic on the materials and tools used in carving, provides clay or soap as a material to carve out simple objects or designs.

ii. Learning Activities: Work in group to discuss the meaning of carving, create an infographic on the materials and tools used in carving, use clay or soap as a material to carve out simple objects or designs.

4. Teaching and Learning Resources: Clay for soft carving, soap for alternative, stone for hard, wood for material, chisel for cutting, spatula for shaping, carving knife for detail, water for smoothing, axe for roughing, adze for shaping, marking tools for planning, measuring tools for accuracy, sharpening tools for maintenance.

Week 9: Clay

1. Content:
i. Meaning of clay.
ii. Types of clay.
iii. Sources of clay.
iv. Uses of clay.
v. Creating art work using pinching, coiling and moulding techniques.

2. Performance Objectives:
i. explain the meaning of clay;
ii. list types of clays;
iii. describe source of clay;
iv. explain clay preparation and storage;
v. explain the techniques used in creating moulding artworks;
vi. use simple technique to create a clay work.

3. Learning Activities

i. Teacher Activities: Guides brainstorming in group on the meaning and types of clay used for moulding, shows a video on the sources of clay, supervises moulding an object using clay.

ii. Learning Activities: Brainstorm in group on the meaning and types of clay used for moulding, watch a video on the sources of clay, mould an object using clay.

4. Teaching and Learning Resources: Clay for material, water for mixing, spatula for shaping, knife for cutting, bowl for holding, table/ board for working, mould for shaping.

Week 10: Drama

1. Content:
i. Meaning of drama.
ii. Categories of drama: scripted, non-scripted.
iii. Forms of drama: tragedy, comedy, static, farce, melo drama.
iv. Personnel in drama.
v. Performing acting, singing and dancing.

2. Performance Objectives:
i. explain the meaning of drama;
ii. list the categories of drama;
iii. describe forms of drama;
iv. list the personnel involved in drama;
v. participate in a dramatic presentations.

3. Learning Activities

i. Teacher Activities: Guides brainstorming on the meaning and categories of drama, shows short videos on the forms of drama and the personnel’s involved in drama, supervises creation of a simple dramatic performance.

ii. Learning Activities: Brainstorm on the meaning and categories of drama, watch short videos on the forms of drama and the personnel’s involved in drama, create a simple dramatic performance.

4. Teaching and Learning Resources: Stage for performance, props for scenes, percussion instruments for sound, scripts for guidance.

Week 11: Revision

Revise all the lessons and prepare your pupils for the exam.

Week 12: Examination

The exam for the term should start.

Week 13: Examination, Marking & Vacation

Examination should be concluded together with marking and recording then vacation follows once all have been achieved.

NERDC Second Term JSS 1 Cultural and Creative Arts Scheme of Work

Week 1: Music

1. Content:
i. Meaning of music.
ii. Forms of music: dance drama, sacred drama, secular.
iii. Performing Rhythm and Folk dance steps.

2. Performance Objectives:
i. define music;
ii. describe the forms of music;
iii. Create music using percussion instruments.

3. Learning Activities

i. Teacher Activities: Guides discussion in group the meaning and forms of music, shows short video on how percussion instrument is used to create music.

ii. Learning Activities: Discuss in group the meaning and forms of music, watch short video on how percussion instrument is used to create music.

4. Teaching and Learning Resources: Percussion instruments-drums, maracas, shakers for playing, gong, tambourine, bell, claves, etc for variety.

Week 2: Fundamentals of Music

1. Content:
i. Fundamentals in music.
ii. Description of fundamentals of songs.
iii. Fundamentals of song.
iv. Using fundamentals in a musical performance to sing a song.

2. Performance Objectives:
i. explain the meaning of the fundamental of music;
ii. state fundamentals of music;
iii. identify fundamentals in songs;
iv. compose song and demonstrate some fundamentals.

3. Learning Activities

i. Teacher Activities: Guides in group, discuss the fundamentals of music and songs, plays songs to identify some fundamentals, supervises singing a song in groups and demonstrate some of the fundamentals.

ii. Learning Activities: In group, discuss the fundamentals of music and songs, listen to songs to identify some fundamentals, sing a song in groups and demonstrate some of the fundamentals.

4. Teaching and Learning Resources: Songs for examples, audio device for playback.

Week 3: Rudiments of Music

1. Content:
i. Musical alphabets: explain the staff/stave in music, name the types of staff: treble staff, bass staff, great staff.
ii. Drawing the staff/stave.
iii. Placing the musical alphabet in lines and space on the manuscript.

2. Performance Objectives:
i. identify the musical alphabets;
ii. explain the staff/stave in music;
iii. draw the staff/stave;
iv. place the musical alphabet in lines and space on the manuscript.

3. Learning Activities

i. Teacher Activities: Uses posters and charts to Identify the musical alphabets, demonstrates drawing the staff/stave, teaches reciting short song used in representing each alphabet in the staff/stave, supervises placing the musical alphabet in lines and space on the manuscript.

ii. Learning Activities: Use posters and charts to Identify the musical alphabets, draw the staff/stave, recite short song used in representing each alphabet in the staff/stave, place the musical alphabet in lines and space on the manuscript.

4. Teaching and Learning Resources: Pencil for drawing, music manuscript for writing, samples of music scoresheet for examples, white board for teaching, charts for visuals, laptop for digital.

Week 4: Playing Musical Instruments – Part 1

1. Content:
i. Meaning of musical instruments.
ii. Uses of musical instruments.
iii. Classes of musical instruments.
iv. How sound is produced.
v. Playing an idiophones or membranophones instrument and aerophones.

2. Performance Objectives:
i. explain the meaning of musical instrument;
ii. state the uses of musical instruments;
iii. classify musical instruments;
iv. describe how sound is produced;
v. play an idiophones or membranophones instrument and aerophones.

3. Learning Activities

i. Teacher Activities: Guides work in group to discuss the meaning and uses of musical instrument, helps name and classify the instruments, shows short videos on how sound is produced based on the classes of musical instruments, supervises playing an idiophone or membranophone instrument in groups.

ii. Learning Activities: Work in group to discuss the meaning and uses of musical instrument, name and classify the instruments, watch short videos on how sound is produced based on the classes of musical instruments, play an idiophone or membranophone instrument in groups.

4. Teaching and Learning Resources: Idiophones for striking, membranophones for beating, chordophones for strumming, aerophones for blowing, electrophones for electronic.

Week 5: Playing Musical Instruments – Part 2

1. Content:
i. Meaning of musical instruments.
ii. Uses of musical instruments.
iii. Classes of musical instruments.
iv. How sound is produced.
v. Playing an idiophones or membranophones instrument and aerophones.

2. Performance Objectives:
i. explain the meaning of musical instrument;
ii. state the uses of musical instruments;
iii. classify musical instruments;
iv. describe how sound is produced;
v. play an idiophones or membranophones instrument and aerophones.

3. Learning Activities

i. Teacher Activities: Guides work in group to discuss the meaning and uses of musical instrument, helps name and classify the instruments, shows short videos on how sound is produced based on the classes of musical instruments, supervises playing an idiophone or membranophone instrument in groups.

ii. Learning Activities: Work in group to discuss the meaning and uses of musical instrument, name and classify the instruments, watch short videos on how sound is produced based on the classes of musical instruments, play an idiophone or membranophone instrument in groups.

4. Teaching and Learning Resources: Idiophones for striking, membranophones for beating, chordophones for strumming, aerophones for blowing, electrophones for electronic.

Week 6: Dance

1. Content:
i. Definition of dance.
ii. State forms of dance.
iii. Explain Nigerian traditional/folk dances.
iv. State basic steps in Nigerian traditional dance.
v. Performing Rhythm and Folk dance steps.

2. Performance Objectives:
i. define dance;
ii. state the forms of dance;
iii. identify traditional/folk dances in Nigeria;
iv. Perform the basic steps of a traditional/folk dance in Nigeria.

3. Learning Activities

i. Teacher Activities: Guides discussion in group the meaning of dance and different forms of dance, shows sort videos on the traditional/folk dances in Nigeria, supervises performing the basic steps of a Nigerian traditional/folk dance in groups.

ii. Learning Activities: Discuss in group the meaning of dance and different forms of dance, watch sort videos on the traditional/folk dances in Nigeria, perform the basic steps of a Nigerian traditional/folk dance in groups.

4. Teaching and Learning Resources: Percussion instruments for rhythm, songs for accompaniment, videos of Nigerian folk dances for examples.

Week 7: Mid-Term Break

Mid term test should be conducted the test should be from week 1 to 6.

Week 8: Introduction to Choreography

1. Content:
i. Meaning of choreography.
ii. Principles of choreography.
iii. Creating a choreographed dance.
iv. Creating movement or dance for a Choreography.

2. Performance Objectives:
i. explain the meaning of choreography;
ii. state the principles of choreography;
iii. create movements or dance steps for a choreography.

3. Learning Activities

i. Teacher Activities: Guides participation in class discussion on the meaning and principles of choreography, directs searching the internet for the principles of choreography, supervises creating a choreographed dance.

ii. Learning Activities: Participate in class discussion on the meaning and principles of choreography, search the internet for the principles of choreography, create a choreographed dance.

4. Teaching and Learning Resources: Music for accompaniment, audio-visual system for playback, videos of choreography for examples.

Week 9: Music Icons in Nigeria

1. Content:
i. Popular music icons in Nigeria.
ii. Characteristic and styles of popular music icons in Nigeria.
iii. Identify songs by popular music icons in Nigeria.
iv. Composing a simple song in the style of a popular musician.

2. Performance Objectives:
i. explain meaning of music icons;
ii. identify the characteristics and styles of popular music icons in Nigeria;
iii. mention songs and the artistes that perform popular music in Nigeria;
iv. compose a simple song in the style of a popular musician.

3. Learning Activities

i. Teacher Activities: Guides brainstorming in group on the meaning of music icons and state examples of popular music icons in Nigeria they know, shows videos or plays music of popular music icons in Nigeria and explain some information that makes the song unique to them as well as the common characteristics and styles of the musician

Supervises work in group to list popular music icons in Nigeria and their popular songs, helps use their knowledge of popular music icons in Nigeria to compose a simple song in the style of a popular music icon with lyrics expressing values and morals.

ii. Learning Activities: Brainstorm in group on the meaning of music icons and state examples of popular music icons in Nigeria they know, watch videos or listen to music of popular music icons in Nigeria and explain some information that makes the song unique to them as well as the common characteristics and styles of the musician,

work in group to list popular music icons in Nigeria and their popular songs, use their knowledge of popular music icons in Nigeria to compose a simple song in the style of a popular music icon with lyrics expressing values and morals.

4. Teaching and Learning Resources: Audio device for playback, musical instruments for composition.

Week 10: Craft

1. Content:
i. Meaning of crafts.
ii. Identification of craft materials and tools.
iii. Selection of suitable materials.
iv. Methods of making crafts: constructing, moulding, weaving, blacksmithing, carving, threading, firing etc.
v. select suitable materials for making craft.

2. Performance Objectives:
i. explain the meaning of crafts;
ii. identify materials, methods and tools used in making them;
iii. select suitable materials for making craft;
iv. identify the methods of making craft.

3. Learning Activities

i. Teacher Activities: Guides work in group to discuss the meaning of crafts, uses charts of flash cards to Identify the materials used in creating crafts, shows short video on how to select suitable materials for making craft and the methods of making craft, supervises creating a particular craft by using a suitable material and following craft making method.

ii. Learning Activities: Work in group to discuss the meaning of crafts, use charts of flash cards to Identify the materials used in creating crafts, watch short video on how to select suitable materials for making craft and the methods of making craft, create a particular craft by using a suitable material and following craft making method.

4. Teaching and Learning Resources: Cardboard for base, gravel for texture, straw for weaving, clay for moulding, sand for mixing, paper for cutting, wool for threading, gum for sticking, needle for sewing, POP for casting, thread for beading.

Week 11: Revision

Revise all the lessons and prepare your pupils for the exam.

Week 12: Examination

The exam for the term should start.

Week 13: Examination, Marking & Vacation

Examination should be concluded together with marking and recording then vacation follows once all have been achieved.

NERDC Third Term JSS 1 Cultural and Creative Arts Scheme of Work

Week 1: Weaving

1. Content:
i. Meaning of weaving.
ii. Explain types of weaving: twill weaving, plain weaving, leno weaving.
iii. Listing materials and Methods of weaving.
iv. Producing hand woven objects with local materials.

2. Performance Objectives:
i. explain the meaning of weaving;
ii. list types of weaving;
iii. list simple material for weaving;
iv. produce a hand-woven product.

3. Learning Activities

i. Teacher Activities: Guides in group discuss the meaning of weaving and types of weaving, shows short video on waving to observe the processes in weaving, supervises producing a hand-woven product.

ii. Learning Activities: In group discuss the meaning of weaving and types of weaving, watch short video on waving to observe the processes in weaving, produce a hand-woven product.

4. Teaching and Learning Resources: Weaving materials for practice, textbook for reference, notebook for notes, pencils for drawing, scissors for cutting.

Week 2: Collage

1. Content:
i. Definition of collage.
ii. Types of collages.
iii. Materials used in collage.
iv. Methods of making collage.
v. Making of collage.

2. Performance Objectives:
i. explain the meaning of collage;
ii. list the types of collages;
iii. describe the materials and tools used in creating collage;
iv. state the methods of making collage;
v. make a simple collage.

3. Learning Activities

i. Teacher Activities: Guides searching the internet for the meaning of collage, supervises creating an infographic on the types of collage, helps identify the materials and tools used in collaging, shows a video on materials and tools used in making collage and the methods of making collage, supervises creating a simple collage.

ii. Learning Activities: Search the internet for the meaning of collage, create an infographic on the types of collage, identify the materials and tools used in collaging, watch a video on materials and tools used in making collage and the methods of making collage, create a simple collage.

4. Teaching and Learning Resources: Paper for cutting, glue stick for sticking, flower for decoration, magazine for clippings, tissue paper for texture, buttons for accents, cardboard for base, bowl for mixing, fabrics for variety, leaves for natural, scissors for cutting, craft knife for precision, ruler for measuring.

Week 3: Mosaic

1. Content:
i. Definition of mosaic.
ii. Materials and tools used in making mosaic.
iii. Things produced from mosaic: animals, pictures on the wall, titles of names, flowers.
iv. Methods of making Mosaic.
v. Drawing of mosaic.
vi. Creating of Mosaic.
vii. Painting of mosaic.

2. Performance Objectives:
i. explain the meaning of mosaic;
ii. identify the Materials and tools used in mosaic;
iii. identify things produce from creating mosaic;
iv. describe the direct method of making mosaic;
v. draw a simple object then create a mosaic of it.

3. Learning Activities

i. Teacher Activities: Guides discussion in group the meaning mosaic, uses charts or flash cards to identify materials and tools use in creating mosaic, shows short videos on things produce from creating mosaic and explain the direct method of making a mosaic, supervises drawing an object and create a mosaic with it.

ii. Learning Activities: Discuss in group the meaning mosaic, use charts or flash cards to identify materials and tools use in creating mosaic, watch short videos on things produce from creating mosaic and explain the direct method of making a mosaic, draw an object and create a mosaic with it.

4. Teaching and Learning Resources: Pencil for drawing, drawing pad for sketching, pebbles for tesserae, glass nuggets for color, paper shapes for patterns, adhesive for sticking, glass for variety, stone for texture, ceramic for durability, rubber gloves for safety, safety goggles for protection, scissors for cutting.

Week 4: Beading

1. Content:
i. Meaning of beading.
ii. Materials and tools used in beading.
iii. Process of making beads.
iv. Creating a beaded craft.

2. Performance Objectives:
i. explain the meaning of beads;
ii. select the materials and tools used in beading;
iii. explain the process of beading;
iv. create a beaded craft.

3. Learning Activities

i. Teacher Activities: Guides using infographics to identify the materials and tools used in beading, shows short videos on the process of beading, supervises creating a beaded work from available materials.

ii. Learning Activities: Use infographics to identify the materials and tools used in beading, watch short videos on the process of beading, create a beaded work. from available materials.

4. Teaching and Learning Resources: Seed beads for small work, scissors for cutting, cardboard for base, beading thread for stringing, pliers for crimping, ruler for measuring, glue for securing, copper wire for structure.

Week 5: Wood carving

1. Content:
i. Meaning of carving.
ii. Tools and materials of carving: wood, stone, tools, chisel, mallet etc.
iii. Carving wooden object.

2. Performance Objectives:
i. explain the meaning of wood carving;
ii. identify tools for carving wood;
iii. produce a wooden art work by carving.

3. Learning Activities

i. Teacher Activities: Guides discussion in group the meaning of carving, shows short video on wood craving, provides practise wood craving using standard wood craving tools, supervises carving a wooden object.

ii. Learning Activities: Discuss in group the meaning of carving, watch short video on wood craving, practise wood craving using standard wood craving tools, carve a wooden object.

4. Teaching and Learning Resources: Chisel for cutting, wood for material, mallet for striking, drawing book for planning, pencil for sketching.

Week 6: Apprenticeship and Career Opportunities in Creative and Design Arts

1. Content:
i. Meaning of apprenticeship.
ii. Importance of apprenticeship.
iii. Apprenticeship opportunities in the creative and design arts.
iv. Career opportunities in creative art.

2. Performance Objectives:
i. explain apprenticeship;
ii. state the importance of apprenticeship;
iii. identify apprenticeship opportunities in creative and design arts;
iv. list the career opportunities available in creative art.

3. Learning Activities

i. Teacher Activities: Shows videos on the meaning of apprenticeship and its importance, directs searching the internet for apprenticeship and career opportunities available in the creative and design arts.

ii. Learning Activities: Watch videos on the meaning of apprenticeship and its importance, search the internet for apprenticeship and career opportunities available in the creative and design arts.

4. Teaching and Learning Resources: Creative and design arts studios or outfit for visits, audio-video system for viewing.

Week 7: Mid-Term Break

Mid term test should be conducted the test should be from week 1 to 6.

Week 8: Art Professionals

1. Content:
i. Meaning of a professional artist.
ii. Types of art professionals: Visual artist (Sculptor, Painter, textile designer, graphic artist, ceramist, fashion designer, etc.), No-visual artist (musicians, film makers, dramatists, dancers, etc).
iii. Characteristics of different art professionals.

2. Performance Objectives:
i. describe the meaning of professional artist;
ii. list types of art professionals;
iii. explain characteristics of works of professional artists (e.g. sculptor, painter, textile designer, graphic artist, ceramist, etc).

3. Learning Activities

i. Teacher Activities: Guides discussion in teams the meaning and characteristics of types of professional artists, shows videos and online resources to learn about professional artists, directs searching the internet for the characteristics of works of professional artists.

ii. Learning Activities: Discuss in teams the meaning and characteristics of types of professional artists, watch videos and online resources to learn about professional artists, search the internet for the characteristics of works of professional artists.

4. Teaching and Learning Resources: Videos for examples, online resources for research, text books for reading.

Week 9: Culture

1. Content:
i. Meaning of culture.
ii. Types of culture.
iii. Cultural displays.
iv. Demonstrating and displays different cultural outfit.

2. Performance Objectives:
i. explain the meaning of culture;
ii. list types of culture;
iii. demonstrate different cultural display.

3. Learning Activities

i. Teacher Activities: Guides discussion in group the meaning of culture, uses flash cards to list the types of culture in the society, supervises dressing in different cultural outfit.

ii. Learning Activities: Discuss in group the meaning of culture, use flash cards to list the types of culture in the society, dress in different cultural outfit.

4. Teaching and Learning Resources: Cultural dress for wearing, drawing for illustrations, cultural pictures for visuals.

Week 10: Cultural Values in a Child

1. Content:
i. Meaning of cultural values.
ii. Importance of cultural values in a child, e.g. honesty, respect, hard work, good manner, punctuality.

2. Performance Objectives:
i. explain the meaning of cultural values;
ii. state the importance of cultural values in a child.

3. Learning Activities

i. Teacher Activities: Guides participation in class discussion on the meaning of cultural values, supervises creating and infographics on the importance of cultural values in child.

ii. Learning Activities: Participate in class discussion on the meaning of cultural values, create and infographics on the importance of cultural values in child.

4. Teaching and Learning Resources: Picture showing person working hard or gathering used paper into a dustbin for examples.

Week 11: Revision

Revise all the lessons and prepare your pupils for the exam.

Week 12: Examination

The exam for the term should start.

Week 13: Examination, Marking & Vacation

Examination should be concluded together with marking and recording then vacation follows once all have been achieved.

Frequently Asked Questions and Answers About JSS 1 Cultural and Creative Arts Scheme of Work

1. What is the main focus of the New Revised NERDC JSS 1 Cultural and Creative Arts curriculum?
It builds skills in arts, culture, and creativity through practical activities. This helps students appreciate Nigerian heritage while developing competencies like communication and innovation.

2. How many topics are there in the JSS 1 CCA scheme of work?
There are 25 topics, spread across three terms. Each covers themes like visual arts, performing arts, and entrepreneurship.

3. Why spread complex topics over multiple weeks?
Practical topics like tie and dye need time for hands-on practice. This ensures students master skills without rushing, like in real classroom scenarios where kids experiment with dyes.

4. What teaching aids are common in this scheme?
Items like charts, videos, and art materials such as clay or beads. For example, use percussion instruments in music lessons to make classes fun and interactive.

5. How does the curriculum integrate 21st-century skills?
It includes digital competences, like searching online for art history. This prepares students for modern jobs, blending traditional crafts with tech.

6. Is the scheme aligned with national goals?
Yes, it supports the Renewed Hope Agenda by emphasizing values and entrepreneurship. Tips: Use group activities to teach teamwork, mirroring societal collaboration.

7. What evaluation methods are suggested?
Performance-based, like creating artworks or demonstrations. For instance, students might carve a simple object and explain the process.

8. Can this scheme be adapted for limited resources?
Absolutely, use local materials like recycled paper for collages. In a rural setting, focus on folk dances using available space and community input.

9. How does it promote cultural awareness?
Through topics on Nigerian icons and values. Example: Discuss music stars like Fela to show how arts convey social messages.

10. Where can I find official NERDC updates?
Check the NERDC website for the latest curriculum guides. It’s useful for teachers planning lesson notes beyond this scheme.

Source: New Revised NERDC JSS 1 Cultural and Creative Arts Curriculum