New Revised NERDC JSS 1 Physical and Health Education Scheme of Work

Week 1: Field events (Part 1)

1. Content: Knowledge: Basic skills and techniques in Shot put (grip, stance, put, follow through); Rules governing discus and shot put. Skills: Demonstrating techniques in shot put; Applying techniques in perform discus.

2. Performance Objectives: Students should be able to: 1. perform basic skills and techniques in shot put correctly; 3. differentiate the rules governing shot put and discus.

3. Learning Activities:

i. Teacher Activities: The teacher shows video clips and facilitates discussions.

ii. Learning Activities: The learners watch and discuss video clips on basic skills and techniques in shot put, The learners demonstrate individually the basic skills and techniques in shot put, The learners participate in whole class discussion on the rules governing discus and shot put.

4. Teaching and Learning Resources: Playground for events; Shot put for throwing; Shot put sector for area; Discus for practice; Discus sector for area; Powder for grip.

Week 2: Field events (Part 2)

1. Content: Knowledge: Basic skills and techniques in Discus (carriage, stance, throw, follow through); Safety precautions in shot put and discus. Skills: Demonstrating techniques in shot put; Applying techniques in perform discus.

2. Performance Objectives: Students should be able to: 2. perform basic skills and techniques in discus correctly; 4. explain safety precautions in shot put and discus.

3. Learning Activities:

i. Teacher Activities: The teacher shows video clips and guides demonstrations.

ii. Learning Activities: The learners watch and discuss video clips on basic skills and techniques in discus, The learners demonstrate individually the basic skills and techniques in discus, The learners participate in whole class discussion on safety precautions in shot put and discus.

4. Teaching and Learning Resources: Playground for events; Shot put for throwing; Shot put sector for area; Discus for practice; Discus sector for area; Powder for grip.

Week 3: Soccer (Part 1)

1. Content: Knowledge: History and development of soccer; Basic skills and techniques in soccer (passing, dribbling, shooting). Skills: Applying basic skills and techniques in soccer; Demonstrating basic skills of officiating in soccer.

2. Performance Objectives: Students should be able to: 1. discuss the history and development of soccer; 2. perform basic skills and techniques in soccer correctly (focus on passing, dribbling, shooting).

3. Learning Activities:

i. Teacher Activities: The teacher facilitates discussions and group performances.

ii. Learning Activities: The learners participate in whole class discussion on the history and development of soccer, The learners perform in groups basic skills and techniques in soccer (part 1).

4. Teaching and Learning Resources: Soccer pitch for play; Soccer ball for practice; Jerseys for teams; Soccer boot for footwear; Flag for signals; Whistle for refereeing; Goal post and net for scoring.

Week 4: Soccer (Part 2)

1. Content: Knowledge: Basic skills and techniques in soccer (trapping, goalkeeping); Officials and officiating in the game of soccer. Skills: Applying basic skills and techniques in soccer; Demonstrating basic skills of officiating in soccer.

2. Performance Objectives: Students should be able to: 2. perform basic skills and techniques in soccer correctly (focus on trapping, goalkeeping); 3. identify officials in the game of soccer; 4. officiate the game of soccer.

3. Learning Activities:

i. Teacher Activities: The teacher guides group demonstrations.

ii. Learning Activities: The learners perform in groups basic skills and techniques in soccer (part 2), The learners demonstrate in groups officials and officiating in the game of soccer.

Week 5: First aid (Part 1)

1. Content: Knowledge: First aid treatment for minor ailment (bleeding, fainting, unconsciousness, shock). Skills: Applying first aid skills treatment to minor injuries.

2. Performance Objectives: Students should be able to administer first aid treatment to minor ailments (focus on bleeding, fainting, unconsciousness, shock).

3. Learning Activities:

i. Teacher Activities: The teacher shows video clips and guides pair demonstrations.

ii. Learning Activities: The learners watch and discuss video clips on the administration of first aid to minor injuries, The learners demonstrate in pairs the administration of first treatment to minor ailment correctly (part 1).

4. Teaching and Learning Resources: Video Clip on treatments; First Aid Box containing essentials; Bandages for wrapping; Iodine for disinfection; Methylated Spirit for cleaning; Gauze, Cotton Wool for padding; Plaster for covering; Scissors for cutting; Bowl for water; Razor Blade for minor cuts; Hand Gloves for hygiene; Posters on first aid steps.

Week 6: First aid (Part 2)

1. Content: Knowledge: First aid treatment for minor ailment (snake bite, cat and cow bites, bees, wasp and scorpion stings). Skills: Applying first aid skills treatment to minor injuries.

2. Performance Objectives: Students should be able to administer first aid treatment to minor ailments (focus on snake bite, cat and cow bites, bees, wasp and scorpion stings).

3. Learning Activities:

i. Teacher Activities: The teacher guides pair demonstrations.

ii. Learning Activities: The learners demonstrate in pairs the administration of first treatment to minor ailment correctly (part 2).

Week 7: Mid-Term Break

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

Week 8: Disaster and risk management

1. Content: Knowledge: Meaning of disaster, risk management; Types of disaster (natural, man made); Risk associated with disaster; Disaster prone areas in the community; Management of disaster. Skills: Demonstrating how to prevent/control disaster.

2. Performance Objectives: Students should be able to: 1. explain the meaning of disaster and risk management; 2. identify types of disaster; 3. identify risk associated with disaster; 4. demonstrate disaster management skills.

3. Learning Activities:

i. Teacher Activities: The teacher facilitates whole class discussions and group brainstorming.

ii. Learning Activities: The learners participate in whole class discussion on the meaning of disaster and risk management, The learners participation in whole class discussion on the types of disaster, The learners brainstorm and discuss in groups identification of disaster prone areas in the community, The learners participation in whole class discussion on the management of disaster.

4. Teaching and Learning Resources: Posters showing disasters; Charts on types; Fire Extinguisher for demo; Sand Bucket for fire control; Blanket for smothering; Safety Goggle, Helmet, Boot, Apron for protection.

Week 9: Recreation, Leisure and Dance Activities (Part 1)

1. Content: Knowledge: Meaning of recreation, leisure and dance; Differences among dance, leisure and recreation. Skills: Identifying leisure, and recreation activities.

2. Performance Objectives: Students should be able to: 1. explain the meaning of recreation, leisure and dance; 2. distinguish dance, leisure and recreation.

3. Learning Activities:

i. Teacher Activities: The teacher facilitates discussions and group brainstorming.

ii. Learning Activities: The learners participate in whole class discussion on the meaning of recreation, leisure and dance, The learners brainstorm in group on differences among dance, leisure and recreation.

4. Teaching and Learning Resources: Charts explaining concepts; Posters on activities; Pictures showing examples.

Week 10: Recreation, Leisure and Dance Activities (Part 2)

1. Content: Knowledge: Benefits of recreation and dance (refreshment of both body and mind, create room for fun and enjoyment, carry over values of skills learned in physical education classes, promotion of mental alertness, social and emotional stability). Skills: Identifying leisure, and recreation activities.

2. Performance Objectives: Students should be able to: 3. explain the benefits recreation and dance.

3. Learning Activities:

i. Teacher Activities: The teacher facilitates whole class discussions.

ii. Learning Activities: The learners participate in whole class discussion on benefits of recreation and dance.

4. Teaching and Learning Resources: Charts explaining concepts; Posters on activities; Pictures showing examples.

Week 11: Revision

Revised 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 Physical and Health Education Scheme of Work

1. What is the main focus of the 2025 revised NERDC JSS 1 Physical and Health Education scheme of work?
It covers health promotion, fitness, nutrition, sports, and safety. The aim is to build skills for healthy living. For example, students learn about posture to prevent daily issues like back pain.

2. How many terms does the scheme cover?
Three terms, each with 13 weeks. This includes teaching, breaks, revisions, and exams. Teachers can adjust based on school calendar.

3. What resources are needed for lessons in this curriculum guide?
Common ones include video clips, posters, sports equipment like balls and mats, and first aid kits. These make lessons practical. In a real class, a teacher might use a playground for long jump practice.

4. Are there performance objectives for each topic?
Yes, they are clear and measurable. For instance, in contact sports, students must perform skills while following safety rules. This helps track progress.

5. How do learning activities engage students?
They involve group discussions, demonstrations, and hands-on tasks. Students might brainstorm in groups or practice exercises individually. This keeps classes active and fun.

6. What happens during mid-term breaks in the scheme?
A test covers weeks 1 to 6. It assesses what students learned so far. After, regular lessons resume.

7. Is this scheme aligned with NERDC standards?
Yes, it’s based on the revised basic education curriculum. It promotes competencies like critical thinking and teamwork. Check official NERDC site for updates.

8. Can teachers modify the lesson plans?
Sure, to fit local needs. But stick to core topics and objectives. For example, add local examples in disaster management lessons.

9. Why include recreation and dance in the scheme?
To develop 21st-century skills like creativity. Students learn benefits like mental alertness. In practice, a dance activity can boost class energy.

10. Where can I find more teaching aids for this scheme?
Online resources or NERDC publications. Simple items like charts work well. Teachers often share tips in forums for effective implementation.

Source: New Revised NERDC JSS 1 Physical and Health Education Curriculum

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