New Revised NERDC JSS 1 Social and Citizenship Studies Scheme of Work
Week 1: Socialization (Part 1)
1. Content: Knowledge: Meaning of socialization, agents of socialization (family, school, religious organizations, press, age grade, peer group, clubs & societies). Skill: Developing a club formation plan (introductory).
2. Performance Objectives: State the meaning of socialization; explain the agents of socialization.
3. Learning Activities:
i. Teacher Activities: The teacher guide small group discussions on meaning and importance, The teacher facilitate online search.
ii. Learning Activities: The learners in small groups, discuss what they understand by the term “socialization” and its importance in society, The learners search online and other sources for information on different agents of socialization and their influence on individuals.
4. Teaching and Learning Resources: Charts on socialization models, Role cards for role-playing, Product of futures wheel exercise for planning.
Week 2: Socialization (Part 2)
1. Content: Knowledge: Importance of socialization, road safety club as an agent of socialization, structure and process of forming road safety club in schools. Skill: Developing a club formation plan.
2. Performance Objectives: Discuss the importance of socialization; describe the structure and process of forming road safety club; state the roles of road safety club in the socialization of youths.
3. Learning Activities:
i. Teacher Activities: The teacher guide analysis of case study.
ii. Learning Activities: The learners analyse a case study of a road safety club’s impact in a school or community.
4. Teaching and Learning Resources: Charts on socialization models, Role cards, Product of futures wheel exercise.
Week 3: Socialization (Part 3)
1. Content: Knowledge: Roles of road safety club in the socialization of youths. Skill: Developing a club formation plan.
2. Performance Objectives: Develop a club formation plan.
3. Learning Activities:
i. Teacher Activities: The teacher guide development of club formation plan.
ii. Learning Activities: The learners develop a club formation plan.
4. Teaching and Learning Resources: Charts on socialization models, Role cards, Product of futures wheel exercise.
Week 4: Harmful Traditional Practices (Part 1)
1. Content: Knowledge: Meaning of harmful traditional practices, examples (female genital mutilation, harmful widowhood practices, child labour, child marriage, ritual servitude). Skill: Developing advocacy programme to eliminate harmful traditional practices (introductory).
2. Performance Objectives: Explain the meaning of harmful traditional practices; give examples of harmful traditional practices.
3. Learning Activities:
i. Teacher Activities: The teacher lead group brainstorming on meaning and examples, The teacher guide development of messages.
ii. Learning Activities: The learners brainstorm in groups on the meaning of harmful traditional practices with examples, The learners individually develop communication messages on negative consequences of harmful traditional practices.
4. Teaching and Learning Resources: Films clips on harmful practices, Cuttings of newspaper articles, Pictures of harmful traditional practices, Resource persons to discuss, Simplified Version of the Violence Against Persons Prohibition (VAPP) Act and relevant State programme Laws.
Week 5: Harmful Traditional Practices (Part 2)
1. Content: Knowledge: Prevention of harmful traditional practice and violence against persons. Skill: Developing advocacy programme to eliminate harmful traditional practices.
2. Performance Objectives: Explain preventive measures against harmful traditional practices; develop advocacy programme to eliminate harmful traditional practices.
3. Learning Activities:
i. Teacher Activities: The teacher facilitate development of advocacy programme.
ii. Learning Activities: The learners engage in developing advocacy programme on elimination of harmful traditional practices.
4. Teaching and Learning Resources: Films clips, Cuttings of newspaper, Pictures of harmful traditional practices, Resource persons, Simplified Version of the Violence Against Persons Prohibition (VAPP) Act and relevant State programme Laws.
Week 6: Promoting Safety in Our Community (Part 1)
1. Content: Knowledge: Need for safety, safety measures in the home, school and workplaces. Skill: Creating posters that focus on the importance of safety.
2. Performance Objectives: Create posters that focus on the importance of safety; enumerate measures that could be taken to ensure safety in the home, school, workplace and the environment (part).
3. Learning Activities:
i. Teacher Activities: The teacher guide creation of posters, The teacher facilitate safety walk-through.
ii. Learning Activities: The learners create posters that focus on the importance of safety, The learners conduct a safety walk-through of their homes, school, or a local workplace, make a list of safety measures they find and discuss which measures are most effective in preventing accidents.
4. Teaching and Learning Resources: Newspapers and magazine articles on safety, Radio, TV and internet Documentaries on promoting safety.
Week 7: Mid-Term Break
1. Content: N/A
2. Performance Objectives: N/A
3. Learning Activities:
i. Teacher Activities: The teacher conduct mid term test from week 1 to 6.
ii. Learning Activities: The learners take the mid term test from week 1 to 6.
4. Teaching and Learning Resources: Test papers covering weeks 1 to 6.
Week 8: Promoting Safety in Our Community (Part 2)
1. Content: Knowledge: Safety guidelines for pedestrians, cyclists, motorists, etc. Skill: Creating a comprehensive guide or brochure that outlines key safety tips for pedestrians, cyclists, and motorists.
2. Performance Objectives: Enumerate measures that could be taken to ensure safety in the home, school, workplace and the environment (continued); create a comprehensive guide or brochure that outlines key safety tips for pedestrians, cyclists, and motorists.
3. Learning Activities:
i. Teacher Activities: The teacher guide creation of guide or brochure.
ii. Learning Activities: The learners create a comprehensive guide or brochure that outlines key safety tips for pedestrians, cyclists, and motorists.
4. Teaching and Learning Resources: Newspapers and magazine articles, Radio, TV and internet Documentaries.
Week 9: Migration, Smuggling of Migrants and Irregular Migration (Part 1)
1. Content: Knowledge: Meaning of migration, smuggling of migrants (SOM), irregular migration, differences among TIP, smuggling of migrants and irregular migration. Skill: Creating a security risk assessment report (introductory).
2. Performance Objectives: Explain the meaning of migration, smuggling of migrants (SOM) and irregular migration; state the differences among TIP, smuggling of migrants and irregular migration.
3. Learning Activities:
i. Teacher Activities: The teacher lead class brainstorming on meanings, The teacher guide internet search on differences.
ii. Learning Activities: The learners in a general class session, brainstorm on the meaning of migration, smuggling of migrants and irregular migration, The learners search the internet to differentiate among TIP, smuggling of migrants and irregular migration.
4. Teaching and Learning Resources: Pictures and clips of human trafficking, Textbooks and charts on human trafficking, NAPTIP Short films on Human Trafficking for Students (eg. Meg and Salewa), NAPTIP Fact Sheets on Human Trafficking.
Week 10: Migration, Smuggling of Migrants and Irregular Migration (Part 2)
1. Content: Knowledge: Security implications of TIP (threats to life, death, physical assault, starvation, exposure to HIV/AIDS). Skill: Creating a security risk assessment report, detailing the specific security threats posed by human trafficking.
2. Performance Objectives: Create a security risk assessment report, detailing the specific security threats posed by human trafficking.
3. Learning Activities:
i. Teacher Activities: The teacher guide creation of security risk assessment report.
ii. Learning Activities: The learners create a security risk assessment report, detailing the specific security threats posed by human trafficking.
4. Teaching and Learning Resources: Pictures and clips of human trafficking, Textbooks and charts on human trafficking, NAPTIP Short films on Human Trafficking for Students (eg. Meg and Salewa), NAPTIP Fact Sheets on Human Trafficking.
Week 11: Revision
1. Content: All topics covered in the term
2. Performance Objectives: Review key concepts, objectives, and skills from topics 8-11
3. Learning Activities:
i. Teacher Activities: The teacher lead review sessions, quizzes, and group discussions, The teacher revised all the lessons and prepare pupils for the exam.
ii. Learning Activities: The learners participate in quizzes, discuss key points, review notes.
4. Teaching and Learning Resources: Textbooks, notes, past questions.
Week 12: Examination
1. Content: N/A
2. Performance Objectives: N/A
3. Learning Activities:
i. Teacher Activities: The teacher administer the exam for the term.
ii. Learning Activities: The learners take the exam for the term.
4. Teaching and Learning Resources: Examination papers.
Week 13: Examination, Marking & Vacation
1. Content: N/A
2. Performance Objectives: N/A
3. Learning Activities:
i. Teacher Activities: The teacher conclude the examination, mark and record results.
ii. Learning Activities: The learners complete any remaining exam, then vacation follows.
4. Teaching and Learning Resources: Examination papers, marking guides.