New Revised NERDC Primary 1 Social and Citizenship Studies Scheme of Work
Week 1: Leadership (Part 1)
1. Content (Knowledge and Skill): Knowledge: 1. Meaning of leadership. 2. Types of leaders: School leaders, Community leaders, Religious leaders, Political leaders, etc. Skill: Discussing qualities of leaders.
To cover this, start with a story about a class captain helping friends. Ask kids who leads at home or school. Use simple words to explain leadership as guiding others.
2. Performance Objectives: Pupils should be able to: 1. define leadership; 2. list types of leaders.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of leadership and use charts to identify types of leaders.
The teacher starts by asking questions to get kids thinking. Then shows charts with pictures of leaders like a pastor or president. This keeps the class active.
ii. Students Activities: Participate in class discussion on the meaning of leadership and use charts to identify types of leaders.
Students share examples from their lives. They point to charts and name leaders. This makes them feel involved.
4. Teaching and Learning Resources: Charts, Posters.
Use charts to show pictures of different leaders. Posters can have words like “school leader” with images.
To make the lesson work, hold up charts during talks. Let kids touch posters and match types. This helps them remember better.
Week 2: Leadership (Part 2)
1. Content (Knowledge and Skill): Knowledge: 3. Qualities of a good leader. 4. Characteristics of bad leaders. Skill: Discussing characteristics of leaders.
Begin with examples like a kind teacher versus a mean one. Talk about qualities like honesty. Use stories to show why good leaders help everyone.
2. Performance Objectives: Pupils should be able to: 3. list qualities of good leaders; 4. explain the characteristics of a bad leader.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the qualities of a good leader and use cards to discuss the characteristics of bad leaders.
The teacher reads a short story about leaders. Then hands out cards with qualities to sort.
ii. Students Activities: Participate in class discussion on the qualities of a good leader and use cards to discuss the characteristics of bad leaders.
Students talk in pairs about what makes a leader good. They sort cards into good and bad piles.
4. Teaching and Learning Resources: Charts, Posters.
Charts list qualities with drawings. Posters show examples.
Show charts to spark talks. Have kids draw on posters to add ideas. This builds engagement.
Week 3: Leadership at Home (Part 1)
1. Content (Knowledge and Skill): Knowledge: 1. Meaning of leadership at home. 2. Structure of leadership in the family (father, mother and Children). Skill: Role-playing leadership responsibilities at home.
Use a family picture to explain. Say dad or mom leads by making decisions. Let kids act out simple family scenes.
2. Performance Objectives: Pupils should be able to: 1. describe who the leader is at home; 2. describe the structure of leadership in the family.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of leadership at home and in groups, use charts to discuss the structure of leadership in the family. The teacher asks about home leaders. Shows charts of family trees.
ii. Students Activities: Participate in class discussion on the meaning of leadership at home and in groups, use charts to discuss the structure of leadership in the family. Students share home stories. In groups, they label family charts.
4. Teaching and Learning Resources: Charts, Posters. Charts show family structures. Posters have role examples. Use charts for group work. Posters help visualize roles. This makes concepts stick.
Week 4: Leadership at Home (Part 2)
1. Content (Knowledge and Skill): Knowledge: 3. Leadership responsibilities at home. Skill: Role-playing leadership responsibilities at home.
Show a video clip of family chores. Have kids role-play helping at home. Explain responsibilities like cleaning or listening.
2. Performance Objectives: Pupils should be able to: 3. identify the responsibility of leaders at home.
3. Learning Activities:
i. Teacher Activities: Guide pupils to role-play leadership responsibilities at home.The teacher sets up role-play scenes. Gives props like toy brooms.
ii. Students Activities: Role-play leadership responsibilities at home.
Students act out family roles. They switch parts to see different views.
4. Teaching and Learning Resources: Charts, Posters. Charts list responsibilities. Posters show home scenes. During role-play, refer to charts. Use posters as backdrops. This adds fun.
Week 5: Community Mobilisation
1. Content (Knowledge and Skill: Knowledge: 1. Meaning of community. 2. Meaning of community mobilisation. Skill: Role-playing working together to achieve a goal.
Tell a story about neighbors cleaning a park. Define community as people around you. Role-play group tasks like picking trash.
2. Performance Objectives: Pupils should be able to: 1. define community; 2. define community mobilisation.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of community and community mobilisation, watch a video clip on examples of community mobilisation, and role-play working together to achieve a goal, like cleaning the school compound.
ii. Students Activities: Participate in class discussion on the meaning of community and community mobilisation, watch a video clip on examples of community mobilisation, and role-play working together to achieve a goal, like cleaning the school compound.
4. Teaching and Learning Resources: Video clips, Charts. Video clips show real communities. Charts define terms. Play videos to start. Use charts for notes. This mixes tech with hands-on.
Week 6: Civic Responsibilities
1. Content (Knowledge and Skill: Knowledge: 1. Meaning of civic responsibilities. 2. Importance of civic responsibilities: Orderliness, Responsibilities, Cleanliness, Respect for public properties, etc.
Explain with examples like queuing up. Say it’s duties to make places better. Use pictures of clean streets.
2. Performance Objectives: Pupils should be able to: 1. define civic responsibilities; 2. state the importance of civic responsibilities.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of civic responsibility, use charts and posters to identify and discuss the importance of civic responsibilities, and create a word card on the importance of civic responsibilities.
The teacher shows posters of duties. Helps make word cards.
ii. Students Activities: Participate in class discussion on the meaning of civic responsibility, use charts and posters to identify and discuss the importance of civic responsibilities, and create a word card on the importance of civic responsibilities.
Students discuss and make cards. They share with class.
4. Teaching and Learning Resources: Charts, Posters. Charts list importance. Posters show examples. Use posters for discussions. Have kids write on cards from charts. This reinforces ideas.
Week 7: Mid-Term Break
Conduct a mid-term test from week 1 to 6. Use simple questions on leadership and community.
Week 8: National Identity and Symbols (Part 1)
1. Content (Knowledge and Skill: Knowledge: 1. Meaning of national identity and national symbol. 2. Importance of national identity and national symbols. Skill: Identifying national symbols.
Show the flag and explain. Talk about why symbols matter for unity. Use pictures of anthem singing.
2. Performance Objectives: Pupils should be able to: i. explain the meaning of National Identity; ii. list the importance of national identity and national symbols.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of national identity and national symbols, and use charts to discuss the importance of national identity and national symbols. The teacher sings the anthem. Leads talk on meanings.
ii. Students Activities: Participate in class discussion on the meaning of national identity and national symbols, and use charts to discuss the importance of national identity and national symbols.
4. Teaching and Learning Resources: Charts, Posters, National Flag, Documentary video. Charts explain importance. Posters show symbols. Flag for real touch. Video for history. Wave the flag during talks. Play video for engagement. This makes it memorable.
Week 9: National Identity and Symbols (Part 2)
1. Content (Knowledge and Skill: Knowledge: 3. National symbols: National Flag, National anthem, National pledge, Coat of arms, Currency, etc. Skill: Identifying national symbols. Name each symbol with pictures. Have kids draw the flag. Explain what colors mean.
2. Performance Objectives: Pupils should be able to: 3. identify national symbols.
3. Learning Activities:
i. Teacher Activities: Guide pupils in groups to use posters and charts to identify and discuss different national symbols. The teacher divides class into groups. Gives posters to each.
ii. Students Activities: In groups, use posters and charts to identify and discuss different national symbols. Students name symbols in groups. Report back to class.
4. Teaching and Learning Resources: Charts, Posters, National Flag, Documentary video. Charts list symbols. Posters have images. Have groups rotate posters. Use video clips for each symbol. This keeps interest high.
Week 10: People, places and objects to respect
1. Content (Knowledge and Skill: Knowledge: 1. Meaning of respect. 2. People, places and things to respect. Skill: Identifying persons and places to respect. Define respect as being kind. List teachers, mosques, flags. Role-play showing respect.
2. Performance Objectives: Pupils should be able to: 1. define respect; 2. identify people, places and things to respect.
3. Learning Activities:
i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of respect, in groups use charts and pictures to identify and discuss people, places and things to respect, and participate in class discussion on how to show respect to persons in authority in the locality.
The teacher shares a story on respect. Uses pictures for groups.
ii. Students Activities: Participate in class discussion on the meaning of respect, in groups use charts and pictures to identify and discuss people, places and things to respect, and participate in class discussion on how to show respect to persons in authority in the locality.
Students discuss stories. Identify in groups.
4. Teaching and Learning Resources: Charts, Pictures. Charts list items to respect. Pictures show examples. Show pictures to spark ideas. Use charts for notes. This helps visual learners.
Week 11: Revision
Revise all lessons from the term. Go over key points and practice activities. Prepare pupils for the exam with quick quizzes.
Week 12: Examination
Start the exam for the term. Cover all topics taught. Use simple questions to test understanding.
Week 13: Examination, Marking & Vacation
Conclude the examination. Mark and record scores. Then vacation follows once all is done.