New Revised NERDC Primary 1 Social and Citizenship Studies Scheme of Work

Week 1: Finding Help in Danger (Part 1)

1. Content (Knowledge and Skill: Knowledge: 1. Meaning of help. 2. Type of help children need from people. 3. People to approach for help: Trusted adults, e.g. parents, teachers, etc. Skill: Identifying people to approach for help when in danger.

Explain help as asking when scared. List types like for lost items. Name trusted people with pictures.

2. Performance Objectives: Pupils should be able to: 1. define help; 2. identify the types of help children need from people; 3. mention people to go to for help.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of help, in groups use posters to identify the types of help children need from people, and use charts to identify people to approach for help.

ii. Students Activities: Participate in class discussion on the meaning of help, in groups use posters to identify the types of help children need from people, and use charts to identify people to approach for help.

4. Teaching and Learning Resources: Posters, Charts, Pictures, Markers, Cardboard. Use markers to draw on cardboard. Posters for identification. This makes it interactive.

Week 2: Finding Help in Danger (Part 2)

1. Content (Knowledge and Skill: Knowledge: 4. The people children must not approach for help: Strangers, etc. 5. Characteristics of trusted adults.

Skill: Identifying people to approach for help when in danger.

Start your teaching by warning pupils about strangers with stories. List trusted traits like kind and known. Role-play scenarios.

2. Performance Objectives: Pupils should be able to: 4. mention people that must not be approached for help; 5. describe the qualities of adults that can be trusted.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to use posters to identify people not to approach for help, and in groups use charts to identify the characteristics of trusted adults.

ii. Students Activities: Use posters to identify people not to approach for help, and in groups use charts to identify the characteristics of trusted adults.

4. Teaching and Learning Resources: Posters, Charts, Pictures, Markers, Cardboard. Pictures of strangers vs trusted person. Cardboard for notes.

Week 3: Secure Environment (Part 1)

1. Content (Knowledge and Skill: Knowledge: 1. Meaning of: Security, Secure environment. 2. Sources of danger and insecurity: Road accident, Fire outbreak, Relationships with strangers, Kidnapping, Drug abuse, Terrorism, etc.

Define with safe home examples. List dangers with pictures. Discuss how to spot them.

2. Performance Objectives: Pupils should be able to: 1. explain security and a secure environment; 2. state the sources of danger and insecurity in the environment.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of security and a secure environment, and use charts to identify the sources of danger and insecurity.

ii. Students Activities: Participate in class discussion on the meaning of security and a secure environment, and use charts to identify the sources of danger and insecurity.

4. Teaching and Learning Resources: Video clips, Posters, Charts. Play video to show real dangers. Charts for lists.

Week 4: Secure Environment (Part 2)

1. Content (Knowledge and Skill: Knowledge: 3. Importance of a secure environment. 4. Who to call during an emergency: Parents, Teachers, Police, Fire Service, etc.

Explain why safe places help learning. List emergency contacts with role-play calls.

2. Performance Objectives: Pupils should be able to: 3. identify the importance of secure environment; 4. identify who to call when in danger.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils in groups to use posters to discuss the importance of a secure environment, and in groups use charts to identify whom to call during an emergency.

ii. Students Activities: In groups, use posters to discuss the importance of a secure environment, and in groups use charts to identify whom to call during an emergency.

4. Teaching and Learning Resources: Video clips, Posters, Charts. Use posters for group work. Video for emergencies. This practices skills.

Week 5: Climate change and the environment (Part 1)

1. Content (Knowledge and Skill: Knowledge: 1. The meaning of climate and climate change. 2. Causes of climate change. 3. Impact of climate change on the environment.

Use simple words for climate like weather patterns. List causes like cars. Show impacts with pictures.

2. Performance Objectives: Pupils should be able to: 1. discuss the meaning of climate and climate change; 2. explain the causes of climate change; 3. explain the impact of climate change on the environment.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of climate and climate change, watch a video clip on the causes and impact of climate change on the environment.

Use info-graphics cards to identify the impact of climate change on the environment. The teacher plays video. Leads discussion.

ii. Students Activities: Participate in class discussion on the meaning of climate and climate change, watch a video clip on the causes and impact of climate change on the environment, and use info-graphics cards to identify the impact of climate change on the environment.

4. Teaching and Learning Resources: Info-graphics cards, Cardboard, Posters, Video clips, Resource places. Show video first. Use cards for identification. This educates on issues.

Week 6: Climate change and the environment (Part 2)

1. Content: 4. Waste management: Reduce, Reuse, Recycle. 5. Actions that can reduce the effects of climate change on humans.

Teach 3Rs with examples. List actions like walking instead of driving. Do sorting game.

2. Performance Objectives: Pupils should be able to: 4. state the ways of managing waste in our environment; 5. identify actions that can reduce the effects of climate change on human.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to watch a video clip to identify ways of managing waste in our environment, use posters to identify and discuss the actions that can reduce the effects of climate change on humans, and engage in a tree planting activity in the school and recycling sorting games.

ii. Students Activities: Watch a video clip to identify ways of managing waste in our environment, use posters to identify and discuss the actions that can reduce the effects of climate change on humans, and engage in a tree planting activity in the school and recycling sorting games.

4. Teaching and Learning Resources: Infographics cards, Cardboard, Posters, Video clips, Resource places.

Week 7: Mid-Term Break

Conduct mid-term test on weeks 1 to 6. Cover safety and climate. Use practical questions.

Week 8: Local wildlife and conservation (Part 1)

1. Content: 1. Meaning of wildlife. 2. Local wildlife (common animals and plants). 3. Meaning of conservation.

Define wildlife as animals and plants around. Name local ones like monkeys. Explain conservation as protecting.

2. Performance Objectives: Pupils should be able to: 1. describe wildlife; 2. identify common wildlife around our environment; 3. explain the meaning of conservations.

3.Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of wildlife, watch a video documentary and identify different wildlife in our environment, and participate in class discussion on the meaning of conservation.

ii. Students Activities: Participate in class discussion on the meaning of wildlife, watch a video documentary and identify different wildlife in our environment, and participate in class discussion on the meaning of conservation.

4. Teaching and Learning Resources: Poster, Charts, Pictures, Documentary video on wildlife.

Week 9: Local wildlife and conservation (Part 2)

1. Content (Knowledge and Skill: Knowledge: 4. Importance of conservation. 5. Basic ways of protecting animals. Skill: Identifying local wildlife.

2. Performance Objectives: Pupils should be able to: 4. state the importance of conservation; 5. list ways of protecting wildlife.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils in groups to use posters to identify the importance of conservation, and in groups use posters to brainstorm on the basic needs of animals.

ii. Students Activities: In groups, use posters to identify the importance of conservation, and in groups use posters to brainstorm on the basic needs of animals.

4. Teaching and Learning Resources: Poster, Charts, Pictures, Documentary video on wildlife.

Week 10: Money

1. Content: 1. Meaning of money. 2. Origin of money. 3. Types of money.

Explain money as for buying. Tell origin from barter. Show types like coins, notes.

2. Performance Objectives: Pupils should be able to: 1. explain the meaning of money; 2. discuss the origin of money; 3. identify different types of money.

3. Learning Activities: This is what the teacher and the students will do during the lesson.

i. Teacher Activities: Guide pupils to participate in class discussion on the meaning of money, origin and types, and in groups use charts to identify the uses of money.

ii. Students Activities: Participate in class discussion on the meaning of money, origin and types, and in groups use charts to identify the uses of money.

4. Teaching and Learning Resources: Specimen money, Real money, Posters, Charts, Pictures.

Week 11: Revision

Revise term lessons. Cover environment and money. Use role-plays for recall.

Week 12: Examination

Start term exam. Test third term content.

Week 13: Examination, Marking & Vacation

End exam, mark, record. Vacation starts.

Frequently Asked Questions and Answers About Primary 1 Social and Citizenship Studies Scheme of Work

1. What is the main goal of this scheme of work?

It teaches kids basic social skills and citizenship. They learn about leadership, family, and environment. This builds a good base.

2. How can teachers use resources in lessons?

Use charts and videos to show ideas. For example, a flag poster helps explain symbols. It makes classes interactive.

3. Why include role-playing?

Role-playing helps kids practice skills. Like acting family roles teaches responsibility. It’s fun and sticks better.

4. What if a child misses a week?

Review key points next class. Use simple notes or games to catch up. This keeps everyone on track.

5. How does it link to real life?

Topics like safety teach calling for help. Kids apply it at home. It prepares for daily situations.

6. Are there tests besides exams?

Yes, mid-term tests check progress. Use questions from weeks 1-6. It helps spot weak areas early.

7. Can parents help with this scheme?

Parents can talk about family roles at home. Share cultural stories. It reinforces school learning.

8. Why focus on environment in primary 1?

Kids learn early to care for nature. Planting trees shows impact. It builds lifelong habits.

9. How to make lessons engaging?

Use games and videos. For money, play shop with specimens. Kids stay interested.

10. Where to find more lesson plans?

Check NERDC site for guides. Or teacher forums for tips. It adds to the scheme.

Source: New Revised NERDC Primary 1 Social and Citizenship Studies Curriculum