New Revised NERDC Primary 4 Social and Citizenship Scheme of Work

Week 1: National Identity – Meaning

1. Content: Knowledge: Definition as sense of belonging to Nigeria. Skill: Expressing identity.

2. Performance Objectives: Pupils should achieve: Define national identity; state its elements.

3. Learning Activities:

i. Teacher Activities: The teacher explains with symbols, The teacher facilitates sharing.

ii. Learning Activities: The learners share what makes them Nigerian.

4. Teaching and Learning Resources: National flag represents Nigerian identity visually. Identity charts outline elements of national belonging.

Week 2: National Pledge – Meaning and Importance

1. Content: Knowledge: Text and meaning; importance for loyalty. Skill: Reciting and interpreting.

2. Performance Objectives: Pupils should achieve: Recite pledge; explain importance.

3. Learning Activities:

i. Teacher Activities: The teacher leads recitation, The teacher discusses lines.

ii. Learning Activities: The learners recite in groups, The learners interpret meanings.

4. Teaching and Learning Resources: Pledge text provides accurate wording for recitation. Audio recording supports proper pronunciation and rhythm.

Week 3: National Anthem – Meaning and Importance

1. Content: Knowledge: Stanzas and meaning; importance for unity. Skill: Singing and analyzing.

2. Performance Objectives: Pupils should achieve: Sing anthem; explain importance.

3. Learning Activities:

i. Teacher Activities: The teacher teaches singing, The teacher analyzes lyrics.

ii. Learning Activities: The learners sing together, The learners discuss unity message.

4. Teaching and Learning Resources: Anthem lyrics enable accurate learning of words. Musical instruments enhance singing experience.

Week 4: Coat of Arms – Description

1. Content: Knowledge: Symbols (eagle, horses) and meanings. Skill: Drawing and describing.

2. Performance Objectives: Pupils should achieve: Describe coat of arms; draw it.

3. Learning Activities:

i. Teacher Activities: The teacher shows image, The teacher guides description.

ii. Learning Activities: The learners draw and label parts.

4. Teaching and Learning Resources: Coat of arms picture provides clear reference image. Drawing paper enables artistic representation.

Week 5: Tolerance – Meaning and Importance

1. Content: Knowledge: Definition as accepting differences; importance for peace. Skill: Practicing tolerance.

2. Performance Objectives: Pupils should achieve: Define tolerance; state importance.

3. Learning Activities:

i. Teacher Activities: The teacher uses stories to illustrate, The teacher leads debate.

ii. Learning Activities: The learners debate on tolerance scenarios.

4. Teaching and Learning Resources: Story books demonstrate tolerance through narratives. Debate topics structure discussion of accepting differences.

Week 6: Respect for Others’ Opinions and Religion

1. Content: Knowledge: Ways to show respect (listening, non-discrimination). Skill: Demonstrating respect.

2. Performance Objectives: Pupils should achieve: List ways to respect; role-play.

3. Learning Activities:

i. Teacher Activities: The teacher facilitates role-play, The teacher summarizes values.

ii. Learning Activities: The learners role-play respectful interactions.

4. Teaching and Learning Resources: Scenario cards provide situations for practicing respect. Role-play props support dramatic learning activities.

Week 7: Mid-Term Break

Mid-term test should be conducted covering topics from Week 1 to Week 6.

Week 8: Community Development Projects – Meaning

1. Content: Knowledge: Definition as initiatives for improvement. Skill: Identifying projects.

2. Performance Objectives: Pupils should achieve: Define projects; give examples.

3. Learning Activities:

i. Teacher Activities: The teacher explains with local examples, The teacher discusses.

ii. Learning Activities: The learners list local projects in groups.

4. Teaching and Learning Resources: Pictures of projects show community improvements. Maps help identify local development initiatives.

Week 9: Examples of Community Projects (Wells, Roads, Schools)

1. Content: Knowledge: Specific examples and benefits. Skill: Evaluating projects.

2. Performance Objectives: Pupils should achieve: Name examples; explain benefits.

3. Learning Activities:

i. Teacher Activities: The teacher shows photos, The teacher guides analysis.

ii. Learning Activities: The learners research and present one project.

4. Teaching and Learning Resources: Photos display various community development projects. Research materials support independent investigation.

Week 10: Pupils’ Participation in Community Service (Cleaning, Tree Planting)

1. Content: Knowledge: Ways pupils can contribute. Skill: Planning participation.

2. Performance Objectives: Pupils should achieve: List ways to participate; plan an activity.

3. Learning Activities:

i. Teacher Activities: The teacher organizes mock planning, The teacher supervises.

ii. Learning Activities: The learners plan a class service activity.

4. Teaching and Learning Resources: Planning sheets organize student community service ideas. Service tools enable practical participation.

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 Primary 4 Pre-Social and Citizenship Scheme of Work

1. What topics are covered in the Primary 4 Pre-Social and Citizenship scheme of work?

The scheme of work covers constitution, citizenship rights and responsibilities, leadership, democracy, conflict resolution, environmental pollution, national symbols, and community development. Each term focuses on different aspects of civic education. Topics progress from basic concepts to more complex civic participation skills.

2. How can teachers use this scheme of work effectively in the classroom?

Teachers should follow the weekly structure and adapt activities to their classroom context. Use the suggested teaching resources and learning activities for each lesson. Plan ahead by reviewing performance objectives and preparing materials before each week begins.

3. What teaching resources are needed for this curriculum?

Basic resources include textbooks, charts, pictures, and role-play props. Many lessons use simple materials like drawing paper, voting ballots, and scenario cards. Teachers can adapt resources based on availability while maintaining lesson objectives.

4. How does this scheme of work align with NERDC standards?

The curriculum follows NERDC guidelines for Primary 4 civic education. Content coverage matches approved topics for pre-social and citizenship education. Performance objectives align with national learning outcomes for this grade level.

5. What are the key competencies pupils develop through this scheme of work?

Pupils develop citizenship awareness, respect for law, leadership skills, and environmental literacy. The curriculum builds values like tolerance, responsibility, and national pride. Pupils learn practical skills for community participation and conflict resolution.

6. How should teachers assess pupil learning using this scheme of work?

Teachers can use the performance objectives to create assessment tasks. Mid-term tests cover weeks 1-6, while end-of-term exams assess the full term’s content. Observe pupils during learning activities to evaluate skill development.

7. Can this scheme of work be adapted for different classroom sizes?

Yes, teachers can modify group activities for smaller or larger classes. The core content and objectives remain the same regardless of class size. Adjust the number of groups and pairs based on available space and pupil numbers.

8. What makes this scheme of work different from older curriculum guides?

This revised scheme of work includes current Nigerian leaders and contemporary civic issues. It emphasizes practical skills and values development alongside knowledge acquisition. The structure supports interactive, pupil-centered learning methods.

9. How much time should teachers spend on each weekly topic?

Each topic is designed for one week of instruction with typical class periods. Teachers can extend activities if pupils need more time to master objectives. The scheme of work provides flexibility within the weekly structure.

10. Where can teachers find additional support for using this scheme of work?

Teachers can consult NERDC curriculum guides and lesson plans for more details. Collaborate with colleagues teaching the same grade level for ideas. Use online resources and teacher forums to share strategies for effective delivery.

Source: New Revised NERDC Third Term Primary 4 Social and Citizenship Curriculum