New Revised NERDC Primary 4 Nigerian History Scheme of Work

The New Revised NERDC Primary 4 Nigerian History Scheme of Work provides teachers with a clear roadmap for delivering history lessons throughout the academic year.

This scheme follows the updated curriculum structure released by NERDC in September 2025. It breaks down complex historical concepts into manageable weekly lessons that build on each other.

The scheme covers eight major topics spread across three terms. Each term has thirteen weeks, including teaching weeks, breaks, and examinations. Teachers get detailed guidance on what to teach, how to teach it, and what resources to use.

Topics start with Nigeria’s diverse peoples and traditional societies. The scheme then moves to colonial administration and regional development. It ends with state creation and historical preservation, helping pupils understand Nigeria’s political evolution.

Performance objectives focus on building tolerance, national unity, and cultural sensitivity. These objectives align with NERDC’s competency-based approach to education. Pupils learn to appreciate diversity while developing critical thinking skills.

The scheme uses practical activities like group discussions, role-plays, and map work. These activities make history relevant and engaging for Primary 4 pupils. Teachers can adapt these activities based on available resources and classroom needs.

Why the Primary 4 Nigerian History Scheme of Work Matters

Teachers need a well-structured scheme of work to deliver effective history lessons. The Primary 4 Nigerian History Scheme of Work provides weekly teaching plans that save preparation time. It ensures teachers cover all required topics without overwhelming pupils with too much information at once.

This scheme helps teachers track progress throughout the year. Each week has clear objectives showing what pupils should achieve. Teachers can assess whether pupils are meeting these objectives before moving forward.

The scheme supports teachers in building 21st-century skills in their pupils. Activities promote collaboration, problem-solving, and critical thinking. These skills prepare pupils for future academic work and responsible citizenship.

Using this scheme ensures consistency across schools teaching the same curriculum. All Primary 4 pupils learn the same core content regardless of location. This standardization helps maintain educational quality throughout Nigeria.

General Objectives of the Primary 4 Nigerian History Scheme of Work

The general objectives of the Primary 4 Nigerian History Scheme of Work include:

1. Identifying major ethnic groups in Nigeria and promoting tolerance among pupils

2. Recognizing traditional societies and their evolution to modern structures

3. Understanding British colonial administrative headquarters and their historical significance

4. Appreciating the implications of creating three early regions in Nigeria

5. Identifying effects of state creation on national unity and citizenship

6. Understanding the creation and role of the Federal Capital Territory

7. Recognizing local and national historical features for environmental literacy

8. Developing cultural sensitivity through historical site preservation awareness

These objectives guide every lesson throughout the academic year. They help teachers focus on building competencies that matter beyond memorizing facts. Pupils develop national identity, patriotism, and respect for diversity.

The objectives connect directly to Nigeria’s educational goals for citizenship development. Teachers use these objectives to design activities that promote unity in diversity. By the end of Primary 4, pupils should appreciate Nigeria’s rich history and their role as informed citizens.

Overview of Primary 4 Nigerian History Scheme of Work Content Coverage

The scheme distributes content logically across three terms with 27 teaching weeks total. Complex topics like colonial administration and state creation get multiple weeks for deeper exploration. Simpler topics like ethnic group identification receive fewer weeks but include engaging activities that reinforce learning.

Each term builds on previous knowledge while introducing new concepts. The first term establishes foundational understanding of Nigeria’s peoples and early political structures.

The second term explores modern political developments and introduces cultural preservation. The third term integrates all topics, helping pupils see connections between different historical events and their current reality.

Read Also: Primary 4 Scheme of Work

New Revised NERDC First Term Primary 4 Nigerian History Scheme of Work

Week 1: Nigerian Peoples

1. Content: Major ethnic groups in Nigeria (Hausa, Yoruba, Igbo) and their locations. Identifying and mapping ethnic diversity.

2. Performance Objectives: Pupils identify major ethnic groups and their locations to promote tolerance.

3. Learning Activities:

i. Teacher Activities: The teacher introduces ethnic groups using maps and stories, the teacher facilitates class discussion on diversity, the teacher shows pictures of different ethnic groups, the teacher explains where each group is located.

ii. Learning Activities: The learners discuss in groups ethnic groups they know, the learners draw simple maps of ethnic locations, the learners share stories about ethnic groups in their community, the learners identify ethnic groups on Nigeria map.

4. Teaching and Learning Resources: Maps of Nigeria showing ethnic distributions, pictures of ethnic attire and cultural symbols, textbook on Nigerian peoples, colored markers for map activities.

Week 2: Nigerian Peoples

1. Content: Cultural practices and contributions of ethnic groups. Comparing similarities and differences among groups.

2. Performance Objectives: Pupils exhibit tolerance by appreciating cultural contributions of other groups.

3. Learning Activities:

i. Teacher Activities: The teacher shows pictures and explains cultural practices, the teacher guides role-play of cultural festivals, the teacher facilitates discussion on contributions of each group, the teacher highlights similarities across ethnic groups.

ii. Learning Activities: The learners role-play cultural festivals, the learners share family stories about ethnic backgrounds, the learners compare cultural practices in groups, the learners create drawings of cultural contributions.

4. Teaching and Learning Resources: Pictures of festivals from different ethnic groups, cultural artifacts like beads and drums, charts showing ethnic contributions to Nigeria, role-play costumes or materials.

Week 3: Nigerian Societies

1. Content: Traditional societies and social structures including family and community roles. Describing societal organization.

2. Performance Objectives: Pupils recognize traditional societies to appreciate historical social evolution.

3. Learning Activities:

i. Teacher Activities: The teacher explains traditional roles using examples, the teacher leads brainstorming session on family structures, the teacher describes community leadership in traditional societies, the teacher compares different traditional societies.

ii. Learning Activities: The learners participate in group discussion on family roles, the learners create posters of community structures, the learners identify roles in their own communities, the learners share stories about traditional practices.

4. Teaching and Learning Resources: Charts of traditional societies and their structures, storybooks on Nigerian communities, whiteboard markers for brainstorming, poster materials.

Week 4: Nigerian Societies

1. Content: Evolution from traditional to modern societies. Analyzing changes in societal norms and practices.

2. Performance Objectives: Pupils appreciate societal changes for better citizenship awareness.

3. Learning Activities:

i. Teacher Activities: The teacher compares past and present societies with timelines, the teacher facilitates debate on societal changes, the teacher explains impacts of modernization, the teacher guides analysis of pros and cons.

ii. Learning Activities: The learners draw timelines of societal changes, the learners debate pros and cons of modern versus traditional norms, the learners identify changes in their communities, the learners present findings on societal evolution.

4. Teaching and Learning Resources: Timeline charts showing societal evolution, pictures of old and new communities, debate guides and question prompts, writing materials for timeline activities.

Week 5: Colonial Administrative Headquarters in Nigeria

1. Content: British colonial headquarters such as Lagos and Calabar. Locating and describing their roles in colonial administration.

2. Performance Objectives: Pupils identify colonial headquarters and their historical significance.

3. Learning Activities:

i. Teacher Activities: The teacher uses maps to show locations of headquarters, the teacher explains colonial administration structure, the teacher describes roles of different headquarters, the teacher discusses why certain cities became headquarters.

ii. Learning Activities: The learners label maps with headquarters locations, the learners discuss impacts on Nigeria, the learners identify headquarters in their region, the learners create lists of colonial administrative centers.

4. Teaching and Learning Resources: Historical maps showing colonial headquarters, pictures of colonial buildings and structures, textbook excerpts on colonialism, labeled maps for pupil activities.

Week 6: Colonial Administrative Headquarters in Nigeria

1. Content: Impacts of colonial administration on Nigerian society. Evaluating positive and negative effects of colonial rule.

2. Performance Objectives: Pupils appreciate administrative changes in Nigeria’s political evolution.

3. Learning Activities:

i. Teacher Activities: The teacher discusses impacts with examples, the teacher guides group research on colonial effects, the teacher facilitates presentation of findings, the teacher balances discussion of positive and negative impacts.

ii. Learning Activities: The learners research in groups one impact of colonialism, the learners present findings to class, the learners list positive and negative effects, the learners discuss colonial legacy in Nigeria.

4. Teaching and Learning Resources: Documentary clips or printed summaries, group research sheets and guidelines, presentation boards or chart paper, reference materials on colonial history.

Week 7: Mid-Term Break

Mid-term break allows pupils to rest. Teachers should conduct a mid-term test covering weeks 1 to 6 before the break. This test assesses pupil understanding of Nigerian peoples, societies, and colonial headquarters.

Week 8: Colonial Administrative Headquarters in Nigeria

1. Content: Transition from colonial to independent administration. Connecting historical events to current governance structures.

2. Performance Objectives: Pupils recognize historical administrative changes for informed citizenship.

3. Learning Activities:

i. Teacher Activities: The teacher links colonial history to independence, the teacher facilitates quiz on key facts, the teacher explains transition process, the teacher discusses changes after independence.

ii. Learning Activities: The learners participate in quiz on colonial facts, the learners draw connections in notebooks, the learners identify changes in governance, the learners discuss independence effects.

4. Teaching and Learning Resources: Quiz sheets with colonial history questions, independence day pictures and materials, linking charts showing colonial to modern transition, notebooks for pupil notes.

Week 9: The Early Regions in Nigeria

1. Content: Creation of three early regions (Northern, Western, Eastern). Describing regional characteristics and boundaries.

2. Performance Objectives: Pupils appreciate the implications of creating three regions.

3. Learning Activities:

i. Teacher Activities: The teacher explains regional creation using maps, the teacher discusses characteristics of each region, the teacher describes reasons for regional division, the teacher facilitates comparison of regions.

ii. Learning Activities: The learners color-code regions on maps, the learners describe one region in pairs, the learners identify their own region, the learners list regional characteristics.

4. Teaching and Learning Resources: Regional maps of Nigeria showing three regions, color pencils for map activities, descriptive worksheets about each region, textbooks on Nigerian political history.

Week 10: The Early Regions in Nigeria

1. Content: Implications of regional division on national development. Analyzing effects on unity and governance.

2. Performance Objectives: Pupils identify effects on national unity from regional creation.

3. Learning Activities:

i. Teacher Activities: The teacher leads analysis of regional implications, the teacher facilitates group discussion on unity, the teacher explains development challenges, the teacher guides creation of unity materials.

ii. Learning Activities: The learners discuss in groups regional impacts, the learners create unity posters, the learners identify unity challenges, the learners suggest solutions for national cohesion.

4. Teaching and Learning Resources: Analysis worksheets with guided questions, poster materials for unity projects, group discussion prompts and guides, examples of regional conflicts and resolutions.

Week 11: Revision

Revision week covers all First Term topics from weeks 1 to 10. Teachers review Nigerian peoples, societies, colonial headquarters, and early regions. Pupils should recall key facts and practice answering questions.

Teacher Activities: The teacher reviews key points from each topic, the teacher conducts mock tests, the teacher addresses areas of difficulty, the teacher prepares pupils for examination.

Learning Activities: The learners participate in review sessions, the learners solve practice questions, the learners ask questions on difficult topics, the learners study revision notes.

Resources: Revision notes summarizing all topics, past question papers for practice, review charts and summaries.

Week 12: Examination

Examination week tests pupil mastery of First Term content. The exam covers Nigerian peoples, societies, colonial administration, and early regions. Questions assess understanding of performance objectives taught throughout the term.

Resources: Examination papers with clear instructions, answer sheets, exam time-table.

Week 13: Examination, Marking & Vacation

This week completes examination administration if needed. Teachers mark examination papers and record results. After marking and recording, pupils go on vacation. Teachers should provide feedback on pupil performance before vacation begins.

New Revised NERDC Second Term Primary 4 Nigerian History Scheme of Work

Week 1: States Creation in Nigeria

1. Content: History of state creation from 12 to 36 states. Sequencing events of state creation over time.

2. Performance Objectives: Pupils identify implications of state creation for national unity.

3. Learning Activities:

i. Teacher Activities: The teacher presents timeline of state creation, the teacher explains reasons for creating more states, the teacher discusses each phase of state creation, the teacher uses maps to show state evolution.

ii. Learning Activities: The learners sequence events on a timeline, the learners discuss local state history, the learners identify when their state was created, the learners create state creation charts.

4. Teaching and Learning Resources: State creation timelines showing all phases, maps showing state evolution from 12 to 36, textbooks on Nigerian political development, timeline materials for pupil activities.

Week 2: States Creation in Nigeria

1. Content: Reasons for state creation including equity and development. Evaluating benefits and challenges of creating new states.

2. Performance Objectives: Pupils appreciate effects on responsible citizenship.

3. Learning Activities:

i. Teacher Activities: The teacher discusses reasons with examples, the teacher guides evaluation of benefits, the teacher facilitates debate on state creation, the teacher explains development implications.

ii. Learning Activities: The learners debate benefits in groups, the learners list challenges of state creation, the learners identify benefits in their state, the learners evaluate state creation impacts.

4. Teaching and Learning Resources: Debate prompts and question guides, example lists of reasons for state creation, evaluation charts for analyzing benefits and challenges, case study materials.

Week 3: States Creation in Nigeria

1. Content: Current states and their capitals. Mapping and memorizing all 36 states and the Federal Capital Territory.

2. Performance Objectives: Pupils recognize state structures for better national awareness.

3. Learning Activities:

i. Teacher Activities: The teacher uses maps to teach state capitals, the teacher conducts quiz on states, the teacher facilitates memorization activities, the teacher organizes mapping exercises.

ii. Learning Activities: The learners label state maps with capitals, the learners quiz partners on states, the learners memorize states and capitals, the learners create flash cards.

4. Teaching and Learning Resources: Nigeria state maps showing all 36 states, flash cards of state capitals, quiz materials, blank maps for labeling activities.

Week 4: Federal Capital Territory in Nigeria

1. Content: Creation and history of Abuja as Federal Capital Territory. Describing its role in promoting national unity.

2. Performance Objectives: Pupils appreciate implications of FCT creation for unity.

3. Learning Activities:

i. Teacher Activities: The teacher explains FCT history with pictures, the teacher discusses role of Abuja, the teacher describes why FCT was created, the teacher facilitates discussion on national unity.

ii. Learning Activities: The learners draw FCT landmarks, the learners discuss unity aspects of FCT, the learners identify reasons for neutral capital, the learners compare FCT to state capitals.

4. Teaching and Learning Resources: Pictures of Abuja landmarks and buildings, historical timelines of FCT creation, drawing materials for landmark activities, maps showing FCT location.

Week 5: Federal Capital Territory in Nigeria

1. Content: Significance of FCT in governance. Analyzing its impact on citizenship and national administration.

2. Performance Objectives: Pupils become informed citizens by understanding FCT’s role.

3. Learning Activities:

i. Teacher Activities: The teacher analyzes FCT impacts on governance, the teacher facilitates role-play of government functions, the teacher explains administrative benefits, the teacher guides essay writing.

ii. Learning Activities: The learners role-play government functions in FCT, the learners write short essays on FCT importance, the learners discuss governance benefits, the learners identify government institutions in Abuja.

4. Teaching and Learning Resources: Role-play props representing government, essay templates and guidelines, governance charts showing federal structure, pictures of government buildings in Abuja.

Week 6: Historical Features and Sites in Nigeria (local)

1. Content: Local historical sites in pupil’s state or region. Identifying and describing local artifacts and features.

2. Performance Objectives: Pupils recognize local features for environmental literacy.

3. Learning Activities:

i. Teacher Activities: The teacher shows local site examples, the teacher guides identification activities, the teacher describes importance of local heritage, the teacher facilitates scrapbook creation.

ii. Learning Activities: The learners identify local sites in their area, the learners create scrapbooks of local features, the learners describe local artifacts, the learners visit nearby historical sites if possible.

4. Teaching and Learning Resources: Local site pictures and photographs, scrapbook materials including glue and paper, field notes or observation guides, maps showing local historical sites.

Week 7: Mid-Term Break

Mid-term break provides rest for pupils. Teachers conduct mid-term test covering weeks 1 to 6 before the break. The test assesses understanding of state creation, FCT, and local historical sites.

Week 8: Historical Features and Sites in Nigeria (local)

1. Content: Importance of preserving local sites. Discussing cultural sensitivity and heritage protection.

2. Performance Objectives: Pupils demonstrate cultural sensitivity in site preservation.

3. Learning Activities:

i. Teacher Activities: The teacher discusses preservation importance, the teacher leads project planning for preservation, the teacher explains threats to local sites, the teacher guides mock preservation activities.

ii. Learning Activities: The learners plan a mock preservation project, the learners share preservation ideas, the learners identify threats to local sites, the learners suggest protection methods.

4. Teaching and Learning Resources: Project planning sheets and templates, preservation videos or printed summaries, examples of preserved sites, planning materials.

Week 9: Historical Features and Sites in Nigeria (national)

1. Content: National historical sites like Benin Walls and Zuma Rock. Locating and describing national features.

2. Performance Objectives: Pupils recognize national features for cultural sensitivity.

3. Learning Activities:

i. Teacher Activities: The teacher uses maps to locate national sites, the teacher describes significance of each site, the teacher explains historical importance, the teacher facilitates description activities.

ii. Learning Activities: The learners locate sites on national maps, the learners describe one national site, the learners identify sites they know, the learners research site backgrounds.

4. Teaching and Learning Resources: National maps showing major historical sites, site pictures and photographs, description worksheets with guided questions, reference books on Nigerian heritage.

Week 10: Historical Features and Sites in Nigeria (national)

1. Content: Role of national sites in history. Analyzing environmental impact and preservation needs.

2. Performance Objectives: Pupils appreciate sites for environmental and historical sensitivity.

3. Learning Activities:

i. Teacher Activities: The teacher analyzes roles of national sites, the teacher facilitates group analysis activities, the teacher discusses environmental impacts, the teacher guides presentations.

ii. Learning Activities: The learners analyze sites in groups, the learners present on one national site, the learners discuss preservation importance, the learners identify environmental threats.

4. Teaching and Learning Resources: Analysis guides with structured questions, presentation materials including chart paper, artifact replicas or pictures, environmental impact case studies.

Week 11: Revision

Revision week covers all Second Term topics from weeks 1 to 10. Teachers review state creation, FCT, and historical sites. Pupils practice questions and clarify doubts.

Teacher Activities: The teacher reviews key points from each topic, the teacher conducts mock tests, the teacher addresses difficult areas, the teacher prepares pupils for examination.

Learning Activities: The learners participate in review sessions, the learners solve practice questions, the learners study revision notes, the learners ask clarification questions.

Resources: Revision notes summarizing all topics, past question papers, review charts and summaries.

Week 12: Examination

Examination week tests Second Term content mastery. The exam covers state creation, FCT, and historical sites. Questions assess performance objectives from the term.

Resources: Examination papers with clear instructions, answer sheets, examination timetable.

Week 13: Examination, Marking & Vacation

This week completes examination if needed. Teachers mark papers and record results. After marking and recording, vacation begins. Teachers provide feedback on performance.

New Revised NERDC Third Term Primary 4 Nigerian History Scheme of Work

Week 1: Historical Features and Sites in Nigeria (national)

1. Content: Preservation strategies for national sites. Planning basic preservation efforts and protection methods.

2. Performance Objectives: Pupils demonstrate historical and cultural sensitivity through preservation ideas.

3. Learning Activities:

i. Teacher Activities: The teacher teaches preservation methods, the teacher guides planning activities, the teacher explains conservation techniques, the teacher facilitates drawing of preservation plans.

ii. Learning Activities: The learners plan preservation for a national site, the learners draw preservation plans, the learners suggest protection methods, the learners discuss conservation importance.

4. Teaching and Learning Resources: Preservation charts showing methods, drawing materials for planning activities, site examples needing preservation, conservation guidelines.

Week 2: Historical Features and Sites in Nigeria (national)

1. Content: Integration of sites into national identity. Connecting sites to personal citizenship and pride.

2. Performance Objectives: Pupils appreciate sites’ role in fostering unity and sensitivity.

3. Learning Activities:

i. Teacher Activities: The teacher connects sites to national identity, the teacher facilitates reflection activities, the teacher discusses pride and heritage, the teacher guides journal writing.

ii. Learning Activities: The learners reflect in journals on site importance, the learners share personal connections to sites, the learners discuss identity aspects, the learners express pride in heritage.

4. Teaching and Learning Resources: Journals for reflection writing, reflection prompts and questions, identity charts linking sites to citizenship, writing materials.

Week 3: Integration of All Topics (Nigerian Peoples and Societies)

1. Content: Review of ethnic diversity and societal evolution. Synthesizing knowledge for promoting unity.

2. Performance Objectives: Pupils promote national unity by integrating topics.

3. Learning Activities:

i. Teacher Activities: The teacher reviews and synthesizes previous topics, the teacher leads integration discussion, the teacher facilitates mind mapping, the teacher connects peoples and societies themes.

ii. Learning Activities: The learners create mind maps linking topics, the learners discuss connections between themes, the learners identify unity lessons, the learners synthesize learning.

4. Teaching and Learning Resources: Mind map templates and materials, review charts of previous topics, linking materials, synthesis guides.

Week 4: Integration of All Topics (Colonial and Regional Developments)

1. Content: Review of colonial and regional history. Analyzing political evolution across topics.

2. Performance Objectives: Pupils recognize historical changes across topics.

3. Learning Activities:

i. Teacher Activities: The teacher analyzes links between colonial and regional topics, the teacher facilitates group synthesis, the teacher guides analysis activities, the teacher connects historical events.

ii. Learning Activities: The learners participate in group analysis of links, the learners present synthesis findings, the learners identify political evolution patterns, the learners discuss connections.

4. Teaching and Learning Resources: Link charts showing connections, presentation boards for group work, analysis guides with questions, historical timelines.

Week 5: Integration of All Topics (State Creation and FCT)

1. Content: Review of state and FCT creation. Evaluating impacts on citizenship and development.

2. Performance Objectives: Pupils appreciate implications for responsible citizenship.

3. Learning Activities:

i. Teacher Activities: The teacher evaluates impacts of state creation and FCT, the teacher facilitates debate on integrated impacts, the teacher guides summary writing, the teacher connects to citizenship.

ii. Learning Activities: The learners debate integrated impacts of political changes, the learners write summaries connecting topics, the learners evaluate overall development, the learners discuss citizenship implications.

4. Teaching and Learning Resources: Debate guides with structured questions, summary sheets and templates, evaluation charts, citizenship connection materials.

Week 6: Integration of All Topics (Historical Sites)

1. Content: Review of local and national sites. Demonstrating environmental and cultural sensitivity.

2. Performance Objectives: Pupils demonstrate environmental and cultural sensitivity.

3. Learning Activities:

i. Teacher Activities: The teacher reviews all historical sites covered, the teacher leads integrated site project, the teacher facilitates sharing of projects, the teacher connects preservation to citizenship.

ii. Learning Activities: The learners create integrated site projects, the learners share project findings, the learners demonstrate preservation understanding, the learners express cultural sensitivity.

4. Teaching and Learning Resources: Project materials including paper and markers, site maps showing local and national features, sharing presentation materials, preservation guidelines.

Week 7: Mid-Term Break

Mid-term break allows rest before final revision. Teachers may conduct mid-term assessment covering weeks 1 to 6. This assessment checks integration understanding and topic synthesis.

Week 8: Overall Curriculum Integration

1. Content: Holistic view of Nigerian history across all topics. Applying knowledge to real-life situations.

2. Performance Objectives: Pupils achieve comprehensive understanding of curriculum goals.

3. Learning Activities:

i. Teacher Activities: The teacher provides holistic review of year’s work, the teacher facilitates real-life applications, the teacher guides scenario analysis, the teacher connects all themes.

ii. Learning Activities: The learners apply learning in real-life scenarios, the learners participate in group projects, the learners demonstrate comprehensive understanding, the learners connect history to present.

4. Teaching and Learning Resources: Scenario cards for application activities, project supplies for group work, comprehensive review materials, integration charts.

Week 9: Overall Curriculum Integration

1. Content: Key historical narratives and themes. Storytelling and reflection on yearly learning.

2. Performance Objectives: Pupils reflect on history for personal growth.

3. Learning Activities:

i. Teacher Activities: The teacher guides storytelling activities, the teacher facilitates reflection sessions, the teacher encourages personal connections, the teacher summarizes key narratives.

ii. Learning Activities: The learners tell historical stories learned, the learners reflect in groups on learning, the learners share personal growth insights, the learners express understanding through stories.

4. Teaching and Learning Resources: Story prompts and guides, reflection journals for group work, storytelling materials, narrative summaries of key themes.

Week 10: Overall Curriculum Integration

1. Content: Connections to current events. Critical thinking on history’s relevance to today.

2. Performance Objectives: Pupils connect history to present for informed views.

3. Learning Activities:

i. Teacher Activities: The teacher links historical topics to current events, the teacher facilitates critical discussion, the teacher guides poster creation, the teacher promotes informed citizenship.

ii. Learning Activities: The learners discuss connections between history and present, the learners create posters showing relevance, the learners express informed views, the learners apply historical lessons.

4. Teaching and Learning Resources: Current event clippings or summaries, poster materials for final projects, discussion guides, relevance connection charts.

Week 11: Revision

Revision week covers all Third Term and full-year topics. Teachers provide comprehensive review of Nigerian history covered in Primary 4. Pupils prepare thoroughly for final examination.

Teacher Activities: The teacher conducts comprehensive review of all terms, the teacher administers mock exams, the teacher addresses all areas of difficulty, the teacher prepares pupils for final examination.

Learning Activities: The learners participate in extensive review sessions, the learners practice with past questions, the learners study full-year notes, the learners clarify all doubts.

Resources: Full-year revision notes, mock examination papers, comprehensive review charts, summary materials from all terms.

Week 12: Examination

Examination week tests Third Term and cumulative yearly content. The exam assesses mastery of all objectives from Nigerian peoples to historical sites. Questions cover knowledge and skills from the entire Primary 4 history curriculum.

Resources: Examination papers covering all topics, answer sheets, examination timetable.

Week 13: Examination, Marking & Vacation

This week completes final examination administration. Teachers mark all examination papers and record final results. After marking and recording, pupils begin their annual vacation. Teachers should provide comprehensive feedback on yearly performance and suggest areas for improvement in the next class.

Frequently Asked Questions and Answers About Primary 4 Nigerian History Scheme of Work

1. What topics does the Primary 4 Nigerian History Scheme of Work cover?

The scheme covers eight main topics spread across three terms. First term includes Nigerian peoples, societies, colonial headquarters, and early regions. Second term covers state creation, FCT, and historical sites. Third term integrates all topics and connects them to current citizenship. Each topic builds on previous knowledge to create comprehensive understanding.

2. How many teaching weeks are in each term?

Each term has nine teaching weeks for actual lesson delivery. Week 7 is mid-term break, week 11 is revision, and weeks 12-13 are for examinations and vacation. This structure gives teachers enough time to cover content without rushing. Pupils get adequate breaks and revision time before exams.

3. What resources do teachers need for this scheme of work?

Teachers need basic resources like maps of Nigeria, pictures of historical sites, and chart paper. Most resources are locally available and low-cost to ensure accessibility. Textbooks, markers, and simple craft materials work well for activities. Teachers can adapt resources based on what their school provides.

4. How does this scheme promote national unity?

The scheme emphasizes tolerance, cultural sensitivity, and appreciation of diversity throughout all topics. Pupils learn about different ethnic groups, regional developments, and national symbols. Activities encourage respect for all Nigerians regardless of background. Performance objectives specifically target unity and responsible citizenship development.

5. Can teachers adjust the scheme to their classroom needs?

Yes, teachers can adapt activities to fit their specific classroom situations. The scheme provides a framework but allows flexibility in implementation. Teachers should maintain the same performance objectives while adjusting teaching methods. Local examples and available resources can replace suggested materials when needed.

6. What teaching methods work best with this scheme of work?

The scheme emphasizes active learning through group discussions, role-plays, and hands-on activities. Teachers should facilitate rather than just lecture to pupils. Map work, storytelling, and project-based learning engage pupils effectively. These methods develop critical thinking while making history relevant and interesting.

7. How should teachers assess pupil progress?

Teachers should conduct mid-term tests after week 6 each term. Continuous assessment through class activities, group work, and participation helps track progress. End-of-term examinations measure mastery of performance objectives. Teachers should also observe pupils during activities to assess skill development.

8. What makes this scheme different from previous versions?

This revised scheme follows the new NERDC curriculum released in September 2025. It emphasizes competency-based learning rather than just memorization. The scheme integrates transversal skills like collaboration and critical thinking. Topics connect more clearly to citizenship development and national values.

9. How does the scheme address cultural sensitivity?

Cultural sensitivity appears throughout the scheme, especially in topics on ethnic groups and historical sites. Pupils learn to appreciate diverse cultures without bias. Activities encourage respect for all Nigerian traditions and heritage. The scheme teaches preservation of cultural artifacts and historical features.

10. What should teachers do during revision weeks?

Revision weeks help pupils review all topics covered in the term. Teachers should summarize key points, conduct practice tests, and address areas of difficulty. Pupils should ask questions and clarify doubts before examinations. Mock tests help pupils prepare for the actual examination format and questions.

Source: New Revised NERDC Primary 4 Nigerian History Curriculum