Lagos State Scheme of Work For Primary 1 1 1

MATHEMATICS
PRIMARY I
FIRST TERM
THEME: NUMBER AND NUMERATION
SUB- THEME: WHOLE NUMBER
ACTIVITIES TEACHING AND
WEEK
TOPIC PERFORMANCE CONTENT EVALUATION

LEARNING
OBJECTIVES TEACHER PUPILS GUIDE
MATERIALS
1 Whole number Pupils should be able 1. Sorting and 1. Mixes the 1. Sort them Counters:- Pupils to:
1-5. I to: classifying objects collections and ask according to the 1. Stones, 1. sort given
1. sort and classify leading to idea of 1- pupils to sort them types. 2. Beans, numbers of objects
numbers of objects in 5. according to types. 2. Sort and classify 3. Bottle tops, from a collection.
a group or collection. 2. Identification of 2. Guides pupils to the mixed 4. Buttons 2. arrange given
2. identify number of numbers of objects form groups; one for collections by 5. Leaves, numbers, number
objects in a group or 1-5. stones, two for forming groups for 6. Nylon bags, of objects from a
collection. 3. Reading of bottle tops, three for objects e.g. number card etc. collection together.
3. count correctly up numbers 1-5. beans, four for Pick a stone, pick 3. read given
to 5. buttons and five for two bottle tops etc. numbers 1-5 on the
balls. 3. Read the numbers board.
3. Asks pupils to 1-5.
show one bottle top,
2 bottle tops up to 5
bottle tops.
2 Whole number Pupils should be able 1. Writing of 1. Reads numbers 1- 1. Writes the Counters: Pupils to:
1-5 II to: numbers 1-5. 5. numbers 1-5 in 1. Stones 1. write number 1-
1. write correctly 2. Ordering of 2. Guides pupils to exercises book. 2. Beans 5 on the board and
numbers 1-5. number 1-5. write the numbers in 2. Uses counters to 3. Bottle tops, in their exercise
2. arrange numbers 1- order in their books arrange objects in 4. Buttons, book.
5 in order of their and arrange magnitude or 5. Leaves 2. arrange given
magnitudes numbers in order of ordering form. 6. Nylon bags, numbers in order of
(qualities) their magnitude 7. Number cards etc. their magnitude.
using counters and
other objects.
1
MATHEMATICS
PRIMARY I
FIRST TERM
WEEK

LEARNING
MATERIALS
3 Whole number Pupils should be able Symbol 0 1. Guides pupils to 1. Put the stone into 1. Stone. Pupils to:
0 (zero) to: put one stone in one the bags as directed 2. Seeds 1. remove objects
1. recognize that the bag, two stones in by the teacher. 3. Bottle covers, from the bags till
symbol 0 stands for the sack bag and 4. Nylon bags or any nothing is left in
nothingness; three stones in the other container the bags.
2. read the number 0 third bag and none 2. writes and
3. write the number in the fourth bag. pronounce the
0. 2. Recognize the number 0.
symbol 0 3. give an example
3. Write the number in the home of zero
0. situation etc.
4. Remove the
stones in each bag
until there is no
stone left.
4 Whole number Pupils should be able 1. Sorting and 1. Guides pupils to 1. Sorts and classify Counters:- Pupils to:
6- 9 to: classifying objects mix the collection the mixed collection Balls, pebbles, 1. arrange given
1. sorts and classify leading to idea of 6- and sort out the of ball, collection of buttons, bottle tops, numbers of objects
numbers of objects in 9. balls, pebbles, bottle pebbles etc. leaves and orange from a collection
a group or collection. 2. Identification of tops and buttons 2. Identify the etc. together.
2. identify number of numbers 6-9 together. numbers 6-9 Flash card of 2. identify numbers
objects in a group or 2. Guides pupils to through the numbers 1-9 etc. 6-9.
collection. classify each group activities and the 3. read number 1-9
of similar objects as uses of flash card. on board and flash
follows:- cards.
a. count out five
balls.
b. add one ball to it.
2
MATHEMATICS
PRIMARY I
FIRST TERM
WEEK

LEARNING
MATERIALS
5 Whole number Pupils should be able 1. Counting and 1. Guides pupils to 1. Count and read 1. Flash cards of Pupils to:
6- 9 to: reading numbers 1-9 recognize this as 6 numbers 1-9 on the numbers 1-9 etc. 1. read numbers 1-
1. count and read 2. Writing of 6-9 i.e. 5 balls and I ball board and flash 2. Flash cards of 9 on board and
correctly from 1-9. 3. Ordering numbers gives 6. cards. numbers 1-9 etc. flash card.
2. write correctly 6-9. 2. Count out 6 2. Writes the 3. Flash cards of 2. write numbers 1-
numbers 6-9. pebbles and add 1 number 1-9. numbers 1-9 etc. 9 on the
3. arrange the number pebbles to it and 3. Uses collections board/exercise
6-9 in order of their lead them to of objects to arrange books.
magnitude recognizes it as 7, numbers in 3. order numbers 1-
(quantities). up to 9 buttons etc. magnitude or in 9 in their
3. Guides pupils to ordering form. magnitude.
read the numbers 1-
9.
4. Guides pupils to
write the numbers 6-
9.
5. Arranges the
numbers in order of
their magnitude
using objects such
as balls, pebbles etc
in a collection.
6. Leads pupils to
write the numbers in
order of their
magnitudes.
3
MATHEMATICS
PRIMARY I
FIRST TERM
WEEK

LEARNING
MATERIALS
6 Whole number Pupils should be able 1. Recognition of 10 1. Leads pupils to 1. Sorts the Counter:- Pupils to:
10 to: as a group. recognize 10. collection in 8, 9 Bottle tops, 1. bring ten objects
1. recognize 10 as a 2. Use of place 2. Record of number and 10. Buttons, from a collection.
group. value- tens and unit 10 on board. 2. Recognizes Balls 2. read and write
2. uses idea of place (i.e. T. U). 3. Leads them to write number 10. Toes and fingers 10, 11, 12, 13 up to
value limited to tens 10. 3. Read the number etc. 20 in T and U.
and units. 4. Gives a group of 11 10.
bottle tops, 12 buttons 4. Write the number
and 13 balls to pupils 10.
up to 20 balls. 5. Count 11 bottle
5. Asks them to group tops, 12 buttons, 13
each in tens and keep objects, 13 balls up
the remainder by the to 20 objects.
side. 6. Count values
6. Leads pupils to under tens and units
recognize that 11 (i.e. T.U).
bottle tops is 1 group 7. Write value under
of ten and T.U
i. This is called eleven.
ii. 12 buttons is 1
groups of ten and 2
buttons (called
twelve).
7. Guides pupils to
carryout similar
activities for 13 balls
up to 20 balls thus 11=
1 ten and 1 unit.
4
MATHEMATICS
PRIMARY I
FIRST TERM
WEEK

LEARNING
MATERIALS
7. Whole number Pupils should be able 1. Identification 1. Uses the teaching 1. Read numbers 1-99. Flash cards of Pupils to:
1- 99. to: and reading of resources to assist 2. Write numbers 1-99. numbers etc. 1. identify and
1. identify and read numbers 1-99. pupils identify and read correctly
correctly the numbers 2. Writing of read the numbers 1-99. given numbers
1-99. numbers 1-99. 2. Guides pupils to between 1-99.
2. write correctly the write numbers 1-99. 2. write correctly
numbers 1-99. the numbers 1-99.
8 Fractions. Pupils should be able Identification of ½ 1. Presents each object 1. Practice writing of 1. Oranges, Pupils to:
to: and ¼ using as one whole. such objects into 1 and 2. Apples, 1. cut given
identify ½ and ¼ concrete objects 2. Cuts and divides an ¼. 3. Paper oranges into given
using concrete and shapes. object into two equal 2. Match drawings of ½ 4. Cutting of parts;
objects and shapes. parts, and explains that and ¼ of objects on the shapes. 2. label given
each part is ½. board with cutting of ½ * Squares drawing of halves
3. Cuts on objects (e.g. and ¼ * Rectangle and quarters of
an orange) into four 3. Draw whole shapes * Circle. objects and
equal parts and (e.g. squares, circles) 4. Coloured pencils shapes.
explains that each part and their corresponding and pair of 3. fold rectangular
is ¼. values and quarters in scissors. or circular shapes
4. Asks pupils to their exercises books. into halve and
colour half and one 4. Colour ½ and ¼ of quarters;
quarter of shapes in shapes in their 4. colour ½ and ¼
their workbooks. workbooks. of given shapes;
5. Gives examples of 5. gives examples
things that can be of things that can
shared into ½ and ¼. be shared into ½
6. Suggest reasons for and ¼.
sharing things into ½
and ¼.
5
MATHEMATICS
PRIMARY I
FIRST TERM
WEEK

LEARNING
MATERIALS
9 Addition I Pupils should be Addition through 1. Guides pupils to group 1. Group objects 1. Oranges. Pupils to:
able to:- practical work. the objects into ones, twos, into ones, twos, 2. Balls 1. add given
1. add two whole i. Addition of whole threes, and fours to form threes and fours to 3. Leaves whole numbers.
numbers from 1 to 3 numbers with sum sum less than 5 e.g. 2 balls form sums less than 4. Bottle tops 2. add two or
with sum less than less than 5. and 2 pencils gives 4. 5 and count the 5. Number beads three given
5. ii. Addition of 2. Groups objects up to total. etc. whole numbers
2. add two or three whole numbers with nine to form sum less than 2. Combine two or less than 10.
whole numbers from sum less than 10. 10 e.g. 5 oranges and 2 more similar objects 3. add two or
1 to 8 with sum not iii. Addition of oranges. less than 10 and three given
up to 10. whole numbers with 3. Groups object from 1-9 count the total. whole numbers
3. add two or three sum less than 18. with sum not greater than 3. Combine two or less than 18.
numbers from 0 to 9 18 e.g. a bean seeds and 8 three similar objects
with sum not greater beans seed gives 17 bean less than 18 and
than 18. seeds. count the total.
10 Addition II Pupils should be 1. Addition of items 1. Groups objects into tens, 1. Combine two 1. Oranges. Pupils to:
able to: of 2 digit whole elevens, twelve etc with groups of 2-digit 2. Balls 1. add 2-digit
1. add 2- digit whole numbers. sum not greater than 40 numbers less than 3. Leaves numbers and
numbers with sum 2. Whole numbers e.g. 22 leaves and 14 40 and count the 4. Bottle tops record their
not greater than 40 with sum not greater leaves give 36 leaves. total. 5. Number beads results.
without exchanging than 40. 2. Emphasizes corrections 2. Cross check etc. 2. mention three
or remaining. in addition so as to value accuracy in everyday
2. cross check precision. prevision addition. activities where
numeracy in 3. Leads pupils to give 3. Gives examples accuracy is
addition is readable. examples of everyday life in everyday life necessary.
where accuracy is required. where accuracy of
addition is needed.
11 REVISION
12 EXAMINATION
6
MATHEMATICS
PRIMARY I
SECOND TERM

ACTIVITIES
WEEK
TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

OBJECTIVES LEARNING GUIDE
TEACHER PUPILS
MATERIALS
1 Revision of first Pupils should be Writing numbers 1. Organizes games 1. Play games to Objects for Pupils to:
term’s work. able to: 1-5 to reinforce and reinforce counting and cards write numerals 1-5
1. recall what has indicate recognition recognition of with numerals 1-5 correctly.
been taught. of number 1-5. numbers. to practice and play
2. write 1-5 2. Practices recalling; 2. Play games and games.
correctly. play games with practice recalling
numbers names and the numerals 1-5
numerals 1-5. with their number
names.
7
MATHEMATICS
PRIMARY I
SECOND TERM

ACTIVITIES
WEEK

TEACHER PUPILS
MATERIALS
2 Subtraction Pupils should be 1. Subtraction from 1. Guides pupils to group a 1. Group objects such 1. Stones. Pupils to:
able to: whole numbers not particular set of objects e.g. as oranges, stones etc 2. Oranges. 1. subtract given
1. subtract from greater than 9. oranges into 1, 2, 3, 4, 5, 6, into 1, 2, 3,4, 5,6 7, 8 3. Bean seed. whole numbers
whole numbers not 2. Subtraction from 7, 8 and 9. and 9. 4. Balls not greater than 9.
greater than 9. whole numbers not 2. Leads pupils to take a 2. Count one given 5. Bottle tops. 2. subtract given
2. subtract from greater than 18. group of objects and take group of objects and 6. Number beads whole numbers
whole numbers not away a lesser number of remove a lesser etc. not greater than
greater than 18. the same objects from the number of the same 18.
3. cross check group e.g. in a group of 8 objects from the 3. mention two
accuracy in oranges take away 6 group. examples of
subtraction. oranges. 3. Group objects such everyday
3. Guides pupils to group a as bean seed into 18, activities where
particular objects e.g. bean 17,16,15,14, 13 accuracy in
seed into sets of 18, 12,11,10,9,8. subtraction is
17,16,15,14, 13 4. Count one given needed.
12,11,10,9,8. group of objects and
4. Guides pupils to count a remove a lesser
group of objects and take number of the same
away a lesser number of object from the group.
the same objects from the 5. Give examples of
group e.g. in a group of 16 everyday life where
bean seed take away 10 accuracy in
bean seeds. subtraction is needed.
5. Leads pupils to give
examples of everyday life
where accuracy of
subtraction is required.
6. Emphasizes the
importance of accuracy of
subtraction in everyday
activities.
8
MATHEMATICS
PRIMARY I
SECOND TERM

ACTIVITIES
WEEK

TEACHER PUPILS
MATERIALS
3 Addition Pupils should be 1. finding missing 1. Guides pupils to take a 1. Group an objects 1. Pebbles. Pupils to:
able to: numbers e.g. set of objects and into two, of 2. Oranges. Find missing
find missing 8 + =9 constitute two groups of unequal numbers 3. Balls numbers in a given
numbers in a 7 + =9 known unequal numbers. 2. Count the 4. Bottle tops statement.
statement. 5 + =8 2. Guides pupils to count number of objects 5. Number beads
the smaller group and in group and etc.
determine the number of determine the
objects to be added to number of objects
obtain the number in the to be added to
bigger groups e.g. obtain the number
8+ =9. in a bigger group.
4 Addition II Pupils should be Finding missing 1. Emphasizes the need 1. Cross check the 1. Pebbles. Pupils to:
able to: nubmers e.g. for correct addition in need for accuracy 2. Oranges. mention four areas
cross check the 8 + =9 everyday activities. in addition in 3. Balls where accuracy of
correctness of 7 + =8 2. Guides pupils to give everyday activities. 4. Bottle tops addition is required
addition in 5 + =7 examples of everyday 2. Give examples 5. Number beads in daily life.
everyday life. activities where accuracy of activities. etc.
of addition is needed. Requiring accuracy
of addition.
5 Subtraction I Pupils should be Finding missing 1. Guides pupils to take a 1. Group an object 1. Pebbles. Pupils to:
able to: nubmers e.g. set of objects and into two of unequal 2. Oranges. find missing
find missing 8 - =4 constitute two groups of numbers. 3. Balls numbers in a given
numbers in a 7 - =5 known unequal numbers 2. Count the 4. Bottle tops statement.
statement. 5 - =3 2. Guides pupils to count number of objects 5. Number beads
the bigger group and in group and etc.
determine the number of determine the
object to be subtracted to number of objects
obtain the number in the to be added to
bigger groups e.g.8- =3 obtain the number
in the bigger group.
9
MATHEMATICS
PRIMARY I
SECOND TERM

ACTIVITIES
WEEK

TEACHER PUPILS
MATERIALS
6 Subtraction Pupils should be Finding missing 1. Emphasizes the 1. Cross check 1. Pebbles. Pupils to:
able to: nubmers e.g. need for correct subtraction for 2. Oranges. mention four areas
cross check the 8- =4 additions and accuracy. 3. Balls where accuracy of
correctness of 7- =5 subtraction in 2. Gives examples 4. Bottle tops subtraction is
subtraction in 5- =3 everyday activities. of activities 5. Number beads required in daily
everyday life. 2. Guides pupils to requiring accuracy etc. life.
give examples of of subtraction.
everyday activities
where accuracy of
subtraction is needed.
THEME: ALGEBRAIC PROCESSES
SUB-THEME: ALGEBRAIC OPERATIONS
7 Open Sentences I Pupils should be Open sentences Guides pupils to find Solve series of 1. Bottle tops. Pupils to:
able to: missing numbers in problems involving 2. Number cards. solve given
find missing an open sentence open sentences. problems in an open
numbers in open examples:- sentences.
sentences. 1+ =3
2 + =5
8 Open Sentences II Pupils should be Open sentecnes. Guides pupils to Solve simple 1. Bottle tops. Pupils to:
able to: solve simple open related open 2. Number cards. find simple numbers
solve simple sentences. sentences. 3. Dot cards. in open sentences.
related open 4. Pupils etc.
sentences.
10
MATHEMATICS
PRIMARY I
SECOND TERM
THEME: MENSURATION AND GEOMETRY

SUB- THEME: PRIMARY MEASURES
ACTIVITIES
WEEK

TEACHER PUPILS
MATERIALS
9 Money I Pupils should be 1. Nigerian coin 1. Leads pupils 1. Engage in 1. Actual coins. Pupils to:
able to: 25k, 10k, 15k, 1k through various sorting of coins 2. Model coins or 1. give a collection
1. recognize and 1/2 k. activities to into various paper coin of coins.
different 2. Sum two or three recognizes the denominations 3. Tracing paper 2. identify some as
denomination of coin. different from the 4. Brown paper. specified by the
Nigerian coins. demoniations of collections of coin. 5. White paper teacher.
2. add coins to Nigerian coins. 2. Identify the 6. Crayon
obtain sums not 2. Devises suitable different
exceeding 25k. games for pupils to denominations.
play in order to
recognizes the coins
10 Money II Pupils should be 1. Shopping with a 1. Uses flash card to 1. Practice addition 1. Actual coins. Pupils to:
able to: 10k piece and show addtion of coins with sum not 2. Model coins or 1. do simple
1. Calculate change reciving change. e.g. exceeding 25k. paper coin exercises on the
obtainable from 2. Tracing of coins. 12k + 10k =22k 2. Buy and sell 3. Tracing paper addition of money
10k or less. 11k + 8k =19k from the class 4. Brown paper. not exceeding 25k.
2. trace coins using 13k + 10k =23k shopping corner. 5. White paper 2. calculate change
brown and white 2. Guides pupils in 3. Trace different 6. Crayon when they buy or
papers. practical experiences Nigerian coins as sell something by a
in buying and selling. demonstrated by simple game.
3. Traces various the teacher. 3. traces any given
denominations of coin.
Nigerian coins using
brown paper and
crayon, white paper
and pencil.
11 REVISION
12 EXAMINATION
11
MATHEMATICS
PRIMARY I
THIRD TERM

WEEK

LEARNING
OBJECTIVE GUIDE
TEACHER PUPILS MATERIALS
1 Revision of Pupils should be 1. Nigerian coins, 1. Leads pupils 1. Engage in sorting 1. Actual coins Pupils to:
second term’s able to: 25k,10k 5k, 1k and through various of coins into various 2. Model coins or 1. gives a
work 1. recall what has 1/2k activities to recognize denomination from paper coins. collection of
been taught. 2. Sum two or three the different the collections of coins.
2. recognizes coins. denomination of coins. 2. identify some
different Nigerians coin. 2. Identify the as specified by the
denomination of 2. Devises suitable different teacher.
Nigerian coins. games for pupils to denomination.
3. add coins to play in order to
obtain sums not recognize the coins.
exceeding 25k.
2 Length I Pupils should be 1. Idea of length. 1. Directs pupils to 1. Observe the 1. Pencils Pupils to:
able to: 2. Comparison of more from one point pupils more in the 2. Sticks, 1. gives examples
1. develop the idea length of two or more to another in the class. 3. Desks of lengths.
of length. objects to develop the classroom using 2. Measure their 4. Strings, 2. measures given
2. compare length of idea of longer than and his/her steps. table with their hand 5. The classroom, lengths with steps,
two or three objects. shorter than” 2. Asks pupils to span. 6. Pupils etc. hand spans,
3. order similar 3. Ordering of length measure the length of 3. Move from one strides and foot
objects according to of objects. their table with their corner of the and give answer.
lengths. hand span. classroom to 3. compare
3. Uses strides to another. lengths of given
more from one corner objects using
of the classroom to “longer than and
another. shorter than”
12
MATHEMATICS
PRIMARY I
THIRD TERM

WEEK

LEARNING
OBJECTIVE GUIDE
3 Length II Pupils should be 1. Measuring of length 1. Guides the pupils 1. Measure the 1. Pencils Pupils to:
able to: and distance using to use arms length to length of the floor of 2. Sticks, 1. measure length
1. measure length natural units such as measure the width of the classroom with 3. Desks and distance in
and distance in their hand span, step, arms, the classroom. their foot or the 4. Strings, their natural units.
natural units. length, strides etc. 2. Gives pupils the walls with their 5. The classroom, 2. apply the length
2. apply the length 2. Measuring and idea of length in each arms length their 6. Pupils etc. and ordering of
and ordering of ordering of length. case above. hand span and length in our
length in our 3. Guides pupils to record results. environment.
environment. measure these objects 2. Measure and
with strings or sticks order given objects
of varying length. by length.
4. Guides pupils to
arrange the objects
according to their
lengths.
5. Guides pupils to
measure the length of
their desk using their
hand span record
their results.
6. Guides pupils to
measure the length of
the floor of the
classroom with their
foot or the walls with
arms length and
record their results.
7. Guides pupils to
measure and order
given objects by
length.
13
MATHEMATICS
PRIMARY I
THIRD TERM

WEEK

LEARNING
OBJECTIVE GUIDE
4 Time Pupils should be 1. Introduce the idea 1. Guides pupils to 1. State the time Charts indicating Pupils to:
able to: of time. state when things are when certain things activities peculiar 1. state the time of
1. demonstrate 2. Time when certain done at home and are done; to different periods sleeping.
knowledge of the things are done e.g. school. i.e. Sleep at night, of the day. 2. state the time of
idea of time. - Morning. 2. Ensures that pupils go to school etc. coming to school.
2. mention when - Afternoon have an idea of 2. State when some 3. state the time
certain things are - Evening today; yesterday; events take place at when certain
done: - Night. tomorrow. home and school. activities are
- home 3. Time and events 3. States the time 3. Play a drama on carried out during
- school when certain activities when certain time and events to the day.
3. explains the need take place. activities are carried do certain activities. 4. explains the
to keep to time. 4. The need for time out. need for time
pieces. 4. Leads pupils to pieces.
answer questions on
what days certain
actions or activities
are carried out.
5. Plays games
involving time.
6. Explains the need
for time pieces.
5 Weight Pupils should be 1. Lifting objects. Guides the pupils to Lifts two different 1. Weight balance Pupils to:
able to: 2. Estimating and lift two different objects and say 2. See-saw etc. show two
compare the weights comparing their objects to compare which one is light different objects
of some common weights. their weights. and heavy. and select which
objects in the school one is heavier
using the terms light than the other.
and heavy.
14
MATHEMATICS
PRIMARY I
THIRD TERM

WEEK

LEARNING
OBJECTIVE GUIDE
6 Capacity Pupils should be able 1. Compare 1. Uses an improvised scale 1. Use an 1. Objects; ball, Pupils to:
to: capacity of for weighing objects in the improvised scale cups, wood, blocks. 1. say which is of
1. compare capacity of containers class. for weighing 2. Containers; cup, bigger capacity
containers. 2. Order capacity 2. Collects various objects. bottles, bucket. between two
2. order capacity of of containers. containers of different sizes 2. Make a 3. Water, sand, containers placed
containers. such as empty tins, cups, comparison on grain etc. on the table.
buckets etc. water, sand, and how many times 4. Improvised 2. arrange correctly
grains. a smaller scales. in order of sizes the
3. Places two containers of container is used given containers.
different sizes and use the to fill up a larger
smaller of the containers to container.
fill the larger. 3. Arrange the
4. Arranges containers in container in
order of their sizes. order of size.
SUB-THEME: SHAPES
7 Three Pupils should be able 1. Cubes, 1. Guides pupils to sort out 1. Sort out objects 1. Ludo dice, Pupils to:
dimensional to: 2. Cuboids these objects (solids) (solids) according 2. Match boxes, 1. sort out different
shapes I 1. sorts out cubes, 3. Cylinders and according to shapes. to shapes. 3. Empty packets solid (shape)
cuboids, cylinders and 4. Spheres 2. Leads pupils to identify 2. Identify and of sugar, according to their
shapes. and name the sorted solids. name the sorted 4. Empty tins of shapes.
2. identify and name solids (shapes) milo, milk, ball of 2. identify and
cuboids, cubes, different sizes etc. name different
cylinders and spheres. solids (shapes).
8 Three Pupils should be able 1. Cubes, 1. Guides pupils to 1. Distinguish Charts showing Pupils to:
dimensional to: 2. Cuboids distinguish between cuboids between cuboids pictures of 1. distinguish
shapes II 1. distinguish between 3. Cylinders and and cubes. and cubes. 1. Cubes, between given
cuboids and cubes. 4. Spheres 2. Leads pupils to mention 2. Mention the 2. Cuboids cuboids and cubes.
2. mention solid shapes the solid shapes in homes solid shapes in 3. Cylinders and 2. give examples of
in homes and and environment. their homes and 4. Spheres solid shapes in
environment. environment. their homes and
environment.
15
MATHEMATICS
PRIMARY I
THIRD TERM

SUB- THEME: SHAPES
WEEK

LEARNING
OBJECTIVE GUIDE
9 The two dimension Pupils should be 1. Identification: 1. Guides pupils to 1. Group objects 1. Shapes, Pupils to:
shapes able to: a. squares mention groups of with similar flat drawings and cut- 1. match a given
1. identify: b. rectangles objects with similar faces. outs of: flat face with the
a. square c. circles flat faces such as 2. Discover - Squares name: square,
b. rectangle 2. Distinguishing squares, rectangles distinguishing - Rectangles rectangle and
c. circle between squares and and circles. features of square, - Circles. circle.
2. name: rectangles. 2. Leads pupils to rectangle and circle. 2. Empty tins of 2. distinguish
a. square discover the 3. Mention the bournvita, milk, between given
b. rectangle distinguishing square, rectangular etc. square and
c. circle features of square and circular shapes 3. Empty packets rectangle.
3. distinguish rectangle and circle. in their homes. of sugar, chalk etc. 3. name three
between squares and 3. Guides pupils to square,
rectangles. mention square, rectangular, and
4. mention square, rectangular and circular shapes in
rectangular and circular shapes in their homes.
circular shapes in their homes.
homes.
THEME: EVERYDAY STATISTICS

SUB-THEME: DATA COLLECTION AND PRESENTATION
10 Data collection Pupils should be able Data collection on: 1. Guides pupils to 1. Measure their 1. Pupils. Pupils to:
to: i. Ages of pupils mention their ages. ages. 2. Cards written 1. group
1. collect data on their ii. Height of pupils 2. Leads pupils to 2. Measure their ages. themselves
ages at home and measure their heights. heights. 3. Wall rule etc. according to their:
school. 3. Groups i. ages
2. collect data on their themselves ii. heights.
heights. according to their 2. mentions their
ages and heights. ages/heights.
11 REVISION
12 EXAMINATION
16
ENGLISH
PRIMARY I
FIRST TERM
THEME: READING ENGLISH STUDIES CURRICULUM FOR PRIMARY ONE

WEEK

TOPIC/SKILLS PERFORMANCE CONTENT LEARNING EVALUATION
OBJECTIVE TEACHER PUPILS RESOURCES GUIDE
1. Phonological Pupils should be able 1. Auditory perception 1. Identifies the 1. Identify the sounds 1. Picture books. Pupils to:
awareness to: and discrimination. sounds of various of the various 2. Pictures of name various
1. identify and name 2. Sounds of domestic animals. animals as listed by animals sounds that
sounds made by animals such as cat, 2. Asks pupils to the teacher. 3. Appropriate animals make;
various animals and horse dog, cock, cow, imitate the sound of 2. Try to produce the rhymes and mimic sound
2. reproduce sounds goat, etc. the various animals. various sounds. 4. Teacher’s made by
made by animals. demonstration. animals.
2. Phonemic Pupils should be able Sounds of letters; 1. Presents and 1. Produce sounds 1. Flash cards/ Pupils to:
Awareness to: - Production of basic pronounces basic and pronounce letters alphabet charts 1. pronounce
1. produce and sounds in given words sound correctly. correctly. 2. toys sounds of the
identify basic sounds correctly e.g. /a/, /b/, 2. Presents and 2. Listen to teacher’s 3. Pictures/drawing letters of the
correctly; /d/. pronounces letters pronunciation of 4. Real objects alphabet
2. distinguish the of the alphabet letters of the 5. Tape correctly and
sounds of the correctly. alphabet. recording/sound 2. identify letters
different letters of the 3. Guides pupils to 3. Identify sounds of charts and sounds in
alphabet correctly; distinguish sounds given alphabets. given words.
and of different 4. Reproduce sounds
3. reproduce sounds alphabets correctly. of letters.
of letters of the 4. Guides pupils to
alphabet. pronounce the
letters of the
alphabet correctly.
17
ENGLISH
PRIMARY I
FIRST TERM
TEACHING
WEEK
ACTIVITIES
TOPIC/ PERFORMANCE CONTENT AND EVALUATION
SKILLS OBJECTIVE LEARNING GUIDE
TEACHER PUPILS
RESOURCES
3. Phonemic Pupils should be able to: Word sounds and 1. Uses pictures to lead 1. Take turns to identify 1. Word cards Pupils to:
Awareness II 1. listen to one syllable syllables pupils to identify sounds sounds of letters in 2. Audio Tape 1. identify
words and recognizes heard at the beginning and words; 3. Tape Recorders beginning and
words that begin with ending of the words e.g. 2. Listen to sentences 4. Listening ending sounds in
same letter sounds. dog; cat; etc. and clap to each Games one syllable
2. recognize words that 2. Guides pupils to: syllable in a word (e.g. words.
end with same letter identify and count the sister; man-go; hap-py; 2. clap to the
sounds. number of sounds in a etc) syllables in speech. number of
3. identify rhyming syllable. identify letter 3. Build new words by syllables in
words. sounds at the beginning, blending letter sounds words.
4. identify beginning and middle and end of spoken 4. Distinguish between 3. form three
end sounds; words; blend letter sounds sounds at the letter words by
5. blend sounds to form to form words; and beginning, middle and blending letter
one syllable words e.g. segment words into letter end of words. sounds and
ex, to, my, do etc, and sounds. 5. Play listening games; 4. recognize letter
6. segment and syllable Listen to poems, sounds at the
words into separate letter rhymes etc and clap beginning, middle
sounds. each time they hear a and ending of one
word syllable word.
4. Phonemic Pupils should be able to: Songs and 1. Sings songs and recites 1. Sing songs and recite 1. Charts Pupils to:
Awareness III 1. sing songs taught. rhymes rhymes with the pupils rhymes after the teacher 2. Picture books 1. recite rhymes
2. recite rhymes. 2. Guides pupils to repeat 2. Reproduce sounds of with rhymes and and sing songs.
3. identify letters sounds sounds of rhyming words rhyming words in songs songs 2. make the letter
in songs and rhymes. in the songs and rhymes. and rhymes. 3. flash cards sounds in rhymes
4. recognize rhyming 3. Writes down sets of 3. Match rhyming 4. Tape recorder and songs.
words from given word words on the board and words to given word 3. match rhyming
sets; and lead pupils to identify word 4. Build families of word to given
5. build rhyming word sets that rhyme. words that rhyme. word and
families. 4. Uses pocket chart to 4. form new
help pupils build rhyming rhyming word
word families. sets.
18
ENGLISH
PRIMARY I
FIRST TERM

WEEK

5. Phonics I Pupils should be able The alphabet: 1. Says the sounds of 1. Listen to teacher 1. Cut – out letters Pupils to:
to: - sounds of letters of the the alphabets. say the sounds of of the alphabet. 1. recognize and
1. say the sounds of alphabet /a/ - /3/ 2. Guides pupils to say the alphabets. 2. Sounds chart say sounds of the
the alphabet - names of all uppercase the sounds of the 2. Participate in 3. Flash cards letters correctly.
correctly. and lower case letters of alphabets. saying the sounds 2. arrange the
2. recognize sounds the alphabet. of the letters of the letters of the
of different letters of - alphabetical order. alphabets. alphabet in
the alphabet. correct order.
3. describe the shapes
of letters of the
alphabet; and
4. arrange the letters
of the alphabet in the
correct order.
6. Phonics II Pupils should be able Blending sounds of 1. Prepares pocket 1. Imitate sounds 1. Pocket charts Pupils to:
to: letters to form words charts of letters 2. Picture cards 1. pronounce the
build words by e.g. 2. Makes sounds of 2. Participate in 3. Letter cards sounds of the
blending the sounds /v/ - an (to form van; or letters of the alphabet class drills and 4. word charts alphabets
of letters of the /c/ - an to form can); or for pupils to imitate exercises correctly.
alphabets. /c/ - at to form cat); etc 3. Guides pupils to 3. Build new 2. blend the
blend the sounds of words by blending sounds to build
letters to form words sounds of the three letter
e.g. /v/ - an (to from alphabets words; and
van; or /c/ - an (to 3. build sounds
form can); or /c/ - at of the alphabets
(to form cat); etc. to build at least
4. Guides and directs five new, but
drill exercises on simple words.
blending sounds of
letters to make new
words.
19
ENGLISH
PRIMARY I
FIRST TERM

WEEK

7. Phonics III Pupils should be able 1. Identification of Guides pupils to 1. Track sounds in 1. Pocket charts Pupils to:
to: familiar sounds in track familiar spoken words in text 2. Pictures card 1. tract familiar
1. read familiar words e.g. sounds: read. 3. Letter cards sounds in words;
words and text. house/mouse; try/fry; - from words read 2. Participate in 4. Word charts 2. identify
2. compare words cat/bat/hat; etc. aloud reading drills and 5. Flash cards of sounds when re-
with similar sounds; 2. Combining sounds to - when reading own activities and self given three letter reading own
3. apply long and form two and three writing, and corrects own reading words writing; and
short vowel rule letter words leg. - in spoken words 3. Read assigned 6. Chart of 3. read and self-
correctly. “tonight from “to” and 2.Provides pupils books and stories common three correct own
4. decode and “might; “into” from with appropriate 4. Practice by letter words reading.
syllable word; and “in” and “ to”; etc) drills and exercises imitating teacher’s 7. Class text 4. read given
5. monitor own to improve their action three letter words
reading and self reading. 5. Read given two and correctly
corrects. 3. Reads given and three letter words using sounds.
6. use sounds of words emphasizing 6. Clap to the number
letters to form three the sound in the of syllables in a word
letter words e.g. mat, words.
cat, bad, bag, man, 4. Guides pupils to
dog, rag, and read given three
6. break large words letter words using
into smaller words. sounds.
20
ENGLISH
PRIMARY I
FIRST TERM
WEEK

TOPIC/ PERFORMANCE CONTENT LEARNING EVALUATION
SKILLS OBJECTIVE TEACHER PUPILS RESOURCES GUIDE
8 Phonics IV Pupils should be able to: 1. Decoding 1. Guides pupils to: 1. Match pictures to 1. Pocket charts Pupils to:
1. break words into sounds. strategies. - read words placed in a words read aloud. 2. Listening Games 1. sound out words
2. break words into smaller 2. Sounding out row (e.g. doll – dot – dill 2. Listen and clap to 3. Take recorders they listen to.
words. words in text. and match text to the syllables in words. 4 Audio tapes 2. identify smaller
3. break words into parts 3. Break words word). 3. Use pronunciation 5. Flash cards word in compound
and identify the words parts. into smaller 2. Teaches correct and listening games 6. Word walls words.
4. use letter – sound words. pronunciation of words to: 4. identify the word
correspondence to build and 4. Words parts syllable by syllable while - recognize words parts in speech,
read. unfamiliar words and compound words, clapping and counting from sounds. words read aloud,
5. recognize and use vowel diagraphs. syllables in words. - identify word parts. etc.
diagraphs and recon trolled 5. Apply long and 3. Guides pupils to - break words into 4. build and read
letter sounds to read short vowels. separate words into small parts compound words
unfamiliar words. consonant and vowel - build and read and contractions.
sounds / parts. unfamiliar words
4. Builds words by 4. Identify, read and
blending words parts to build compound
form new words. words
9 Fluency I Pupils should be able to: 1. Reading aloud 1. Prepare pocket charts. 1. Imitate sounds of 1. Pocket chart Pupils to:
1. correctly read letters of with: 2. Makes sounds of letters letters. 2. Picture cards 1. read the alphabets
the alphabet. - pacing, of the alphabet for pupils 2. Participate in 3. Letter cards in the correct order
2. read given text with - intonation to imitate. class drills and 4. Word chart without hesitation.
fluency and expression. - punctuations 3. Guides pupils to the exercises on reading. 5. Story books 2. pronounce the
3. reflect appropriate 2. Reading variety letters of the alphabet 3. Read a variety of 6. News papers sounds of the
pacing, intonation, of texts (poems, fluently within the correct texts (story books, 7. Magazines alphabet correctly.
punctuation when reading fantasy etc). order. newspapers, etc). 8. Charts 3. recognize and
orally. 3. Independent 4. Helps pupils reflect 4. Identifies and 9. Content specific express appropriate
4. sight – read about 100 – reading. pacing, punctuation and practice correct texts. pacing, punctuations
300 easily sounded words. correct intonation while pronunciation of and intonation in
5. read accurately without reading given text. new words. reading.
hesitations, omissions, 5. Gives class appropriate 4. sight – read high
repetitions or reading assignments to frequency words in
mispronunciations. pupils to build speed and texts.
vocabulary.
21
ENGLISH
PRIMARY I
FIRST TERM

WEEK

10. Fluency II Pupils should be able Recognition of 1. Writes common 1. Pronounce given 1. Pupil textbooks Pupils to:
to: common one letter one letter (e.g. “a” words correctly. 2. Story books 1. Sight – read
1. Recognize words (e.g. “a”, and and “I”); two – 2. Use words in own 3. School library common one –
common words (e.g. “I”); two letter (e.g. “is”, speech. letter two – letter
my, you, I, are, is, – letter (e.g. “s”, “my”); “my”) and three – 3. Participate in drill and three letter
yes, no, etc) by sight. and three letter (e.g. “the”, exercises involving words correctly.
2. Read class - Letter words (e.g. “was”) words on the sight reading of 2. Use words in
appropriate texts and “the”, “was”; “can”). board. simple words and won speech.
sentences accurately 2. Guides the pupils sentences. 3. Sight – read
without hesitation. to: simple sentences
3. Use decoding to - correctly accurately
identify new words in pronounce the without
reading messages. words. hesitation.
- identify the words
as letters of the
alphabet.
- use the words in
oral context in own
speech.
3. Guides and
directs oral drill
reading exercises.
11. REVISION
12. EXAMINATION
22
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
TOPIC/SKILLS PERFORMANCE CONTENT EVALUATION
LEARNING
OBJECTIVE TEACHER STUDENTS GUIDE
RESOURCES
1 Comprehension I Pupils should be 1. Listening Reads a story to the class 1. Listen to story read 1. Story books Pupils to:
able to: comprehension. and guides pupils to: by the teacher. 2. School library 1. answer questions
1. identify main 2. Answering 1. identify characters in 2. Identify characters based on stories
characters and questions from the story. and settings in a read to them.
setting of a story. stories. 2. explain sequence of story. 2. describe
2. correctly answers 3. Making events. 3. Answer questions sequence of events
questions about connections and 3. make connections based on story. in a story.
texts or stories read responding to between story themes 4. Re-tell parts of the 3. retell the story.
aloud. story themes, and characters in the story. 4. dramatize parts
3. explain sequence plots and settings. story e.g. problems 5. Dramatize the of a story.
of events in stories encountered, how the story. 5. draw pictures that
(3-4) and indicate problems were solved, 6. Draw pictures to depict events in the
first, second, last. lessons learnt etc. depict parts of the story.
4. re-tell and 4. re-tell and dramatize story.
dramatizes stories parts of the story.
and parts of stories.
2 Comprehension II Pupils should be 1. Written Guides pupils to read a 1. Read stories or 1. Pupils text books Pupils to:
able to: comprehension. text or story: texts from books. 2. Story books 1. explain in own
1. describe 2. Making 1. explains in own words 2. Explain in own 3. The school library words meaning of
information gained connections and the instructions and words instructions in information in print
from texts in own responding to message in the text or texts or story. texts.
words. story themes, story. 3. Answer questions 2. correctly answer
2. answer written plots and settings. 2. answers questions based on text or questions based on
comprehension based on what is read. story. texts or stories read.
questions based on 3. makes connections 4. Dramatize the 3. predict events
materials read. between story themes story and connect based on
3. make predictions characters in the story information in story illustrations in texts
based on and life experiences. to life experiences. or stories.
illustrations in 4. uses pictures or 5. Make predictions 4. justify
stories or portions of portions of the story to about event in the predictions with
stories. make predictions and text or story. information from
4. justify predictions justify such predictions. the text or stories.
of events in stories
(draw a conclusion).
23
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
LEARNING
RESOURCES
3 Comprehension iii Pupils should be Reading Guides pupils to read 1. Read and interpret 1. Pupils text books Pupils to:
. able to: informational and given pictures, graphs, 2. Charts 1. carryout simple
1. explain simple text: 1. Explains in own tables, charts, etc. 3. Graphs instructions correctly.
written - pictures words message in the 2. Explain given 4. Tables 2. interpret
instructions. - illustrations text. instructions in own information contained
2. recognize main - tables 2. Answers questions words. in pictures tables,
ideas drawn from - charts based on what is 3. Answer questions charts graphs, etc.
looking at pictures, - graphs etc. read. based on materials 3. predict events
illustrations, tables, 3. Interprets to the read. based on illustrations
charts, graphs etc. class appropriate 4. Make and justify in texts and other
3. make prediction charts, graphs, tables predictions about given materials.
based on etc. events based on 4. justify predictions
information 4. Makes prediction contents of given with information from
contained in texts. based on information table, charts, graphs, the text.
4. justify contained in tables, etc.
predictions of graphs, charts etc and
event in stories 5. Justify such
(draw a predictions.
conclusion).
24
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
LEARNING
RESOURCES
4 Vocabulary Pupils should be 1. Reading Uses Pictures to lead 1. match pictures to 1. Story books Pupils to:
. acquisition I able to: vocabulary pupils to: words read aloud 2. Text books 1. identify word
1. name some basic acquisition 1. identifies word 2. Participate in 3. Picture books. categories.
words categories - Word categories categories, and picture – word 4. word cards 2. group words based
correctly . - Colours groups words into the matching game 5. Poems on word categories
2. sort pictures and - Shapes different categories 3. Identify word 6. Dictionaries correctly.
words into basic - Foods 2. reads stories to families and sort 3. use simple titles
word categories - Animals pupils and check their words into and abbreviation (mr.
e.g. foods, colours, - Toys, etc. understanding by categories/families mrs. dr.) etc in
shapes etc. 2. Abbreviation making them use key 4. Construct sentences sentences.
3. recognize and and word endings words in the story in using key words in the 4. identify and use
use abbreviations e.g. Mr. Mrs. Dr. a new sentence. stories read abbreviations of
in simple Rev. etc –s, -ed, - 3. explains the 5. Listens to teacher’s common words.
sentences. es, -ing, etc. meaning of explanations construct 5. correctly add
4. recognize and - Symbols e.g. N; abbreviations, like words using endings to words to
explain common k; -; +, =; -:, x, %, mr. mrs. dr. rev. etc. abbreviations build new words.
abbreviations. 8, #; *, etc. 4. guides pupils to: 6. Participate in drills
5. use - identifies common and exercises
abbreviations word endings like –s; involving
appropriately in -es; -ed; and –ing; abbreviations and
sentences. and –add endings to adding endings to
6. correctly add base word. common words
endings to base
word.
25
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
LEARNING
RESOURCES
5 Vocabulary Pupils should be 3. Synonyms, Guides pupils to: 1. Listen to the 1. Story books Pupils to:
. acquisition II able to: Antonyms, 1. identifies words teacher’s 2. Text books 1. explain the concept
1. explain the Homonyms with (a) similar explanations. 3. Picture books of synonyms and
concept of meaning; and (b) 2. Take turns to give 4. Word cards antonyms.
synonyms and opposite meanings. the synonyms and 5. Poems 2. identify antonyms
antonyms. 2. Gives the antonyms of common 6. dictionaries and synonyms
2. identify synonyms and words. correctly in own
antonyms and antonyms of common 3. Participate in drill speech and in written
synonyms correctly word. exercises. texts and stories.
in own speech and 3. Identifies
in written texts and synonyms, antonyms
stories. and homonyms in
3. identify stories.
homonyms.
Pupils should be 1. Content Guides pupils to: 1. Find out the 1. Story books Pupils to:
able to: specific 1. identifies new and meaning of words in a 2. Text books 1. explain the
1. explain meaning vocabulary. unfamiliar words in dictionary. 3. Picture books meaning of words.
of new words in 2. Numeracy, texts and stories read 2. Participate in 4. Word cards 2. correctly use new
content – specific science, health, 2. finds the meaning discussing new words 5. Poems words in own speech.
texts correctly. etc. of the new words. and their meanings 6. Dictionaries 3. demonstrate correct
2. use of new 3. correctly use the 3. Use words in new use of 100-300 words
vocabulary and new words in own sentences. in own speech.
grammatical speech.
constructions in
own speech.
3. recognize and
understand the
meaning of 100-
300 new words.
4. manipulate word
families.
26
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
LEARNING
RESOURCES
6 Concepts of print I Pupils should be 1. Parts of a book: 1. Reads a story to 1. Listen attentively to 1. Simple story Pupils to:
. able to: - front cover pupils. the story. books. 1. name the parts of a
1. identify the front - back cover 2. Guides them to 2. Take turns to 2. pupils text books book.
cover, back cover, - title, pages identify front cover, identify parts of the 3. School library: 2. identify contents of
title, author of a - author, etc. back cover, title and book i.e. front cover, - frames the different parts.
book, etc. 2. The alphabets author of the story title, title page, back - word charts 3. name the letters in
2. identify upper A-Z book read. cover, author etc. - writing books given prints.
and lowercase 3. Writes words on 3. Points to and name - sand trays 4. match letters
letters in printed the boards and call on letters in a word. printed on cards to
words and pupils to name letters 4. Take turns to frame names of the alphabet.
sentences. in the word. printed words and
3. identify letters of 4. Writes sentences name letters in the
the alphabet in on the board and lets word.
printed words and pupils name letters in 5. Trace and letters in
sentences. the sentence. sand trays.
5. Frames a word in a 6. Trace letters in
sentence and guides writing books.
pupils to name letters
in the word.
7 Concepts of print II Pupils should be 3. Identification of Guides pupils to 1. Trace and letters in 1. Simple story Pupils to:
. able to: upper and lower identify and name: sand trays. books. 1. identify uppercase
1. name upper and case letters - all upper case 2. Trace letters in 2. Pupils text books. and lower case letters
lowercase letters in letters. writing books. 3. School library. in words and
printed words and - lower case letters. 3. Identify upper and sentences.
sentences. lower case letters 2. match letters
2. recognize and correctly. printed on cards to
name upper and names of the upper
lower case letters case and lowercase
in words and letters.
sentences.
27
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
TOPIC/ PERFORMANCE CONTENT EVALUATION
LEARNING
SKILLS OBJECTIVE TEACHER STUDENTS GUIDE
RESOURCES
Pupils should be able 4. Punctuation 1. Writes common 1. Listen to the 1. Simple story Pupils to:
to: marks punctuation signs on the teacher’s books 1. identify sentences
1. recognize that - Comma, “, “; - board and explains the explanations. 2. Pupil’s text in printed materials.
groups of words - Full – stop “.”:- meanings of the signs. 2. Identify books 2. recognize and
make sentences. - Question mark 2. Guides pupils to locate punctuations in 3. School library name punctuation
2. identify common (?) common punctuations in textbooks and other marks in books and
punctuation marks in printed texts. printed materials. other printed
books and other materials.
printed materials.
8. Concepts of Pupils should be able 5. Eye movement: 1. Guides pupils to 1. Make correct eye 1. Word charts Pupils to:
print III to: - reading from left identify: movement and hold 2. Flash cards 1. read printed
1. identify the to right. - first and last word on a their reading 3. Books and words correctly
beginning and end of - top to bottom page: and where to begin materials correctly. reading materials. from left to right
written words and etc. reading of printed words 2. Listen to story read and from top to
sentences. on a page. and identify words bottom.
2. recognize that 2. writes some familiar that start the story, 2. read and point to
sentences are read words on the board and end the story, etc. the words.
from the top to the guides the pupils to read 3. Read and point to
bottom of the page. and point at the words as words.
3. recognize that they read from left to
books are read from right.
the front (beginning
to the back (end).
Pupils should be able 6. Matching oral 1. Reads a story to the 1. Listen to words 1. Word charts Pupils to:
to: words to print. class and lets the pupils being read and 2. Flash cards read words that
identify word that identify where he story identify words on 3. Books and begin and end
begin and end start and ends in the book. word charts. reading materials. sentences in books;
sentences. 2. Display words chart on 3. Read words flash and end
the wall and call on pupils written on flash sentences in books;
to match words printed on cards, fund and flash cards, wall
flash cards to the words match them to printed charts.
on the wall. words in a book.
28
ENGLISH
PRIMARY I
SECOND TERM
THEME: READING
ACTIVITIES
WEEK
TEACHING AND
LEARNING
RESOURCES
9. Sounds and letters Pupils should be 1. Production of 1. Presents and 1. Produce sounds and 1. Flash Pupils to:
able to: basic sounds in pronounces basic pronounce letter cards/alphabet charts 1. pronounce sounds
1. produce and given words sounds correctly. correctly. 2. Toys of the letters of the
identify basic correctly e.g. /a/, 2. Guides pupils to 2. Identify sounds of 3. Pictures/drawing alphabet correctly.
sound correctly. /b/, /d/. pronounce and given words. 4. Real objects 2. identify letters and
2. pronounce letters 2. Correct identify basic sounds 3. Listen to the 5. Take sounds in given
of the alphabet pronunciation of correctly. teacher’s recording/sound words.
correctly. letters of the 3. Presents and pronunciation of charts
alphabet e.g. pronounces letters of letters of the alphabet.
A,B,C. the alphabet
correctly.
4. Guides pupils to
pronounce the letters
of the alphabet
correctly.
10 Songs and Pupils should be 1. Clare recitation 1. Presents a rhyme 1. Listen while 1. Charts Pupils to:
. rhymes able to: of various rhymes reads it aloud, teacher recites 2. Picture books with 1. listen to rhymes
1. listen to songs of depicting pronouncing the rhymes. rhymes and songs attentively.
and rhymes nature, care, words clearly. 2. Recite rhymes after 3. Flash card 2. recite rhymes and
attentively. kindness and love. 2. Writes the rhyme the teacher. 4. Tape recorder sing songs with
2. sing songs 2. Short songs on the chalk board 3. Recite rhymes demonstration where
taught. which appeal to and encourages alone sounding the appropriate.
3. recite rhymes. children’s pupils to recite the words clearly.
sentiments. rhyme clearly,
introduces song by
singing it clearly and
encourages pupils to
sing the song.
11 REVISION
12 EXAMINATION
29
ENGLISH
PRIMARY I
THIRD TERM
THEME: READING
WEEK

LEARNING
OBJECTIVE GUIDE
TEACHER STUDENTS RESOURCES
1. Simple greetings Pupils should be 1. Greetings at home 1. Creates home and 1. Role – Play 1. Pictures depicting Pupils to:
and commands able to: and appropriate time school atmosphere members of the modes of greeting 1. Greet and
1. greet and for particular greetings through role play family, home, school among various respond to simple
respond to simple e.g.: characters e.g. and class community. groups greetings.
greetings with Pupil: “Good morning father, mother, 2. Demonstrate 2. Charts 2. Give and
appropriate tones. dad, how do you do? elder, teacher, etc. appropriate greetings respond to
2. give and carry Dad: “Good morning 2. Demonstrates for different people. commands using
out simple Ade, how do you do? appropriate greeting 3. Greet and respond the appropriate
commands. 2. Greetings at school for each character. to greetings from tone.
3. differentiate e.g. 3. Encourages pupils colleagues. 3. Differentiate
between tones in Pupil: “Good morning to greet one another 4. Obey the teacher’s between tones in
greetings and Madam/Sir/Mr. Obi. with appropriate commands. greetings and
commands. Teacher: “Good gestures. 5. Model giving and commands.
morning Olu, how are 4. Gives commands obeying commands
you?” and demand s in pairs.
Pupil: “I am very well appropriate
thank you sir”. responses from
3. Greetings in the pupils.
community,
neighbours,
elders/clan heads,
nurse, doctor e.g.
“Good afternoon
Doctor/Sir/Madam etc.
4. Simple commands
at home: e.g. ‘wake
up!’, ‘go to bed’,
‘greet your daddy’.
30
ENGLISH
PRIMARY I
THIRD TERM
THEME: READING
WEEK

LEARNING
OBJECTIVE GUIDE
2. Identification of Pupils should be 1. Introductions such 1. Introduces himself to 1. Say their names 1. Pictures Pupils to:
persons and able to: as “What is your the class “ My name is and those of family 2. Charts 1. introduce
objects 1. identify self, name?” Abu”. and class members 3. Real objects themselves.
family members “May name is Tinu”. 2. Asks different pupils clearly. 2. identify
e.g. father, mother, What is your their names, names of 2. Participate in self persons by
brother and sister father’s/mother’s/brot family members. introduction. names.
etc. her’s/sister’s name?” 3. Guides different pairs 3. Identify given
2. identify named 2. Identification of of children to introduce objects by names.
objects at home, on objects at home e.g. themselves to one
the way to and bed, mat, radio “What another.
from school, and in is this?” 4. Presents different
the school “ Show me a cup” etc. household, classroom,
compound. and school objects, and
guides pupils to identify
them by name e.g. a
bag, a table.
3. Identification of Pupils should be 1. Identification of 1. Associates colours 1. Identify major 1. Brightly coloured Pupils to:
colours and able to: major colours: white, with objects in the colour e.g white, picture books. 1. identify major
animals 1. identify primary red, blue, yellow, classroom. red, yellow etc. 2. Charts containing colours.
colours associating black. 2. Guides pupils to 2. Explain what different animals. 2. name some
them with objects 2. Description of identify objects of domestic and non- domestic and
appropriately; things according to named colours. domestic animals wild animals.
2. identify named their colours e.g. are with examples.
animals; and ‘yellow bag’, ‘red
3. clearly bucket’, “Give me the
pronounce names green book” etc.
of colours and 3. Identification of
animals animals:
- domestic animals e.g.
“Cat, dogs and goats”.
- wild animals e.g.
Lions, Elephants and
Hyenas.
31
ENGLISH
PRIMARY I
THIRD TERM
THEME: READING
WEEK

LEARNING
OBJECTIVE GUIDE
4. Expressing Pupils should be Using the 1. Explains possessive 1. Listen to teacher’s 1. Read objects Pupils to:
possession able to use: possessive my, forms: Forms that show explanation. 2. Picture of 1. name some
1. singular forms of yours, his, hers, in ownership 2. Repeat teacher’s objects possessives.
possession to simple correct 2. Lists possessive words examples. 3. Course book 2. use singular
express ownership. sentences e.g. 3. Uses possessives in 3. Make their own forms of
2. make their own a. This is my pen sentences and encourages sentences using possessives in
sentence using b. this is your pen pupils to repeat his possessives in clear simple correct
possessive in clear c. this is his/her examples correct sentences. sentences.
correct sentences. pen 4. Asks pupils to make
their own sentences.
5. Expressing Pupils should be 1. Expressing 1. Leads pupils to 1. Listen to teacher 1. Pictures Pupils to:
gratitude and able to: gratitude through mention occasions when and repeat the depicting relevant 1. express
farewell 1. express gratitude role play. we should express teacher’s expression. situations. gratitude to their
correctly. 2. Expressing gratitude e.g. when we 2. Dramatize different 2. Wall charts peers correctly:
2. say farewell to farewell in various receive gifts, when people situations for using 3. Course books 2. make
people correctly. ways and show us kindness or are “thank you”. 4. Audio/video sentences using
situations. polite to us Ma/Sir/Daddy etc. e.g. tapes. thank you.
3. Expressing 2. Makes sentences after eating our food, 3. say farewell,
farewell. expressing gratitude to when we receive gifts bye-bye, good
children, parents, elders. from people. bye to people
3. Asks pupils to repeat 3. Role play correctly.
the sentences “farewell”.
4. Guides children to role
play a situation which
allows them to express
gratitude
5. Makes sentences
expressing farewell in
various ways e.g.
goodbye, farewell, bye-
bye.
32
ENGLISH
PRIMARY I
THIRD TERM
THEME: READING
WEEK

LEARNING
OBJECTIVE GUIDE
6. Asking and Pupils should be Simple questions and 1. Asks simple 1. Answer teacher’s 1. Charts Pupils to:
answer questions able to: answers, such as: questions from questions e.g. “My 2. Flannel graph 1. answer two
1. ask simple i. ‘What is your pupils using ‘what’. name is Akpan”. 3. Real objects simple questions
questions using name?’ ‘my name is 2. Leads them to 2. Ask one another 4. Audio-visual correctly.
‘what’. Olu’ give correct answers simple questions, materials 2. ask two simple
2. answer simple ii. What is your to the questions. giving correct questions
questions correctly. father’s name?’ ‘my 3. Pairs pupils and answers to the correctly using
father’s name is guides them as they questions. ‘what’.
Ahmed’. take turns to ask one
another questions
and answer them.
7. Introducing nouns Pupils should be Nouns: e.g. Lagos, 1. Explains nouns 1. Identify nouns and 1. Course book Pupils to:
and pronouns able to: house, Hauwa, etc and pronouns and pronouns. 2. Real objects 1. identify nouns
1. identify nouns pronouns e.g. she, their uses. 2. Use nouns and 3. Pictures and pronouns in
and pronouns in they, he, it etc. 2. Guides pupils to pronouns in 4. Flash card phrases/sentences.
phrases and identify and use sentences. 2. use nouns and
sentences. nouns and pronouns pronouns in
2. correctly use in sentences. phrases and single
nouns and sentences of the
pronouns in own.
sentences.
8. Indicating Pupils should be Singular forms e.g. 1. Gives examples 1. Identify singular 1. Real objects Pupils to:
singular/plural able to identify: ball, boy, girl. Plural of singular forms. forms. 2. Wall charts 1. Identify
forms 1. singular forms of forms e.g. balls, boys, 2. Gives examples 2. Identify plural 3. Pictures singular forms.
objects. girls. of plural forms. forms of objects. 4. Flash card 2. Identify plural
2. identify plural forms.
forms of object. 3. Use real objects
to show singular
and plural forms.
33
ENGLISH
PRIMARY I
THIRD TERM
THEME: READING
WEEK

LEARNING
OBJECTIVE GUIDE
9. Use of articles “a” Pupils should be 1. Identification of 1. Gives examples 1. Identify objects 1. Real objects Pupils to:
and “an” able to: objects using articles of objects using using article “A”. 2. Pictures identify objects
identify objects “A” e.g. A goat; A articles “A”. 2. Identify objects 3. Toys that are:
that use articles dog. 2. Gives examples using article “An”. - article “a”
“A” or “An”. 2. Identification of of those using article - article “an”
objects using articles “An”.
“An” e.g. An egg; An
umbrella.
10 Present and past Pupils should be Identification of Gives examples of Identify present and 1. Wall charts Pupils to orally
. actions able to identify present and past present and past past actions 2. Pictures express present
present and past actions actions. and past actions
actions e.g. I eat
very every
morning. I ate rice
yesterday.
11 REVISION
12 EXAMINATION
34
BASIC SCIENCE
PRIMARY I
FIRST TERM
THEME: BASIC SCIENCE

SUB- THEME: LEARNING ABOUT OUR ENVIRONMENT
WEEK

TOPIC PERFORMANCE CONTENT LEARNING EVALUATION
OBJECTIVE MATERIALS GUIDE
TEACHER PUPILS
1. Observation Pupils should be able to: 1. Things in and 1. Takes pupils on a 1. Look closely at Objects in and Pupils to:
and 1. observe and identify around the class room study work around their teachers and around the class 1. name and identify
identification of things in and around the 2. Drawing some the class room. other pupils in room. three things in and
things in and class room. things found in the 2. Tell pupils things class. around the class
around the class 2. names some things in class in the class room. 2. Describe what room.
room. the class room. they see. 2. draw any two
3. Look carefully things found in the
around the class class room.
room and describe
things there.
2. Observation Pupils should be able to: Things in the school, 1. Takes pupils on a 1. Observe the 1. Things on the Pupils to:
and 1. observe and identify playground, school study work around things on the play playground. 1. identify and name
identification of things around the school, farm or garden. and outside the ground, school 2. Things on the three things found in
things in and playground, school farm school. farm or garden. school farm or the playground.
around the and garden. 2. Guides pupils to 2. Collect some of garden. 2. identify and name
school. 2. name some of the make careful the things found in three things in the
things found on the play observation and the school school farm or
ground, school farm or describe the things compound. garden.
garden. observed. 3. Name the things 3. draw any two
collected. things in the school
farm.
35
BASIC SCIENCE
PRIMARY I
FIRST TERM
ACTIVITIES TEACHING
WEEK
TOPIC PERFORMANCE CONTENT AND EVALUATION

OBJECTIVE LEARNING GUIDE
3 Observation and Pupils should be able to: Observation and 1. Prepares chart of 1. Look closely at pictures Pictures/charts of Pupils to:
identification of 1. observe and identify identification of pictures of things or charts of things found in things found in 1. name at least two
things in and things around the home. things in: found in the home. the home. the home. things found in:
around the home. 2. name some things a. The sitting room. 2. Guides pupils to 2. Identify some of the a. the sitting room.
found in the home. b. Bedroom observe, identify things found in the picture b. the kitchen.
3. sort the things into c. Kitchen and sort and or chart. c. the bathroom and
groups. d. Toilet and mention the uses of 3. Mention things found in toilet.
4. draw some of the bathroom the things. a. Bedroom d. the bedroom.
things found in the e. The compound 3. Guides pupils to b. The sitting room e. the compound.
home. 2. Sorting things draw some of the c. The kitchen 2. draw one each of
into group. things in the home. d. The toilet and bathroom. the things found in
3. Drawing some of 4. Asks pupils to 4. Name other things found the different
the things in the draw some of the in their homes. sections of the
home. things from home. 5. Draw some of the things home.
4. Uses of the you have identified on the 3. state the uses of
things. chart. each of the things
6. Mention the use of some they draw in (2)
of the things. above.
4 Types of roads Pupils should be able to: Types of roads Guides pupils to Observe and identify types Charts and models Pupils to:
within the 1. identify types of roads within the school. identify types of of roads within the school. of roads. 1. identify types of
school. around the school. roads within the roads within the
2. name types of road school. school.
within the school. 2. name types of
roads within the
school.
5 Types of roads Pupils should be able to: Types of roads Guides pupils to Observe and identify types Charts and models Ask pupils to:
outside the 1. identify types of roads outside the school. identify types of of roads outside the school. of roads. 1. Identify types of
school. outside the school. roads outside the road outside the
2. name types of roads school. school
outside the school. 2. Name types of
roads outside the
school
36
BASIC SCIENCE
PRIMARY I
FIRST TERM

WEEK

TEACHER PUPILS
6. Safety along the Pupils should be able to: Walking along the Demonstrates Listen and practice Chart of road. Pupils to:
road. demonstrate safety along road. walking safely along how to walk safely demonstrate how to
the road. the road. along the road. walk safely along
the road.
7. Safety across Pupils should be able to: Cross the road. Demonstrate Practice walking Charts/pictures of Pupils to:
the road. 1. demonstrate safety walking safely safely across the roads. 1. demonstrate how
across the road. across the road. road. to walk safely
2. state safety rules across the road.
across the road. 2. state safety rules
when crossing the
road.
8. Soil as part of Pupils should be able to: Meaning of soil Guides pupils to Touch and feel soil Soil Pupils to:
our 1. recognize soil as part identify soil as in the playground. observe and state
surrounding. of our environment. component of the the meaning of soil.
2. say the meaning of surrounding.
soil.
9. Types of soil Pupils should be able to: 1. Soil. 1. Guides the pupils 1. Collect soil 1. School Ask pupils to:
1. name the types of soil. 2. Collecting, to make careful sample from garden/farms 1. name the
2. describe the different observing and observations of soils a. School 2. Class courtyards. difference soil
soil types. describing the soil samples collected garden/farm 3. Cutlasses, hoes types.
3. collect soil samples samples from from b. Courtyard. and spades 2. observe and
from a. School garden/farm. a. School 2. Look closely 4. Bucket/basin, tins describe the soil.
a. school garden farm. b. Courtyard. garden/farm feel and touch the (cans). 3. discuss the soil as
b. courtyards. b. Courtyard. soils collected from part of our
4. observe the sample 2. Guides pupils to the sites mentioned environment.
collected from soil in (3) describe the soil above.
above. samples collected 3. Describe the
from the sited differences soil
mentioned above. sample collected.
37
BASIC SCIENCE
PRIMARY I
FIRST TERM

WEEK

TEACHER PUPILS
10 Importance of Pupils should be able to: 1. Importance of soil 1. Grow potted 1. Look closely at a 1. Soil sample. Pupils to:
soil 1. list the importance of plant. plants three weeks potted plant. 2. Potted plant. 1. state at least three
soil to plant and animals. a. Anchor for plants. before the lesson. 2. Pull out the 3. Chart showing benefit of soil to
2. state the uses of soil. b. Sources of plant 2. Identifies potted plant form land preparation for plant and animal.
nutrient. construction site and the soil and agriculture. 2. describe the
c. Pathway for potters workshop for describe how easy 4. Chart on various use of soil to
drainage. class visits. the task of pulling production from soil human.
2. Importance of soil 3. Takes pupils on a is. e.g. clay pot, mud
to man, field trip. 3. Describe the role house, and food
a. for agriculture 4. Guides pupils in played by the soil item/crops.
purposes. making careful to the growth of the
b. For building, observation of the plant.
molding, pottery, road potted plant so as to 4. Describe the
construction etc. be able to describe different things soil
3. Importance of soil the importance of can be used for.
to other animals; soil to plants and 5. Visit
a. Source of food. man. construction sites
b. Living places and potter’s
(habitat). workshop.
6. Make models of
familiar objects.
11 REVISION
12 EXAMINATION
38
BASIC SCIENCE
PRIMARY I
SECOND TERM

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT
WEEK

OBJECTIVE TEACHER PUPILS MATERIALS GUIDE
1. Air I Pupils should be able to: 1. Existence of air. 1. Demonstrates the Create air current by 1. Newspaper. Ask pupils to:
1. demonstrate that air 2. Importance of air existences of air using blowing with the 2. Paper fan. 1. show that air
exists. e.g. in breathing, paper or hand fan. mouth or using hand 3. Hand fan. exist.
2. state the importance of cooling the body, 2. Guides pupils to or paper fan. 2. mention the
air. moving things. create air current by importance of air.
3. create air current by blowing with the
blowing with the mouth mouth or using paper
or using paper fan. fan.
2. Air II Pupils should be able to: Showing the air 1. Demonstrates that 1. Inflate balloons 1. Sandy soil. Pupils to:
demonstrate that air occupies spaces. air occupies space by polythene bags etc. 2. Balloons 1. name two things
occupies space using inflating balloons. 2. Pour water on 3. Polythene bags. that contain air.
balloons. 2. Put pupils into sandy soil in a cup 4. Water 2. demonstrate that
groups to perform the or can. 5. Container. air occupies space.
experiment. 3. Report their
3. Guides the pupils to findings
report findings. immediately.
3. Water Pupils should be able to: 1. Meaning of water. 1. Takes pupils on a 1. Collect water 1. Water Pupils to:
1. say the meaning of 2. Sources of water. tour of nearby water sample from some 2. Pictures of 1. what is water?
water. sources e.g. tap, well common water sources of water. 2. name five
2. state the common etc. sources around or in common sources
source of water. 2. Assists pupils to their locality. of water.
collect water samples 2. State other
from common sources. sources of water.
4. Uses and Pupils should be able to: 1. Uses of water. 1. Takes pupils on a 1. Recite a poem 1. Charts and Pupils to:
importance of 1. state the uses of water. 2. Importance of tour of nearby river, about water. pictures showing 1. state any three
water. 2. enumerate the water. water work etc. 2. Visit and observe usefulness of uses of water.
importance of water. 2. Leads pupils to a nearby source of water. 2. enumerate the
recite a poem on the water or public 2. Water work. importance of
usefulness of water. water work. water.
39
BASIC SCIENCE
PRIMARY I
SECOND TERM

WEEK

5. Contamination Pupils should be able 1. The meaning of 1. Arranges teaching 1. Collect samples of 1. Charts showing Pupils to:
of water to: water contamination. aids before lesson. contaminated water ways of 1. explain water
1. states the meaning of 2. Identifying 2. Uses charts and observe them. contaminating contamination in
water contamination. substances that can showing persons 2. Demonstrate water. simple words.
2. list various ways by contaminate water. suffering from contamination by 2. Cans or cups 2. state four
which water can be 3. Identifying ways of cholera, diarrhea allowing water 3. Water from taps, substances that can
contaminated. contaminating water etc. to state the samples to stand gutter, streams etc. contaminate water.
3. mention substances e.g. dangers of water undisturbed for 3. enumerate the
that contaminate water. a. Defecating on water contamination or 2days. various ways
3. state the dangers in bodies. show them 3. Describe their water can be
using contaminated b. Dumping of refuse documentaries on observation. contaminated.
water. and industrial wastes water 4. state three
into water bodies. contamination. dangers of water
c. Breaking of oil 3. Describes their contamination.
pipes near streams, observation.
riversides and
farmlands.
4. The dangers of
water contamination.
6. Ways of Pupils should be able 1. Prevention of Demonstrates Demonstrate method Bunsen burner, Pupils to:
preventing to: contaminated water. methods of making of making funnel, filter 1. list ways of
contamination 1. state ways of 2. Effect of contaminated water contaminated water 2. Alum. preventing water
of water. preventing contaminated water. clean e.g. clean. contamination.
contamination of water. a. Boiling. 2. name two
2. state the harmful b. Filtering. harmful effects of
effect of taking c. Sedimentation. drinking
contaminated water e.g. d. Chlorination. contaminated
cholera, diarrhea body 2. Shows pupils water.
itching and dysentery. charts of people
suffering from water
borne diseases.
40
BASIC SCIENCE
PRIMARY I
SECOND TERM

WEEK

7. Colour type Pupils should be able to: Colours of objects. 1. Uses the colour Identify colours of 1. Flower Ask pupils to:
1. identify different chart to guide pupils to objects provided by 2. Leaves 1. lists five
colours. identify colours. teacher. 3. Colours colours.
2. collect materials of 2. Gives pupils 4. Containers of 2. identify five
different colour. different materials to various colours. colours.
identify different
colours.
3. Separates colours
using ‘lego’ materials
with different colours
for modeling.
8. Road traffic Pupils should be able to: Road traffic light 1. Draws road traffic Observe road Charts showing Pupils to:
light sign. 1. observe road traffic sign. signs for pupils to traffic signs. road traffic signs. 1. identify and
light and identify their observe. state the various
colours. 2. Takes pupils to road traffic lights
2. draw road traffic signs. observe various road by their colours.
traffic signs in their 2. draw road
location. traffic signs.
9. Function of Pupils should be able to: Functions of each Takes pupils to 1. Pupils observe Lego sets/bricks. Pupils to:
road traffic light state the function of each road traffic signs. observe various road the road traffic 1. State the
sign. road traffic light signs. traffic signs to know signs to know each functions of each
their functions e.g. of its functions. of the following
Red- Stop, 2. Match the road traffic signs.
Yellow- Ready colours of road a. red
Green- Go. traffic light with b. yellow
the functions. c. green.
10 Road markings Pupils should be able to: Road markings. Supervises pupils in Draws and colour Lego sets/bricks. Ask pupils to:
and their identify road markings drawing and painting road traffic lights. draw and colour
colours. and their colours. of road traffic signs. road traffic lights.
11 REVISION
12 EXAMINATION
41
BASIC SCIENCE
PRIMARY I
THIRD TERM

SUB- THEME: LIVING AND NON LIVING THINGS
WEEK

1 Living things. Pupils should be able to: 1. Meaning of 1. Guides pupils to Identify self as a Textbooks Pupils to:
1. say the meaning of living things. know the meaning of living thing. 1. say the meaning
living things. 2. Self as a living living things. of living things.
2. identify self as a living thing. 2. Guides pupils to 2. identify self as
thing. identify self as a living living things.
thing.
2 Characteristics Pupils should be able to: Characteristics of 1. Guides pupils to Listen to their Charts and pictures Pupils to:
of living things. state the characteristics of living things. know the characteristics teacher. of plants and state at least four
living things. of features of living animals. characteristic of
things e.g. living things.
- Movement
- Respiration i.e.
breathing.
- Growth.
- Nutrition (Feeding)
- Excretion.
- Reproduction etc.
3 Living things in Pupils should be able to: Living things in 1. Guides pupils to Identify living 1. Charts and Pupils to:
the classroom. identify and name living the classroom. identify classmates as things in the pictures of plants name at least three
things in the classroom. living things and other classroom. and animal. living things in the
living things in the 2. People in the classroom.
classroom. classroom.
4 Living things in Pupils should be able to: Living things in Guides pupils to Identify other 1. Plants. Pupils to:
the school identify and name living the school explore the school living things at 2. Animals. name five living
things in the school. environment. surroundings, school. things found in the
identifying living things school.
(to include themselves).
5 Living things at Pupils should be able to: Living things at Uses pictures and charts Identify from Charts and pictures Pupils to:
home. identify and name living home. to guide pupils to pictures and charts of animals and identify and name
things at home. identify living things at living things at plants. at least five living
home. home. things in the home.
42
BASIC SCIENCE
PRIMARY I
THIRD TERM
SUB- THEME: LIVING AND NON LIVING THINGS
ACTIVITIES TEACHING
WEEK
TOPIC PERFORMANCE CONTENT AND EVALUATION

OBJECTIVE TEACHER PUPILS LEARNING GUIDE
MATERIALS
6 Non-living Pupils should be able Meaning of non- 1. Guides pupils to know the Identify from Charts and Ask pupils to:
things. to: living things. meaning of non-living things. pictures and pictures of non- 1. say the meaning of
1. say the meaning of 2. Uses pictures and charts to charts non-living living things. non living things.
non-living things. identify non-living things. things. 2. identify some non-
2. identify some non- living things.
living things.
7 Characteristics Pupils should be able Characteristics Guides pupils to know the Listen to their Charts and Pupils to:
of non-living to: of non living characteristics or features of teacher carefully. pictures of non- state four characteristics
things. sate the characteristics things. non-living things. living things. of non living things.
of non-living things.
8 Non-living Pupils should be able Non-living Guides pupils to identify and 1. Name non- 1. Objects in the Pupils to:
things in the to: things in the name non living things in the living things in classroom. name three non-living
classroom. identify and name classroom. classroom. the classroom. - Chairs, desk, things in the classroom.
non-living things in 2. Identify non- books, bags etc.
the class room. living things in
the classroom.
9 Non-living Pupils should be able Non- living Guides them to identify non- 1. Identify non- 1. water Pupils to:
things in the to: things in the living things in the school. living things in 2. Soil 1. identify five non-
school. identify and name school. the school. 3. Paper. living things around the
non-living things in 2. Name the non- school.
the school. living things in 2. name five non-living
the school. things around the school.
10 Non-living Pupils should be able Non living Guides pupils to identify non- Identify 1 .Television. Pupils to:
things at to: things at home. living things at home e.g. television, table, 2. Table. identify and name five
home. identify and name - Television. ceiling fan, 3. Ceiling fan. non-living things at
non-living things at - Table. cooking pot, 4. Cooking pot home.
home. - Ceiling fan. water, soil as non- 5. Stove
- Cooking pot living things. 6. Water etc.
- Stove
- Water etc.
11 REVISION.
12 EXAMINATION.
43
BASIC TECHNOLOGY
PRIMARY I
FIRST TERM
THEME: BASIC TECHNOLOGY

SUB- THEME: UNDERSTANDING BASIC TECHNOLOGY
WEEK

1 Simple Pupils should be able to: Meaning of simple 1. Guides pupils to define 1. Identify simple 1. Broom Pupils to:
Machines. 1. explains the meaning machine. (a device machine a device for machines. 2. Sea-saw 1. define machine.
of simple machine. that makes work making work easier. 2. Collect and use 3. Hoe. 2. name two
2. identify simple easy e.g. broom, 2. Provides sample of some simple 4. Cutlass examples of simple
machines. spoon, see- simple machines (broom, machine e.g. 5. Can open machine.
saw/swing, hoe, spoons, pair of scissors broom, hoe can 6. Spoon.
cutlass etc). etc). opens, spoon, etc.
2. Simple Pupils should be able to: Simple machine in Leads pupils to identify Identify simple 1. Broom Pupils to:
Machine in the identify simple machines school simple machine in the machines in the 2. Spoon. name at least three
School in the school. - Broom. school. school 3. See-saw. simple machines in
- See-saw. the school.
- Swing.
- Spoon.
3 Simple Pupils should be able to: Simple machines in Leads pupils to identify Identify simple 1. Blender. Pupils to:
Machines in identify and name the home. simple machine in the machines in the 2. Iron. lists three simple
the Home. simple machines in the - Blender home. home (pair of 3. Mortar and machines in the
home. - Mortar and pestle scissors iron etc). pestle. home.
- Iron etc. 4. Scissors.
4 Simple Pupils should be able to: Simple machine in 1. Takes pupils to visits 1. Observe workers 1. Cutlass. Pupils to:
Machine on identify and name the farm. and observe workers on as they use simple 2. Wheelbarrow. 1. Name four simple
the Farm. simple machines in the a. Cutlass. the farm. machines on the 3. Hoe machines used on
farm. b. Hoe 2. Leads them to identify farm. 4. Basket. the farm.
c. Wheelbarrow. simple machines used by 5. Head pan.
d. Basket. workers on the farm.
e. Head pan.
5 Uses of Pupils should be able to: Uses of broom. Initiates and guides class Identify the uses of Broom. Pupils to:
Broom. 1. states the uses of - Sweep house. discussion that will help broom in the 1. state two uses of
broom. - Remove cobwebs pupils to know the uses of school and at broom.
2. Draw and colour a etc. broom both at home and home. 2. draws and colour
broom. in the school. a broom.
44
BASIC TECHNOLOGY
PRIMARY I
FIRST TERM

WEEK

6 Uses of Spoon. Pupils should be able to: Uses of spoon for 1. Leads pupils to 1. Say the use of Spoon. Pupils to:
1. state the uses of eating (i.e. easy know the uses of spoon. 1. state two uses
spoon. carrying of food spoon. 2. Uses of spoon to of spoon.
2. draw a spoon. into the mouth). 2. Leads them to use a eat. 2. draw a spoon.
spoon.
7 Uses of See- Pupils should be able to: Uses of see- 1. Leads pupils to 1. Say the uses of 1. See-saw Pupils to:
Saw/Swing state the uses of a see- saw/swing. know the uses of see- see-saw/swing 2. Swing. state the uses of
saw/swing. saw/swing 2. Play on a see- a see-saw/swing.
2. Leads them to use. saw.
8 Uses of Pupils should be able to: Uses of can/bottle 1. Leads the pupils to 1. Identify a 1. Real object of Pupils to:
Can/Bottle 1. identify a can/bottle opener. identify can/bottle can/bottle opener. can/bottle opener states the uses of
Openers opener. opener. 2. Uses a can/bottle 2. Soft drinks. the following
2. state the uses of a 2. Guides them to open opener to open a a. a can opener
can/bottle opener. the bottle top of a soft bottle drink. b. bottle opener.
drink using an opener.
9 Uses of Cutlass Pupils should be able to: 1. Uses of cutlass. 1. Leads pupils to 1. Identify a cutlass. Pictures of a cutlass. Pupils to:
1. identify a cutlass. 2. Cut grasses. identify a cutlass by 2. Say the use of a state the use of a
2. state the uses of a showing their pictures cutlass. cutlass.
cutlass. of a cutlass.
2. Tells them the uses
of a cutlass.
10 Storage of Pupils should be able to: Storage of simple Assists pupils to label Collect and store Textbook. Pupils to:
Simple 1. label simple machines. machine. and store their simple machine in collect and store
Machines. 2. store collection of collections of simple the science corner. simple machines
simple machines in the machines in the
sciences corner. science corner.
11 REVISION
12 EXAMINATION
45
BASIC TECHNOLOGY
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
LEARNING
OBJECTIVE TEACHER PUPILS GUIDE
MATERIALS
1. Uses of simple Pupils should be able Use of a blender. 1. Guides pupils to identify a Identify a blender Pictures of a Pupils to:
machine to: blender by showing picture and state the uses blender. state what a
(blender) 1. identify a blender. of a blender. of blender. blender is used
2. state the uses of a 2. Leads them to know its for.
blender. uses by demonstration.
2. Uses of Pupils should be able Uses of 1. Guides pupils to identify a 1. Identify a Charts showing a Pupils to:
wheelbarrow. to: wheelbarrow. wheelbarrow. wheelbarrow. wheelbarrow. state the uses of
1. identify a a. To carry farm 2. Leads them to know what 2. Say the uses of wheelbarrow.
wheelbarrow. product. it is used for. wheelbarrow on
2. state the uses of a b. To carry heavy the farm.
wheelbarrow. loads.
3. Uses of head Pupils should be able Uses of head pan. 1. Guides pupils to identify a 1. Identify a head Pictures of a head Pupils to:
pan. to: head pan. pan. pan. state the uses of
1. identify a head pan. 2. Leads them to know its 2. Say the uses of head pan.
2. state the uses of a uses on the farm. head pan.
head pan.
4. Uses of basket. Pupils should be able Uses of basket. 1. Guides pupils to identify a 1. Identify a 1. Chart showing a Pupils to:
to: a. To store farm basket. basket. basket. 1. state two uses
1. Identify a basket. product. 2. Leads them on a class 2. List the uses of 2. Real objects of a of a basket.
2. state the uses of a b. To carry items discussion to know its use. basket. basket. 2. draws and
basket. bought from the colour a basket.
3. draw and colour a market etc.
basket.
5. Uses of hoe Pupils should be able 1. Uses of hoe. 1. Guides pupils to identify a 1. Identify a hoe 1. Hoe Pupils to:
to: 2. For digging the hoe. as a simple 2. Farmland. state two uses of
1. identify a hoe. soil 2. Leads them to know the machine. hoe.
2. state the uses of hoe b. For making use of hoe by demonstrating 2. Say how hoe is
on the farm. ridges etc. how it is used. used.
46
BASIC TECHNOLOGY
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
LEARNING
MATERIALS
6 The uses of Pupils should be able to: 1. Uses of mortar 1. Guides pupils to 1. Identify mortar and Charts showing Pupils to:
mortar and 1. identify a mortar and and pestle identify mortar and pestle. mortar and pestle. 1. list two use of
pestle. pestle. a. For pounding pestle. 2. Say what mortar mortar and pestle.
2. state the use of mortar yam. 2. Leads them to and pestle is used for. 2. colour pictures of
and pestle b. for pounding know the uses of mortar and pestle.
3. colour pictures of palm-nut etc. mortar and pestle.
mortar and pestle.
7 Uses of Pupils should be able to: Uses of scissors. 1. Guides them to 1. Identify a pair of 1. Real object of a Pupils to:
scissors. 1. identify a pair of a. For cutting piece identify a pair of scissors. pair of scissors. state the uses of a
scissors. of clothe etc. scissors. 2. Cut a piece of cloth 2. cloth pair scissor.
2. mention the uses of 2. Demonstrates with bare hands and 3. Paper.
scissors. how scissors is used then with a pair hands
by cutting a piece of and then with a pair of
cloth with a pair of scissors and describe
scissors. their experience.
8 The uses of Pupils should be able to: Use of pressing iron 1. Guides pupils to 1. Identify a pressing Chart showing a Pupils to:
pressing iron. 1. identify a pressing iron. (to make cloth identify pressing iron. pressing iron. say what iron is
2. state what it is used for. smooth). iron. 2. Say what it is used used for.
2. Leads them to for.
know what it is used
for.
9 The safe use of Pupils should be able to: The safe use of Demonstrates how Identify dangers in the Textbook. Pupils to:
simple use simple machines in a simple machines in to safely use simple use of simple demonstrate how to
machine in the safe way in school. school. machines in school. machines in the use some simple
school. school. machine in the
school safely.
10 The safe use of Pupils should be able to: The safe use of Demonstrates how Identify dangers in the Textbook. Pupils to:
simple use simple machines in a simple machines in to safely use simple use of simple demonstrate how to
machine in the safe way at home. the home. machines in the machines in the home. use simple machines
home. home. in at home safely.
11 REVISION
12 EXAMINATION
47
BASIC TECHNOLOGY
PRIMARY I
THIRD TERM
WEEK
ACTIVITIES
TEACHER PUPILS
MATERIALS
1. Energy Pupils should be able 1. Meaning of energy. 1. Leads pupils to 1. Defines energy as Textbooks. Pupils to:
to: 2. Forms of energy know the meaning of the ability to do 1. state the
1. explain the meaning a. Light energy energy. work. meaning of
of energy. b. Sound energy. 2. Leads them to know 2. List the forms of energy.
2. lists the different c. Electrical energy the different forms of energy. 2. list two forms
forms of energy. etc. energy. of energy.
2. Things that Use Pupils should be able Examples of things 1. Guides pupils to 1. Perform simple 1. Pupils in the Pupils to:
Energy to: that use energy. identify themselves activities showing the classroom. 1. perform an
1. state three things that using energy to move, use of energy such as 2. Desk and chairs. action to show
use energy. write, jump, run, lift walking, running 3. Posters and chart. the use of
2. perform activities objects. jumping, etc. energy.
involving the use of 2. Guides pupils using 2. Identify from 2. list any three
energy. posters to identify charts and posters things that use
objects around them objects that show the energy to work.
where energy is used use of energy.
e.g. grinding with
mortar, pounding with
pestle, riding a bicycle
etc.
3. Light Energy. Pupils should be able Meaning of light Guides pupils to know Listen to their teacher 1. Sun Pupils to:
to: energy. the meaning of light attentively. 2. Electric bulb explains the
explains the meaning of energy. meaning of light
light energy. energy using
examples.
4. Source Of Light Pupils should be able Sources of light Tells pupils the States the sources of 1. Electric bulb. Pupils to:
Energy to: energy. sources of light light energy. 2. Candle state five sources
state five sources of a. Candle energy. 3. Torch. of light energy.
light energy. b. Torch 4. Matches.
c. Electric bulb 5. Kerosene lamp.
d. Kerosene lamp
e. Sun etc.
48
BASIC TECHNOLOGY
PRIMARY I
THIRD TERM
WEEK
ACTIVITIES
TEACHER PUPILS
MATERIALS
5. Uses of Light Pupils should be able 1. Uses of light energy. Leads pupils to know Identify the uses of Textbooks. Pupils to:
Energy to: - To see objects the uses of light as a light energy as a List three uses of
list three uses of light - For traffic control form of energy. form of energy. light energy.
energy. - For photography.
- To see images clearly
on the television.
6. Sound Energy Pupils should be able Sound energy. Leads them to know the Say what sound Textbooks. Pupils to:
to: meaning of sound energy means. explains the
explains the meaning energy. meaning of
of sound energy. sound energy.
7.. Things Which Pupils should able to: Things which make Tells them things which Identify things Charts showing Pupils to:
Make Sound name four things sound. make sound. which make sound. things which make name four things
which make sound. a. Cat sound. which make
b. Dog. sound.
c. Train etc.
8. Things that Pupils should be able Things that produce Leads pupils to identify Identify things that Pictures of drum, Pupils to:
Produce Sound to: sound e.g. drum, violin, things that produce produce sound. violin, piano, whistle name four things
name four things that piano, guitar etc. sound. etc. that produce
produce sound. sound.
9. Local Pupils should be able 1. Local instrument that Leads pupils to identify Identify local 1. Bamboo stem Pupils to:
Instrument that to: produce sound e.g. local instruments that instruments that 2. Flute state three local
Produce Sound. state three local talking drum, flutes produce sound using a produce sounds 3. Chart showing instrument that
instruments that bamboo stem, agogo, chart. from a chart. other local instrument produce sound.
produce sound. gong etc. that produce sound.
10. Generating Pupils should be able How to generate 1. Leads pupils to strike 1. Strike two stones 1. Stones. Pupils to:
Energy to: energy. two stones together. together to generate 2. Palm. states two ways
explains how energy 2. Leads them to rub light energy. 3. Textbook. you can generate
can be generated. their palms to generate 2. Rub their palm energy.
heat energy. together.
11. REVISION
12. EXAMINATION
49
PHYSICAL AND HEALTH EDUCATION
PRIMARY I
FIRST TERM
THEME: PHYSICAL AND HEALTH EDUCATION
SUB- THEME: BASIC MOVEMENT
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES TEACHER PUPILS MATERIALS GUIDE
1 Moving our body Pupils should be able Leaping, walking 1. Demonstrates the 1. Practice the Playground balls Pupils to:
part. to: steeping, hopping techniques in locomotor techniques of etc. demonstrates
demonstrates correct and running etc. movement. leaping, walking and basic movement
movement patterns of 2. Supervises the pupils running. skills correctly.
leaping, walking, and offers assistance.
stepping, hopping
and running etc.
2 Basic Pupils should be able Throwing of objects, 1. Demonstrates that 1. Practice Playground balls Pupils to:
manipulative to: catching of objects, basic manipulative manipulative etc. perform basic
movement. perform basic kicking of objects, movements, supervises patterns of throwing, manipulative
manipulative striking of objects. the children and offers catching in pairs, movement
movement. assistance. 2. Practice non- correctly.
2. Demonstrates the non- locomotor
locomotoer movement, movement.
supervises the children
and offer assistance.
3 Safety rules in Pupils should be able 1. Safety rules. 1. List safety rules in 1. Playground Pupils to:
basic movement. to: basic movement. state safety rules
identify safety rules on the
in walking, running, playground.
pushing and kicking
etc.
4 Practical exercise Pupils should be able 1. Exercise on basic 1. Demonstrates and 1. Practice and
to: manipulative supervises pupils. perform basic
practice basic movements. manipulative
manipulative movement.
movements.
5 Dangers in basic Pupils should be able 1. Dangers in basic 1. List dangers in basic Text. Pupils to:
movement to: movement. movements. state the dangers
state the dangers in in basic
basic movement. movement.
50
PRIMARY I
FIRST TERM
SUB- THEME: BASIC MOVEMENT
ACTIVITIES
WEEK
TEACHING AND
6 Athletics I Pupils should be able 1. Short distances `1. Demonstrates the 1. Observes the 1. Playground Pupils to:
to: race e.g. 50 events e.g. 50 teachers demonstration 2. Cross-bar. 1. perform simple
perform simple meters. meters (start from in running (start from athletic activities such as
athletic activities. and finish) jumping and finish jumping, running, jumping etc.
(run-up take off, running (run-up, take 2. perform 50 meters
flight and landing). off, flight and dash showing start from
landing). and finish.
7 Athletics II Pupils should be able 1. Simple jump. Supervises and 1. Practice the event. 1. Cross-bar Pupils to:
to: corrects practice by 2. Up right poles. demonstrate basic high
perform simple pupils. 3. Landing pit jump skills.
jumps. - Run-up
- Take off
- Flight
- Landing.
8 Health benefits Pupils should be able Benefits of simple Explains the health Mention the health Pupils to:
of simple to: jumps. benefits of simple benefits of simple state the health benefit of
jumps. state the health jumps. jumps. simple jumps.
benefits of simple
jumps.
9 Safety rules of Pupils should be able 1. Safety rules in Explains safety Mention safety rules. Playground. Pupils to:
simple jumps. to: athletics. rules. state safety rules on short
state safety rules in distances race (50meters
running, jumping and dash and simple jump).
the throwing etc.
10 PRACTICAL 1. Short distance Teacher guides Playground Pupils to:
EXERCISE race. pupils on short practice the event of:
2. Simple jumps. distance race. 1. simple jumps.
2. short distances race
e.g. 5o meter.
11 REVISION
12 EXAMINATION
51
PRIMARY I
SECOND TERM
SUB- THEME: SPORTS AND GAMES
ACTIVITIES
WEEK
TEACHING AND
LEARNING
MATERIALS
1. Local games I Pupils should be able Local games: rats Explains the local 1. Observe the Playground, balls Pupils to:
to: and rabbits, cat games to the pupils teacher’s etc. demonstrate the
demonstrates the skills and rat; fire on the demonstration. skills involved in the
of some local games. mountain etc. 2. Practice the local games.
skill of the local
games.
2. Local games II Pupils should be able Local games. 1. Observes the Play the local Playground. Pupils to:
to: pupils and offers games. perform the local
perform some local assistance. games correctly.
game. 2. Demonstrates
the various local
games.
3. Skills in ball games. Pupils should be able Kicking and Explains the skills Practice the skills Playground, balls Pupils to:
to: stopping etc. in kicking and of kicking and etc. perform the skills of
perform the basic skills stopping. stopping. ball games e.g.
in ball games. kicking and
stopping etc
correctly.
4. Safety rules in Pupils should be able Safety rules. Lists safety rules. Mention safety Playground. Pupils to:
games. to: rules. list some safety
state safety rules in rules in game.
games.
5. Swimming I Pupils should be able Skills for Explains the Listen to the 1. Swimming pool Pupils to:
to: beginners; coming preliminary skills. teacher. 2. Whistle. mention the
mention the into and out of 3. Swimming trunk. preliminary skill of
preliminary skill of water, adjusting to swimming.
swimming. the water,
breathing turtle
float face float.
52
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
LEARNING
MATERIALS
6. SWIMMING II Pupils should be able Demonstration of Demonstrates the Perform the 1. Swimming pool. Pupils to:
to: preliminary skills. preliminary skills preliminary skills. 2. Swimming trunk. demonstrates the
perform the of swimming. 3. Swimming clothe. preliminary skills of
preliminary skill of swimming.
swimming.
7. Benefits of Pupils should be able Benefit of Lists benefits of Mention benefits Swimming Pupils to:
swimming. to: swimming. swimming. of swimming. trunk/clothe. list some benefits of
list some benefit of swimming.
swimming.
8.-9 Safety rules of Pupils should be able Safety rules. Explains safety Observe safety Swimming Pupils to:
swimming. to: rules in swimming. rules. clothe/life jacket etc. list some safety
state safety rules of rules of swimming.
swimming.
10. PRACTICAL EXERCISES
11. REVISION
12. EXAMINATION
53
PRIMARY I
THIRD TERM
WEEK

LEARNING
1. Health and Pupils should be able General body Guides the pupils Participates and 1. Charts. Pupils to:
hygiene to: cleanliness in washing to demonstrate how demonstrates how 2. Posters describe how to wash
(care of the explain how to wash hands. to wash hands. to wash hands. 3. Bowl hands.
hands) hands. 4. Water etc.
2. Care of the Pupils should be able Bathing and care of the Guides the pupils Demonstrate how 1. Sponge Pupils to:
skin to: skin. to bathe. to bathe. 2. Soap. 1. describe how to
1. explain how to bath 3. Water bath and care for the
and care for the skin. 4. Dettol. skin.
2. state items used in 5. Towel 2. state three
bathing the skin. 6. Pomade. materials used in
7. Bucket. bathing the skin.
3. Care of Pupils should be able Teeth brushing Guides the pupils Participates and 1. Chewing stick. Pupils to:
brush and to: - Chewing stick to demonstrate how demonstrate how 2. Tooth brush. 1. demonstrate how
teeth. 1. demonstrate how to - Tooth brush and to brush the teeth. to brush the teeth. 3. Paste. to brush the teeth.
brush the teeth. paste. 2. state materials for
2. state materials used care of the teeth.
in caring for the teeth.
4. Care of nails Pupils should be able Cutting of nails. Guides the pupils Participates in 1. Razor blades. Pupils to:
to: through discussion discussion on the 2. Nails cutter. 1. describe how to cut
1. describe how to cut on care of nails. care of the nails. the nails.
nails. 2. name materials for
2. state materials for cutting nails.
cutting nails.
5. Ways of Pupils should be able Maintenance of foot Guides the pupils Participates in 1. Slipper/shoe Pupils to:
maintaining to: wears and clothes. through discussion discussion on the 2. Stocking state some ways of
foot wears 1. state ways of on maintenance of care of the 3. Blouses maintaining foot
and clothes. maintaining foot foot wears and following. 4. Skirts wears and clothes.
wears. clothes. - Foot wears 5. Shorts.
2. state ways of - Clothes.
maintaining clothes.
54
PRIMARY I
THIRD TERM
WEEK

LEARNING
6. Ways of Pupils should be able Hair maintenance Guides the pupils Participates in 1. Scissors/clippers. Pupils to:
maintaining to: through discussion discussion on the 2. Hair cream etc. 1. states some ways
the hair. 1. state ways of on care of hairs. care of the hair. of maintaining the
maintaining the hair. hair.
2. list some materials 2. list two materials
for caring for the hair. used in caring for the
hair.
7. Benefits of Pupils should be able Benefits of cleanliness. List the benefit of Mention some Text. Pupils to:
cleanliness. to: cleanliness. benefits of list some benefits of
state the benefit of cleanliness. cleanliness.
cleanliness.
8. First aid Pupils should be able Meaning of first aid. State the meaning State the meaning 1. Text. Pupils to:
to: of first Aid. of first Aid. 2. Charts. state what first Aid is.
explains the meaning 3. Postures
of first aid. 4. Pictures
9. Objectives Pupils should be able Objectives of first Aid. Guides pupils to List objectives of 1. Charts. Pupils to:
of first aid to: - Arrest bleeding. list and explain first Aid. 2. Posters state at least three
state the objectives of - To save life some objectives of 3. Pictures. objective of first Aid.
first Aid. - Prevent injury from first aid. 4. Textbooks.
becoming worse.
10. Contents of Pupils should be able Content of first aid Present a first aid Identify content of First Aid Box. Pupils to:
first aid box. to: box. box with its first aid box. list at least, three
list some contents of contents and guides contents of a First
first Aid box. pupils to identify Aid Box.
the content.
11. REVISION
12. EXAMINATION
55
INFORMATION TECHNOLOGY
PRIMARY I
FIRST TERM
THEME: INFORMATION TECHNOLOGY
SUB- THEME: BASIC COMPUTER OPERATIONS
WEEK

LEARNING
OBJECTIVE GUIDE
1 Description of a Pupils should be able to: Description of Leads pupils to Identify a computer. Charts/pictures of Pupils to:
Computer 1. describe a computer. computer. identify a computer. computer. 1. describe a
2. draw a computer. computer.
2. draw a computer.
2 Parts of a Pupils should be able to: Parts of a 1. Arranges Touch and identify 1. Flash. Pupils to:
Computer. 1. name parts of a computer: computer parts on the mouse, monitor, 2. Mouse. name five parts of a
computer. i. monitor. a table. printer and speaker. 3. Printer. computer.
2. identify computer ii. keyboard. 2. Provide the 4. Speakers.
parts. iii. system unit. pictures of computer 5. Plain paper.
iv. mouse parts and guides 6. Colour pencil
v. printer. pupils to match the 7. Keyboard.
vi. speakers. pictures with the 8. Monitor.
real objects. 9. System unit.
3 The Monitor. Pupils should be able to: 1. The monitor. Displays the Identify and match Charts showing the Pupils to:
1. identify a monitor. 2. Description of a pictures of the pictures of the monitor. 1. what is a monitor.
2. describe the features monitor monitor and guides monitor with real 2. describe the features
of a monitor. pupils to match the object. of a monitor.
3. name the types of pictures with the 3. name the two types
monitor. real objects. of monitor.
4 Functions of the Pupils should be able to: Functions of the 1. Guides pupils to Look and tell the 1. Pictures of a Pupils to:
Monitor. 1. state the function of monitor. know the functions difference between monitor. 1. state any two
the monitor. of the monitor. a monitor and a 2. Pictures of a function of the
2. state the difference 2. Guides them to television. television. monitor.
between a monitor and a distinguish between 2. state the difference
television. a monitor and a between a monitor and
television. a television set.
5 The Keyboard. Pupils should be able to: 1. Description of a 1. Guides pupils to 1. Identify parts of a 1. Computer. Pupils to:
1. describe a keyboard. keyboard. know the keyboard. keyboard from a 2. Pictures of a 1. describe a keyboard.
2. identify parts of a 2. Parts of a 2. Guides pupils to computer. keyboard. 2. name parts of a
keyboard. keyboard. identify parts of a keyboard.
keyboard.
56
PRIMARY I
FIRST TERM
WEEK

LEARNING
OBJECTIVE GUIDE
6 Functions of the Pupils should be able to: 1. Function of 1. Guides pupils to know, 1. Identify the 1. Keyboard. Ask pupils to:
Alphabetic and 1. list the function of alphabetic keys identify and state the alphabetic keys 1. list the functions
Numeric Keys. alphabetic keys. (Aa-Zz). functions of alphabetic and its function. of alphabetic keys.
2. name the numeric 2. Function of keys. 2. Identify the 2. give five examples
keys on a keyboard. numeric keys (0-9). 3. Guides pupils to know, numeric keys of the upper and
3. list the function of the identify and state the and its function. lower case letters.
numeric keys. functions of the numeric 3. state the functions
keys. of the numeric keys.
7 System Unit. Pupils should be able to: 1. The system unit. Describes the system unit Observe pictures Pictures of a Pupils to:
describe a system unit. 2. Description of with the aid of pictures. of a system unit system unit. describe a system
the system unit. and listen to the unit.
description.
8 Components Of Pupils should be able to: 1. C.P.U 1. Leads pupils to know Listen attentively Pictures of a Ask pupils to:
System Unit. 1. state the component 2. RAM the components of the to their teacher. system unit. 1. name two
of system unit. 3. DISK DRIVE system unit. components of the
2. state the functions of 2. Leads them to know system unit.
each of the components their functions and their 2. give the full
of the system unit. full meaning. meaning of:
3. state the full meaning (a) CPU (b) RAM.
of the following. 3. state the function
(i) CPU (ii) RAM. of the CPU.
9 The Mouse. Pupils should be able to: 1. The mouse. 1. Guides pupils to know 1. Identify the 1. Pictures of a Pupils to:
1. describe a mouse. 2. Features of a the description of a mouse features of a computer mouse. 1. Describe a mouse.
2. identify the features of computer mouse. 2. Leads pupils to identify computer mouse. 2. State three features
computer mouse. the features of a computer of a computer mouse.
mouse.
10 The Printer Pupils should be able to: 1. Description of a 1. Describes a printer with 1. Identify a Pictures of the Pupils to:
1. describe a printer. printer. the aid of a chart or real printer. printer. 1. describes a
2. identify different types 2. Types of objects. 2. Name types of printer.
of printers. printers. 2. Leads pupils to know printer. 2. name two types of
the types of printer. printer.
11 REVISION
12 EXAMINATION
57
PRIMARY I
SECOND TERM
WEEK

LEARNING
1 Speakers. Pupils should be able 1. Description of a 1. Guides them to Identify a speaker 1. Textbooks Pupils to:
. to: speaker. identify a speaker as part and the features. 2. Pictures of a 1. describe a
1. describe a speaker. 2. Features of a speaker. of a computer. speaker. speaker.
2. identify features of 2. Leads them to identify 2. identify features
a speaker. parts of a speaker. of a speaker.
2 Drawing of Pupils should be able 1. Drawing of computer 1. Provides the pictures 1. Draw parts of a 1. Pencil Pupils to:
. Computer Parts. to: parts. of the mouse, printer, computer. 2. Crayon 1. draws parts of a
1. draw/sketch part of 2. Colouring and keyboard and speakers 2. Colour pictures 3. Paper. computer e.g.
a computer. naming of computers and guides pupils to of a computer speaker.
2. name and colour the parts. draw them. parts. 2. name and colour
pictures of computer 2. Leads them to colour the picture of
parts. the picture of computer computer parts.
parts.
3 Differences Pupils should be able 1. The computer 1. Takes pupils to see a 1. Look at the real 1. Computer. Pupils to:
. Between a to: 2. The Television. computer and a computer and a 2. Television. state the
Computer and a state the difference television. television. differences
Television. between a computer 2. Guides them to note 2. Identify what between a
and a television. the differences between makes them computer and a
them. different. television.
4 Uses of Pupils should be able 1. Uses of computer: Leads pupils to know List the uses of 1. Computer. Pupils to:
. Computer in to: i. typing of text. uses of computer in computer in 2. Printer. mention two uses
School state the uses of ii. for learning school schools. of computer in
computer in school. iii. storing information. school.
iv. comparing two
values in order to
rearrange them etc.
5 Uses Of Pupils should be able Uses of computer at Leads pupils to know the States the uses of 1. Computer. Pupils to:
. Computer At to: home. uses of computer at computer at home. 2. Learning lists at least three
Home. state three uses of a. Playing games home. software uses of computer at
computer at home. b. Watching 3. Paper home.
educational films. 4. Printer.
c. Storing and retrieving
information etc.
58
PRIMARY I
SECOND TERM
WEEK

LEARNING
6. Uses Of Pupils should be able Uses of computer in the Leads pupils to Listen attentively Computer. Pupils to:
Computer In The to: bank: know the uses of to their teacher. list at least two uses
Bank. mention the uses of a. to transfer money. computer in the of computer in the
computer in the bank. b. store information. bank. bank.
7. Uses Of Pupils should be able Uses of computer in Leads pupils to State the uses of Computer. Pupils to:
Computer In to: hospitals: know the uses of computer in the lists two uses of
Hospitals. list the uses of a. storing names of patients. computer in the hospital. computer in the
computer in the b. diagnose the health of hospital. hospital
hospital. patient.
c. save hospital bills date of
patients.
8. Things Computer Pupils should be able What computer cannot do: Leads pupils to Say what Textbooks. Pupils to:
Cannot Do. to: a. cannot think and reason know things computers State three things
state what computer like human. computers cannot cannot do. computers cannot
cannot do. b. cannot run, eat, or drink do. do.
water etc.
9. Things Produced Pupils should be able Things produced with a Shows pupils Come out in 1. Print-outs. Pupils to:
With a Computer. to: computer: things produce groups of two to 2. Books etc. name four things
state things produced a. drawings. with a computer. examine what produced with a
with a computer b. paintings. the teacher has computer.
c. print-out. produce with
d. books etc. computer.
10 People Who Use Pupils should be able people who uses Leads them to Listen Textbooks. Pupils to:
Computer to: computers: know the people attentively to name any four
name the people who a. pupils. who uses their teacher. persons who uses
use computer. b. teachers. computer. computer.
c. bankers.
d. health personnel e.g.
doctors.
e. architects
11 REVISION
12 EXAMINATION
59
PRIMARY I
THIRD TERM
WEEK

LEARNING
OBJECTIVE GUIDE
1 Common IT Pupils should be able to: 1. Meaning of IT 1. Leads pupils to Identify and name 1 Toy GSM Pupils to:
devices. 1. say the meaning of IT devices. know the meaning of common IT Phones, 1. say the meaning of
devices. 2. Common IT IT devices. devices. 2. Smart phones IT devices.
2. identify and name devices, GSM Phone, 2. Leads them to 3. Toy calculator. 2. lists three IT
common IT devices. calculator, Digitals know and identify devices.
wristwatch etc. common IT devices.
2 Common/devices Pupils should be able to: 1. Meaning of GSM 1. Guides pupils to 1. Identify GSM 1. GSM Phones. Pupils to:
(G.S.M phones) 1. identify GSM phone. 2. Types of GSM identify GSM phones phone. 2. Pictures of 1. give the full
2. give the full meaning phones. and the full meaning 2. Say the full different types of meaning of GSM.
of GSM. 3. Uses of GSM of GSM. meaning of GSM. GSM Phone. 2. state any three types
3. name types of GSM phones. 2. Leads them to 3. Name the types of GSM phones.
phone. - Call making. know the types and and uses of GSM 3. list what GSM
4. state the uses of GSM - Receiving calls. uses of GSM Phones. phone. Phone are used for.
phone. - Sending and
receiving messages
etc.
3 Common IT Pupils should be able to: 1. Description of 1. Describes a 1. Identify and 1. Textbooks Pupils to:
devices 1. identify and describe a calculator. calculator. describe a 2. Pictures of a 1. describe a
(calculator) calculator. 2. Types of 2. Leads them to calculator. calculator. calculator.
2. name types of calculator. know the types and 2. Name types of 2. lists two types of
calculator. 3. Uses of calculator. use of a calculator calculator. calculator.
3. state the uses of (scientific and 3. Say the uses of a 3. state what calculator
calculators. standard calculator). calculator. is used for.
4 Common IT Pupils should be able to: 1. Description of 1. Describes the types 1. Describe digital 1. Toy Pupils to:
devices 1. identify and describe digital and analogue of wristwatches and analogue wristwatches. 1. state the two types
(wristwatches) digital and analogue wristwatches. (digital and wristwatches. 2. Pictures of of wristwatches you
wristwatches. 2. Difference analogues 2. Distinguish wristwatches know.
2. state the difference between digital and wristwatches). between a digital 2. state the differences
between a digital and analogue wristwatch. 2. Leads pupils to and analogue between the two types.
analogue wristwatch. 3. Uses of know the use of wristwatches. 3. say what
3. say the use of a wristwatches (to tell wristwatches. 3. Say the uses of a wristwatches are used
wristwatch. us the time). wristwatch. for.
60
PRIMARY I
THIRD TERM
WEEK

LEARNING
OBJECTIVE GUIDE
5 Common IT Pupils should be able to: 1. Descriptions of an 1. Describes an Describes an Pictures of an Pupils to:
devices 1. describe an organizer. organizer. organizer. organizer and organizer. 1. describe an
(organizer). 2. state the uses of an 2. Uses of an organizer: 2. Leads them to say the uses of organizer.
organizer. - to show date, time and know the uses of an an organizer. 2. state the uses of an
perform calculations. organizer. organizer.
- store address.
6 Common IT Pupils should be able to: 1. Description of a pager. 1. Guides pupils to Describe and 1. Textbook. Pupils to:
device (pager) 1. describe pager. 2. Uses of pager: describe a pager. say the uses of 2. Pictures of 1. describe a pager.
2. state the uses of a - to report disasters such as 2. Leads them to know pager. pager. 2. state two uses of a
pager. fire disasters, accident etc. the uses of pager. pager.
7 Fax machine Pupils should be able to: 1. Description fax machine. 1. Guides pupils to 1. Describe a Chart showing a Pupils to:
1. describe a fax 2. Uses of fax machine. describe a fax fax machine. fax machine. 1. describe a fax
machine. machine. 2. Say the uses machine.
2. state the uses of fax 2. Leads them to know of fax 2. state the uses of a
machine. the uses of fax machine. fax machine.
machine.
8 Radio Pupils should be able to: 1. Description of a radio. 1. Describes a radio. 1. Describe a 1. Toy radio. Pupils to:
1. describe a radio. 2. Uses of radio. 2. Leads pupils to radio. 2. Pictures of radio. 1. describe a radio.
2. state the uses of radio. know the uses of a 2. Say the uses 2. list the uses of a
radio. of a radio. radio.
9 Television. Pupils should be able to: 1. Description of a 1. Describes a 1. Describes a 1. Pictures of Pupils to:
1. describe a television. television. television with television. television. 1. describe and state
2. state the uses of a 2. Uses of television. pictures of it. 2. Say its uses. 2. Real television. uses of a television.
television. 2. Leads them to know 3. Workbook. 2. colour a television.
its uses. 4. Colour pencil.
10 Liquid Pupils should be able to: 1. Description of liquid Describes liquid Describe Pictures of liquid Pupils to:
dispensers. 1. describe a liquid dispensers e.g. fuel dispensers and tells liquid dispenser. 1. describe a fuel
dispenser. dispensers. them its uses. dispenser and dispenser.
2. state the uses of liquid 2. Uses of liquid dispenser. say what it is 2. state two uses of
dispensers. used for. fuel dispenser.
11 REVISION
12 EXAMINATION
61
CHRISTIAN RELIGIOUS KNOWLEDGE
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
1 Who is God? Pupils should be Who is God? God is 1. Explains who God 1. Listen to the The holy Bible Pupils to:
able to: spirit invisible, all is. teacher’s explanation 1. explain who God is
1. explain who god powerful, a person 2. Guides pupils to 2. Learn and sing song 2. mention ways to
is. who hear, talk, feel, appreciate who God of praise of God show respect for God
2. explain unlimited love, understand etc. is to us as our and parents.
power of god. “Jn. 4:24” heavenly father. 3. sing songs of praise
to God.
2 The Story of Pupils should be 1. Creator (who 1. Guides pupils to 1. Move outside to 1. Pictures of Pupils to:
God’s Creation able to: made all kings). appreciate what God identify the sun, sky, people, rocks, 1. explain the
1. explain the term 2. Things God created by singing plant, animals etc. trees, rivers, meaning of creator.
creation. created (Gen. 1:1- praises to him. 2. Participate in animals, children 2. mention source of
2. mention/list what 27) e.g. The sun, 2. Identifies the mentioning and themselves and the things God
God created. moon, plants, things God created touching some of other things in the created.
3. explain why God animals, stars etc. e.g. sun, moon, God’s creations. bible passage. 3. draw two creature’s
created things and plants, animals stars, 3. Recite Gen. 1:1. 2. Clay to mold of God e.g. plants and
man. human beings. objects that God animals.
create.
3 Why we Should Pupils should be 1. God made all 1. Explains the need 1. Love and appreciate Picture of those Pupils to:
Fear and Respect able to: things (Gen. 1:1-2). to reverence and parents and others praising God. 1. mention ways to
God 1. explain why 2. Fear and respect honour God; (avoid 2. Learn and sing show respect for God
people should fear God. swearing, cursing and songs of praise to God and parents.
and respect God. 3. Love and respect using fowl 2. sing songs of praise
2. develop love and our parents. languages). and thanks to God.
care for fellow class 2. Emphasizes love,
mate and others. obedience and
3. recognize God as respect of parents and
their creator. elders
62
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
4 Why God Created Pupils should be 1. God created all 1. Explains why God 1. Listen to teacher’s 1. Pictures of sun Pupils to:
All Things able to: things (Gen. 1:28). created all things. explanation. giving light, moon 1. give two reason’
1. state why God 2. His glory and 2. Lists the things 2. Sing songs of and stars for the why God created the
created all things honour God created. praise. might. sun and moon.
2. explain why God 3. That we might 2. Clay to mold 2. mention two
created all things serve Him and objects. reasons why God
worship Him 3. Cardboard created them.
4. To reproduce papers to draw
(Rev. 4:11). pictures.
5 Why God Created Pupils should be Why God created 1. Explains why God 1. Listen to the 1. Picture of the Pupils to:
Man able to: man (Gen. 1:28-30) created man. teacher’s explanation. people God give two reason why
1. Explain why God - For His glory and 2. Explains the 2. Sing song of created. God created them.
created man (Gen. honour importance of each worship to God. 2. The picture of
1:28). - To know Him child God created. man working in the
2. Take care of the - To love Him garden.
things God created - To worship Him 3. Picture of a man
by man.. - To serve Him taking care of the
- To maintain his flock.
creatures
- To reproduce
6 Care of Things Pupils should be 1. Take care of the 1. Takes care of the 1. To take care of the Pictures of people, Pupils to
God Created able to: things God created. things around them. things God created. rock, tree, rivers, 1. give reasons why
1. take care of the 2. Duties of the 2. Guides pupils to 2. The duties of the animals, children we should take care of
things God created. parents to children, take care of the thing children at home and etc. those things God
2. how to take care duties of farmers around them God in the school. created.
of everything God and duties of created. 3. Duties of the pupils 2. why and how we
has made. shepherd in the communities. should take care of
3. know why we 3. Why we should those things God
should take care. take care? created.
63
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
7 God, the giver of Pupils should be 1. Description of 1. Asks pupils about 1. Respond to the Pictures of Pupils to
family able to: family (Gen. 1:26- their family and the teacher’s questions. different types of 1. mention the first
1. describe the 28) (father, mother creator. 2. Participate in families. family God created.
family. and children). 2. Tell story about drawing members of 2. mention the first
2. identify the first 2. The story of God, forming the first the family. man God created.
family created by Adam and Eve. family (Adam and 3. mention the first
God (Adam and Eve). woman God created.
Eve).
8 Things Created by Pupils should be Things made by Guides pupils to Mentions things made Classroom table Pupils to:
Human Beings able to: man: identify things made by man. chairs etc. mention three things
list things made by - car by man. made by man.
human beings. - table
- aeroplane
- train etc.
9 Angel, Visit to Pupils should be How angel Gabriel 1. Tells story on how 1. Participation in the Picture of Mary Pupils to
Mary able to: visited Mary (Lk. angel Gabriel visited roll playing. and Angel Gabriel. 1. mention the Angle
narrate the visit of 1:26-38). Mary. 2. Answer question that visited Mary.
angel Gabriel to 2. Leads class to from the topic. 2. what was the
Mary. enroll playing as an Angel’s message to
angel. Mary?
3. what was Mary’s
response to the
Angel?
10 Mary, Visit to Pupils should be The visit of Mary to Explains to pupils Listen to the story and The picture of Pupils to
Elizabeth able to: Elizabeth. why Mary visited ask questions. Mary and Elizabeth 1. who visited
narrate why Mary Elizabeth. discussions. Elizabeth.
visited Elizabeth to 2. what is the reason
Mary. for Mary’s visit?
11 REVISION
12 EXAMINATION
64
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
PERFORMANCE TEACHING AND EVALUATION

TOPIC/SKILLS CONTENT
RESOURCES
1. The Birth of Jesus Pupils should be 1. How, where 1. Reads and explains 1. Participate in 1. Picture of the Pupils to:
able to: and why Jesus the bible passages. class discussion. nativity story. 1. explain who Jesus is
1. narrate the birth was born (Lk. 2:1- 2. Leads pupils to 2. Asking and 2. Decorated and why He came.
of Jesus. 7, matt. 2:1-16, dramatize the birth of answering Christmas tree. 2. explain why we
2. tell why Jesus Jn. 3:16). Jesus. questions. celebrate Christmas.
came. 2. Christmas helps 3. Discusses the
3. explain why we us remember purpose of Christmas.
celebrate Christmas. Jesus birth (Matt. 4. Leads the singing
1:8-25, 2:1-23). of Christmas carols.
2. The visit of the Pupils should be 1. Visit of the 1. Leads class to 1. Participate in 1. Charts of angel’s Pupils to:
wise men able to: angel to the dramatize the visit of the dramatization visit. 1. narrate the story of
narrate the visit of shepherds the wise men and the of the visit of the 2. Wrapped gifts. the visit of the angel.
the wise men and 2. The gifts shepherds. wise men. 3. Picture of the wise 2. mention the three
the shepherds presented to Jesus 2. Leads them to 2. Participate in men and their gifts. gifts given to Jesus.
by the wise men: mention the gifts naming the gifts 3. mention what led
- gold presented to Jesus. given to Jesus. the shepherd to where
- myrrh Jesus was born.
- frankincense
3. Jesus was protected Pupils should be 1. Ways in which 1. Discusses ways in 1. Participate in Picture of Joseph, Pupils to:
from Danger able to: God protected which God protected the class running away with 1. mention who
1. describe how Jesus. Jesus. discussion. Mary to Egypt. carried Jesus away
baby Jesus was 2. Show ways in 2. Discusses how our 2. Asking and into hiding.
protected from which God, our parents, the answering 2. say where they took
danger. parents, and the government can questions. Him for safety.
2. narrate how their government protect us. 3. say who protected
parents are protect us. Him from danger.
protecting them.
65
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK

RESOURCES
4 Jesus our friend Pupils should be able to: 1. Definition of a 1. Explains who a 1. Participate in Picture of Jesus Pupils to:
1. explain who a friend is friend. friend is. singing. holding a child and 1. say who Jesus
2. show how Jesus 2. he calls little 2. Explains why 2. Mention the names two friends shaking called to Himself.
related kindly with love children (Matt. and how we are of their friends. hands. 2. say why they are
to people including 19:13-15). friends to Jesus. friends of Jesus.
children. 3. We are also His 2. Leads pupils in
3. list two things about friends if we: singing some
Jesus life they will like - obey him chorus e.g. Jesus
to emulate in relating to - love him loves little
God, school mates, - do good to others children.
brothers and sisters and
other children in the
community.
4. explain why we are
also His friends.
5 Jesus calls His Pupils should be able to: 1. Calling of the 1. Leads the pupils 1. Participate in Picture of two Pupils to:
disciples friends name the disciples twelve disciples to learn the names reciting the names of friends shaking 1. name four of
whom Jesus called His (Matt. 10:1-4). of the twelve the disciples. hands. Jesus’ disciples.
friend. 2. Why Jesus calls disciples of Jesus. 2. Participate in 2. say why they are
His disciples friends. 2. Explains why discussion on how we friends of Jesus.
and how the are Jesus’ friend.
disciples are 3. Mention the names
friends to Jesus. of their friends.
6 Jesus feeds 5000 Pupils should be able to: 1. Jesus feeds over Explains why and Pray for those who Pictures of children Pupils to:
People 1. narrate how Jesus feed 5000 people with how we should have no food to eat. that are hungry and 1. mention two
5000 people with five food from a little avoid wasting of need food. ways we can avoid
loaves of bread and two child who was food. wasting food.
fishes. willing to share (John 2. say how many
2. say how a little boy 6:1-13). people Jesus fed
shared what he had. 2. Jesus taught His with the bread and
disciples not to be fish.
wasteful. 3. say who brought
3. Ways God the bread and fish.
provides food for us.
66
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK

RESOURCES
7. Jesus Wants Us Pupils should be able 1. People who were 1. Tells stories of 1. Participate in 1. Picture of school Pupils to:
To Make Friends to: friends in the Bible people who were discussions on why children singing and 1. indicate whether
1. identify people who – David and friends in the bible. we should make shaking hands. they are friends to
are friends of Jesus. Jonathan (I Sam. 2. Ask pupils good friend. 2. Pictures showing. Jesus and why?
2. mention what 18:1-15, 20-42). names of their 2. Participate in - David and Jonathan. 2. tell the stories of
Jonathan did to show - The friends at friends at school drama showing - Friend knocking at David and Jonathan,
friendship. midnight (Lk. 11:5- and in the good friends and the door. Jesus and Lazarus
3. explain how we 8). community. bad friends. - Jesus and Lazarus. and friends at
should relate to our - Jesus and Lazarus 3. Leads a midnight.
friends in school and (Jn. 5:11, 35 and discussion on what 3. explain why we
community. 36). pupils do should have good
4. state why we should 2. Our friends in with/for/to their friends.
have good friends. school and in the friends.
community. 4. Tells pupils
3. Reasons why reasons why Jesus
Jesus wants us to wants us to have
have good friends. good friends.
- To help, advice
and protect us.
8. Obeying God Pupils should be able 1. Explanation of 1. Explains what 1. Participate in 1. Bible Pupils to:
to: obedience and obedience is and discussion on why 2. Picture of child. 1. Give reasons why
1. explain what reasons why we leads in discussing we should obey Jesus. they should obey
obedience is and give must obey God. why we should God. 3. Pictures showing God.
reasons why we a. obedience to God obey God. 2. Demonstrate reward for obedience 2. Explain how to
should obey God. brings blessing. 2. Discusses ways obedience to law of 4. Picture of a prisoner show obedience to
2. explain how to Jesus was obedient to show obedience the land e.g. God and our parents
show obedience to to God (Phi. 2:9-11, to God. cleaning of
God. Gen. 6:8). 3. Teaches the classroom.
3. Explain how to 2. Ways to show pupils to obey the 3. Play roles on
show obedience to our obedience to God laws of the Nation. reward for
parents. and our parents. reporting lost items
4. Explain obedience 3. Ways to show and punishment for
to the law of the obedience to the law stealing.
nation. of the Nation.
67
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK

RESOURCES
9. The Death of Pupils should be able 1. Definition of 1. Leads pupils to Listen and 1. A picture, nails, Pupils to:
Jesus to: death of Jesus Christ dramatize the participate actively wood, cross etc. 1. tell the story of
1. understand and 2. How and why crucifixion story. in dramatization 2. Charts and pictures death of Jesus.
narrate Jesus Jesus had to die 2. Shows how and songs. showing some heads 2. mention two
sacrificial death. (Matt. 27:27-50, Jesus death of states and governors benefits of Jesus
2. identify 2 or 3 28:1-8) benefits us. who have served death.
benefits of His death. - Show God’s power 3. Explains how we Nigerians. 3. mention two ways
3. identify ways to over suffering, death use our strength they can also
sacrificially serve at and evil people who and ability to serve sacrificially serve at
home, school, church want to harm us. community and home, school or
and the community. 3. List various ways God. community.
of sacrificial service
at home, school,
church and the
community.
10 The Resurrection Pupils should be able 1. Definition of 1. Narrates the 1. Listen, ask and Pictures and charts Pupils to:
. of Jesus Christ. to: resurrection from story of the answer questions. showing the 1. tell the story of
1. understand and death. resurrection of 2. Recall how and resurrection of Jesus resurrection of
narrate the story of 2. the story of Jesus Christ. when Jesus Jesus.
Jesus’ resurrection. resurrection. 2. Mentions ways resurrected from 2. mention two
2. identify 2 or 3 3. The benefit of Christ resurrection death. benefits of Jesus
benefits of Christ Jesus resurrection. benefited us. resurrection.
resurrection. 3. say when Jesus
rose from death.
11 REVISION
12 EXAMINATION
68
PRIMARY I
WEEK THIRD TERM

PERFORMANCE EVALUATION
TOPIC/SKILLS CONTENT LEARNING
RESOURCES
1 Who is a Christian Pupils should be 1. Define the term 1. Reads and explain 1. Listen and ask 1. Picture of Pupils to:
able to: Christian. the passages. questions heaven as future 1. explain who a
1. explain in a 2. List steps to 2. Discusses some 2. Pray to become a home for Christian is.
statement who a becoming a good things people Christian if they want Christians. 2. steps to become a
Christian is. Christian (Acts should do, like 2. Picture of fire as Christian.
2. identify the type 2:37-39). obeying parents, future home for
of books used by teachers and laws of bad Christians.
Christians. Nigeria, giving to the 3. Songs of
3. mention the poor etc. salvation like; “My
founder of 3. Gives pupils the heart was dark with
Christianity. opportunity to accept sin until the
Jesus as their lord and Saviour came in”.
Saviour.
2 Good and Bad Pupils should be 1. Teach the story of 1. Reads and explain 1. Listen and ask Pictures of people Pupils to:
Christian able to: the good Samaritan the bible passage on questions. in heaven and 1. say who is the
1. explain who a (Lk. 10:30-36). the good Samaritan. 2. Mention good picture of fire as good Samaritan?
good Christian is. 2. emphasize on 2. Discusses some things they have done future home for 2. explain who is a
2. explain who is a heaven and hell. good things people in the past. bad Christians. good Christian.
bad Christian. 3. The fruit of the should do like obeying 3. explain who is a
3. identify a good flesh (Gal. 5:19-21). parents, teachers, bad Christian.
and a bad Christian. giving to the poor.
3. Shows the pupils
the picture of heaven
and hell.
3 Benefit of Pupils should be 1. The fruit of the 1. Teaches the fruit of Mention the fruit of Teachers, pupil’s Pupils to:
Becoming a able to: spirit (Gal. 5:22-23). the spirit. the spirit. discussion. 1. mention the fruit
Christian 1. explain the 2. Explain the 2. Lists the benefits of of the spirit.
benefit of a good benefit of a good becoming a Christian. 2. say the benefits of
Christian. Christian. becoming a good
2. motivate a desire Christian.
to be like Jesus in
love, grace,
goodness, kindness
and forgiveness.
69
PRIMARY I
WEEK THIRD TERM
RESOURCES
4 Jesus Wants us to Pupils should be 1. Define the 1. Discusses the meaning of 1. Ask and answer Pictures of people Pupils to:
Love one Another able to: meaning of love; love. questions on love. at a wedding or 1. explain what
1. name the things (I Cor. 13:4-13). 2. Explains the teaching of 2. Participate in class naming ceremony, love is.
Jesus ask His 2. Jesus’ teaching Jesus on love. discussion on how to exchanging gifts 2. tell what Jesus
disciples to do. on love (Matt. 3. Leads the pupils to love. etc. asked His disciples
2. demonstrate love. 5:43-48, Jn. 15:12). discover why they should to do to show love.
3. identify the need 3. Why Jesus want love one another. 3. explain why we
for loving one us to love one should love one
another. another. another.
5 Obedience to God Pupils should be 1. Explanation of 1. Explains the meaning of 1. Participate in 1. Bible Pupils to:
able to: obedience and obedience. discussion on why we 2. Pictures showing 1. give reasons
1. explain what reason why we 2. Teaches the story of should obey God. people rewarded why they should
obedience means. should obey God. Abraham and Isaac. 2. Ask and answer for obedience. obey God.
2. explain how to 2. The story of questions. 2. explain how to
show obedience to Abraham and Isaac 3. Play roles on show obedient to
God. (Gen. 22:1-14). reward for reporting God and our
3. explain how to lost items and parents.
show obedience to punishment for
our parents. stealing.
6 Things a Christian Pupils should be Teach the ten 1. Teaches the first five 1. Listen to the The Holy Bible Pupils to:
Should not do I able to: commandment commandments in the bible. teacher. mention two
1. list something a (Take the first 5 2. Counsels pupils to obey 2. Demonstrate commandments
Christian should do. commandments). the law of God. obedience to the law given by God to
2. list something a 3. Explains the bible of God. men.
Christian should not passage in support of
do and why? obedience to parents and
God.
7 Things a Christian Pupils should be Teach the ten 1. Teaches the next 5 1. Listen to the The Holy Bible Pupils to:
Should not do II able to: commandments commands in the bible. teacher. mention two
1. list something a (Take the next 5 2. Counsels pupils to obey 2. Demonstrate commandments
Christian should do. commandments) the law of God obedience to the law given by God to
2. list something a 3. Explains the bible of God. man.
Christian should not passage in support of
do and why? obedience to God and
parents.
70
PRIMARY I
WEEK
THIRD TERM

RESOURCES
8. Jesus Wants Us Pupils should be 1. Importance of 1. Reads and 1. Participate in Pictures of peoples Pupils to:
To Enjoy Playing able to: working together. explains the bible sharing personal sharing, working 1. work as a group
And Living 1. play together; 2. Importance of passage. experiences of the together e.g. a and assess their spirit
Together 2. share with one playing together. 2. Discusses the joy of working community project of cooperation.
another. 3. Importance of benefits and joy of together. like building a 2. play games (hide
3. work with others sharing together. working together 2. Carryout group bridge. and seek, “oga”
and 4. Story of the early and sharing things project e.g. sweeping, game).
4. identify the Christians sharing with one another. cleaning, games etc.
benefits of working what they had (Act.
together and sharing 4:32, Jn. 6:5- 14).
things with one
another.
9. Children of God Pupils should be 1. Ways of helping 1. Discusses various 1. Participate by Picture of children Pupils to:
Help One Another able to: our parents, ways of helping our asking and answering in the home helping 1. mention two things
1. enumerate ways brothers, sisters and relations and questions. mummy and daddy they can do to help
we can help our people in the neighbours. 2. Dramatize the in the farm, nurses their friends and
parents, brothers, community. 2. Tells the story of Good Samaritan. helping the sick in parents.
sisters and other 2. Story of the good the Good Samaritan. the hospital. 2. tell the story of the
people. Samaritan showing Good Samaritan.
2. narrate the story how we can help
of the good one another (Lk. 10:
Samaritan. 30-36).
10 The Joy of Pupils should be 1. God gives all that 1. Tells the story of 1. Ask and answer 1. Bible Pupils to:
. Having God As A able to: we need; protection, Paul and Silas, questions. 2. Picture of Paul 1. list the blessing we
Father 1. enumerate the food, light, love etc. bringing out clearly 2. Participate in and Silas singing receive as God’s
blessing we receive (Matt. 6:25-31). how God protects, singing songs of and praying to God. children.
as God’s children. 2. The story of Paul cares for and praise e.g. Paul and 2. explain ways by
2. explain how and Silas in prison defends His Silas, they prayed, which God protects
God protect us. (Acts 16:25-34). children. they sang and the us.
2. Leads pupils in Holy Ghost came
singing songs of down.
praise to the father.
11 REVISION
12 EXAMINATION
71
ISLAMIC RELIGIOUS STUDIES
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK

OBJECTIVES TEACHER PUPILS LEARNING GUIDE
RESOURCES
1. Arabic alphabet alif- Pupils should be able Alif – Sad i. Writes the alphabets 1. Listen or pay 1. Chalkboard on Pupils to:
sad to: boldly on chalkboard attention to the which the alphabet 1. pronounce the
1. pronounce the ii. Pronounces the teacher. are boldly written. arabic alphabets.
arabic alphabets alphabets to the pupils 2. They should 2. Plash cards 2. identify each of
correctly. hearing, severally. pronounce or 3. Information the alphabets.
2. identify each of the iii. Guides pupils on repeat after the technology devices.
alphabets and write how they should or as teacher in groups
them. they write the 3. They should
alphabets. write the
alphabets.
2. Arabic alphabets Pupils should be able DAD – YAW i. Writes the alphabets 1. Listen or pay 1. Chalkboard on Pupils to:
dad-yaw to: boldly on chalkboard attention to the which the alphabet 1. pronounce the
1. pronounce the ii. Pronounces the teacher. are boldly written. arabic alphabets
arabic alphabets alphabets to the pupils 2. They should 2. Plash cards correctly
correctly hearing, severally. pronounce or 3. Information 2. identify each of
2. identify each of the iii. Guides pupils on repeat after the technology devices. the letters and write
letters and write them. how they should or as teacher in groups them.
they write the 3. They should
alphabets. write the
alphabets.
3. Suratul-fatiha Pupils should be able The Arabic text of 1. Open at page where 1. Listen to the 1. A copy of the Pupils to:
to: suratul-fatiha (i.e. you have suratul-fatiha teacher’s Glorious Quran 1. recite suratul
1. recite suratul-fatiha its transliteration). in the glorious Quran recitation 2. Recorded fatiha correctly.
correctly. and recites slowly attentively cassette of the surah 2. mention the time
2. say when of the word by word. 2. Recite after the (i.e. by the or when the surah
circumstances that one 2. Pinpoints the teacher information can be read.
can read the surah. difficult words and individually/colle technology devices
pronounce them verse ctively
by verse. 3. Recite the
3. Tell pupils when the surah several
surah can be recited. times to give
rooms for
memorization
72
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK

RESOURCES
4. Meaning of saratul- Pupils should be able Its English 1. Writes the meaning i. Pupils should 1. A copy of the Pupils to:
fatiha and its lessons to: Translation of suratul fatiha on the pay attention to glorious quran 1. read the meaning
1. read the meaning of chalkboard for pupils the teacher in all (tyranslated copy) of the suratul fatiha
suatul fatiha. to see. the ramification. into English 2. mention some of
2. state or mention 2. Reads and ii. Pupils should language. the lesson derives
lessons derived from explanations to the copy the 2. Recorded from the surah
the surah. pupils. understanding meaning/the cassette of the
3.Guides pupils to lessons derived translated surah
understand and from the surah. 3. Information
pinpoint the lessons technology devices
derives from the surah. e.g. pen-recite.
5. Articles of faith in Pupils should be able The recitation and With the six articles 1. Listen 1. Cardboard Pupils to:
islam to: translation of the on the chalkboard, attentively to the showing the articles 1. enumerate six
1. mention or list the six articles of faith 1. Read to the public. teacher. of faith. articles of faith in
six articles of faith in e.g. understanding 2. Read the 2. Information Islam.
Islam, 1. Iman billahi- 2. Explain the articles articles technology derives. 2. mention its
2. explain the articles belief in Allah of faith one after the collectively after importance.
of faith. 2. Iman bitusi other. the teacher and
belief in the 3. Guides pupils the individually.
prophets importance of articles 3. Read the
3. Iman of faith in Islam. articles of faith
bilmalaikat belief severally.
in the angels etc.
73
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK

RESOURCES
6 As maullahil – Pupils should be able - Allah 1. Tells the pupils the 1. Listen attentively to Cardboard showing Pupils to:
husnah (beautiful to: Ar-Rahman Arabic words of the the teachers. the beautiful name 1. enumerate the
names of aiiah 1-10 mention the names - Av- Rahim beautiful name of 2. Pronounce the of Allah. beautiful names of
along with its Al-Malik Allah (As mawllahi- beautiful names of Allah.
meaning. Al-QUdus Ihusmah). Allah after the teacher 2. mention the
-As-Salaam 2. Pronounces the correctively and Arabic names of
- Al-Mumin name of one after the individually. Allah.
-Al-Muhaimin other and pupils to 3. Write the names or
-Al-Aziz pronounce them. copy the beautiful
-Al-Jabaar. 3. Explain the names of Allah along
beautiful names of with their meaning.
Allah briefly. Ar-rahaman (the
entirely merciful) Ar-
Rahim (The specially
merciful) Al-Malak
(The king of the day of
judgment).
7 Prophet Muhammed Pupils should be able i. Prophet 1. Explains to the 1. Listen to the teacher 1. Chalkboard Pupil to:
as the last messenger to: Muhammed as a pupils, who the attentively and follow 2. A copy of the 1. explain who
of allah 1. state that prophet messenger of prophet Muhammed the discussions step by holy Quran Muhammed was?
Muhammed was the Allah was, let them step. 2. explain which
seal of all prophets. ii. He was sent to understand that he was 2. Ask question where prophet was sent
2. state that he was the whole worlds the seal of all the necessary. to the whole
sent to the whole iii. The Quran as prophets. 3. Copy notes world?
world. the final guidance 2. Tells them the 3. explain which
3. explain that the of Allah. nature of his message book was sent to
glorious Quran was (i.e. international, as him as guidance
sent to him as the final meant for the whole to mankind by
guidance of Allah to worlds). Allah?
mankind through 3. Tells them the book
angel Jaibril. which was sent to him
as a guidance of Allah
to mankind (Al-
Quran).
74
PRIMARY I
FIRST TERM
ACTIVITIES
WEEK

RESOURCES
8. Names of the Pupils should be able 1. Names of the 1. Writes the names of the 1. Listen to the Cardboard with the Pupil to:
prophet to: prophets mentioned prophets on the chalk teacher and names of the 1. mention the
mentioned in the 1. mention the names in the Quran board and pronounce them. pronounce the name prophets. names of the first
holy Quran of the prophets of 2. Their basic 2. Asks pupils to the way he does. five Pupil to:
Allah listed in the messages. pronounce them as well. 2. Pay special or prophets of Allah
holy Quran. i. Commanding 3. Explains to them that the proper attention as mentioned in the
2. they should be able what is good messages of those prophets the teacher explains Quran.
to state the contents ii. Forbidding what contains two things any point. 2. state the
of their messages. is evil, reference to namely: 3. List some good content of their
Quranic verses. -commanding what is good and evils deeds messages.
and forbidding what is evil.
9. Lessons from the Pupils should be able 1. Prophet 1. Tells their brief stories 1. Listen attentively. Chalkboard Pupil to:
life of some to: Muhammar to pupils understanding. 2. Ask question as 1. state the brief
prophets of Allah 1. mention some (S.A.W). 2. Guides pupils to point teacher tells the stay of prophet
as mentioned in lessons from the life 2. Prophet Adam out lessons derive from stories to ensure Adam, Ibrahim
the Quran of some prophets of (A.S). their life story. their understanding etc.
Allah. 3. Prophet Ibrahim of the lessons. 2. mention any
2. to tells brief story (A.S). 3. Point out and list lessons you learnt
of some of the 4. Prophet Musa some of the lesson from the life story
prophets of Allah. etc. learnt from the life of prophet
story of the Muhammed
prophets. (S.A.W) etc.
10 Respect to parents Pupils should be able 1. Respects to 1. Explains roles played by 1. Practicing change 1. Holy Quran Pupil to:
. to parents. the parents in their children of greeting in the 2. Information 1. Explain why
1. give reasons why 2. Reasons or up-bringing justifying the class. technology device we should respect
they should respect needs for it and the need to respect them. 2. Dramatize ways our parents.
their parents. ways it can be 2. Ways which respect can in which one can 2. Explain ways
2. state ways of shown Q17:23. be shown to them e.g. be show disrespect to we can respect our
respecting their kind, greetings, love etc. his parents etc. parents.
parents.
11 REVISION
12 EXAMINATION
75
PRIMARY I
WEEK
SECOND TERM
ACTIVITIES TEACHING AND EVALUATION

TOPIC/SKILLS PERFORMANCE CONTENT
LEARNING GUIDE
OBJECTIVE TEACHER PUPILS RESOURCES
1 Arabic alphabets Pupils should be able Alif – Sad with 1.Writes the letters 1. Listen to the teacher 1. Bagdadi
introduction of to: fatiha sign & kesro on the chalk-board attentively. 2. Chalk-board 1. read Alif to Sad
Fatiha & Icesto 1. read each letter sign e.g. Alif-Sad wiuth fatiha 2. Repeat after the 3. Information with fatiha sign.
vowels on Alif- with vowel sign of sign and kesro sign teacher many time Technology device 2. recite Alif to Sad
sad fatiha & kesro. e.g. 3. Identification of with kesro sign.
2. to identify fatiha 2. Reads and each letter with fatiha
sign and kesro sign pronounce the letters sign and kesor sign.
with the signs to the 4. Read collectively
pupils understanding. and individually.
3. Asks pupils to read
or repeat after you.
2 Recitation of Pupils should be able Arabic text of the 1. Write the text on 1. Listen to the teacher A copy of the holy Pupils to:
Suratun-Nas to: surah the chalk-board or 2. Read and pronounce Quran and 1. read the Nas
1. recite the Suretun- (Transliteration). hang the card-board the surah after the information from first verse to
Nas that contain the teacher in group technology devices the third verses.
2. read surah and Arabic text o the 3. They should read 2. one importance
identify verses by surah many time to ensur of the surah and
verse 2. Read to the pupils memorization of the when do we say or
hearing surahs read the surah?
3. Repetition of surah
many time
3. Say the important
of the surah
3 Translation of Pupils should be able 1. The English 1. Writes the 1. Listen to the teacher 1. Chalk-board Pupils to:
Suratun-Nas to: translation. meaning of the surah 2. Repeat after the 2. A copy of holy 1. read the first
read the meaning of 2. Explanation of on the chalk-board. teacher Quran verse, the meaning
the sarah an-nas each verse. 2. Reads the meaning 3. Copy the meaning 3. Information of Suratun-Nas.
correctly. to the pupils hearing. of the surah technology 2. read the Arabic
3. Asks pupils to read 4. Ask questions if any of some of the
after the teacher. verses while other
to read its English
meaning.
76
PRIMARY I
WEEK SECOND TERM

LEARNING GUIDE
4 What is Islam pupils should be able 1. Islam as five 1. Tells pupils that Islam 1. Pupils should 1. Chalk-board Pupils to:
to: letters words is a religion God chosen listen to the 2. A copy of the 1. explain what is
state or define the word comes from or for mankind. explanation of holy Quran Islam.
Islam rooted from the 2. Explains the word teacher 2. explain the world
word Salam which Salam/Islam. 2. Repeat the Salam means
means peace 3. Its definition proper as definition many time _____.
2. Religiously and contain in Q3:19. 3. Copy the definition 3. explain the word
Quranic definition. of Islam Salam comes from
Q3:19. the word ______.
5 Cleanliness in Pupils should be able 1. Cleanliness as 1. Leads pupils through 1. Listen carefully to Pictures showing Pupils to:
Islam to: part of Islamic discussion to realize the teacher’s discussions. forms of 1.list the need for
1. explain the need for ethics in Islam. need for cleanliness. 2. Practice the cleanliness, water, cleanliness in our
cleanliness in their 2. How cleanliness 2. Uses relevant Hadith various forms of soap, morb/broom, daily life?
daily life. is practiced. and Quranic verse. cleanliness in Islam. kettle, bucket etc. 2. demonstrate one
2. demonstrate the ways 3. Advantages of 3. Tells pupils that 3. Describe some of way by which we
cleanliness can be cleanliness ablution, toilet habits are the things we use for can practice
practiced. iv. Istinja and part of cleanliness taught cleanliness etc. cleanliness.
3. state the advantages Istigmar. in Islam etc.
of cleanliness.
6 How to perform Pupils should be able 1. How to perform 1. Defines what ablution 1. Listen very well. Water (in a kettle). Pupils to:
ablution to: ablution. is. 2. Practicalized how 1. explain what is
1. state what is meant 2. Definition of 2. The need for ablution to perform ablution. ablution.
by ablution. ablution. in our daily worship. 3. Mention items 2. explain what is
2. how to perform it. 3. Materials used 3. Materials used for it. used for ablution. used for ablution or
3. mention the materials of it. mention the
used for it. materials used for
ablution etc.
7 Practical Pupils should be able 1. Practical Demonstrates and state 1. Watch as the Water in container Pupils to:
demonstration of to: demonstration of the intention for teacher show or like, kettle, tin etc explain what do
how ablution is demonstrate accurately how to performed ablution. demonstrate. you say when you
done how to do ablution. ablution. 2. Demonstrate want to do or start
2. Group the pupils correctly of how ablution.
for the practical ablution is done.
demonstration.
77
PRIMARY I
WEEK
SECOND TERM

LEARNING GUIDE
8 Obedience to Pupils should be able 1. Who is Allah? 1. Discusses Allah 1. Listen attentively to A pictures showing Pupils to:
Allah to: 2. Ways of obeying i.e. described Allah to the teacher. group of people or 1. explain who is
say the reason for Allah. the understanding of 2. Mention ways of individual worshiping Allah?
obedience to Allah. pupils. obedience to Allah etc. Allah. know does one
2. Explains to the practicalized
pupils how to obey obedience to Allah.
Allah. 3. Relevants
hadith and Qurant to
as evidence.
9 Recitation of Pupils should be able The Arabic text of 1. Reads the surah 1. Listen to the A copy of the holy Pupils to:
Suratul-Falaq to: the sarah verse by verse. teacher. Quran chalk-board. recite the first 3
read suratul falaq. (Transliteration). 2. Repeats the hand 2. Recite after the verses of suratul
once for pupils to teacher. falaq.
pick. 3. Write or copy the
3. Writes the surah surah from the board.
one the chalk board.
10 Translation of Pupils should be able English translation 1. Writes the English 1. Listen to the A copy of the Quran Pupils to:
Suratul Falaq in to: of suratul falaq. meaning on the teacher. chalk-board 1. read the meaning
English read the suratul falaq chalk-board. 2. Recite the verse. of the first 3 verses
and its English 2. Reads to the pupils 3. Copy the translation of suratul falaq.
meaning. understanding. from the chalk-board. 2. how many verses
3. Explains some of does suratul falaq
the verses. contain?
11 REVISION
12 EXAMINATION
78
PRIMARY I
WEEK
THIRD TERM
ACTIVITIES
TEACHER PUPILS
RESOURCES
1. Arabic alphabets Pupils should be able Alif-Sad with daw- 1. Writes the letter 1. Listen to the Chalk-board Pupils to:
identification of Alif- to: mah (z). on the chalk board teacher as he information 1. Read the
sad with Daw-man read Arabic letters with. pronounces. technology devices alphabets with
signs Alit-sad with daw-mah 2. Pronounces each 2. Read after the dawmah sign
signs. letter with teacher. from alif to sad.
dawmah. 3. Copy the 2. Ask pupils to
3. Asks pupils to alphabets from the come out to
read after you. chalk board identify a
correctly. particular letter
and pronounce it
with dawmah
signs.
2. “ “ “ Dad – yawn wit Letter dad-yawn with Dad – yawn with “ “ “ “ “ “ “ “ “ “ “ “
Daw-Mah signs Daw-Mah signs Daw Mah signs
3. Suratul Ikhlas and its Pupils should be able 1. The Arabic text Writes the surah on 1. Listen to the Chalk-board
translation to: read suratul Ikwas (Transliteration). the board (The teacher’s. Information
and its translation 2. Its English Transliteration) 2. Read after the technology device
meaning. Read to the pupils, teacher’s.
repeat the default 3. Read the English
verses. meaning of the
Writes the English surah.
meaning on the 4. Identify each
board and read verse with its
verse by verse English meaning.
along with its
meaning.
4. Things that spoil Pupils should be able What is ablution, 1. Repeats the 1. Recall what Chalk-board Pupils to:
ablution (alwudu) to: how to do ablution; definition of ablution is and how state things that
list things that can things that spoils it ablution. to perform it. can spoils
spoil ablution. e.g. stool, passing 2. How to perform 2. Write or copy ablution or
wind, sleeping etc. the ablution. from the board mention things
3. Writes on the things that can that spoils
board things that spoils ablution. ablution.
can spoil ablution.
79
PRIMARY I
WEEK
THIRD TERM
ACTIVITIES
TEACHER PUPILS
RESOURCES
5. The five daily Salat Pupils should be able 1. Names of the 1. Writes the name 1. Listen Chalk-board Pupils to:
(prayer) with their no to: daily prayers. of the daily prayers pronounces the mention the
of Rakaats 1. mention names of the 2. Numbers of their on the chalkboard names after the names of the
daily prayers. rakaats. with their numbers teacher. daily prayers
2. state the number of of Rakaat. 2. Participate in the How many
their rakaats. 2. Calls them to the discussion. rakaats does
pupils. 3. Copy the names subhi prayer has?
3. Explains the of the prayer and Etc.
numbers of its their numbers of
rakaat. Rakaats.
6. Time of Salat Pupils should be able 1. Name of the daily 1. Writes the 1. Listen to the Chalk-board Pupils to:
to: prayers. names of the daily teacher reading the 1. What is the
state the time for daily 2. Times of the salat. prayers and their names of the prayer time for subhi
prayers. respective time on along with their prayer.
the board. times. 2. What is the
2. Explains to the 2. Copy the prayers time for Ast
pupils names with their prayer etc.
understanding. respective time.
3. Explains to the
pupil’s significance
of keeping its time.
7. Al. Adhan (call to Pupils should be able 1. Definition of 1. Reads the 1. Listen to the Picture of a man Pupils to:
prayer) to: Adhan. wordings of Adhah teacher. calling Adhan. 1. Al-a-han
1. define al-Adhan. 2. The person in to the study’s 2. Read after the 2. Make the call
2. call the adhan, its charge of Adhan. hearing. teacher word by to Adhan.
text. 3. Its Translation. 2. Asks students to word the wordings 3. Say the
3. translate the adhan. read after and of a-l-Adhan. meaning of
correct their Adhan.
pronunciation.
80
PRIMARY I
WEEK
THIRD TERM
ACTIVITIES
TEACHER PUPILS
RESOURCES
8. Memorization of the Pupils should be able 1. Arabic Text 1. Writes the text 1. Pupils listen to Wordings of Adhan Pupils to:
arabic text of adhan to: (Transliteration) of the Adhan on teacher reading of on a cardboard. 1. recite the Al-
(call to prayer_ and its memorize the Arabic English Translation. the chalkboard. the Adhan. Adhan.
translation in English text of Adhan and its 2. The reason for 2. Reads the Adhan 2. Read the Adhan 2. memorize the
English meaning. Adhan. to the pupils. in group and Adhan.
3. The Significance individually.
of it.
9. Islamic rules of Pupils should be able 1. The meaning or 1. Leads class on 1. Participate in 1. Pupils textbook. Pupil to:
conduct to: explanation of discussion on the class discussion on 2. Pictures of good mention the rules
know the ways of Islamic rulers of Islamic rules of rules of conduct. children. of conduct.
conducts and their rules conduct. conduct. 2. Interpret the 3. Pictures of bad
Islamically. 2. Table manner, 2. Shows picture of pictures shown. children suffering.
sneezing, greetings, obeying rules.
visitation of toilet
etc.
10. Islamic rules of Pupils should be able 1. What do us say Leads class to say 1. Listen to Charts of children Pupils to:
conduct (what to say to: table manner: or state what to say teacher’s discussion. eating or visiting recite what they
during eating, say or state what to say Bismilahi Walla during eating, 2. Recite what to toilet. are expected to
sneezing, visitation of while eating, sneezing barak. sneezing, visitation say when eating, say when eating,
toilet) and visiting the toilet. 2. What to say at to toilet. sneezing and sneezing or
entrance of toilet: visitation to the visiting the toilet.
Allahumah huni toilet.
Awoozu bika minal
khubth etc.
11 REVISION
12 EXAMINATION
81
CIVIC EDUCATION
PRIMARY I
WEEK
FIRST TERM
OBJECTIVES GUIDE
TEACHERS PUPILS RESOURCES
1. Respect Pupils should be able Meaning of respect Tells pupils stories 1. Listen to the Charts of children Pupils to:
to: a. Feeling of why we should stories and greetings their elders define the concept
define respect. administration for respect people participate in class in their localities. of respect.
something or somebody discussion.
because of their good 2. Listen and ask
qualities or achievement. questions.
b. Polite behaviour
towards or care for
somebody/thing/place
we think is important
2. People to respect Pupils should be able People to respect; Leads the pupils to Participate in the Charts and pictures of Pupils to:
to: - Traditional rulers identify who to identification of church, mosque and identify people to
1. say what people - Parents, leaders, e.g. respect. whom to respect. palace etc. respect.
means. prefects, principals,
2. identify people to ministers,
respect. commissioners,
politicians, religious
leaders etc.
3. Place and things Pupils should be able Places/things to respect; Leads the pupils to Participate in the 1. Pictures of Pupils to:
to respect to: - Time, public properties identify places and identification of Government mention place or
1. say the meaning of - Constitution, mace, things to respect. things and places to properties objects that should
places and things. - Public building, respect. 2. Visit to important be respected.
2. identify important national flags, palaces places e.g. a kings
places and things to and utilities. palaces, mosques,
respect. church, museum and
National Assembly.
4. Ways of Pupils should be able Respecting people e.g. Demonstrates how Demonstrate how 1. Charts of children Pupils to:
respecting people. to: greetings, running they can show to respect people. greeting elders in demonstrate how
demonstrate ways of errands, standing when respect in their their localities. to show respect to
respecting people. an important person localities. 2. Cartoons, textbook people.
enters e.g. posters, video clips.
commissioner, president,
traditional leaders etc.
82
CIVIC EDUCATION
PRIMARY I
WEEK
FIRST TERM
OBJECTIVES GUIDE
5. Ways of Pupils should be able Respecting things or Demonstrates how Participate in the Pictures of people Pupils to:
respecting places to: places; e.g. they can show demonstration to standing for national demonstrate how
and things. demonstrate ways of - Standing for the respect in their show how to anthem to show respect to
respecting places and national anthem. localities. respect things and place and things.
things. - Respecting the nation places
and federal territory,
state capitals.
6. How to respect Pupils should be able 1. How to respect 1. Leads pupils to 1. Participate in 1. Pictures and charts Pupils to;
government to: government properties. identify identifying showing government 1. mention those
properties. 1. mention those 2. Maintaining government government properties things that belong
properties that belong government properties properties property. 2. Charts showing to the government.
to the government. e.g. 2. Teaches them 2. Listen and how to maintain such 2. mention two
2. identify the chairs in - Building how to maintain discover how to properties. ways we can
their classes, school - Library government maintain maintain these
library, playing - Road properties. government properties
gadgets, books, flag as - Pope born water etc. properties. mentions.
government
properties.
7. Reasons for Pupils should be able Why should we respect 1. Leads the pupils 1. Identify the 1. The class textbook Pupils to:
respecting elders I to: elders to identify the elder elders 2. Pictures and charts 1. mention two
1. mention the group - Parents 2. Teaches the 2. They learn why showing elders of a reasons why we
of elders - Teachers pupils why they they should respect community. should respect
2. mention reason why - Staff etc. should respect elders. elders.
we should respect them. 2. mention two
elders. groups of elders to
be respected.
8. Reasons for Pupils should be able The reason for 1. Leads the pupils 1. Participate in 1. Pictures of religion Pupils to:
respecting elders to: respecting elders to identify the identifying the leaders e.g Pastor mention two
II 1. mention the - Religions leaders religious and religions and 2. Pictures of reasons for
religious leaders and - Political leaders etc. political leaders political leaders political leaders e.g respecting elders.
political leaders 2. mentions the 2. Mention the president
2. mention reasons for reason for reasons for
respecting elders. respecting them. respecting them
83
CIVIC EDUCATION
PRIMARY I
WEEK
FIRST TERM
OBJECTIVES GUIDE
9. Different ways of Pupils should be able 1. Name different ethnic 1. Leads the pupils 1. Participate in Pictures and posters Pupils to:
greetings to: groups in Nigeria e.g. to identify different identifying showing people 1. name two ethic
1. name different - Yoruba ethnic groups in different ethnic greeting their group in Nigeria.
ethnic groups in - Hausa Nigeria groups in Nigeria. different ways 2. demonstrate the
Nigeria. e.g. Yorub, - Igbo 2. guides the pupils 2. Demonstrate the ways they greet in
Hausa, Igbo, Ijaw etc. - Ijaw etc. to demonstrate the greetings from their locality.
2. demonstrate their 2. Demonstration of greetings in different ethnic
ways of greetings. their greetings to show different ethnic groups in Nigeria.
respect. groups.
10. How to respect Pupils should be able 1. Who is God? 1. Leads pupils to 1. Identify who 1. Posters of people Pupils to:
god and why to: - He is a supreme being identify who God God is praising God 1. identify who
1. identify who god is - He is a spirit is 2. Mention why 2. Picture of people god is
2. say why we should 2. Why must we respect 2. Guides them to they should respect praying to God. 2. say why we
respect God. Him? mention why they God should respect
should respect God 3. Participate in God.
3. Directs pupils to singing praise to
worship/honour God.
God with praises
11 REVISION
12 EXAMINATION
84
CIVIC EDUCATION
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES TEACHERS PUPILS GUIDE
RESOURCES
1. Rules and Pupils should able to: Meaning of rules and Leads class Participate in class Pupils textbook Pupils to:
regulations explain the meaning regulations discussion on discussion on rules say what they are
of rules and - Do’s and don’ts that rules and and regulations expected to do and
regulations guides social behaviour regulations not to do in their
community.
2. Do’s and don’ts Pupils should be able Do’s and don’ts that Leads the pupils Participate in the Charts of flash cards Pupils to:
that guide the to: guide the social to mention the discussion to containing the do’s mention two do’s and
social behaviour mention some do’s behaviour of an doe’s and don’t of mention the do’s and don’ts of the two don’ts of their
and don’ts of the individual their locality and don’ts locality locality
community where
they belong
3. The gain of Pupils should be able Gains of obeying rules Shows pictures, Interpret the 1. Pictures of Pupils to:
obeying rules and to: and regulations e.g. video clips of pictures, children children receiving men gains of obeying
regulations mention some of the love by elders, gifts children receiving receiving gifts and gifts rules and regulation
gains of obeying from elders and friends, gifts and guides participate in 2. Video clips
rules and regulations praise etc. discussion on the discussions
various gains for
obeying rules
4. Results of Pupils should be able Results of disobeying 1. Presents Describe pictures Pictures of children Pupils to:
disobeying rules to: rules and regulations pictures of of children suffering from the mention results of
and regulations mention the result of e.g. unhappiness, children suffering suffering from the consequences of disobeying rules and
disobeying rules and punishment, denial of from the results of result of disobedience regulations
regulations privileges such as food, disobeying rules disobeying the
playing with the mates and regulations laws
etc. rejection by loved 2. Leads class
ones discussion on the
pictures
5. Rules and Pupils should be able NAFDAC laws on food Discusses the Participate in class 1. Food and drug Pupils to:
regulations for to: and drugs control e.g. NAFDAC rules discussion on packs and mention three rules
food and drug, mention the rules and - Quality control laws: and regulations on NAFDAC rules instructional leaflet. and regulations of
administration regulations for food - Laws on sale and use food and drug and regulations 2. Pictures and NAFDAC on food
and drug of foods, medicine and control diagrams of and drugs control.
administration. cosmetics different foods and
drugs.
85
CIVIC EDUCATION
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
RESOURCES
6. Other laws. Pupils should be able Laboratory laws Discusses the laws Participate in class Pictures and Pupils to:
to: - Product registration that regulate discussion on the diagrams of mention the rules and
mention other laws laws laboratory product topic different foods and regulations
that regulate - Importation laws registration and drugs controlling
registration, etc. importation registration of
importation and product.
laboratory etc.
7. The rules and Pupils should be able 1. The school’s rules Leads the pupils to Reproduce the do’s Charts showing the Pupils to:
regulations of the to: and regulations mention the do’s and don’ts of the rules and regulations mention two do’s and
school Mention the rules and - The do’s and don’ts and don’ts of the school at the of the school three don’ts of the
regulations guiding of the school e.g. school command of the school.
the school. - All must put on teacher
sandals to school
- Respect the national
anthem.
- Punctual to school.
The don’ts are:
- Don’t steal
- Don’t fight
- Don’t join cult etc.
8. Reward and Pupils should be able 1. Meaning of reward 1. Discusses the 1. Say what reward Charts showing Pupils to:
punishment of the to: 2. Meaning of meaning of and punishments rewards and 1. mention two
school name the rewards and punishment rewards and means. punishments rewards and two
punishments awaiting 3. Rewards and punishments 2. Mention some punishments
offenders who punishments of the 2. Leads them to rewards and 2. mention when
disobey the school’s school. Reward; gifts, mention some punishments as rewards and
rules and regulations award, praise. rewards and some directed by the punishments comes
Punishment e.g. punishment of the teacher in.
flogging cutting, school
grass, expulsion,
denial etc.
86
CIVIC EDUCATION
PRIMARY I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
RESOURCES
9. The rules and Pupils should be able The rules and Leads the pupils to Mention the do’s Charts showing the Pupils to:
regulations of to: regulations of parents mention the do’s and don’ts of their do’s and don’ts of mention the rules and
parents 1. tell the rules and e.g. and don’ts of their parents our parents regulations of the
regulations of their - Do’s and don’ts of parents parents.
parents our parents
2. mention their do’s - Their likes and
and don’ts dislikes etc.
10 Reward and Pupils should be able Parents rewards and 1. Leads the pupils 1. Mention the 1. Charts and Pupils to:
. punishments from to: punishment e.g. to mention some reward and pictures of those 1. demonstrate the
parents 1. demonstrate the Rewards rewards their punishments their being rewarded rewards and
reward and - Praises, buying of parents can present parents can give to 2. Pictures of those punishments from
punishments of their gifts, promises etc. to them them being punished parents
parents - Punishment: 2. Guides the 2. Demonstrate 3. Regalia 2. mention when they
2. mention when their flogging deprivation, pupils to mention when they can use can use rewards and
parents use rewards subjection to tedious some punishment rewards and punishments for
and punishment on work etc. their parents can punishments them.
them. give to them 3. Dramatize
rewards and
punishments
11 REVISION
12 EXAMINATION
87
CIVIC EDUCATION
PRIMARY I
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
RESOURCES
1. Why study civic Pupils should be 1. Why study civic 1. Guides 1. Listen to 1. Textbooks Pupils to:
education able to: education? discussion on the teacher’s say why it is
1. Discuss the need - Understand need for civic explanations important to learn
for civic education democracy and civic education civic education in
in Nigeria. rights and Nigeria
responsibilities
- Nurture and sustain
democracy etc.
2. Democratic rights Pupils should be 1. What is democracy 1. Illustrate what 1. Participate in 1. Textbook Pupils to:
able to: - Government of the democracy is discussion of what 2. Pictures of 1. say the meaning
1. Understand what people, by the people 2. Leads the pupils democracy is democratic leaders of democracy
democracy means and for the people to understand the 2. Mention how on democratic 2. mention the
2. Say what are 2. What is democratic democratic rights of the government activities people that rule in
democratic rights rights? the government. exercises their the local
- Exercising rights from grass government.
leadership from grass root.
root to presidency e.g.
councilors, chairman,
house of assembly,
governor etc.
3. Civic rights Pupils should be 1. What is civic? 1. Guides pupils on Participate in class Pictures of things Pupils to:
able to: 2. What is civic what civic is discussion on the needed mention the civic
1. mention what rights? Those things 2. Leads the pupils topic rights of the people.
civic is we need as citizens: to mention the
2. mention what - Shelter things governments
civic right is - Education do for them.
- Health
- Roads
- Social amenities
88
CIVIC EDUCATION
PRIMARY I
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
RESOURCES
4. Civic Pupils should be What are the civic 1. Demonstrates the Participate in class 1. Textbook Pupils to:
responsibilities able to: responsibilities of the duties of the discussion on civic 2. Pictures of a mention two
mention the duties government to the government to the responsibilities democratic activity responsibilities of
of the government o people? pupils and citizens government to her
the people - Education 2. Leads them to performing some people
- Health name what the civic responsibilities
- Roads government should in a democracy e.g
- Shelter etc. provide for the senate in session and
people. people voting
5. How to nurture and Pupils should be To nature and sustain Teaches the pupils 1. Mention the Charts showing the Pupils to:
sustain democracy able to: democracy through; how to nurture and agency in charge agency teaching the 1. mention two
1. mention how - National Orientation sustain democracy of the sensitization people how to vote. ways they can
democracy can be Agency (NOA) through the 2. Mention the sustain democracy
nurtured and department by National duties of the 2. mention the
sustained educating and Orientation National agency in charge.
2. mention the sensitizing the people Agency. orientation Agency
agency in charge on how to vote and
3. mention the bring people in
duties of the agency through election
6. Ruling party in Pupils should be 1. Ruling party in 1. Guides pupils to 1. Mention the Picture of the Pupils to:
Nigeria able to: Nigeria e.g. People’s name some political Political parties in president and the 1. mention two
1. mention different Democratic Party parties in Nigeria Nigeria members of people’s political parties in
parties in Nigeria (PDP) 2. Leads pupils to 2. mention the democratic party Nigeria
2. name the ruling - Other parties mention the ruling ruling party in 2. mention the
party in Nigeria party in Nigeria Nigeria ruling party as
(PDP)
89
CIVIC EDUCATION
PRIMARY I
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
RESOURCES
7. Importance of Pupils should be topics and importance of Head pupils to 1. Listen to Video clips on Pupils to:
civic education I able to: civic education mention the topics and teacher’s democratic enumerate one topic
mention the topics - learn about systems and specific benefits of explanations activities and benefits
learnt in civic institution of government, learning civic 2. Contribute to derivable from
education and their democratic processes, etc. education discussions. studying civic
importance - Acquired skills such as education.
active citizenship,
inquiring cooperation etc.
8. Importance of Pupils should be Topics and importance of Leads pupils to 1. Listen to Video clips on Pupils to:
civic education II able to: civic education mention the topics and teacher’s democratic enumerate two topics
mention the topics - Stimulation of civic specific benefits of explanations activities and two benefits of
learnt in civic engagement in the learning civic 2. Contribute to studying civic
education and their political, social and education discussions education.
importance economic processes
- Citizens are educated on
their multiple roles, in
society, e.g. as producers
and consumers, of goods
and services etc.
9. Public health Pupils should be Public health Guides the class to Identify ways of 1. Radio jingles Pupils to:
enlightenment able to: enlightenment campaigns identify some ways of public health 2. Video clips, mention any two
identify some on public health enlightenment posters and public health
public health - HIV/AIDS Education enlightenment campaigns as part pictures of public awareness
enlightenment - Drug Abuse Education campaign as part of of civic education health campaigns.
campaigns as part etc civic education enlightenment
of civic education campaigns
10 HIV/AIDS Pupils should be 1. HIV/AIDS Education 1. Explains the 1. Explain the 1. Radio jingles Pupils to:
. able to: - Meaning of HIV meaning of HIV meaning of 2. Video clips and 1. explain the
explain the - Meaning of AIDS 2. Explains the HIV/AIDS posters of public meaning of
meaning of 2. Dangers of HIV/AIDS meaning of AIDS 2. Mention the health HIV/AIDS
HIV/AIDS 3. Explains the dangers of enlightenment 2. mention one
dangers of HIV/AIDS HIV/AIDS campaigns danger of HIV/AIDS
11 REVISION
12 EXAMINATION
90
SOCIAL STUDIES
PRIMARY I
FIRST TERM
THEME: SOCIAL STUDIES
WEEK
PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

TEACHER STUDENTS
RESOURCES
1 Meaning of social Pupils should be Meaning of social 1. Introduces the Listen and respond Textbook and Pupils to:
studies able to: studies. word social studies. to questions in class workbook. explain the
Explain the meaning 2. Explains the on the meaning of meaning of social
of social studies. meaning of social social studies. studies.
studies.
3. Guides pupils to
explain the meaning
of social studies.
2 Study of man and Pupils should be 1. The study of 1. Explains who a 1. Listens and Textbook and Pupils to:
his environment able to: man. man is. answer questions. workbook. 1. say who a man
1. say who a man is. 2. How his 2. Explains the word 3. Explain how man is.
2. explain problems are environment. can solve his 2. explains how
environment. solved in the 3. Tells how many problems within the many lives and
3. tell how many environment. lives within his environment. solve his problem
lives within his environment. in the environment.
environment. 4. Explains how
4. how man solve man solves his
his problems in the problems in the
environment. environment.
3 Concept of family Pupils should be Meaning of a 1. Leads pupils to Find out from home 1. Textbook Pupils to:
able to: family (Father, find out the the meaning of the 2. Family photo 1. explain the
1. explain the mother and meaning of the word family and graph, cartoons, meaning of the
meaning of family. children). word family. report back to class. videos CDs etc. word family.
2. say people who 2. Directs pupils to 2. say people who
are found in the say the people are found in the
family. found in the family. family.
91
SOCIAL STUDIES
PRIMARY I
FIRST TERM
WEEK

TEACHER STUDENTS
RESOURCES
4 Types of family Pupils should be 1. Types of family 1. Through guided 1. Listen and 1. Textbook. Pupils to:
able to: - The Nuclear questions, explains respond to question 2. Family 1. mention 2 types
1. identify types of family: father, the type of family. in class. photographs, cartons of family.
family. mother, children 2. Leads pupils to 2. Explain types of etc. 2. explain types off
2. explain types of - Extended Family: identify types of family. family.
family. father, mother, family.
children
grandfather,
grandmother,
aunts, cousins and
nephews.
5 The role of family Pupils should be 1. Members of the 1. Leads the pupils 1. Listen and 1. Pupils textbook Pupils to:
members able to: family Father, to identify members respond to questions 2. Pictures of 1. identify the
1. identify the Mother, Children) of the family. in class. mother cooking members of the
members of the 2. Role of the 2. Mention the role 2. Mention what 3. Picture of child family.
family. family members. of family members, father, mother and fetching water 2. mention the role
2. mention the role e.g. father, mother children do at home. of members of the
of members of the and children. family.
family.
6 Qualities of good Pupils should be Qualities of a good 1. Guides pupils to Role plays the Pictures and charts Pupils to:
& family I able to: family identify the qualities family showing the showing moral 1. Mention 3
7 state the qualities of - Honesty of a good family quality of a good values as obedience, qualities of a good
a good family. - Contentment 2. Guides pupils to family e.g. discipline etc. family
- Interest of others explain the qualities discipline,
- Love of a good family obedience not
- Caring selfish etc.
92
SOCIAL STUDIES
PRIMARY I
FIRST TERM
WEEK

TEACHER STUDENTS
RESOURCES
8. Meaning of culture Pupils should be Meaning of culture Through guided Listen and respond Pictures of people Pupils to:
able to: e.g. peoples’ way questions and role to questions in class wearing traditional state the meaning
explain the meaning of life that includes play, leads pupils to and participate in dresses. of culture.
of culture. dressing, dancing, understand the role play.
eating etc. meaning of the
word “culture”.
9 Types of culture Pupils should be Types of culture 1. Leads pupils to Outline and write Picture showing Pupils to:
able to: e.g. material and outline types of types of culture. material and non 1. explain types of
1. list types of non material. culture. material culture. culture.
culture. 2. Leads pupils to 2. name 2 material
2. give examples of identify materials culture.
material and non and non materials 3. name 2 non
material culture. cultures. material culture.
10 Good and bad Pupils should be Good and bad 1. Directs pupils to 1. Listen and Pictures of people Pupils to:
culture able to: culture e.g. identify good respond to questions prostrating, greeting 1. mention the
1. mention good greeting respects culture in their in class. their elders. good culture in
culture in their for elders, human locality. 2. Explain the good their locality.
locality. sacrifice, idolatry, 2. Leads pupils to in their locality. 2. mention bad
2. mention the bad burial right in some identify the bad culture in their
cultures in their locality, cultures in their locality.
locality. punishment of locality.
widows etc.
11 REVISION
12 EXAMINATION
93
SOCIAL STUDIES
PRIMARY I
SECOND TERM
WEEK

TEACHER PUPILS
RESOURCES
1 Values that shows Pupils should be able Examples of morals Leads pupils to Demonstrate 1. Cartoons, posters, Pupils to:
good morals to: to show what is right identify values which different types of room film and video explain values
explain values which i.e. greeting, respect, show good morals in values that show clip. which show good
show good morals e.g. loyalty, kindness, the society. good morals. 2. Regalia, morals.
what is right . honesty, tolerance, photographs etc.
contentment etc.
2 Values that show Pupils should be able Examples of morals Leads pupils to Demonstrate 1. Cartoons, posters Pupils to:
what is wrong to: to show what is identify values which different types of films. Explain values
explain those values wrong i.e. stealing, show bad morals and bad values and 2. Photographs and which are
which show bad morals bullying fighting, attitudes that are attitudes. exhibit etc. considered wrong.
e.g. what is wrong lying etc. wrong.
3 Rewards and Pupils should be able 1. Meaning of reward 1. Leads the pupils to 1. Explains the 1. Pupils text book Pupils to:
punishment for to: and punishment. understand the meaning of reward 2. Picture of someone 1. explain the
good and bad 1. explain the meaning Rewards for good meaning of reward and punishment. being rewarded. meaning of reward
morals of rewards and morals. and punishment. 2. Mention the and punishment.
punishment. 2. Punishment for 2. Explains that good reward for good 2. mention some
2. say the rewards of bad or wrong morals attract reward works and rewards for good
good attitude. attitude. while bad morals punishment for bad works.
3. explain the attract punishment. works. 3. mention some
punishment for bad 3. Mentions some punishment for bad
attitude. rewards and works.
punishments.
4 Substance taken Pupils should be able 1. What is a 1. Explains what a 1. Explain what a 1. Pupils textbook Pupils to:
into the body to: substance i.e. drug. substance is. substance is. 2. Flash card 1. explain the
1. explain the meaning 2. types of drugs or 2. Leads the pupils to 2. Mention the two 3. Charts and pictures meaning of
of substance. substances: mention the two types of drugs. showing hard and substance.
2. mention the types of - hard and soft drugs. types of drugs. 3. Gives examples soft drugs. 2. mention types of
substance. 3. Gives examples of of hard and soft drugs.
hard and soft drugs substances. 3. gives examples of
(substance). such substances.
94
SOCIAL STUDIES
PRIMARY I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
5 Reasons for taking Pupils should be Reasons for taking 1. Calls on the 1. Demonstrate and Posters, charts and Pupils to:
substance able to: substances into the pupils to dramatize the pictures of the reasons. Give reasons for
give reasons for body. demonstrate each reasons. taking substances
taking substances - Stay alive of the reasons. 2. Listen to the into the body.
into the body. - Hunger 2. Dramas showing teacher’s stories and
- Thirst the reasons for make comments.
- Enjoyment taking substances
- Imitation into the body.
- Curiosity
- Availability etc.
6 Effect of taking Pupils should be Effects of taking 1. Uses stories to 1. Listen to the Charts, pictures posters Pupils to:
substance I able to: substances into the highlight effects of teacher’s stories and showing the effects of mention 4 effects of
mention the effect of body e.g. stomach taking substances make comments. substances on the body. taking substances
taking substances pain, vomiting, into the body 2. Narrate their own into the body.
into the body. stooling 2. Asks pupils to experiences of taking
sleeplessness etc. narrate their substances into the
experience of body.
taking substances
into the body.
7 Effect of taking Pupils should be Effects of taking 1. Uses stories to 1. Listen to the 1. Pupils textbook Pupil to:
substance ii able to: substances into the highlight effects of teacher’s stories and 2. Charts, pictures, mention 4 effects of
mention the effect of body e.g. taking substances make comments. posters showing the taking substances
taking substances - Restlessness into the body. 2. Narrate their own effect of substance on into the body.
into the body - Dullness 2. Asks pupils to experiences of taking the body.
- Dizziness narrate their substances into the
- Nausea fainting experiences of body.
- Death etc. taking substances
into the body.
95
SOCIAL STUDIES
PRIMARY I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
8 Causes and Pupils should be Causes and Presents drawings 1. Study pictures Charts, pictures posters Pupils to:
symptoms of able to: observable and paintings of shown by the teacher. and drawing materials. 1. mention the
overdose demonstrate the signs/symptoms of sad faces, 2. Narrate own symptoms of
looks and over dose e.g. protruding stomach experience. overdose.
behaviours of - Coughing to emphasize the 3. Copy drawing and 2. demonstrate the
people who take too - Incessantly effects of drinking painting. behaviour and looks
much food, drink or - Fainting too much. of people who eat,
smoke. - Stooding drink and smoke too
much.
9 Effects of overdose Pupils should be Effects of too much 1. Asks pupils to 1. Demonstrate the 1. Pupils textbook Pupils to:
able to: eating and drinking narrate their own behaviours and looks 2. Pictures and charts 1. mention 3 effects
1. mention the - Frequent urinating, experiences. shown in the pictures. 3. Posters of children of inhaling too
effects of drinking bed wetting, 2. Shows drawing 2. Suggest what helping sufferers. much.
too much. intoxication etc. and painting of sad should be done. 2. demonstrate the
2. mention the - Watery eyes, faces. 3. Dramatize the behaviours of
effects of inhaling coughing, chocking, 3. Shows pictures suggestions. people who eat,
too much. fainting, dizziness of people drink or smoke too
- Loss of memory. exhibiting these much.
symptoms or signs.
10 Solution to over Pupils should be 1. How to help 1. Asks pupils to Say what to do to Posture of children Pupils to:
eating or drinking able to: people suffering say what they will help those who eat, helping sufferers. 1. Say what to do to
Say what to do to from food or drug do to help and drink and smoke too help those suffering
help somebody who overdose. summarize their much. from overdose.
is suffering from too 2. Once observed, suggestions. 2. Dramatize the
much eating, report to parents, 2. Guides a play or topic.
drinking or inhaling. teacher or any adult drama on the topic.
around.
11 REVISION
12 EXAMINATION
96
SOCIAL STUDIES
PRIMARY I
THIRD TERM
WEEK

TEACHER PUPILS
RESOURCES
1. Food Pupils should be able to: Meaning of food 1. Asks pupils to bring 1. Brings food 1. Real food items Pupils to:
1. define food. “Food is anything samples of these food items from 2. Pictures of food 1. define food
2. identify food items. we eat, drink or take items from home. houses. 3. Video clips on 2. identify food
into our body to 2. Asks them to 2. Participate in food. items.
give us energy and identify the food they discussion on
help us to grow. brought from home. meaning of food.
2. Some food eaten Pupils should be able to: Foods eaten in the Asks them to identify Participate in 1. Read food items. Pupils to:
in the locality mention some of the locality (bread, the food they brought identifying the 2. Pictures of food. mention 5 food
foods eaten in their eggs, yam, garri, from home. food item. 3. Video clip on eaten in the
locality. fish, meat, tuwo food. locality.
etc.)
3. Sources of food in Pupils should be able to: Sources of food in 1. Asks pupils to find 1. Find out from Pictures of farms Pupils to:
the locality mention the sources of the locality out from home the home sources of and markets where mention the
food in the community. - Farms sources of food they food in their food items are sources of food in
- Markets eat. locality. produced, sold and the community.
- Rivers etc. 2. Asks pupils to paint 2. Paint any of the bought
any of the food items food items
mentioned. mentioned.
4. Food safety Pupils should be able to: 1. Meaning of food Leads pupils to define Define food Text book Pupils to:
define food safety. safely. food safety. safety. define food safety.
2. How to ensure
that what we eat,
drink or take into
our body is not
harmful to health.
5. Guide to food Pupils should be able to: Guide to food Asks questions to lead Participate in Pictures showing Pupils to:
safety 1. mention ways of safety: pupils to identify way mentioning ways different ways of mention ways of
ensuring food safety, - reading food label. of making sure that. of ensuring food making food safe. ensuring food
avoiding food spoilage - observe a sign of safety. safety.
and causative organism. food is safe.
2. washing hands before
and after food
preparation etc.
97
SOCIAL STUDIES
PRIMARY I
THIRD TERM
WEEK
TOPIC/ PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

CONTENT
SKILLS OBJECTIVE LEARNING GUIDE
TEACHER PUPILS
RESOURCES
6 Risk factor in Pupils should be able 1. Meaning of risk 1. Leads pupils to 1. Explain risk 1. Textbook Pupil to:
food to: factor: “Those factors identify and explain factors. 2. Video clips on 1. explain risk
1. explain risk factors. that drive the risk factors. 2. List and explain risk factors in food. factors.
2. state risk factors in occurrence of a hazard 2. Helps to state risk risk factors in food. 2. state risk factors
food. 2. Examples of risk factors in food. in food.
factors in food
- Adulteration
- Agro-chemical
induced death etc.
7 Risk factor in Pupils should be able to Risk factors in food Presents 1. Participate in Pictures/photograp Pupils to:
food identify risk factors in preparation and pictures/photographs class discussion on hs of risk factors in identify risk factors
distribution food preparation and distribution: of risk factors risk factors food distribution associated with
distribution. - poor storage associated with food associated with food and preparation. food distribution
condition. preparation and preparation and and preparation.
- poor handling distribution. distributions.
- poor hygiene. 2. Ask and answer
- other unknown risks. questions.
8 Source of water Pupils should be able to Sources of water supply 1. Leads pupils to Participate in Pictures, depicting Pupils to:
supply mention sources of - Stream discuss sources of discussion. sources of water mention 4 sources
water supply in the - Spring water supply. 2. Interpret the supply. of water supply in
locality. - Bore-hole 2. Guides pupils in pictures. the locality.
- Rainfall enumerating sources 3. Enumerate the
- Well etc. of water in homes. sources of water.
9 Qualities of Pupil should be able to: 1. meaning of qualities 1. Explains meaning 1. Ask and answer 1. Pupils textbook Pupils to:
good water 1. explain what is 2. Qualities of good of quality. questions about 2. Water from 1. explain meaning
meant by qualities. water 2. Leads pupils to qualities. different sources. of quality.
2. mention uncommon - No taste discover the qualities 2. Participate in 2. mention the
things they notice in - No smell of good water. discovering qualities qualities of good
some drinking water. - No colour etc. of good water. water.
10 Uses of water Pupils should be able to Uses of water Guides pupils to Enumerate the uses Pictures showing Pupils to:
enumerate the uses of - Washing enumerate the uses of of water in homes. domestic uses of enumerate 3 uses
water in homes. - Cooking etc. water in homes. water. of water in homes.
11 REVISION
12 EXAMINATION
98
CULTURAL AND CREATIVE ARTS
PRIMARY I
FIRST TERM
THEME: ART AND CRAFT

WEEK
RESOURCES
1 Introduction of Pupils should be able Meaning of Arts 1. Explain what arts Mention the Picture, real arts, Pupils to:
arts to: - the use of the is with visual aids meaning of arts pencils, crayons, explain the meaning
explain what arts is imagination to 2. Guide the pupils drawing books of arts
express ideas of
feelings particularly
in painting drawing
etc.
2 Functional arts Pupils should be able 1. The meaning of 1. Explain what 1. Identify Picture, real arts, Pupils to:
& to: functional arts. functional art is different types of pencils, crayons, 1. identify
3 1. identify types of - Functional art 2. Slow illustrations functional art drawing books functional art work
functional art works in works are art works of functional art works used in the home
the home. produced for a works. 2. Draw diagrams 2. illustrate a
2. draw diagrams of purpose e.g. chair is 3. Lead pupils to of functional art functional art work.
functional art works in made for sitting, hand draw diagrams of works in the home 3. apply one colour
the home fan for fanning functional art works to the object drawn.
oneself etc. in the home.
4 Meaning of craft Pupils should be able Definition of craft. 1. Define craft 1. Listen Charts, red objects, Pupils to:
& to - Craft can be defined 2. Lead the pupils to attentively to drawing books, explain what craft
5 1. define craft as an occupation identify craft works teacher’s pencil, crayon is.
2. identify craft works which involves the explanation
use of hands
99
PRIMARY I
FIRST TERM
THEME: ART AND CRAFT

WEEK
RESOURCES
6-8 Types of craft Pupils should be able Types of craft 1. Explain types of 1. Identify Pictures, real craft Pupils to:
to: 1. Embroidering craft different crafts items, pencil, 1. name two types of
1. name different i. Table cloth 2. Show real and 2. Mention crafts crayon, drawing crafts
craft works ii. Hand kerchief illustrate craft work used in the home books 2. identify three
2. identify different iii. Small purse 2. Group pupils to 3. Draw and different crafts in
crafts in the home 2. Craft in the home produce a coloured colour a craft the home
3. produce a coloured i. Wall hanging drawing work 3. draw and paint a
diagram of a craft ii. Simple objects craft work.
item 3. Drawing of crafts
items
9 Drawing of Pupils should be able 1. Examples of craft 1. Shows illustration 1. Identify Pictures and read Pupils to:
& different craft to: items of craft items different craft craft items, pencil, 1. identify two craft
10 items 1. identify different i. Beads 2. Groups pupils to items crayons, drawing items in the home
craft items ii. Local mats draw different craft 2. Draw different book and ruler 2. illustrate one craft
2. draw different craft iii. Local clay pots items craft items item
items iv. Woven cloths e.g 3. Apply colour to 3. apply colours to
- “ Aso-oke” their drawings their drawing.
- “Akwete cloth”
- “Saki cloth”
- “Parmala cloth”
- “Otogwu cloth”
11
& REVISION AND EXAMINATIONS
12
100
PRIMARY I
SECOND TERM
THEME: PERFORMING ARTS & ENTERTAINMENT

WEEK

TEACHER STUDENTS
RESOURCES
1 Children’s rhymes Pupils should be able Children’s rhymes 1. Explain what 1. Recite the Tape recorded and Pupils to:
& to: rhymes are: traditional rhymes player. C.D 1. recite one
2 1. recite some 2. Find out from the they already known players, phones for children’s rhymes
traditional rhymes; pupils the rhymes 2. Listen to the recording, 2. identify the
2. identify the lyrics they are familiar with recorded traditional cardboard, papers, lyrics of a given
of a given rhyme. 3. Plays recorded rhymes; notebooks, pencils rhyme
rhyme recitation 3. Identify rhymes in and cleaners
4. Displays written their language
rhymes on cardboard 4. Copy the written
sheets rhymes in their
5. Encourages notebook
individual and group 5. Practice reciting
recitation of rhymes. the rhymes
6. Recite rhymes in
groups
3 Introduction to Pupils should be able Introduction to the Explain what story Listen to teacher Stories in a book Pupils to:
story telling to: art of story telling telling is explanation tell the stories they
tell story created
4 Pupils should be able Making up a story 1. Develops a story Follow story line idea Stories in a book. Pupils to:
to: line with this line idea in teacher’s story. Illustrations of tell the stories they
identify a story line theme: 2. Makes up short characters in the created
in a story or folktale . -tolerance story around the idea. story television. individually using
any of the outlined
themes.
5 Introduction to Pupils should able to: Making up a story 1. Makes up short 1. Listen to teacher’s Stories in a book. Pupils to:
& story telling 1. identify a story line line with any or story around the idea. explanation Illustration of tell the stories they
6 in a story or folktale. two of the 2. Leads pupils to tell 2. make up story led characters in the created
2. create or make up following themes. stories based on their by the teacher story television, individually using
a short story. Service to the environment, events video, tapes and any one of the
nation truthfulness. or things they watch C.Ds outlined themes.
on television.
101
PRIMARY I
SECOND TERM

WEEK

TEACHER STUDENTS
RESOURCES
7 Introduction to Pupils should be able Making up a story 1. Develops a story 1. Listen to teacher’s Stories in a book.
& story telling to: line with any of the line idea explanation Illustrations of
8 1. identify a story line following themes. 2. Makes up short 2. Follow story line characters in the
in a story or folktale Respect obedience story around the idea idea in teacher story story, television,
2. create or make up etc. 3. Leads pupils to tell 3. Make up story led video tapes and
a short story stories based on their by the teacher C.Ds
environment events
or things they watch
on television
9 Role Play Pupils should be able 1. Introduction to 1. Explains what role 1. Listen attentively Illustrations of Pupils to:
& to: role play. play is to teacher’s characters in a 1. identify
10 1. identify characters 2. Encourages 2. Demonstrates to explanation story using charts, characters in a
in a story or folktale pupils to try out pupils a character in a 2. Observe teacher’s pictures etc. story
2. describe one roles of characters particular story demonstration 2. play out the role
character in the in different stories of characters in a
teacher’s story or in a based on their story
story told in a book observation of real
life characters or
animals they
watched on
television
11
& REVISION AND EXAMINATION
12
102
PRIMARY I
THIRD TERM
WEEK

TEACHERS PUPILS
RESOURCES
1 Ceremonies Pupils should be able 1. Types of Explains the different Suggest types of Pictures of Pupils to:
& to: identify the different ceremonies. types of ceremonies ceremonies ceremonial events 1. list the major
2 types of ceremonies. Traditional, religious, ceremonial food types of
carnivals and national types, clothing and ceremonies
costumes musical 2. list two
instrument, picture ceremonies in
of animals etc. their locality
3 Ceremonies Pupils should be able 1. Example of Lead pupils to Give examples of Pictures of Pupils to:
& to: ceremonies mention the examples ceremonies ceremonial event, 1. list two
4 1. give examples of i. Traditional naming, of ceremonies ceremonial food examples of
traditional ceremonies marriage, fishing types, clothing and traditional
2. give examples of durbar etc. costumes musical ceremonies
religious ceremonies. ii. Religious – instrument, picture 2. list two
Christians Esther, Id- of animals book, examples of
El-kabir, Id-El-Fitri, video films etc. religious
Id-El-Maulud ceremonies
5 Ceremonies Pupils should be able Examples of 1. Lead the pupils to Give example of Picture of Pupils to:
& to: ceremonies mention the examples ceremonies, ceremonial events 1. list two
6 1. give examples of i. National – National of national national and ceremonial food examples of
national ceremonies arts and culture, ceremonies carnivals types, clothing and national
2. give examples of festival, national 2. Guide the pupils to costumes. Musical ceremonies
place of carnivals. independence day, mention carnivals instrument, picture 2. say place of
national children’s of animals, books, carnival
day, democracy day, video films
armed forces
remembrance day.
Carnivals, e.g Abuja,
Calabar etc.
7 Ceremonies Pupils should be able Important values Explains the Suggest benefits Picture of Pupils to:
to: derived from important values like derived from ceremonial events, list two important
mention important ceremonies loyalty, honesty, ceremonies video films values derived
values derived from unity derived from from some of the
some of the ceremonies the ceremonies ceremonies
103
PRIMARY I
THIRD TERM

WEEK

TEACHERS PUPILS
RESOURCES
8 Ceremonies Pupils should be able Materials associated Guide the pupils to Mention materials - Pictures of Pupils to:
to: with ceremonies e.g mention things associated with ceremonial event, mention two items
1. mention materials Animals, food, associated with specific ceremonies ceremonial food associated with
associated with clothing, musical ceremonies types, clothing and specific
ceremonies instrument costumes, Musical ceremonies
2. identify materials instrument like
associated with school band,
ceremonies picture of animals,
book video films
9 Body make-up Pupils should be able Part of the body to be 1. mention parts of Listen to teacher’s Pictures of persons Pupils to:
to: beautified the body to be explanation on part wearing traditional identify three
mention parts of the beautified of the body to be make-up materials parts of the body
body beautified e.g tiro, tangele where make-up is
canwood, ndon or applied.
Nzu(white chalk)
etc.
10 Body make-up Pupils should be able 1. Body make-up 1. Displays 1. Listen to teacher’s Picture of persons Pupils to:
to: 2. Local make-up materials for explanation on wearing traditional 1. apply to local
1. identify make-up materials for making up traditional local make-up materials make-up to any
used on different beautifying different 2. Guide pupils into make-up materials e.g. “Tiro”, part of the body
parts of the body, e.g. parts of the body beautifying 2. Describe familiar “tangele” 2. identify two
face, hand and legs different parts of the local make-up Canwood, Ndonor materials for body
2. apply a local body materials Nzu (white chalk) make-up
make-up to any part 3. Apply make up to Kaya and Kwaliya”
of the body. different parts of the “ Gazar”
body.
11
& REVISION AND EXAMINATION
12
104

Lagos State Scheme of Work For Primary 1 1 1

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MATHEMATICS

TOPIC PERFORMANCE CONTENT EVALUATION

TOPIC PERFORMANCE CONTENT EVALUATION

TOPIC PERFORMANCE CONTENT EVALUATION

TOPIC PERFORMANCE CONTENT EVALUATION

TOPIC PERFORMANCE CONTENT EVALUATION

TOPIC PERFORMANCE CONTENT EVALUATION

THEME: NUMBER AND NUMERATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: NUMBER AND NUMERATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: NUMBER AND NUMERATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: NUMBER AND NUMERATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: MENSURATION AND GEOMETRY

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

THEME: MENSURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: MENSURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: MENSURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: MENSURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: MENSURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: EVERYDAY STATISTICS

THEME: READING ENGLISH STUDIES CURRICULUM FOR PRIMARY ONE

ACTIVITIES TEACHING AND

THEME: READING ENGLISH STUDIES CURRICULUM FOR PRIMARY ONE

THEME: READING ENGLISH STUDIES CURRICULUM FOR PRIMARY ONE

ACTIVITIES TEACHING AND

THEME: READING ENGLISH STUDIES CURRICULUM FOR PRIMARY ONE

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

THEME: READING ENGLISH STUDIES CURRICULUM FOR PRIMARY ONE

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

TOPIC PERFORMANCE CONTENT AND EVALUATION

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

THEME: BASIC SCIENCE

ACTIVITIES TEACHING AND

TOPIC PERFORMANCE CONTENT AND EVALUATION

THEME: BASIC TECHNOLOGY

ACTIVITIES TEACHING AND

THEME: BASIC TECHNOLOGY

ACTIVITIES TEACHING AND