Government of Osun State Ministry of Education. Civic Education Scheme of work for Primary 5/Basic 5. National Value Education Curriculum.
PRIMARY FIVE CIVIC EDUCATION FIRST TERM SCHEME
UNIFIED SCHEME OF WORK ON CIVIC EDUCATION FOR GRADE FIVE
CIVIC EDUCATION FIRST TERM
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1. | Revision and Cleaning | Revision and Cleaning | Revision and Cleaning | Revision and Cleaning | Revision and Cleaning | Revision and Cleaning |
| 2. | Meaning of loyalty | Meaning of loyalty | Learners should be able to : 1. Explain loyalty | The National Pledge | 1. Guides learner to explain loyalty 2.Guide the learners to write the National Pledge and Identify key words e.g. loyal, faithful etc. | 1. Recite and write the National Anthem; 2. Pick out key words e.g. loyal faithful etc. |
| 3. | Meaning of loyalty | 1. Evidence ;of loyalty | Learners should be able to: 1. Show evidences of loyalty in Family, School, Community, State and Nation | Chart showing a boy who is loyal to his parent | 1. Explains the learner’s loyalties in Family, School, and Country | Discuss in groups what is expected of us to be loyal to our Families, School and Nation |
| 4. | Meaning of loyalty | Consequence of disloyalty | Learners should be able to: 1. discover consequence of loyalty | 1. Pictures showing disloyal children; 2. Resource person to talk on loyalty | 1. Explains consequences of disloyalty | States consequence of disloyalty |
| 5. | Meaning of loyalty | Loyal services to the Nation | Learners should be able to: Identify National services that show loyalty | NYSC, Hand book | Discusses the purpose of loyal services e.g. NYSC | Discuss not only what you can get from your country but also what you can give to your country |
| 6. | Meaning of loyalty | Loyal services to the Nation | Learners should be able to: Identify National services that show loyalty | Hand book on NYSC | Discusses the purpose of loyal services e.g. NYSC | Discuss not only what you can get from your Country but also what you can give to your country |
| 7. | Meaning and types of leadership | Meaning of Leadership | Learners should be able to define leadership | 1. Pictures of good leaders in the Nations and locality | 1. Explains the concept of leadership with examples | 1. Listen to the teacher and ask questions where needed |
| 8. | Meaning and types of leadership | Types of leadership: 1. Democratic; 2. Autocratic; 3. Leize  fare leadership style | Learners should be able to: 1. list types of leadership; 2. Explain types of leadership | 1. Picture of good leaders in the Nation and locality | 1. List the types of leadership; 2. Explain the type of leadership | 1. List three types of leadership; 2.Explain three types of leadership |
| 9. | Meaning and types of leadership | Leadership in the Family, Community | Learners should be able to: 1. List different level of leadership; 2. discuss role of leadership in the family and Community | 1. Poster showing different level and leaders e.g. Home, Father, Elders in the Community | 1. Explains leadership in the family and Community | Listen to the teacher and ask questions where needed |
| 10. | Meaning and types of leadership | Leadership in the 1. Local Government; 2. State Level | Learners should be able to: Identify roles of leadership in the Local Government and State Government | 1. Poster showing different level of leaders e.g. 1. Local Government Chairman; 2. State Governor | Explains leadership in local government and State level | Listen to the teacher and ask questions where needed |
| 11. | Meaning and types of Leadership | Leadership in the 1. Federal level; 2.Institutional level | Learners should be able to: 1. Discuss roles of leadership in the Federal level and Institutional level | 1. Poster showing different level of leaders e.g. President, Provost | Explains leadership Presidential level and Institutional level | Listen to the teacher and ask questions where needed |
| 12. | Revision | Revision | Revision | Revision | Revision | Revision |
| 13. | Examination | Examination | Examination | Examination | Examination | Examination |
Government of Osun State Ministry of Education. Civic Education Scheme of work for Primary 5/Basic 5. National Value Education Curriculum.
PRIMARY FIVE CIVIC EDUCATION SECOND TERM SCHEME
UNIFIED SCHEME OF WORK ON CIVIC EDUCATION FOR GRADE FIVE
CIVIC EDUCATION SECOND TERM
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1. | Cleaning and Revision | Revision | Revision | Revision | Revision | Revision |
| 2. | Good and bad leadership | Problems of bad leadership | Learners should be able to: Identify and state problems created by bad leadership | Poster showing people demonstrating against bad leadership | Explains the concept of good and bad leadership citing examples from different levels | Listen to the teacher and ask question where needed |
| 3. | Good and bad leadership | Strategies to check excesses of political leaders | Learners should be able to: List the strategies to check excesses of political leaders | Poster showing people demonstrating against bad leadership | Explains the strategies to check excesses of political leaders | Listen to the teacher and ask questions where needed |
| 4. | Arms of Government | Legislative | Learners should be able to: Identify the arms of government Legislative, Executive and Judiciary | 1. Photos 2. Video | Guides learner to mention people they see in Government and Government Institution | Identify some government officials and Institutions |
| 5. | Arms of Government | 1. Executive 2. The Judiciary | 1. Newspaper 2. Video | Shows pictures of video clips of government Institution e.g. Offices, National, Assembly, Courts etc. | Watches and makes notes on video clips and pictures | |
| 6. | Arms of Government | Function of the arms of Government | Nigerian Constitution | Takes pupils on a trip to Government Institutions | Role play or stimulate some Government Functions | |
| 7. | Arms of Government | Need for division of government into three arms | Learners should be able to: State why the division of government into three arms is necessary | 1. Photos 2. Newspaper | Shows picture or Video clips of government Institution e.g. Offices, National Assembly, Courts etc. | Watches and make notes on Video Clips and Pictures |
| 8. | Pressure Groups | Meaning of pressure groups | Learners should be able to: Explain the meaning of pressure groups | 1. Adults in the Community; 2. Company Diaries | Explains the meaning of pressure groups | Listen to teacher’s explanation |
| 9. | Pressure Groups | Types of pressure groups | Learners should be able to: State types of pressure groups | 1. Text books; 2. Magazines; 3. Newspaper | List and explain types of pressure groups representing various interests in Society e.g. Worker (NLC, NUT) Social Club Lions Club, Rotary Club etc. | Interview member of the public and search other sources to build a list of type of pressure group |
| 10. | Pressure Groups | Importance of pressure group | Learners should be able to: Mention the Importance of Pressure Group | Newspaper and Magazines | Guide learners to enumerate Importance of pressure group | List five Importance of pressure group |
| 11. | Pressure groups | Advantages and Disadvantages of pressure groups | Learners should be able to: Identify advantages and disadvantages of pressure group | Member of pressure group as a resource person | Asks learner to find out from home the advantages and disadvantage of pressure group | Report finding from homes on the advantages and disadvantage of pressure groups |
| 12 | Revision of Last term Work | Revision | Revision | Revision | Revision | Revision |
| 13. | Examination | Examination | Examination | Examination | Examination | Examination |
Government of Osun State Ministry of Education. Civic Education Scheme of work for Primary 5/Basic 5. National Value Education Curriculum.
PRIMARY FIVE CIVIC EDUCATION THIRD TERM SCHEME
UNIFIED SCHEME OF WORK ON CIVIC EDUCATION FOR GRADE FIVE
CIVIC EDUCATION THIRD TERM
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1. | Cleaning and Revision | Revision | Revision | Revision | Revision | Revision |
| 2. | Hard Work | 1. How to encourage hard work 2. Discourage hard work | Learners should be able to: discuss how to encourage and discourage hard work | Charts listing the suggestion | Discusses hard work in the Home School etc. | Participate I in class discussion |
| 3. | Hard Work | How to encourage and discourage laziness | Learners should be able to: Discuss how to encourage and discourage laziness | Charts listing the suggestions | Guides discussion on how to encourage and discourage laziness | Participate in class discussion |
| 4. | Hard Work | Reasons why people are Lazy | Learners should be able to: 1. Enumerate reasons why people are lazy | Charts listing the suggestions | Encourage learners to make suggestion and their views | Make suggestion and give reasons to support their view |
| 5. | Social Injustice | Meaning of Social Injustice | Learners should be able to: Explain meaning of Social Injustice | Poster of demonstrating workers | Leads learner to explain meaning of Social Injustice | Explain meaning of Social Injustice |
| 6. | Social Injustice | Examples of Issues of Social Injustice e.g. delay of payment, Social Amenities | Learners should be able to: List example of issues Social Injustice | Poster of demonstrating Workers | Guides learners to enumerate examples of issues of Social Injustice | State the examples of issues of Social Injustice |
| 7. | Social Injustice | Types of Social Injustice | Learners should be able to: Mention types of Social Injustice | Poster of demonstrating Workers | Guides learner to mention types of Social Injustice | Mention type of Social Injustice |
| 8. | Social Injustice | How workers protest against inadequate payment | Learners should be able to: Explain how workers protest against inadequate payment | Poster of demonstrating workers | Guides learner to explain how workers protests against inadequate payment | Explain how workers protest against inadequate payment |
| 9. | Social Injustice | The various ways by which workers protest | Learners should be able to: List various ways by which workers protest | 1. Picture showing workers protest; 2. Newspaper and Magazines | Guides learner to watch picture showing worker on protest | Find out about current protests in Newspapers or Magazines on inadequate payment and cut them out and submit to the teacher |
| 10. | Social Injustice | The various ways by which workers protest | Learners should be able to: List various ways by which workers protest | 1. Picture showing workers on protest; 2. Newspaper and Magazines | Leads learner to watch picture showing workers on protest | Find out about current protest in Newspapers or Magazines on inadequate payment and cut them out and submit to the teacher |
| 11. | Social Injustice | Ways of prevent protest | Learners should be able to: State ways of preventing protest | Picture showing security guiding workers on protest | Guides learner to state ways on how security guide workers on protests | State four ways on how security guide workers on protesters |
| 12. | Revision | Revision | Revision | Revision | Revision | Revision |
| 13. | Examination | Examination | Examination | Examination | Examination | Examination |
