Nigeria Curriculum for Cultural and Creative Arts Primary School. CCA Scheme of Work for Primary 5. Universal Basic Education Curriculum
CCA SCHEME OF WORK PRIMARY 5 FIRST TERM
SCHEME OF WORK C.C.A. GRADE 5
FIRST TERM
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | Learner’s ACTIVITIES |
| 1 | Revision | |||||
| 2 | Drawing and its types | 1. Meaning of drawing 2. Types of drawing e.g. still life, nature, life drawing 3. Produce different types of drawing | Learners should able to: 1. Define drawing 2. Identify different types of drawing 3. Produce different types of drawing  | Pencil, paper, flowers, roots, manmade objects eg. Spoon, chair tables etc. eraser, boards, crayon | 1. Explain the meaning of drawing 2. Explains different types of drawing Nature drawing Still life drawing Life drawing 3. Demonstrates different types of drawing 4. Asks learners to draw nature, still life, life drawing | 1. Define drawing 2. State the types of drawing 3. Observe and select one of the types of drawing |
| 3 | Shading and shading techniques | 1. Meaning of shading 2. Listening different shading techniques e.g. blurring, hatching, cross hatching, pointillism 3. Demonstrates shading technique | Learners should be able to: 1. Define shading 2. Mention types of shading 3. Explain the shading techniques 3. Shade with different technique | Pencil, paper, pictures and illustrative photographs | 1. Explains the meaning of shading 2. Lists different shading techniques 3. Demonstrates the different shading techniques 4. Asks learners to draw and shape using different techniques | 1. Define shading 3. Mention the shading techniques 4. Observe, draw and shade using any of the techniques |
| 4. | perspective | 1. Definition of perspective 2. Types of perspective i.e aerial and linear perspective 3. Demonstrating of perspective drawing | Learners should be able to: 1. Define perspective 2. State the two types of perspective 3. Explain the type of perspective 4. Produce perspective drawing | Pictures and illustrative photographs3. | 1. Explains the meaning of perspective 2. Mention two types of perspective Aerial perspective Linear perspective 3. Demonstrates perspective drawing | 1. Explains the meaning of perspective 2. List the types of perspective 3. Observe teacher’s demonstration on perspective 4. Produce a perspective drawing  |
| 5 | Pattern and design | 1. Meaning of pattern 2. Definition of design 3. Processes of making patterns and designs | Learners should be able to: 1. Define patter 2. Define design 3. Produce pattern and deigns | Papers, pencil, colour, palette brush | 1. Defines and explains the meaning of patter 2. explains the meaning of design 3. mentions the materials for making designs 4. demonstrates the processes of making a design | 1. Define patter 2. Define design 3. Mention the processes of making a design 4. Make a design |
| 6 | Card making and decoration | 1. Types and uses of cards 2. Materials for making and decorating cards 3. Making and decorating cards | Learners should be able to: 1. List types and uses of cards 2. List materials for making cards 3. Make card for a particular ceremony | Different types of cards, sketch books, crayons, posters, colours, brushes, pencils, papers, cardboards | 1. Explains types and uses of cards 2. Displays materials for making and decorating cards 3. Demonstrates how to make and decorate cards | 1. Examine materials for making cards 2. Name types and uses of cards 3. Produce cards for different occasions |
| 7 | Introduction to weaving using paper | 1. Definition of weaving 2. Types of weaving e.g Plain and Twill Mat weaving | Learners should be able to: 1. Define weaving 2. Mention types of weaving 3. Weave a mat with strips of paper using plain weave | Strips of paper. Photographs, illustrations, charts, hand looms, yarns | 1. Defines weaving 2. Guides learners to discuss different types of weaving 3. Assists learners to weave paper mat using plain weave method | 1. Define weaving 2. Explain types of weaving 3. Weave a mat using paper strips |
| 8 | Modeling (pottery) | 1. Definition of pottery 2. Materials for making pot 3. Processes of making pot 4. Methods of making pot 5. Make a pot | Learners should be able to: 1. Define pottery 2. List materials for pottery 3. Mention processes of making a pot 4. List methods of making pot  | Clay, spatulas, mould, kiln, pinch method, slab, coiling | 1. Explain the meaning of pottery 2. Guides learners to list materials for pot making 3. Explain processes of pot making 4. Explains the pot making methods 5. Demonstrates how to make a pot | 1. Define pottery 2. List materials for pottery 3. Mention processes of making a pot 4. List methods of pot making 5. Make a pot |
| 9 | Some terminologies in pottery | 1. Definition of art terminologies 2. Listing some terminologies in pottery -Green wave -KilnGlaze -Bosque 3. Explanation of the term | Learners should be able to: 1. List some terminologies in pottery 2. Explain the terminologies in pottery | 1. Defines art terminologies 2. List some terminologies in pottery 3. Explain some terminologies in pottery 3. Gives note to the learners | 1. List some terminologies in pottery 2. Explain some terminologies in pottery 3. Copy notes on pottery terminologies | |
| 10 | mosaic | 1. Meaning of mosaic 2. Materials for making mosaic 3. Production of mosaics to reflect one ill in the society  | Learners should be able: 1. State the meaning of mosaic 2. List materials tools for making mosaic 3. Make mosaic to reflect ills of HIV/AIDs, cultism | Broken bottles, buttons, beads, pencils, cardboards, sheets, glue, scissors | 1. Define and discuss the mosaics 2. Displays and discuss materials used in mosaic making 3. demonstrates how to make mosaic | 1. list materials for making production 2. produce a mosaic reflecting a societal ill e.g. cultism |
| 11 | collage | 1. Meaning of collage 2. Materials for collage production 3. Production for collage | Learners should be able to: 1. state the meaning of collage 2. list materials for collage production 3. make collage to reflect an event e.g. football | Coloured papers, feathers, fabrics, cardboards, glue | 1. Defines collage 2.Displays and discuss materials for making collage 3. Demonstrates how to make collage | 1. List materials for making collage 2. Produce a collage work |
| 12 13 | revision Examination |
Nigeria Curriculum for Cultural and Creative Arts Primary School. CCA Scheme of Work for Primary 5. Universal Basic Education Curriculum
CCA SCHEME OF WORK PRIMARY 5 SECOND TERM
SCHEME OF WORK C.C.A. GRADE FIVE
SECOND TERM
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | Learner’s ACTIVITIES |
| 1 | Revision | |||||
| 2 | Calabash/wood painting and decoration | 1. Uses of calabash 2. uses of carved or painted wood 3. carve/paint wood with design condemning child abuse | Learners should be able to: 1. Mention the uses of calabash 2. List uses of carved or painted wood 3. Paint a carved wood on calabash | Calabash, knives, colours, wood, pieces diesel, mallet, brushes, paper, drawing books | 1. explains uses of calabash 2. explains how carved/painted wood on calabash can be used for decoration 3. demonstrates how to carve/paint calabash/wood | 1. List uses of calabash 2. State to carved or painted wood/calabash can be used for decoration 3. Make their own painting  |
| 3 | Nigerian traditional Architectecture | 1. Meaning of Nigerian traditional architecture 2. Forms of traditional design e.g. mud house 3. Tools/materials for building traditional houses in Nigeria e.g. mud, thatch, wood, bamboo, cane, knife, grasses, cutlass | Learners should be able to: 1. Describe the nature of Nigerian architectural designs 2. List the tools/materials used for building traditional houses in Nigeria | Mud, thatch, wood, bamboo, cane, knife, grass, hoe, shovels, photographs and drawing | 1. Defines and describes the nature of Nigerian traditional architecture 2. Guides learners in describing various forms of Nigerian traditional architecture 3. Asks learners questions on tool production, traditional architecture 4. Shows examples of materials/tools used in traditional architecture | 1. Meaning of traditional architecture 2. Copy notes on traditional architecture, tools and materials for building 3. Answer questions asked by the teacher on traditional architecture, tools and materials for building 4. Observe/touch the materials and tools |
| 4 | Songs/music with Nigeria identity | 1. Songs that promote values like patriotism in Nigeria 2. Art of composing poetic lines/texts to be put to music | Learners should be able to: 1. Identify some values relating to patriotism in a given society 2. Compose lyrics with Nigeria as a theme  | CD or cassette player, phone, chalkboard, magic board | 1. Explains patriotism and its importance in the society 2. Plays a given song with patriotism as a theme 3. Assists learners to identify the value in the song through the lyrics | 1. Copy notes on music with Nigerian identify 2. Write out words that can be used as a song as guided by the teacher |
| 5 | Creating a play with the theme of honesty/integrity/right attitude to work | 1. Meaning and importance of honesty, integrity, right attitude to work etc 2. Uses of drama in teaching values | Learners should be able to: 1. Explain the meaning of a given value 2. Create a play scenario based in the given theme 3. State the uses of drama in teaching values | Textbooks, notebooks, chalkboard or magic board | 1. Explains the given values 2. Explains the importance of values 3. Guides learners to create a play scenario for performance | 1. Participate in play creation process 2. Participate in the play performance |
| 6 | Creating music with solfa notation | 1. Music values 2. Rhythm 3. Solfa names on a chart 4. Creating music | Learners should be able to: 1. Write values of solfa names 2. Set words to solfa notation 3. Clap rhythm of the phrase set to music 4. Play the notes on an instrument | Manuscript, chalkboard pencil, eraser, ruler piano, notebook | 1. Explains what solfa values mean 2. Assists learners to compose text 3. Guides the learner to clap to rhythm 3. Plays a phrase for the learners to learn | Compose text to a popular tune Clap a rhythm Listen to the teacher’s piano playing and imitating the teacher. |
| 7 | Music notes and their values | 1. Music notes 2. Names the music notes e.g Semibreve (.)Quaver (.)Semiquaver (.) etc.Semibreve has 4beats Minim has 2 beats etc | Learners should be able to: 1. Explains music notes 2. Give examples of music notes 3. Write the values of music notes 4. Clap he rhythms of t he music notes | Chalkboards, magic boards, music manuscripts, pencils, erasers, rulers, pianos | 1. Explains music notes e.g they are symbols drawn in the staff indicating the sound duration of the music notes 2. Lists music notes and explains the differences between them | 1. Copy notes on music notes and values 2. Clap the rhythmic pattern of the music note assisted by the teachers |
| 8 | Forms of music | 1. Meaning of forms of music 2. Categories of forms of music | Learners should be able to: 1. Explain what forms of music mean 2. List categories of form of music e.g.Simple binary Ternary form Compound binary form Rondo form | CD or Cassette player, television sets, phones | 1. Explains the meaning of forms of music 2. Lists categories of forms of music 3. Discuss the categories of forms of music | 1. Mention categories of forms of music 2. Write notes on form of music |
| 9 | Dance motifs | 1. Motifs in dance 2. Application of motifs in dance 3. The importance of motifs in dance | Learners should be able to: 1. Explain motifs in dance 2. State how they can be applied to the | CD or cassette players, VCD/DVD’s television sets, phones | 1. Explains the meaning of motifs and how they can be used in dance 2. Explains the importance of motifs in dance 3. Gives examples of dance motifs like joy, sadness, excitement, love, God etc 4. Demonstrates and example of body movements that can be portray a given emotion | 1. Copy notes on dance motifs 2. Observe the teacher’s demonstration and demonstrate alongside with the teacher |
| 10 | Components of dance | i. Components of dance: movement, time, space etc. ii. Expression , costume, make- -up and music | Learners should be able to: 1. Mention some component of dance 2. Explain some component of dance | Textbook, notebooks, chalkboard/magic boards | State and explains components of dance | 1. Copy notes on components of dance 2. Mention components of dance |
| 11 | Techniques in dance | 1. Basic techniques in dance 2. Basic warm up exercises for dance  | Learners should be able to: 1. Explain the use of warm – up exercises 2. Explain techniques in dance 3. Display techniques in dance | Textbooks, notebooks, CD or cassette players, music, phones | 1. Leads learners in a warm up exercise session explaining its importance 2. Enumerates and explains technique in dance 3. Assists learners to learn certain techniques using movements | 1. Participate in wrm – up exercises. 2. Demonstrate and display some techniques |
| 12 – 13 | Revision and Examination |
CCA SCHEME OF WORK PRIMARY 5 THIRD TERM
SCHEME OF WORK C.C.A. GRADE FIVE
THIRD TERM
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | Learner’s ACTIVITIES |
| 1 | Revision | |||||
| 2 | Meaning and types of drama | 1. Meaning of drama 2. types of drama scripted unscripted | 1. Learners should be able to: State the meaning of drama 2. List and discuss the types of drama | VCD and cassettes player | 1. explains the meaning of drama 2. lists and discusses the types of drama 3. gives note to the learners | 1. define drama 2. Mention types of drama 3. Copy notes on the meaning and types of drama |
| 3 | Forms of drama | 1. Explanations on forms of drama Forms of drama: Comedy Tragedy tragicomedy | 1. Learners should be able to List forms of drama 2. Discuss the form of drama | VCD and cassettes player, television sets | 1. Defines form of music 2. List and discuss forms of Drama e.g Comedy Tragedy tragicomedy | 1. Ask and answer questions 2. copy notes on forms of drama |
| 4 | Functions of drama | 1. definition of functions of drama 2. explanation of forms of drama | Learners should be able to: 1. List and explain the function of drama | Magic board. Textbooks, VCD, DVD | 1. lists and discuses function of drama 2. gives note the learners | 1. ask and answer questions 2. copy notes on functions of drama |
| 5 | Acting | 1. Meaning of acting 2. Definition of an actor 3. Names of popular actors in Nigeria | Learners should be able to: 1. state the meaning of acting 2. Explain who an actor is 3. Mention 5 popular actors  | Chalkboard/ magic board, textbook, notebooks, VCD, DVD | i. defines acting ii. leads learners to  identify who an actor is iii. leads learners to   mention names of popular actors in Nigeria | i. give 5 names of popular actors or actress they have watched especially in Nigeria movies ii. describe the role or roles they would love to emulate |
| 6 | impersonation | i. Meaning of impersonation ii. Differences between impersonation and acting | Learners should be able to: 1. State the meaning of impersonation 2. Explain the difference between impersonation and acting  | Textbooks, notebooks, chalkboard/magic boars | 1. Defines impersonation 2. Explains the differences between impersonation and acting giving examples | Definition of impersonation and note the differences between acting and impersonation |
| 7 | Role play | i. meaning of role play ii. functions of role play iii. when to use role play | Learners should be able to: 1. State the meaning of role  play 2. Mention the functions of role play 3. Identify occasions when role play can be used 4. State the difference between role play and acting | Chalkboard, magic boards, pictures or illustration of different people and professional | i.  Defines role play ii. Lists functions of role play Iii. Mention when role play can be usedIv. iii. Explains differences between role play and acting | i.  Explanation of the meaning and purpose of role play and copy notes ii.   Try out different roles with the guidance of the teacher like doctor, pastor, imam, for special purpose |
| 8 | Developing character in play | 1. Developing a character 2. Basic tools of an action: body and voice Body and voice exercise | Learners should be able to: 1. Explain how to develop their parts in a play they are acting 2. Mention basic tools of an action 3. Perform body and voice exercise | Chalkboards/ magic boards, textbooks, notebooks, | 1. Explains the meaning and importance of development as an action 2. State the basic tools of an actor and leads learners to start training the body and voice | 1. Discuss with the teacher how a character can be developed 2. Participate in body and voice exercises to improve the flexibility of the body and audibility of the voice |
| 9 | Meaning and objectives of traditional apprenticeship system | 1. Meaning of apprenticeship system 2. Objective of apprenticeship system 3. Trades where apprenticeship system is practiced e.g. blacksmithing , carpentry, tailoring, jewelry making, mechanics etc. | Learners should be able to: 1. Define apprenticeship system 2. List the objectives of apprenticeship system 3. List some trades here apprenticeship system is practiced | Charts showing Different master craftsmen and apprentice Motor mechanic workshop Tailoring workshop Jewelers etc. | 1. Explains the meaning of apprentices ship system 2. Leads the learners to mention the objectives of apprenticeship system 3. Leads learners to list of trades where apprenticeship system is practiced | Suggest possible trades apprenticeship system could be practiced |
| 10 | Types and importance of apprenticeship system | 1. Types of apprenticeship system e.g. father/son, mother/daughter, master craftsmen/apprentice, master trader/apprentice 2. Importance of apprenticeship system e. acquisition of values 3. Attitudes acquired through apprenticeship system  | Learners should be able to: 1. List types of apprenticeship system 2. Enumerate the importance of apprenticeship system 3. List some right attitudes acquired through apprenticeship system | Charts showing craftsmen and their apprentices, motor mechanic workshop, tailoring workshop, bakery | 1. Explains the type of apprenticeship system 2. Leads the learners to mention the importance of apprenticeship system Explains the attitudes acquired through apprenticeship system | 1. State the meaning and types of apprenticeship system 2. Mention some importance of apprenticeship system 3. State certain values acquired in apprenticeship system |
| 11 | Values and improvisation of art materials | 1. Definition of improvisation of art materials 2. Process of improvisation of art materials 3. Values of improvisation of art materials | Learners should be able to : 1. Define improvisation of art materials 2. List some improvisable materials 3. Explain the process of improvising of some art materials 4. Improvise some art materials | Charcoal, leaves and flowers, earth , colours, feather | 1. Explain the meaning of improvisation of art materials 2. State the value of improvisation 3. Explains the processes of improvisation of some art materials | 1. Mention the value of improvisation of art materials 2. Discuss the process of improvisation and copy notes |
| 12 – 13 | Revision and examination |
