NVE Scheme of Work JSS3. National Values Education Unified Scheme of Work for Junior Secondary School (JSS THREE).
JSS3 NATIONAL VALUES EDUCATION SCHEME FIRST TERM
GRADE 9-1st Term
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Cleaning of the school compound and Revision of Last term’s work | |||||
| 2 | Meaning of social studies | -Meaning of social studies -contents -facts -concepts -generalization -skill -value and attitude -relevant for learners and the society | Learners should be able to: (1)explain contents of social studies | Student Textbooks | -Lead students to find out the meaning of social studies -contents | Listen and respond to questions in class |
| 3 | Social studies and content continued | Social studies components; -cognitive -affective -psycomotor contents | Learners should be able to: (1)Identify component of social studies contents | Social studies materials e.t.c | Leads learners to identify and explain to them the components of social studies contents | Participate in identifying the components of social studies contents |
| 4 | Roles of extended family members in child | Members of extended family (1)grandparents,uncles,aunties,cousins,nephews and nieces e.t.c (2)act as an agent of socialization (3)share folklores | Learners should be able to: (1)recall the type of people who make up extended family members | Extended family tree | Explain concepts of extended family members using the family tree | Learners participate in the discussion by interpreting the family tree |
| 5 | Role of extended family members continued | Learning how to relate to elders,young family members and peers | Learners should be able to: (1)identify the roles of extended family members in child development | Extended family tree | Explains the roles of family elders in shaping the behavior of the younger ones | Learners participate in the discussion by mentioning some ways of correcting the young ones |
| 6 | Roles and functions of the extended family members continued | Support the nuclear family members whenever the need arises with concrete examples | Learners should be able to: (1)identify the areas of need that can require the support of extended family -social -economic -political | Extended family tree | Explain these areas of need -social -religion or marriage problems -economic -financial support -political -family title,chiefs or political participation | Learners participate in the ways of supporting our relatives |
| 7 | Meaning of human trafficking and factors responsible for Human trafficking in Nigeria | Meaning of human trafficking -recruitment -transporting -transferring of persons across borders(national and international)with the intention to deceive and exploit them | Learners should be able to: (1)explain the meaning and methods adopted in deceiving people to carry them within or outside the country | (1)posters (2)resource person | Uses debate and brain storming to elicit responses from the learners on meaning and methods used in taking people away | Participate actively in discussions and debates |
| 8 | Human trafficking in Nigeria continued | Factors responsible for human -false hope of continuing education or working abroad -poverty -increasing demand for foreign workers -growth of billion dollar sex and entertainment industries -school dropout | Learners should be able to: -highlight and discuss in details factors responsible for human trafficking | Resource person | Explains in details the factors responsible for human trafficking in Nigeria | Listen to the guest speaker take note and ask questions |
| 9 | Human Trafficking continues | Consequences of Human Trafficking on: -individuals -families -society | Learners should be able to: State the effects and consequences of human trafficking on the -individual -families -societies | (1)video/film clips (2)charts | Uses debate and explanation on the consequences of Human Trafficking | Participate in debates and discussion of human trafficking |
| 10 | Human Trafficking continues | Preventive measures -awareness raising -education -advocacy -legislation | Learners should be able to: state/list and explain ways by which human trafficking can be prevented | (1)charts (2)video clips (3)resource person | Invites a guest speaker to give a talk on human trafficking | Listen to guest speaker take note and ask questions |
| 11 | Revision | |||||
| 12 | Examination | |||||
| 13 | Recording | |||||
NVE Scheme of Work JSS3. National Values Education Unified Scheme of Work for Junior Secondary School (JSS THREE).
JSS3 NATIONAL VALUES EDUCATION SCHEME SECOND TERM
GRADE 9-2nd Term
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Cleaning of the school compound and Revision of the last term work | Cleaning and revision | ||||
| 2 | Promotion of peaceful living together | -meaning of peace -types of peace (1)positive peace (2)negative peace | At the end of the lesson, Learners should be able to: (1)explain the meaning of peace (2)State two types of peace with examples | Pictures and charts of people living together peacefully | Uses guided questions to lead students to find out the meaning and types of peace | Participate in the guided questions discussed |
| 3 | Promotion of peaceful living together continues | -importance of peace -ways of promoting peace | At the end of the lesson, Learners should be able to: -importance of peaceful living with one another -describe ways of promoting peace in our society | Resource person | -organizes debate with learners on the importance of peaceful living with one another -guide learners on role play as regards the importance of peaceful living | Involvement in the debate role playing |
| 4 | Conflicts | (1)Meaning of conflicts (2)types of conflicts: -violent -non violent conflict | At the end of the lesson, Learners should be able to: (1)explain the meaning of conflict (2)outline the various types of conflict | -chart showing picture of stressful environment and destruction as a result of violent conflicts | Explain the meaning of conflicts to the students after dramatic presentation of rowdy scene | Dramatize a rowdy scene to illustrate the meaning,causes and consequence of conflicts |
| 5 | Conflict continues | (1)causes of conflicts (2)examples of conflicts Causes: -needs -beliefs and religion -occupation -imposition -creation of states or local government | At the end of the lesson, Learners should be able to: (1)state and explain the causes of conflict (2)mention examples of conflict | -stimulation -Radio and TV | Uses stimulation to guide learners to identify types and examples of conflict | Participate in discussion and stimulation on issue |
| 6 | Conflict continues | -consequences of conflict -lack of development -intolerance -disunity -disobedient -resolution and management of conflicts -dialog -tolerance -compromise -arbitration -mediation | At the end of the lesson, Learners should be able to: (1)explain the consequences of conflicts (2)suggest non-violent methods of resolving conflicts | -Radio and TV -Documentation of conflicts -situation | -guides learners to explain conflict resolution: -demonstrates non-violent means of conflict resolution organizes visit to courts,Alternative Dispute Resolution centres(ADR) | -Ask relevant question discussions -observe courts and alternative dispute resolution(ADR) in session |
| 7 | Conflict continues | Government intervention in conflict -Use of forces -Use of commission or enquiry -making recommendation -mediation and negotiation | At the end of the lesson, Learners should be able to: (1)explain the reason for the use of force in settling conflict (2)explain when and how commission can be set up (3)suggest recommendation | Drama/songs | organizes guest lecture on conflict resolution | Listen to the invited guest lecturing on conflict resolutions |
| 8 | Cultism | -Meaning of cultism -types of cultism | At the end of the lesson, Learners should be able to: -define cultism -identify series and types of cultism: -cultism campus -cultism in town -cultism in village -cultism among religious groups | A chart showing the picture of cult members in their manner | Explain the meaning of cultism and various types of cultism | Participate in the discussion with examples |
| 9 | Cultism | Factors responsible for cultism: -home background -peer group -drug abuse e.t.c | At the end of the lesson, Learners should be able to: -should be able to explain the factors responsible for cultism in Nigeria | A Chart showing the picture of cultists arrested by the police | List and explain the factors that leads to the causes of cultism in Nigeria | Participate in the discussion and listing the factors |
| 10 | Cultism | Consequences and solutions to cultism in Nigeria | At the end of the lesson, Learners should be able to: (1)list and explain the consequences of cultism in Nigeria (2)list and explain the prevention and solution to the problem of cultism in Nigeria | -Diagram -charts -picture showing the group of cultists arrested by the police | Explains the consequences of conflict and solution to the problem of cultism in Nigeria | -Learners listen to the explanation of the teacher -take note and ask questions |
| 11 | Revision | |||||
| 12 | Examination | |||||
| 13 | Marking and Recording |
NVE Scheme of Work JSS3. National Values Education Unified Scheme of Work for Junior Secondary School (JSS THREE).
NATIONAL VALUES EDUCATION NVE SCHEME OF WORK THIRD TERM JSS3
GRADE 9-3rd Term
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Cleaning of the school compound and revision of the last term work | Cleaning and revision | ||||
| 2 | Harmful traditional practices | Meaning and examples of harmful traditional practices that brings: -physical -mental -social -health dangers -damages to the people Examples by harmful traditional practices: -use of children for begging -child agric labor -female circumcision -early marriage e.t.c | Learners should be able to: -explain the meaning of harmful traditional practices -describe different types of traditional practices in Nigeria | (1)Relevant document: -constitution -agreements -local -National -international (2)human rights (3)individual experience | Teacher explains: – the meaning of harmful traditional practices -Teacher lists and explain examples of harmful traditional practices | -Learners listen to the explanation -participate in the discussion |
| 3 | Harmful traditional practices | Consequences of Harmful traditional practices (1)physical consequences (2)psychological consequences (3)social consequence (4)sociological consequence | Learners should be able to: (1)list consequences of harmful traditional practices (2)explain consequences of harmful traditional practices | -pictures of people with tribal marks -charts | Teacher lists and explains the consequences of harmful traditional practices in Nigeria | Learners participate in the discussion of the topic |
| 4 | Harmful traditional practices | Measures to prevent and stop Harmful Traditional Practices in Nigeria -public enlightenment -education for all -legal means -use of law enforcement agents -provision of health facilities | Learners should be able to: (1)suggest measures to prevent and stop harmful traditional practices in Nigeria | -photographs -posters | Teacher uses problem solving approach: -mock courts and control situation to demonstrate the consequences of these practices and ways of eradicating them | Actively participate in problem-solving activities,mock courts e.t.c |
| 5 | Drug trafficking in Nigeria | Meaning and reasons for drug trafficking | Learners should be able to: -state the meaning of drug trafficking -reasons for drug trafficking in Nigeria | -posters from NDLEA, EFCC on drug trafficking -Dictionary -Newspapers | -guides the learners to find out the meaning of drug trafficking -reasons for drug trafficking | -Learners participate in discussion -listens,talks,takes notes asks and answers questions |
| 6 | Drug trafficking | Consequences of drug trafficking | Learners should be able to: -describe dangers of drug trafficking | Resource person | Takes learners on visit to relevant agencies(NDLEA,EFCC, Police station)e.t.c | Listen to talks,take notes,ask and answer questions |
| 7 | Drug trafficking | Prevention of drug trafficking | Learners Should be able to identify ways of preventing drug trafficking | -resource person -cartoons -documentary | Leads learners to visit relevant agencies(NDLEA,EFCC, Police station)e.t.c to inquire about causes,problem and suggest possible solutions to drug trafficking | Learners go to excursion |
| 8 | Revision for BECE | |||||
| 9 | Revision for BECE | |||||
| 10 | BECE EXAM | |||||
| 11 | BECE EXAM | |||||
| 12 | BECE EXAM | |||||
| 13 | BECE EXAM |
