National Values Education Curriculum (NVE). Basic 6 Social Studies Scheme of work Primary 6. Osun State Unified Schemes of Work for Schools
SOCIAL STUDIES SCHEME OF WORK PRIMARY SIX FIRST TERM
UNIFIED SCHEME OF WORK FOR GRADE SIX FIRST TERM
SOCIAL STUDIES
| WEEK | TOPICS | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises |
| 2 | Living together | Factors that can make our living together peaceful. | Learners should be able to list and explain factors that can make our living together peaceful. | Textbook, pictures and drawings. | Teacher explains factors that can make our living together peaceful. | i. Learners participate actively in the discussion. Learners ii. explain factors that can make our living together peaceful. |
| 3 | External Influences on Nigerian Family Life. | What types of family lifestyles existed in Nigeria before the Europeans came? | Learners should be able to describe family lifestyles before the coming of European. | Charts showing old hair styles, huts, traditional dresses. | Teacher discusses family lifestyles before the coming of European. | Learners should contribute effectively in the lesson. |
| 4 | External Influences on Nigerian Family Life. | (a) Effects of science and technology. (b) Ways in which Europeans influenced Nigerians. | (i)Â Learners should be able to describe family lifestyles before the coming of Europeans. (ii)Â Learners should be able to list the foreign influences on Nigerian Family lifestyles, language, family system, food, music, education etc. | Pictures of churches, mosques and shrines. | Teacher bring some foreign articles to the class and lead the pupils to identify them. | Identify articles brought by the teacher. Name some other foreign materials. |
| 5. | External Influences on Nigerian Family Life. | (a) What are the types of family life styles in Nigeria today. (b) What are the changes that have taken place in family life in Nigeria today. | Learners should be able to enumerate three types of family life styles exist in Nigeria today. Learners should be able to explain how religion influences marriage pattern etc. | Pictures and photographs of parents working in their offices. | Teacher aks pupils to describe the behaviour of people in relation to their religion belief. | Identify various influences which these materials have had on the Nigerian family life. |
| 6 | External Influences on Nigerian Family Life. | (a)Â Â The influence of working parents on the Nigerian family. (b)Â Type of family life best suited for Nigerians. | Learners should be able to discuss the influence of working parents on the Nigerian family. | Teachers explain the influence of working parents on the Nigerian family life. | Learners narrate their experiences when their parents go to work. | |
| 7 | Inter-Marriage | Meaning of Inter-ethnic marriages. Intra-ethnic marriage and Inter-ethnic marriage. | Learners should be able to define Inter-ethnic marriage and explain Intra-ethnic marriage and Inter-ethnic marriage. | Resource persons. Related pictures. | Guides the pupils to recall the elements of marriage traditions, discuss issues related to intra-ethnic and inter-ethnic marriages. Asks pupils to dramatize intra and inter-ethnic marriages. | Participate in the dramatization of inter and intra ethnic marriages. |
| 8 | Inter Marriage | Advantages and disadvantages of inter ethnic marriages and intra ethnic marriage. | Learners should be able to state the advantages and disadvantages of inter-ethnic and intra-ethnic marriages. | Resource persons. Related pictures. | Ask pupils to dramatize intra and inter ethnic marriages. | Dramatize the two types of marriages. |
| 9 | Inter Marriage | Problems that are common to any kind of marriage. | Learners should be able to list the problems that are common to any kind of marriage. | Resource persons. Related pictures. | Teacher guides the pupils to list the common problems of marriages. | Dramatize the two types of marriages. |
| 10 | Inter Marriage | Identify relevant values of inter-marriage. | Learners should be able to identify relevant values of inter-marriage. | Resource persons. Related pictures. | Teacher guides the pupils to discuss values related to inter-ethnic marriage. | Dramatize the two types of marriages. |
| 11 | Inter Marriage | Why should we encourage inter-marriages? | Learners should be able to discuss why we should encourage inter-marriage. | Resource persons. Related pictures. | Teacher asks the learners to discuss why we should encourage inter marriage. | Dramatize the two types of marriages. |
| 12 & 13 | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination |
National Values Education Curriculum (NVE). Basic 6 Social Studies Scheme of work Primary 6. Osun State Unified Schemes of Work for Schools
SOCIAL STUDIES SCHEME OF WORK PRIMARY SIX SECOND TERM
UNIFIED SCHEME OF WORK FOR GRADE SIX SECOND TERM
SOCIAL STUDIES
| WEEK | TOPICS | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises | Revision of past questions and clearing of the school premises |
| 2 | The Characteristics of Healthy Boy – Girl Relationship. | What makes good boy-girl relationship. | Learners should be able to define what makes good and healthy boy-girl relationship. | Relevant pictures, Newspapers and Magazines. | Explain what is healthy boy-girl relationship. | Give examples of boy-girl relationship which they know. |
| 3 | The Characteristics of Healthy Boy – Girl Relationship. | Healthy Boy-girl relationship – what they should do. | Learners should be able to identify what makes good and healthy boy-girl relationship. | Relevant pictures, Newspapers and Magazines. | Asks pupils to give examples of boy-girls relationship which they know and expands on their responses. | Learners list examples of healthy boy-girl relationship. |
| 4 | The Characteristics of Healthy Boy – Girl Relationship. | The dangers of unhealthy boy-girl relationship. | Learners identify the dangers of not practicing healthy boy-girl relationship. | Relevant pictures, Newspapers and Magazines. | Ask pupils to list dangers of unhealthy boy-girl relationship. | List examples of unhealthy boy-girl relationship e.g. STDS/AIDS. |
| 5. | Some Foreign Cultures that are affecting our values and cultures. | Concepts of foreign cultures and its elements. | Learners should be able to: (a) explain the concepts of foreign cultures. (b) They should be able to mention some foreign culture found in the school and community.  | Relevant of foreign items and pictures. Cultural materials. | (a) Guides pupils to explain the concept of foreign cultures. (b) Let the learners mention some foreign cultures found in the school and the community.  | Mention some foreign cultures in their environment |
| 6 | Some Foreign Cultures that are affecting our values and cultures. | – Advantages of foreign cultures on our culture. – Organized security and judicial system. Disadvantages of foreign cultures. | Learners should be able to state at least two advantages and disadvantages of foreign cultures | Cultural materials, pictures of road accidents. | Teachers explain the advantages of foreign culture on our culture. | Give examples of the advantages and disadvantages of foreign culture. |
| 7 | Some Foreign Cultures that are affecting our values and cultures. | How to promote our culture: (a)Â Cultural festival (b)Â School programmed – Â Mass media. –Â Preserving our art and crafts. Â | Learners should be able to state some of the ways through which we can promote our culture. | Pictures and chart. | Show some cultural materials and explain the ways through which we can promote our cultures. | Explain the cultural material and make their comments. |
| 8 | Some Foreign Cultures that are affecting our values and cultures. | Types of family life styles in Nigeria. | Learners should be able to discuss the types of family life styles in Nigeria. | Pictures and chart. | Show pictures of monogamous and polygamous family. | Learners describe the types of family life styles in Nigeria. |
| 9 | Some Foreign Cultures that are affecting our values and cultures. | Changes in family life in Nigeria. | Learners should be able to enumerate changes in the family life in Nigeria. | Pictures and chart. | Show pictures of monogamous and polygamous family. | Learners discuss the types of family life styles in their homes. |
| 10 | Family life in other countries. | Family life in other countries and changes sin family relationship. | Learners should be able to discuss family life in other countries.. | Pictures and chart. | Pictures of a family life styles. | Learners state our types of family styles. |
| 11 | Family life in other countries. | –Â Effect of working mother and father on the lives of children. –Â Problems of working fathers and mothers. Â | Learners should be able to state the effects of working mothers and fathers with the problems. | Pictures and chart. | Picture of a day care | Learners discuss the effect of working father and mother with the problems. |
| 12 & 13 | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination |
National Values Education Curriculum (NVE). Basic 6 Social Studies Scheme of work Primary 6. Osun State Unified Schemes of Work for Schools
SOCIAL STUDIES SCHEME OF WORK PRIMARY SIX THIRD TERM
UNIFIED SCHEME OF WORK FOR GRADE SIX THIRD TERM
SOCIAL STUDIES
| WEEK | TOPICS | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Revision and clearing of the school premises | Revision and clearing of the school premises | Revision and clearing of the school premises | Revision and clearing of the school premises | Revision and clearing of the school premises | Revision and clearing of the school premises |
| 2 | Gender Discrimination and its consequences | Meaning of gender discrimination | Learners should be able to explain the meaning of gender discrimination. | Relevant poster and photographs, pupils textbook. | Teacher explain meaning of gender discrimination with examples. | Learners identify which gender they belong |
| 3 | Gender Discrimination and its consequences | –Â Areas of gender discrimination: (a)Â Family Roles. (b)Â Inheritance (c)Â Social Activities (d)Â Education. | Learners should be able to explain and listed areas of gender discrimination. | Relevant poster and photographs. | Enumerates and discusses areas in which gender discrimination occurs. | Learners mention more areas of gender discrimination in their family. |
| 4 | Gender Discrimination and its consequences | Areas of gender discrimination. (a)Â Â Politics (b)Â Religious Practices (c)Â Cultural practices. | Learners should be able to explain the listed areas of gender discrimination. | Relevant poster and photographs. | Guide pupils to mention more areas of gender discrimination in their community. | Learners ask questions on the teacher explanation. |
| 5 | Gender Discrimination and its consequences | –  Consequences of gender discrimination under utilization of human resources. – Denial of equal opportunities . – Large scale women drop out. | Learners should be able to: (i)  List and (ii) Explain consequences of gender discrimination. | Relevant poster and photographs. | Teacher explain consequences of gender discrimination and ask them questions to guide them. | Learners listen to their teacher and ask questions on the teacher’s explanation. |
| 6 | Gender Discrimination and its consequences | –Â Ways of reducing gender discrimination. (a)Â Equal opportunities for men and women. (b)Â Â Â Respect for the fundamental human rights of women etc. | Learners should be able to suggest ways through which gender discrimination can be reduced. | Relevant poster and photographs. | – Teacher lists solution to gender discrimination. –Â Discusses the solution to gender discrimination. Â | Learners in the discussion on ways through which gender discrimination can be reduced. |
| 7 | Conflict and Cooperation | (a)Â Meaning of conflict and (b)Â Meaning of Cooperation. | (a)Â Learners should be able to give simple meaning of conflict. (b)Â Learners should be able to give simple meaning of cooperation. | Relevant poster and pictures. | Teachers explain the concepts of conflict and cooperation. | Learners listen to their teacher and contribute to the topic.. |
| 8 | Conflict and Cooperation | –  Importance of Cooperation. (a) Promote unity. (b) Promote peace. (c) Promote love and progress.  |  Learners should be able to list: (a) Importance of cooperation. (b) Explain importance of cooperation.  | Relevant poster and pictures. | Teacher highlight importance of cooperation. | Learners participate in the lesson. |
| 9 | Conflict and Cooperation | –Â How group conflict can be controlled or avoided e.g. (a)Â Tolerance (b)Â Consign for others. (c)Â Honest and sincerity etc. | Learners should be able to enumerate how group conflict can be controlled or avoided. | Relevant poster and pictures. | Teacher guide learners to identify various values that can help discourage group conflict in their community. | Learners participate and ask questions. |
| 10 | Labour | (a)Â Meaning of Labour. (b)Â What usually causes workers in an establishment to seek for the protection of their interest e.g. They want good salary etc. | (a)Â Learners should be able to explain meaning of labour. (b)Â Enumerate what usually causes workers in an establishment to seek for the protection of their interest. | Relevant poster and chart, pupils textbook. | Teacher explain meaning of labour. | Learners participate in the lesson and ask questions. |
| 11 | Labour | (a)Â Meaning of trade union. (b)Â The trade unions exist in Nigeria e.g. N.U.T., NUG, ASU etc. Â | (a)Â Learners should be able to explain meaning of trade union.. (b) Learners should be able to list out trade unions exist in Nigeria. | Pictures showing various trade unions. | Teacher make a list of trade union exist in Nigeria with examples. | Learners participate in the lesson and ask questions. |
| 12 & 13 | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination | Revision and Examination |
