National Values Education Syllabus, Federal Civic Education Scheme of work for JSS1. Self Reliance –Schemeofwork.com
CIVIC EDUCATION JSS ONE 1ST TERM
| WEEK | TOPIC | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
| 1 | Meaning and Importance or Functions of Civic Education. | Definition of Civic Education: a subject that teaches a child to understand and fulfill his rights and responsibilities as a citizen. Importance: Improves the quality of governance, educates citizens on their rights, improves quality of government etc. | Guides the students to define the concept. Leads the students to mention the functions of civic education. | Participate in the discussion. Mention the functions of civic education. |
| 2 | Meaning and Types of Value. | Definition of Value as that which renders anything useful. Positive and Negative Value. | Guides the students to explain the meaning of values. Asks the students to mention the types of Value. | Participate in the discussion. Mention the types of Value. |
| 3 | Levels of Manifestation of Values. | Explanation of different levels of manifestation of Values: In the individual and in the society. | Explains the levels of manifestation of values. | Participate actively in the discussion. |
| 4 | Importance of values in the society. | Unity, cooperation, harmony etc. | Guides the students to analyze the importance of value. | Analyze the importance of Values. |
| 5 | Factors that promote Value System. | Consistency, trust, tolerance, fairness, integrity, commitment. | Guides students to identify factors that promote good value system. | Participate in the conversation. |
| 6 | Honesty: meaning of honesty and its attributes. | Meaning and attributes of honesty: a facet of moral character that connotes positive and virtuous attributes. Attributes of honesty: integrity, truthfulness, straightforwardness, absence of lying, cheating, theft etc. | Leads them to explaining the attributes of honesty. | Participate in the discussion. |
| 7 | Consequences of Dishonesty. | Examination malpractice, robbery, vandalism, cheating, stealing, electoral fraud, mistrust etc. | Uses a guest speaker to explain the consequences of dishonesty. | Listen to the speaker. |
| 8 | Benefits of Honesty. | Confidence, progress, blessings and favors, popularity, recognition and commendation. | Guides the students to explain the benefits of honesty. | Participate actively in the explanation. |
| 9 | Cooperation. | Meaning of cooperation; e.g. working together to achieve a common goal. | Leads discussion on the meaning of cooperation. | Participate in the discussion. |
| 10 | Attributes of Cooperation. | Caring, sharing, keeping secrets, friendship etc. | Leads discussion on the attributes of cooperation. | Participate in the discussion. |
| 11 | Factors that promote Cooperation. | Understanding, empathy, common needs or interest, sharing a common goal, maturity etc. | Leads discussion on the factors that promote cooperation. | Participate in the discussion. |
| 12 | Benefits of Cooperation. | Harmony, progress, goal attainment, happiness, understanding, protection and safety, peace and tranquility. | Guides discussion on the benefits of cooperation. | Participate in the discussion. |
| 13 | Revision. | |||
| 14 | Examination. |
CIVIC EDUCATION JSS1 2ND TERM
| WEEK | TOPIC | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
| 1 | Self-reliance: Meanings of Self-reliance. | Relying on one’s abilities and effort. Determining to do what you want without depending on anybody. | Guides the students on the definition of self-reliance. | Engage in the discussion. |
| 2 | Attributes of Self-reliance. | Self-employment, self- satisfaction, self-respect, self-indulgence, self-discipline, self-confidence, self-help. | Uses a guest speaker to speak on the attributes of self-reliance. | Listen to the guest speaker |
| 3 | Benefits of Self-reliance. | Provision of employment, improving standard of writing, adequate provision of food, clothing and shelter, reduction of poverty etc. | Guides the students using discussion to analyze the benefits of self-reliance. | Engage in the discussion and analysis of the benefits of self-reliance. |
| 4 | Dimensions of Self-reliance. | Health dimension, economic dimension, education dimension, social dimension, and policy dimension. | Uses a guest speaker to speak on the dimensions of self-reliance. | Listen and ask questions where necessary. |
| 5 | Meaning of Talent and Skill. | Talent is a natural skill or ability at something. Skill is the ability to do something well. | Guides students to explain talents and skills. | Participate in the class discussion. |
| 6 | Process of identifying, nurturing, and perfecting talents and skills. | Protecting the minds from mental filth, individual aptitude and good education, learning and developing of skills. | Give practical examples of agencies that help tap and develop skills. | Participate actively in the discussion. |
| 7 | Consequences of undiscovered talents and undeveloped skills. | Ignorance, low standard of living, lack of social amenities, no meaningful progress, no self-development. | Creates activities to help identify students’ skills and talents. | Contribute to the discussion on what their talents are. |
| 8 | A Nation’s Wealth for Self-reliance | Natural and Human resources that make up the wealth of a Nation; Acquiring the required talents and skills to harness the natural and human resources of the country. | Explains the resources that make up a nation’s wealth, how to make wealth and develop the nation. | Participate in the discovering of Natural and Human Resources. |
| 9 | Citizenship. Meaning of Citizenship and Citizen. | Membership of a nation based on the laid down conditions. | Guides the students to explain the meaning of citizenship. | Differentiate between citizenship and citizen |
| 10 | Types of Citizenship, processes of becoming a citizen of a country. | By birth, registration and naturalization. | Guides the students on how to become a citizen of a country. | Participate in the discussion. |
| 11 | Revision. | |||
| 12 | Examination. |
National Values Education Syllabus, Federal Civic Education Scheme of work for JSS1 –Schemeofwork.com
CIVIC EDUCATION 3RD TERM JSS1
| WEEK | TOPIC | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES |
| 1 | Rights and duties of a Citizen: meaning of rights with examples. | Definition of rights, examples of rights: right to life, right to freedom of speech, right to freedom of association etc. | Guides students to define rights and give examples. | Participate and give examples of rights. |
| 2 | Meaning of duties of a citizen. | Things done by the citizens for the rights they enjoy; pay taxes and rates, vote during elections etc. | Guides students to define duties. | Define duties and mention examples. |
| 3 | Differences between rights and duties. | Rights; what citizens enjoy, given to hum by the constitution. E.g. voting rights. Duties; obligations by law for the citizens. E.g. payment of tax. | Differentiates between rights and duties of citizens. | Participate in bringing out the differences. |
| 4 | Importance of citizens’ rights and duties. | Social control, peace, due process, discipline, etc. | Leads students to mention the importance of rights and duties of citizens. | Mention importance of rights and duties of citizens. |
| 5 | Objectives of national consciousness: national symbols. | National symbols: the coat of arms, national flag, national currency etc. | Brings pictures and charts of national symbols to show the students. | Identify and describe the national symbols. |
| 6 | Objectives of national consciousness: National Anthem and Pledge. | Recitation and analysis of the National Anthem and the National Pledge. | Asks students to recite the national anthem and national pledge. | Recite the national anthem and pledge. Participate in the analysis. |
| 7 | Objectives of national consciousness: describing the unifying measures included in the national anthem and pledge. | Analyses of the unifying measures of the national anthem and pledge. | Guides students to analyze the unifying measures. | Participate in the analyses. |
| 8 | Purpose of establishing National Institutions. | Measures and institutions that foster national unity among Nigerians – NYSC, Unity schools, Federal character etc. | Guides students to discuss institutions that foster national unity. | Participate in class discussion. |
| 9 | Ways of promoting national unity. | Tolerance, hospitality, non-discrimination, inter-marriage etc. | Guides the students to identify ways of promoting national unity. | Lead the discussion on how they can promote national unity. |
| 10 | Ways of promoting national unity. | Obedience to law, understanding and love. | Leads students to explain some ways of promoting national unity. | Appreciate the discussion on ways to promote national unity. |
| 11 | Ways of promoting national unity. | Knowledge, national consciousness and appreciation of another people’s culture. | Provokes discussion on the need to promote national unity. | Leads the discussion on the need to promote national unity. |
| 12 | Revision. | |||
| 13 | Examination. |
CIVIC EDUCATION JSS1 FIRST TERM
| WEEK | TOPIC/CONTENT | ACTIVITIES |
| 1 | NATIONAL VALUES Meaning of Civic EducationImportance/Functions of Civic Education to the Nigerian youth. | Teacher: Lead the students to find out the meaning of civic education and state their importance to them Student: Participate in class discussion Instructional material: moral instruction books |
| 2 | NATIONAL VALUES Meaning of values Negative valuesPositive values | Teacher: Lead the students to find out the meaning of values Students: find out the meaning of values Instructional materials: Introductory textbooks on value |
| 3 | NATIONAL VALUES Levels of manifestations of values In individualIn the society | Teacher: Use case studies and contrive situations to guide students to analyze the manifestations of values in the individual and the society. Instructional material: Posters and cartoons |
| 4 | NATIONAL VALUES Importance of values in the society e.g. unity, cooperation, harmony etc. | Teacher: Use case studies t guide the students to analyze the importance of values in the society Instructional materials: books on African proverbs and folk tales. |
| 5 | NATIONAL VALUES Factors that promote value system e.g. consistency, trust, tolerance, fairness, integrity, commitment | Teacher: Guide students t identify factors that promote good value system. Students: Compile a list of wise sayings in the community that teach values. |
| 6 | NATIONAL VALUES – HONESTY Meaning of Honesty | Teacher: Guide discussion on the meaning of honesty. Students: Contribute to class discussion |
| Instructional materials: Books on moral instructional | ||
| 7 | NATIONAL VALUES – HONESTY Attributes of Honesty | Teacher: Guide discussion on the attributes of honesty. Students: Involve in role play to demonstrate honesty. Instructional Resources: newspaper stories. |
| 8 | NATIONAL VALUES – HONESTY The Benefits of Honesty | Teacher: Guide discussion on the benefits of honesty. Students: Recount instances that honesty paid off Instructional Resources: Documentary. |
| 9 | NATIONAL VALUES HONESTY Consequences of Dishonesty e.g. in examination. – Malpractice, cheating, fraudulent practices etc. | Teacher: Guide students’ role play to demonstrate honest behaviour. The teacher arranges for a quest to talk to the students about honesty. Students: Write short story on the value of honesty and also listen to quest talks. Instructional Material: poster and cartoons. |
| 10 | NATIONAL VALUES: COOPERATION The meaning of cooperation e.g. work together to achieve a goal. | Teacher: Lead discussion on the meaning of cooperation. Students: Contribute to class discussion and give examples. Instructional Material: films |
| 11 | NATIONAL VALUES: COOPERATION Attributes of cooperation e.g. sharing, caring, supporting etc. | Teacher: Lead discussion on the attributes of cooperation. Students: Write essays on cooperation Instructional Material: radio and TV programme |
| 12 | NATIONAL VALUES: COOPERATION Factors that promote cooperation e.g. trust, setting goals together, patience, understanding, humility, tolerance, open-mindedness etc. | Teacher: Guide the students’ team activities. Students: relate their experiences in team activities. |
| 13 | REVISION | |
| 14 | EXAMINATION |
National Values Education Syllabus, Federal Civic Education Scheme of work for JSS1. Self Reliance –Schemeofwork.com
CIVIC EDUCATION JSS 1 SECOND TERM
| WEEK | TOPIC/CONTENT | ACTIVITIES |
| 1 | NATIONAL VALUES – COOPERATION Benefits of Cooperation HarmonyProgressGood Achievement | Teacher: Lead discussion on the benefits of cooperation. Students: contribute to the discussion and give examples. Instructional Resources: Documentary of ECOWAS. |
| 2 | SELF RELIANCE Meaning of self reliance and examples of self reliance | Teacher: Lead class discussion on meaning of self reliance. Students: Contribute to the discussion of what they think their talents are. Instructional material: introductory textbook on self reliance |
| 3 | SELF RELIANCE Attributes of Self Reliance | Teacher: Lead class discussion on attributes of self reliance Students: Participate in the discussion of Instructional material: Visit to hair dressing saloon |
| 4 | SELF RELIANCE Meaning of talents and skills | Teacher: Give a practical example of what people can do. Students: Discuss possible areas of specialization Instructional material; Visit to skill acquisition centre |
| 5 | SELF RELIANCE Processes of identifying, nurturing and perfecting talents and skills | Teacher: Create activities to help identify students’ skills and talents. Students: identify their skills and talents Instructional material; Visit to skill acquisition centre |
| 6 | SELF RELIANCE Benefits of self reliance to: OneselfFamilysociety | Teacher: Lead class discussion on benefits of self reliance to oneself, family and society. Students: Participate in the class discussion. Instructional material: Visit to tailor’s workshop. |
| 7 | SELF RELIANCE – Understanding that the | Teacher: Make students understand that the wealth of a nation is contained |
| wealth of a nation is in its natural and human resources. | in its natural resources. Students: Identify the processes of identifying one’s natural talents. Instructional Resources: Practical activities.. | |
| 8 | SELF RELIANCE – Consequences of undiscovered talents and undeveloped skills. | Teacher: Create activities to help identify students’ skills and talents. Students: Mention the consequences of wasted talents and undeveloped skills. Instructional material; Visit to practical skill acquisition centre |
| 9 | CITIZENSHIP Meaning of citizen and citizenshipMeaning of a nation based on laid down conditions. | Teacher: Guide students to explain the meaning of citizenship. Students: Find out and report on the birth places of their parents. . Instructional Material: Sample of National ID card. |
| 10 | CITIZENSHIP Types of citizenship – by birth, registration and naturalization | Teacher: Guide students to explain the types of citizenship. Students: Explain differences between places of birth and places of origin. Instructional Material: Copy of citizenship and the Nigerian constitution. |
| 11 | REVISION | |
| 12 | EXAMINATION |
CIVIC EDUCATION JSS 1 THIRD TERM
| WEEK | TOPIC/CONTENT | ACTIVITIES |
| 1 | CITIZENSHIP – Processes of becoming a citizen of a country | Teacher: Guide students’ discussion on the process of becoming a citizen of a country. Students: Find out and report on their places of birth. Instructional Material: Sample of Birth Certificate |
| 2 | RIGHTS AND DUTIES OF CITIZENS The meaning of rights and duties | Teacher: Prepares flash cards Students: read about citizens right and duties. |
| with examples e.g. Right to educationRight to lifeRight to freedom of worship etc. | Instructional materials: School rules and regulation | |
| 3 | RIGHTS AND DUTIES OF CITIZENS – Differences between rights e.g. voting rights and duties e.g. payment of taxes, obedience to the laws) of citizens. – | Teacher: Guide students to discuss the rules and identify their rights and duties to the school. Students: Participate in class discussion and debate. Instructional material: The Nigerian constitution. |
| 4 | RIGHTS AND DUTIES OF CITIZENS Importance of citizens’ rights and duties. Social controlPeaceDue processDiscipline | Teacher: State the importance of rights and duties Students: sort out flash cards on rights and duties. Instructional material; flash cards. |
| 5 | OBJECTS OF NATIONAL CONSCIOUSNESS National Symbols and their meanings Coat of armsNational flagsNational currency etc | Teacher: Bring pictures and charts to the classroom. Identify and discuss national symbols. Instructional resources: A chart showing all the Nigerian national symbols. |
| 6 | OBJECTS OF NATIONAL CONSCIOUSNESS – Describe the unifying measures included in the National Anthem and pledge. | Teacher: Guide students to describe the features of National symbols and their meanings. Explain the meaning of symbols. Instructional material: National Flag |
| 7 | OBJECTS OF NATIONAL CONSCIOUSNESS – Purposes of Establishment of National institutions like NYSC, Unity schools, Federal Character etc. | Teacher: Discuss the national institutions that foster national unity among Nigerians. Students: Participate in class discussions. Instructional Resources: Specimen of Nigerian currency |
| 8 | OBJECTS OF NATIONAL CONSCIOUSNESS | Teacher: Guide the students in identifying ways of promoting national |
| Ways of Promoting National Unity ToleranceHospitalityNon-discriminationInter marriages etc | unity among Nigerian. Students: Participate in class discussion Instructional material; Nigerian constitution. | |
| 9 | OBJECTS OF NATIONAL CONSCIOUSNESS – Describe the measures adopted by government to promote national unity among Nigerians | Teacher: Analyze the national anthem, pledge and identify national goals. Students: Identify and discuss national symbols. Instructional Material: posters and documentaries |
| 10 | OBJECTS OF NATIONAL CONSCIOUSNESS – Discuss how individuals and groups can promote national unity | Teacher: Guide students to discuss how individuals and groups can promote national unity. Students: Participate in class discussion. Instructional Material: cartoons and films. |
| 11 | OBJECTS OF NATIONAL CONSCIOUSNESS Discuss parts of the Nigerian consolation that seek to promote national consciousness and national unity | Teacher: Analyze the parts of the Nigerian constitution that seek to promote consciousness and unity. Students: Discuss parts of the Nigerian constitution that seek to promote national unity Instructional Resources: Nigerian Constitution |
| 12 | REVISION | |
| 13 | EXAMINATION |
