PHE for Secondary School. Lagos State Physical and Health Education Scheme of Work JSS3. Nigeria Schemes of Work –Schemeofwork
JSS 3 PHYSICAL AND HEALTH EDUCATION FIRST TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision of JSS2 work / Resumption test
WEEK: 2
SUBJECT: BST (PHE)
TOPIC :
( Athletics)
- Pole vault.
- Skills (Grip, run up, etc.)
- Equipment.
LEARNING OBJECTIVES:
Students should be able to:
1. Identify a pole vault.
2. Recall the techniques of pole vault.
3. Demonstrate the techniques of pole vault.
LEARNING ACTIVITIES:
1. Students as a class identify the pole vault.
2. Students are grouped to demonstrate the techniques of pole vault.
3. Class task: Each group showcases how good the techniques have been mastered
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal development.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources.
-Pole vault
-Pole vault pitch
-Videos (Google videos and YouTube)
-Pictures
Web resources
http://www.advantageathletics.com/polevault/coachingpoints.htm#:~:text=Cover%20the%20top%20of%20the,shoot%20out%20of%20this%20position.
https://www.teachpe.com/sports-coaching/athletics/pole-vault/pole-vault-technique-training
WEEK: 3
SUBJECT: BST (PHE)
TOPIC:
(Athletics)
- javelin
- Javelin Basic javelin technique (grip, carriage, etc)
- Equipment
LEARNING OBJECTIVES:
Students should be able to:
1. Identify the javelin.
2. Recall the javelin techniques.
3. Demonstrate the javelin techniques
LEARNING ACTIVITIES:
s 1. Students as a class identify the javelin.
2. Students are grouped to demonstrate the javelin techniques.
3. Class task: Each group showcases how good they have mastered the techniques.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal .development
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Javelin
-Javelin pitch
-Videos (Google videos and YouTube)
-Pictures
Web resources
https://www.coachup.com/nation/articles/javelin-throwing-technique
https://en.m.wikipedia.org/wiki/Javelin_throw
WEEK: 4
SUBJECT: BST (PHE)
TOPIC:
Pathogens, diseases and their prevention.
-Communicable diseases.
-Nature of communicable diseases.
-Types of communicable diseases.
-Mode of transmission of communicable diseases
LEARNING OBJECTIVES:
Students should be able to:
1. Define communicable diseases.
2. Give examples of communicable diseases.
3. List different types of communicable diseases.
4. Describe the different modes of transmission of communicable diseases
LEARNING ACTIVITIES:
1. Students individually define communicable diseases and give examples of common communicable diseases.
2. Students are grouped and each group picks a disease and gives details under the following headings: disease, causative agent, incubation period, mode of transmission and treatment.
3. Spelling task: Students are to master the spelling of gonorrhea, pneumonia, Chlamydia.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Pictures
-Charts
Web resources.
www.canstockphoto.com/images-photos/communicable-diseases.html
http://www.acphd.org/communicable-disease.aspx
https://www.medicalnewstoday.com/articles/communicable-diseases#types-and-symptoms
WEEK: 5
SUBJECT: BST (PHE)
TOPIC:
Non-communicable diseases
-Types of non-communicable diseases.
-Causes of non-communicable diseases.
-Prevention and management of non-communicable diseases
LEARNING OBJECTIVES:
Students should be able to:
1 define non-communicable diseases.
2 give examples of non-communicable diseases.
3 differentiate between the types of non-communicable diseases.
4 Outline the preventive measures against non-communicable diseases.
LEARNING ACTIVITIES:
1. Student’s individually define non-communicable diseases with examples.
2. Spelling task: Students are to spell anemia, obesity, cardiovascular diseases, autism, and hemophilia.
3. Students are grouped and each group gives a short presentation on any non-communicable disease
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal development.
4. Creativity and imagination.
5. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
-Pictures
-Charts
Web resources
https://www.healthline.com/health/non-communicable-diseases-list#most-common
https://www.physio-pedia.com/Non-Communicable_Diseases
https://en.m.wikipedia.org/wiki/Non-communicable_disease
WEEK: 6
SUBJECT: BST (PHE)
TOPIC:
Physical fitness and body conditioning programmer.
-Benefits derived from physical fitness.
-Factors that influence physical fitness
LEARNING OBJECTIVES:
Students should be able to:
1. Recall the meaning of physical fitness.
2. List the components of physical fitness.
3. State the benefits derived from physical fitness.
4. Name the factors that influence physical fitness.
5. Demonstrate some physical activities. (Aerobics and anaerobic
LEARNING ACTIVITIES:
1. Students individually define physical fitness.
2. Students are grouped to perform aerobic and anaerobic exercises.
3. Group task: Each group presents different simple aerobics.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Student’s leadership and personal development.
5. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
-Videos (YouTube and Google videos)
-Picture
-Charts
Web resources
https://medlineplus.gov/exerciseandphysicalfitness.html
https://classhall.com/lesson/factors-that-influence-physical-fitness/
WEEK: 7
SUBJECT: BST (PHE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE)
TOPIC:
Puberty in boys and girls
-Teenage pregnancy and its consequences
LEARNING OBJECTIVES:
Students should be able to:
1. Identify puberty changes in boys and girls.
2. Define puberty
3. Recall the meaning of teenage pregnancy.
4. Explain the consequences of teenage pregnancy
LEARNING ACTIVITIES:
1. Students are individually give the meaning of puberty and teenage pregnancy.
2. Students individually mention puberty changes in boys and girls.
3. Students perform a short drama on the consequences of teenage pregnancy.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Pictures
Web resources
Google:
https://www.nhs.uk/live-well/sexual-health/stages-of-puberty-what-happens-to-boys-and-girls/
WEEK: 9
SUBJECT: BST (PHE)
TOPIC:
Hockey game
-Basic skills and techniques (hit, drive, flick, etc.)
-Facilities and equipment
-Rules and regulations.
LEARNING OBJECTIVES:
Students should be able to:
1. Identify the hockey stick.
2. Give examples of facilities and equipment.
3. Recall the basic skills and techniques in hockey.
4. Demonstrate the skills and techniques
LEARNING ACTIVITIES:
1. Students as a class identify the hockey stick.
2. Students are grouped to demonstrate the skills and techniques of hockey.
3. Each group showcases their skills and techniques in hockey
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
–Videos (You tube)
– Charts
– Pictures
Web resources
1. Google:
https://hockeyperformanceacademy.com/top-10-field-hockey-skills-to-master/
WEEK: 10
SUBJECT: BST (PHE)
TOPIC:
Career guidance, sports promotion agencies
LEARNING OBJECTIVES:
Students should be able to:
1. Name the careers under physical and health education.
2. Recall the meaning of career guidance.
3. Give examples of some sports promotion agencies
LEARNING ACTIVITIES:
1. Students as an individually define career.
2. Students as a class critically think of career under Physical and Health Education and mention them to the class.
3. Project: The career that I want to pursue.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Creativity and imagination.
3. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
– Pictures
– Charts
Web resources
1. Google:
https://www.ellipticalreviews.com/careers-in-physical-education/
https://classhall.com/lesson/career-guidance-in-physical-education/
https://successatschool.org/advicedetails/562/Why-Study-Physical-Education-PE-%3F
WEEK: 11
SUBJECT: BST (PHE)
TOPIC: REVISION
- What has been the most useful thing you have learned in this term’s class?
- What do you feel you have missed during the classes?
WEEK: 12
SUBJECT: BST (PHE)
TOPIC: EXAMINATIONS
PHE for Secondary School. Lagos State Physical and Health Education Scheme of Work JSS3. Nigeria Schemes of Work –Schemeofwork
PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK JSS3 SECOND TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision of first term’s TOPIC / resumption test.
WEEK: 2
SUBJECT: BST (PHE)
TOPIC: (Athletics)
Combined events
-Classification as Pentathlon and Decathlon
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Compare and contrast the types of combined events.
ii. Differentiate between pentathlon and decathlon.
iii. Define combined events.
LEARNING ACTIVITIES:
1. Students as a class differentiate between pentathlon and decathlon.
2. class work: Students in group list the activities under decathlon and pentathlon.
3. Spelling task: Students in small groups master the spellings of pentathlon, heptathlon and decathlon.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Videos (You tube)
-Athletic field
-Pictures
-Charts
Web resources
1. Google: https://en.m.wikipedia.org/wiki/Combined_track_and_field_events#:~:text=Combined%20events%20are%20competitions%20in,decathlon%20and%20the%20women’s%20heptathlon.
https://classhall.com/lesson/group-combined-events-pentathlon-decathlon/
WEEK: 3
SUBJECT: BST (PHE)
TOPIC: Recreation, leisure and dance activities
-Pre-colonial or folk dances like: Atilogwu (Ibo), Sharo (Fulani), and Langa (Hausa)
-Social dances
-Foreign and modern dances.eg. Reggae, disco, Highlife, Rumba, Classical.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. recall the meaning of recreation and dance.
ii. Distinguish between folk or traditional and foreign dances.
iii. List examples of traditional and foreign dances.
iv. Dramatize some traditional and modern dances
LEARNING ACTIVITIES:
1. Students as an individually define recreation.
2. Students are grouped. Each group will demonstrates types of dance.
3. Each group showcases their dancing skills.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Creativity and imagination.
iv. Leadership and personal development.
v. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Costumes
-Videos (You tube)
-Pre-colonial musical instruments
-Pictures
Web resources
1. Google:
www.classhall.com/recreation
https://classnotes.ng/lesson/recreation-leisure-and-dance-activities-2/
http://www.dancefacts.net/dance-types/types-of-dances/
https://www.google.com/amp/s/oldnaija.com/2019/04/12/top-5-traditional-dances-in-nigeria/amp/
WEEK: 4
SUBJECT: BST (PHE)
TOPIC: STI, HIV/AIDS
-Meaning of StiS, HIV/AIDS
-Mode of transmission of HIV/AIDS, STIS.
-Symptoms of HIV/AIDS, STIS.
-Prevention of HIV/AIDS, STIS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Recite the meaning of HIV/AIDS and STIS
2. Give examples of STIs.
3. Identify the mode of transmission of HIV/AIDS and STIs.
4. State the preventive measures against HIV/AIDS and STIs
LEARNING ACTIVITIES:
1. Students as a class recite the full meaning of HIV/AIDS.
2. Students as a class identify the under listed materials (condoms, syringes, needles, clippers, razor blades)
3. Students in small groups mention examples of sexually transmitted diseases.
4. Spelling task: Gonorrhea, syphilis, trichonomiasis, Thrush, Candidiasis.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Syringes, Razor blade, Clippers, Needles, Condoms
-Charts
-Pictures
Web resources
1. Google: https://www.medicalnewstoday.com/articles/17131#causes
https://www.cdc.gov/hiv/basics/whatishiv.html
www.healthline.com/health/sexually-transmitted-diseases
WEEK: 5
SUBJECT: BST (PHE)
TOPIC: Drug use, misuse and abuse
-Meaning of drug use, misuse and abuse.
-Types of drugs.
-Symptoms of drug abuse.
-Health consequence of drug abuse.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Differentiate between drug use, drug misuse and drug abuse.
2. Identify some commonly abused drugs.
3. Identify the symptoms of drug abuse.
4. State the consequences of drug abuse
LEARNING ACTIVITIES:
i. Students as a class define drug use, misuse and abuse.
ii. Students are grouped and each group carefully observe and identify some commonly abused drugs (Nicotine, analgesics, alcohol)
iii. Each group gives a short description of the drugs observed
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Creativity and imagination
iv. Leadership and personal development
v. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Some commonly abused drugs.
-Nicotine (cigarettes)
-Alcohol
-Analgesics (pain relievers e.g. paracetamol.
2. Pictures
3. Charts
Web resources:
https://www.medicinenet.com/drug_abuse/article.htm
https://www.drugs.ie/drugs_info/about_drugs/what_are_the_most_commonly_used_drugs/
https://www.drugabuse.gov/publications/drugs-brains-behavior-science-addiction/drug-misuse-addiction
https://luxury.rehabs.com/drug-abuse/
WEEK: 6
SUBJECT: BST (PHE)
TOPIC: Contact sports (Boxing)
-Basic techniques
-Equipment
-Rules and regulations
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. demonstrate the basic skills in boxing.
ii. Name the equipment in boxing.
iii. Memorize the rules and regulations in boxing
LEARNING ACTIVITIES:
– Students as a class identify the equipment in boxing.
– Students are grouped and each group practices the skills and techniques in boxing.
– Students switch groups to learn more from others.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal development.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Videos ( You tube)
-Pictures
-Charts
Web resources
1. Google:
https://www.realbuzz.com/articles-interests/sports-activities/article/the-basic-skills-of-boxing/
https://en.m.wikipedia.org/wiki/Boxing_styles_and_technique
https://www.livestrong.com/article/327858-list-of-boxing-equipment/
WEEK: 7
SUBJECT: BST (PHE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE)
TOPIC: Contact sports – Taekwondo
-Techniques
-Safety rules and regulations
-Importance of Taekwondo
-Officials
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Demonstrate the basic techniques.
2. State the importance of taekwondo.
3. Outline the safety rules and regulations.
4. Name the officials
LEARNING ACTIVITIES:
1. Students as a class identify equipment use for Taekwondo
2. Students are grouped to demonstrate the techniques of Taekwondo.
3. Each group showcases their technique and a winner is chosen
4. Students in small groups list the official of Taekwondo
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Student’s leadership and personal development.
iv. Creativity and imagination.
v. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
–Videos (You tube)
– Charts
– Pictures
Web resources
1. Google:
https://www.hanstaekwondo.ca/toronto-taekwondo/taekwondo-techniques.html
https://en.m.wikipedia.org/wiki/List_of_Taekwondo_techniques
https://sites.google.com/site/taekwondoen/equipment
https://www.rulesofsport.com/sports/taekwondo.html
WEEK: 9
SUBJECT: BST (PHE)
TOPIC: Swimming
-Basic swimming strokes
-Facilities and equipment
-Safety precautions in swimming pools.
-Pool’s hygiene
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. identify the facilities and equipment in swimming.
ii. Recall the basic swimming strokes.
iii. Outline the safety precautions.
iv. Demonstrate the swimming strokes.
LEARNING ACTIVITIES:
– Students as a class identify the equipment and facilities in swimming.
– Students are grouped and each group demonstrates the swimming strokes.
– Students showcase their skills in groups and a winner emerges.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Student’s leadership and personal development.
5. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
1. Swimming pool
2. Videos (You tube)
3. Charts
4. Pictures
Web resources
1. Google:
www.tampagov.net/fire-rescue/info/swimming-safety
https://swimjim.com/blog/8-different-swimming-styles-strokes/
https://troopleader.scouting.org/basic-swimming-strokes/
https://en.m.wikipedia.org/wiki/Olympic-size_swimming_pool
WEEK: 10
SUBJECT: BST (PHE)
TOPIC: Sports heroes and professionals
-Past and present sports heroes and professionals.
-Nigerian sports heroes and professionals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1 .name some sports heroes and professionals.
2 .name the game/sport the professionals play.
3 .recall who a professional is.
LEARNING ACTIVITIES:
1. Students as a class define a hero and a professional.
2. Students identify some sports heroes and professionals and add some names of different sports professionals.
3. Class work: List 5 Nigerian sports professionals in different sports.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving.
– Collaboration and communication.
– Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Pictures
-Charts
Web resources
1. Google:
https://africa.espn.com/espn/story/_/id/18911820/top-12-greatest-nigerian-sports-people-all
https://en.m.wikipedia.org/wiki/Professional_sports
WEEK: 11
SUBJECT: BST (PHE)
TOPIC: REVISION
What has been the most useful thing you have learned in this term’s class?
What do you feel you have missed during the class?
WEEK: 12
EXAMINATION
PHE for Secondary School –Schemeofwork
JSS 3 PHYSICAL AND HEALTH EDUCATION THIRD TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision of second term’s TOPIC /Family
-Members of the family.
-Roles of members of the family
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Recall the names of members of the family.
2. State the roles of each of the family members.
3. Define family
LEARNING ACTIVITIES:
1. Students are individually asked what a family is, members of the family and roles of each family member.
2. Students organize a short drama to show the roles of each family member.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Charts
-Pictures
Web resources
1. Google: https://www.healthnews24seven.com/en/family-roles-responsibilities/
https://www.slideshare.net/mobile/janet25/family-members-roles-and-responsibilities
WEEK: 2
SUBJECT: BST (PHE)
TOPIC: Gymnastics
-Stunts and tumbling.
-Floor activities
-Equipment
-Officials
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Identify the gymnastic equipment.
2. Name the stunts and floor activities.
3. Demonstrate some floor activities.
4. Recall the officials of gymnastics
LEARNING ACTIVITIES:
– Students as a class identify the gymnastic equipment.
– Students differentiate the activities under stunts and tumbling.
– Students are grouped to perform some floor activities like forward roll, backward roll, head stand, hand stand.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving.
– Collaboration and communication.
– Digital literacy
LEARNING RESOURCES:
Audio-visual resources
a) Videos (You tube)
b) Pictures
c) Charts
Web resources
1. Google:
www.gymnasticshq.com
https://en.m.wikipedia.org/wiki/Gymnastics
https://en.m.wikipedia.org/wiki/Floor_(gymnastics)
https://www.sportsrec.com/391525-what-are-the-necessary-skills-for-the-girls-gymnastics-level-5.html
WEEK: 3
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 4
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 5
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 6
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 7-12
SUBJECT:
TOPIC: Revisions and Final Examinations
ACHIEVEMENT STANDARDS FOR BST (PHE)
At the end of the term, students are able to;
1. Demonstrate the techniques in pole vault, javelin.
2. Differentiate between communicable and non-communicable diseases, mode of transmission, causes and their prevention.
3. Understand puberty and the changes that occur in boys and girls and also about teenage pregnancy and its consequences.
4. Analyze recreation and dance; demonstrate folk dances, social dances and foreign dances.
5. Understand the meaning of HIV/AIDS, other sexually transmitted diseases, their modes of transmission and prevention.
6. Demonstrate different swimming strokes, they can also identify the facilities and equipment in swimming and pool’s hygiene.
7. Perform gymnastic activities.
8. Differentiate between drug use, misuse and abuse and they can identify some commonly abused drugs. They have also learnt about consequences of drug abuse.
9. Perform aerobic and anaerobic exercises for physical fitness.
10. Understand careers under physical and health education.
11. Understand the basic boxing and taekwondo techniques.
