Nursery 2 Civic Education Scheme of Work

Download the Nursery 2 Civic Education Scheme of Work was created by the National Association of Proprietors of Private Schools(NAPPS) as a guide for educators and parents to teach kids.

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About Civic Education Scheme of Work for Nursery 2

Civic Education is a subject that helps teach young learners the principles and practices of good citizenship. This Nursery 2 Civic Education Scheme of Work by NAPPS is designed to introduce children to the core values and responsibilities of every member of the community including them.

This subject serves as an essential building block in the overall development of a child’s social, moral, and civic behavior. The aim of the Nursery 2 Civic Education is to:

i. Teaching children the social and emotional habits necessary for them to be responsible citizens.

ii. Prepare young learners for more complex civic education topics in later years.

iii. Encourage active participation and critical thinking among young learners.

iv. Promote a sense of national pride and unity by teaching children about their country.

In summary, the Nursery 2 Civic Education curriculum by NAPPS is an invaluable resource that all Nursery 2 teachers should have access to. By following the scheme provided, they play a role in shaping the future of their community and nation.

Nursery 2 First Term Scheme of Work for Civic Education

SourceNAPPS 
ClassNURSERY 2 
SubjectCIVIC EDUCATION 
TermFIRST TERM 
WeekTopicTeachers ActivitiesPupil ActivitiesLearning Resources
1GREETINGSi. The teacher guides pupils to discuss the simple meaning of greeting with the aid of Charts, Posters, Videos, and Audio.

ii. The teacher trains the child on local social practices and habits on greetings – girls kneel and boys prostrate
i. Pupils discuss the simple meaning of greeting, practicing the local social practices and habits on greetings.Song books, Toys, Chart, Posters, Videos and Audio.
2DRESSINGi. The teacher discusses the simple meaning of dressing. The teacher trains Pupils on the dressing – wearing different cultural attires for the Yoruba, Hausa, and Igbos.

ii. Guides the pupils to identify female and male cultural attires.
i. Pupils dress in different cultural attires; learning to identify and differentiate between the female and male cultural attires.Clothes, Cultural attire customs, Posters, Chart, Pictures and video
3SOCIAL DEVELOPMENT: EATINGi. The teacher guides the pupils to discuss good posture at the table while eating.

ii. Trains Pupil’s social habits on eating e.g. washing hands before and after meals.

iii. The teacher instructs pupils not to talk with food in their mouths.
i. Pupils discuss good posture at the table while eating and adopt the social habit rule on eating.

ii. Pupils practice good social eating habits. E.g. wash hands before eating, take a little at a time.
Videos, Charts, dining sets, food, and Posters.
4CULTURAL VALUES: HELPING OTHERSi. The teacher gives simple meanings of cultural values.

ii. The teacher exposes children to different cultural beliefs and family values like helping others and so on.
i. Pupils practice helping others by e.g. feeding younger ones, helping the less privileged, caring for older people, and feeding and caring for domestic animals.Pets, Toys, Chart, Posters, Videos and Audio.
5CULTURAL VALUES: RESPECTi. The teacher gives the simple meaning of respect.

ii. The teacher guides the pupils to discuss some examples of showing respect to elders in the community e.g. Proper greetings and genuflect when receiving or giving something to older people.
i. Pupils discuss some examples of showing respect to elders in the community. E.g. Proper greeting, and genuflect when receiving or giving something to older people.Song books, Toys, Chart, Posters, Videos and Audio.
6CULTURAL VALUES: FOLK SONGSi. Teacher provides opportunities for the pupils to listen and react to stories on cultural values.

ii. The teacher guides pupils to interact with songs and rhyme to teach the cultural values of the society e.g. Iyaniwura (Mother is Gold).
i. Pupils react to stories on cultural values and interact with songs and rhyme to learn cultural values of the society e.g. Iyaniwura (Mother is Gold),Song and rhyme books, Toys, Chart, Posters, Videos and Audio.
7COMMUNITY VALUESi. The teacher guides pupils to give simple meanings of values.

ii. The teacher discusses some activities in the community that promote values, e.g. Play–Tenten, who is in the garden…
i. Pupils give simple meanings of values and discuss some activities in the community that promote values, e.g. Play – “Ten-ten”, “Who is in the garden?”Playground, Toys, Chart, Posters, Videos and Audio.
8CULTURAL ACTIVITIESi. The teacher discusses the simple meaning of cultural activities.

ii. The teacher guides the pupils to participate in healthy competition on acceptable cultural activities e.g. folktales, tales by moonlight, Ewi (short local poetry), etc.
i. Pupils participate in the healthy competition on acceptable cultural activities e.g. folktales, tales by moonlight, Ewi (short local poetry), etc.Playground, Toys, Chart, Posters, Videos and Audio.
9CULTURAL ACTIVITIES PRACTICALi. The teacher guides the pupils to participate in healthy competition on acceptable cultural activities e.g. folktales, tales by moonlight, Ewi (short local poetry), etc.i. Pupils participate in healthy competition on acceptable cultural activities e.g. folktales, tales by moonlight, Ewi (short local poetry), etc.Playground, Toys, Chart, Posters, Videos and Audio.
10SOCIAL INSTITUTIONSi. The teacher guides pupils to discuss the simple meaning of social institutions.

ii. The teacher guides pupils to name and discuss some institutions in the locality e.g. Eatery, Museum, Stadium, Palace, School, etc.
 Chart, Posters, Videos and Audio.
11REVISION   
12EXAMINATION   

Nursery 2 Second Term Scheme of Work for Civic Education

   
TermSecond Term 
WeekTopicTeachers ActivitiesPupil ActivitiesLearning Resources
1REVISION   
2SOCIAL INSTITUTIONSi. The teacher guides pupils to discuss the simple meaning of social institutions.

ii. The teacher guides pupils to name and discuss some institutions in the locality e.g. Eatery, Museum, Stadium, Palace, schools,l, etc.
i. Pupils discuss simple meaning of social institutions and discuss some institutions in the locality e.g. Eatery, Museum, Stadium, Palace, School, etc.Chart, Posters, Videos and Audio.
3NAMING CEREMONYi. Teacher educates pupils on the meaning of the naming ceremony and its importance.

ii. The teacher guides pupils to demonstrate activities carried out during the naming ceremony of a child.

iii. The teacher guides the pupils to mention items used for naming ceremonies e.g. salt…
i. Pupils demonstrate activities carried out during the naming ceremony of a child.

ii. Pupils mention the items used for naming ceremonies and the importance of naming ceremonies.
Chart, Posters, Videos and Audio.
4KINSHIPi. The teacher gives the simple meaning of kinship.

ii. The teacher guides children to mention his/her kin in the family. E.g. names of brothers, sisters, nephews, nieces, grandparents, etc.

iii. The teacher states and guides Pupils to discuss the importance of kin in the family.
i. Pupils mention his/her kin in the family. E.g. names of brothers, sisters, nephews, nieces, etc.

ii. Pupils state the importance of kin in the family.
Chart, Posters, Videos and Audio.
5CHIEFTAINCYi. The teacher guides pupils to discuss the simple meaning of chieftaincy, its role in society, some chieftaincy titles, and chieftaincy title holders in the community.i. Pupils discuss the simple meaning of chieftaincy, its role in society, and some chieftaincy titles, and title holders in the community.Chart, Posters, Videos and Audio.
6RELIGIOUS INSTITUTIONSi. The teacher gives the simple meaning of religion and guides Pupils to list the types of religion in the locality.

ii. The teacher guides the pupils to discuss the types of religion and the different places of worship.
i. Pupils list the types of religion in the locality.

ii. Pupils discuss the types of religion and their different places of worship.
Chart, Posters, Videos and Audio.
7PEACE EDUCATIONi. The teacher guides pupils to discuss the meaning of peace and provides an opportunity for pupils to listen and react to stories on peace and conflicts.i. Pupils discuss the meaning of peace and provide an opportunity for pupils to listen and react to stories on peace and conflicts.Chart, Posters, Videos and Audio.
8PEACE EDUCATIONi. Teacher guides pupils to share toys and other materials with peers peacefully in the classroom and at home.

ii. The teacher guides pupils to discuss the importance of peace and how to maintain peace.
i. Pupils share toys and other materials with peers peacefully in the classroom and at home.

ii. Pupils learn the importance of peace and how to maintain peace
Chart, Posters, Videos and Audio.
9RIGHTS AND RESPONSIBILITIESi. The teacher guides pupils to discuss the meaning of rights and responsibility, listing some of the rights of a child.i. Pupils discuss the meaning of rights and responsibility, listing some of the rights of a childChart, Posters, Videos and Audio.
10RIGHTS AND RESPONSIBILITIESi. The teacher guides pupils to discuss some of their responsibilities at home, school, social gatherings, etc.

ii. The teacher guides the pupils to carry out some of their responsibilities in the school.
i. Pupils discuss some of their responsibilities at home, school, social gatherings, etc.

ii. Pupils practice doing their responsibilities at school. Listing their responsibilities at home.
Chart, Posters, Videos and Audio.
11REVISION   
12EXAMINATION   

Nursery 2 Third Term Scheme of Work for Civic Education

   
TermThird Term 
WeekTopicTeachers ActivitiesPupil ActivitiesLearning Resources
1REVISION   
2CONFLICT RESOLUTIONi. The teacher guides pupils to give a simple definition of conflict and resolution.

ii. The teacher guides pupils to state and discuss some actions that can cause conflict among pupils.

iii. The teacher reads and explains class rules that help prevent conflicts
i. Pupils give a simple definition of conflict and resolution, state and discuss some actions that can cause conflict among pupils.

ii. Pupils practice abiding by the class rules that help prevent conflicts.
Chart, Posters, Videos and Audio.
3CONFLICT RESOLUTIONi. The teacher guides pupils to identify conflicts and states ways of resolving conflicts.

ii. Teacher guides pupils to listen and watch videos on conflict resolution.

iii. Teacher guides pupils in role-play on conflict resolution
i. Pupils identify conflicts and state ways of resolving them.

ii. Pupils participate in role-play about conflict resolution.
Chart, Posters, Videos and Audio.
4EMOTIONAL DEVELOPMENT: CONFIDENCEi. The teacher discusses the simple meaning of confidence and guides pupils to discuss some habits that portray confidence.

ii. The teacher guides pupils to practice habits that improve pupils confidence
i. Pupils discuss some habits that portray confidence and practice habits that improve pupils’ confidence.Chart, Posters, Videos and Audio.
5SELF EXPRESSIONi. The Teacher gives the simple meaning of self-expression and guides pupils to express themselves through writing, drawing, molding, and drama.i. Pupils express themselves through writing, speaking, drawing, molding, and drama.Chart, Posters, Videos and Audio.
6PSYCHOSOCIAL VALUES: ATTITUDEi. The teacher gives the simple meaning of attitude and guides pupils to discuss the right attitude to work at school and at home.i. Pupils discuss the right attitude to work at school and homeChart, Posters, Videos and Audio.
7PSYCHOSOCIAL VALUES: LOVE AND CAREi. The teacher gives the simple meaning of love and care.

ii. The teacher guides pupils to demonstrate and discuss some actions that portray love and care for others
i. Pupils demonstrate and discuss some actions that portray love and care to others.Chart, Posters, Videos and Audio.
8EMOTIONAL STATE: FEARi. The teacher discusses the meaning of fear with pupils and guides pupils to demonstrate facial expressions of fear.

ii. The teacher guides pupils to mention some causes of fear.
i. Pupils discuss the meaning of fear and they demonstrate some facial expressions of fear.

ii. Pupils mention some sources or causes of fear.
Chart, Posters, Videos and Audio.
9EMOTIONAL STATE: SADNESSi. The teacher discusses the simple meaning of sadness and guides pupils to demonstrate some facial expressions of sadness.

ii. The teacher guides pupils to mention some sources or causes of sadness.
i. Pupils discuss the simple meaning of sadness and demonstrate some facial expressions of sadness.

ii. Pupils mention some sources or causes of sadness.
Chart, Posters, Videos and Audio.
10EMOTIONAL STATE: HAPPINESSi. The teacher discusses the simple meaning of happiness and guides pupils to demonstrate facial expressions of Happiness.

ii. The teacher guides pupils to mention some sources or causes of happiness
i. Pupils discuss the simple meaning of Happiness and demonstrate some facial expressions of Happiness.

ii. Pupils mention some sources or causes of happiness.
Chart, Posters, Videos and Audio.
11REVISION   
12EXAMINATION   

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