Nursery 3 Social Habits Scheme of Work

Download the Nursery 3 Social Habits Scheme of work as 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 Social Habits Scheme of Work for Nursery 3

The NAPPS Social Habits scheme of work for Nursery 3 is a subject that will help teach social skills and positive behavior in young children. The scheme of work focuses on teaching development of good manners, effective communication, cooperation, and respect for others. 

In this subject, children learn basic etiquette, like saying “please” and “thank you,” sharing with others, and listening when someone else is speaking. They also learn how to express their feelings appropriately and resolve conflicts peacefully. 

Through engaging activities and interactive lessons, children will learn the importance of social interactions and community living. Skills which are necessary for building strong, healthy relationships with peers, teachers, and family members.

The NAPPS Social Habits scheme aims to:

i. Create a supportive and respectful classroom environment where every child feels valued and heard. 

ii. Prepare children to navigate their social world with confidence and kindness.

Nursery 3 First Term Scheme of Work for Social Habits

   
SourceNational Association of Proprietors of Private Schools 
ClassNURSERY 3 
SubjectSOCIAL HABITS 
TermFIRST TERM 
WeekTopicTeachers ActivitiesPupil ActivitiesLearning Resources
1REVISIONReview Nursery 2 work  
2MY RIGHTS

– Children’s rights
i. The teacher explains the meaning of rights and why they are important for children.

ii. The teacher identifies various rights of a child.
i. Pupils mention the rights they enjoy.Charts Posters
3CHILD ABUSEi. With the aid of charts, posters and video clips, the teacher explains the concept of child abuse to the pupils.

ii. The teacher mentions the various practices involved in child abuse.

iii. The teacher encourages the pupils to report any child abuse they see in the society.
i. Pupils list some practices in child abuse.

ii. Pupils tell if they have been abused before by anyone.
Charts Posters. Video Clips
4FORMS OF CHILD ABUSEi. The teacher uses pictures and video clips to guide pupils to identify the various forms of child abuse e.g. a child hawking on the street, a child being beaten or punished mercilessly, etc.i. Pupils identify forms of child abuseCharts Posters. Video Clips
5PREVENTION OF CHILD ABUSEi. The teacher enumerates methods of preventing child abuse and guides the pupils to list the methods of preventing child abuse e.g. showing love and affection to children, giving good education to children, providing basic needs like food, shelter and clothing for children, etc.i. Pupils list methods of preventing child abuse.Charts Posters. Video Clips
6STIGMATIZATION

– Meaning of stigmatization
– Effects of stigmatization
i. The teacher explains the meaning of stigmatization to the pupils and uses pictures and video clips to show example of people who are being stigmatized.

ii. The teacher describes the effects of stigmatization e.g. low self-esteem, fear, isolation and depression, lack of confidence., etc.
i. Pupils list methods of stigmatization.

ii. Pupils tell if they have been stigmatized before.
Charts Posters. Video Clips
7EQUALITY AND FAIRNESS

– Meaning of fairness and equality
– Importance of fairness and equality.
i. The teacher explains simply the meaning of equality and fairness. The teacher uses picture and video clips to aid pupils’ understanding.

ii. The teacher demonstrates fairness and equality to the pupils i.e. no partiality or injustice.
i. Pupils demonstrate fairness and equality to their classmates.Charts Posters. Video Clips
8TRADITIONAL PRACTICESi. Using video clips and pictures, the teacher explains the meaning of traditional practices and guides the pupils to identify different traditional practices such as Eyo festival, paying bride price, giving gin and kolanut to elders, parading masquerades, etc.i. Pupils identify different traditional practices.Charts Posters. Video Clips
9HARMFUL TRADITIONAL PRACTICESi. The teacher guides pupils to identify bad traditional practices that need to be stopped.

ii. The teacher explains why the practices are harmful and should be stopped.
i. Pupils list harmful traditional practices.

ii. Pupils write the effects of harmful practices.
Charts Posters. Video Clips
10PUBLIC PLACESi. The teacher explains what a public place is to the students and lists some examples.

ii. The teacher describes the kind of activities that take place in each public place.

iii. The teacher guides pupils on how to be of good behaviour in public places.
i. Pupils identify and lists examples of public places.

ii. Pupils describe how to behave in public places.
Charts Posters. Video Clips
11REVISION   
12EXAMINATION   

Nursery 3 Second Term Scheme of Work for Social Habits

   
TermSecond Term 
WeekTopicTeachers ActivitiesPupil ActivitiesLearning Resources
1REVISIONRevision of last term’s workRevision of last term’s workNotebook. Textbook
2GOOD BEHAVIOUR IN PUBLIC PLACES

– How to live peacefully with others.
– Reasons for living in peace with others
i. The teacher explains the meaning of “good behaviour” to the pupils.

ii. The teacher uses charts and video clips to introduce different good behaviours to the pupils and how to behave in public places e.g. not disturbing others with others, being respectful to others, not littering the floor, obeying the rules and regulations of the place.

iii. The teacher guides pupils to understand why they must be of good behaviour in public places.
i. Pupils mention some public places they have visited in the past and they describe how they behaved.

ii. Pupils mention what they must not behave in public places.
Charts Mp4 player Posters
3PEACE EDUCATION

– How to live peacefully with others.
– Reasons for living in peace with others
i. The teacher explains the meaning of peace to the pupils and the need to live with others peacefully.

ii. The teacher describes how to live with others peacefully, especially people of different culture, different religion or different belief.

iii. The teacher explains to the pupils how to settle misunderstanding amicably.
i. Pupils describe how they live with other people in their environment peacefully.

ii. Pupils describe they settled with their friends after a misunderstanding.
Charts Mp4 player Posters
4ENDURANCE AND TOLERANCE

– Endurance and tolerance lead to peaceful co-existence.
i. The teacher explains the meanings of endurance and tolerance to the pupils.

ii. The teacher guides pupils to understand that endurance and tolerance are needed to live peacefully with others especially those have different religion or beliefs.
i. Pupils describe how to endure or tolerate their friends when they do what they do not like.

ii. Students role-play endurance with the teacher’s supervision.
Charts Posters MP4 Player
5OUR NEIGHBOURS

– Meaning of neighbour
– Why we should be at peace with our neighbours.
i. The teacher simply explains who a neighbour is and why it is important to live peacefully with our neighbours.

ii. The teacher describes simple ways of living peacefully with our neighbours e.g. having endurance and tolerance.
i. Pupils mention the names of at least two of their neighbours.

ii. Pupils tell if they love their neighbours or not.
Picture of a house and people living there.
6EMOTIONS

– Meaning of emotions.
– Types of emotions.
– Reasons for different emotions
i. Teacher explains in simple terms the meaning of emotions and uses pictures and video clips to show examples of different emotions that people can express e.g. joy, anger, tiredness, sadness, etc.

ii. The teacher guides pupils to always express themselves respectfully and encourages them to always be joyful.

iii. The teacher states examples of different situations that can cause different emotions.
i. Pupils role-play different emotions.

ii. Pupils mention the reasons why people could be happy, sad, tired, angry and joyful.
Charts Posters Picture of people expressing different emotions.
7PERSONAL BEAUTIFICATION
– HAIRSTYLING

– Types of hairdo for girls.
– Types of haircut for boys.
i. The teacher simply explains hairstyling as a way of beautifying oneself using posters and pictures of different hairdo for girls and haircuts for boys.

ii. The teacher explains hairstyle as a way of looking good and decent.

iii. The teacher encourages pupils to regularly style their hair beautifully.
i. Pupils mention the names of their hairstyles and why they like the hair.

ii. Pupils identify other hairstyles they like.
Charts Posters Pictures of hairstyles for boys and girls.
8STATES AND THEIR CAPITALS

– The 36 states, FCT and their capitals.
i. The teacher tells the pupils the name of the state they live in and mentions some other states in the country at random.

ii. The teacher tells the pupils the Capital of the state they live in and explains the relationship between a state and the capital

iii. The teacher uses charts to display the 36 states and 1 Federal Capital Territory in Nigeria.

iv. The teacher guides the pupils to learn, memorize and recite the 36 states and capitals using rhymes and songs.
i. Pupils mention the capital of the state they live in and the capital of their state of origin.

ii. Pupils memorize the with songs the 36 states and their capitals and the Federal Capital Territory in Nigeria.
Charts Posters
9STATE LEADERSi. The teacher explains to the pupils who a leader is using a family as an example – the father is the head of a family.

ii. The teacher explains that the Governor is the leader of a state and mentions the name of the present governor of the state they live in.

iv. The teacher also describes the office of the Deputy Governor and mentions his or her name.
i. Pupils mention the name of the governor of the state where they live.

ii. Pupils mention the name of the governor of their state of origin.
Pictures of Governors in Nigeria and their states.
10NIGERIA, MY COUNTRYi. The teacher guides the pupils to the pupils to identify Nigeria as their country and that their state is in (inside) Nigeria.

ii. The teacher using pictures and video clips, guides pupils to recite the National Anthem and the National Pledge; they also to identify the flag of Nigeria.

iii. The teacher mentions the name of the President of Nigeria at the moment and guides the pupils to understand that he is the number one leader or person in the country.
i. Pupils identify the flag of Nigeria. Pupils recite the National Anthem and Pledge.

ii. Pupils mention the name of the President of Nigeria.
Charts Video clips
11REVISION   
12EXAMINATION   

Nursery 3 Third Term Scheme of Work for Social Habits

   
TermThird Term 
WeekTopicTeachers ActivitiesPupil ActivitiesLearning Resources
1REVISION   
2NIGERIA, MY COUNTRY

– Identification of country.
– Description of the Coat of Arms of Nigeria
i. Using picture and charts, the teacher guides the pupils to identify Nigeria as their country and explains the meaning of the Coat of Arms.

ii. The teacher describes the coat of arms and the meaning of the elements on the Coat of Arms of Nigeria.
i. Pupils identify the Coat of Arms of Nigeria and they colour it beautifully.Charts Pictures
3PARENTAL CARE

– Meaning of Parental Care
– Forms of Parental Care
i. The teacher explains in simple terms the meaning of parental care to the pupils.

ii. The teacher guides pupils to identify different forms of parental care e.g. regular feeding, clothing, provision of shelter, regular payment of school fees, giving home training, etc.

iii. The teacher guides pupils to appreciate their parents for the parental care they get.
i. Pupils mention the forms of parental care they get.

ii. Pupils say “Thank you Sir/Ma” to their parents when they get home to them for the parental care they give to them.
Charts Pictures Video clips
4PARENTAL CARE

– Reasons Children Need Parental Care.
– Causes of Lack of Parental Care
i. The teacher explains in simple terms the reason for giving parental care to children e.g. to raise well-behaved children, to make children become good leaders, to make children have good growth and development.

ii. The teacher mentions why some children do not get parental care e.g. death of parents, divorce, poverty, illiteracy, carelessness, traditions and customs, etc.
i. Pupils mention the parental care they do not get if there is any.

ii. Pupils say “Thank you Sir/Ma” to their parents when they get home to them for the parental care they give to them.
Charts Pictures Video clips
5VIOLENCE

– Physical Violence Against Children
– Meaning of Violence.
– Meaning of Physical Violence.
– Effects of Violence on Children.
i. The teacher uses pictures and video clips to explain violence in simple terms; the teacher also explains the meaning of physical violence.

ii. The teacher states examples of physical violence some children suffer e.g. undue punishment and beating, child-hawking, etc.

iii. Pupils are encouraged to report any kind of violence against children in their society.

iv. The teacher mentions the effects of physical violence on children and tells pupils why physical violence against children need to be stopped.
i. Pupils identify and list physical violence against children.

ii. Pupils identify children in their neighbourhood who suffer physical violence

iii. Pupils share stories of physical violence against children they know about.
Charts Pictures Video clips
6VIOLENCE

– Mental Violence Against Children Meaning of Violence.
– Meaning of Physical Violence.
– Effects of Violence on Children.
i. The teacher explains in simple terms the meaning of mental violence against children.

ii. The teacher states examples of mental violence against children e.g. hauling insults and curses on children, doing bad things in the presence of children, encouraging children to do bad things, etc.
i. Pupils identify and list mental violence against children.

ii. Pupils identify children in their neighbourhood who suffer mental violence

iii. Pupils share stories of mental violence against children they know about.
Charts Pictures Video clips
7ORPHANS AND VULNERABLE CHILDRENi. The teacher uses simple terms, pictures and video clips to explain the meaning of orphans and vulnerable children and to identify them.

ii. The teacher demonstrates how to care for and show love to orphans and vulnerable children in the society.
i. Pupils identify orphans they know.

ii. Pupils identify vulnerable children they know.

iii. Pupils demonstrate how to show love and care for orphans and vulnerable children
Charts Pictures Video clips
8CHILDREN WITH SPECIAL NEEDS

– Children who are: visually impaired; hearing impaired; handicapped, autistic children, etc.
i. The teacher uses simple terms, pictures and video clips to explain and identify children with special needs.

ii. The teacher gives examples of children with special needs and how to show them love and care:

iii. The teacher encourages pupils to not avoid or make jest of children with special needs, but to be friendly to them and to treat them nicely.
i. Pupils identify the special children they know.

ii. Pupils role-play how to show love and care to children with special needs in their school or neighbourhood.
Charts Pictures Video clips
9CARE FOR SICK PEOPLE

– Identification of sick people.
– How to care for sick people.
i. The teacher uses simple terms, pictures and video clips to explain the meaning of sickness and to identify sick people.

ii. The teacher demonstrates how to care for and show love to sick people in the society.
i. Pupils narrate how they cared for their friends or loved ones who was sick.

ii. Pupils demonstrate how to show love and care for orphans and vulnerable children
Charts Pictures Video clips
10CARE AND RESPECT FOR OLD PEOPLE

– Identification of old people.
– How to respect and care for old people.
i. With aid of pictures and video clips, the teacher explains and identifies old people and demonstrates how to care for them.

ii. The teacher encourages pupils to respect and care for old people by running errands for them, helping them carry their bags, obeying them, etc.
 Charts Pictures Video clips
11REVISION   
12EXAMINATION   

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