civic education scheme of work for nursery 2 second term

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CIVIC EDUCATION JSS 2 SECOND TERM LESSON NOTE

SIGMA TERM SCHEME OF WORK FOR JSS2

CIVIC EDUCATION

TOPIC: Relationship between federal, state and local government.

In Nigeria, there are three tiers of government. These are: 

The federal government,  the state government and the local government. 

The federal Government

The federal government is the central authority that represents the entire nation in external affairs and internal affairs of common interest. 

State Government 

The head of the state is the governor. The state governor oversees the state councils of chiefs, state civil service commission and the local government services commission and so on.

Local Government

This is the third tier of government in Nigeria. It is head by Local Government Chairman. It also has its own legislative body which makes bye laws for her.  

TOPIC: THE RULE OF LAW

Law is the set of rules and regulations by which a society is governed to maintain peace and orderliness. The rule of law means the supremacy of law over the citizens in a country. The equality of every citizen before the law and the presence of individual right.

A.V. Dicey propounded the doctrine that leaders should abide by the rule of law and govern the people according to the provision of the constitution of the country.

PRINCIPLES / FEATURES OF RULE OF LAW

The rule of law has the following principle as explained by Prof. A.V. Dicey

• PRINCIPLE OF EQUALITY BEFORE THE LAW: There is no citizens that is above the law. The law should apply to all with respect for person and without respect for person. Hence, all citizens should be equal before the law.
• PRINCIPLE OF INPARTIALITY: These includes that suspects should not be detained for more than twenty – four hours. An offender should still be innocent until he is proved guity by the process in the court. 
• THE PRINCIPLES OF SUPREMACY: Nobody is above the law of supremacy over all.
• PRINCIPLES OF FAIR HEARING: People arrested for an offence should be given fair hearing through formal legal process in the court before condemned or sentence to jail.
• RIGHT OF APPEAL: When a lower court’s judgment on an individual is not satisfied, he should appeal in a higher court.
• FUNDAMENTAL HUMAN RIGHT: The right of individual should be enthrenched in the constitution enforced and guaranteed. 

BENEFITS OF THE RULE OF LAW OVER ARBITARY RULE

• It protects citizens against arbitrary rule: Rule of law ensures that citizens have access to seek re-dress in court when they feel cheated or their right is infringed upon. 
• Guarantees the fundamental human right: It makes every citizen enjoy the fundamental human rights as stated in the constitution.
• Ensures process freedom: Journalist have freedom (though not without limits) to express views about government policies and how they affect the masses. This freedom leaves journalist unpunished for pointing out areas where government is not performing.
• Prevent unlawful detention: No person should be detained beyond 24hours before trial in court. Individuals can see government and its agents for unlawful arrest or detention. 
• Allows for equality of all citizens: Under the rule of law, there is no sacred cow. The law applies to all and all citizens are equal before the law.
• Give rooms for appeal: When judgement given by a lower court is not satisfactory, rule of law gives room for appeal to a higher court. 

TOPIC: PUNISHABLE OFFENCES AND PUNISHMENT FOR BREAKING THE LAW

People commit lots of offences in their activities or relationships with others that are punishable by law. There are various types and degrees offences commensurate their punishment.

There are two classes of offences

• Criminal offences
• Civic offences
• CRIMINAL OFFENCES: There are severe offences with severe penalties. Though citizen must be tried in the court of law and found guilty of such offences before punishment is metes out with respect of the provision of law. Criminal offences includes crimes like bribery, drug trafficking, corruption and human trafficking. Criminal offences may attract jail term and death penalties.
• CIVIC OFFENCES: They are less critical offences yet they attract penalties. They include libel prostitution, slander, sanitation offences and so on. 

They are punishable by impressing fire and shat detension sentences.

The state and the rule of law: In this context, ‘state’ means the nation or country.

Institution or arms of government that help in formulating and enforcement of the rule of law includes the legislature, executive, judiciary and the law enforcement agencies such as police, EFCC, ICFC and so on.

• THE LEGISLATURE: This aim of government makes for a country.

Legislature and the rule of law

In formulating and enforcing the rule of law the legislature.

• Makes necessary laws that help in protecting the rule of law
• Make amendments to constitution when necessary 
• Helps in establishing law enforcement agencies like NAFDAC, EFCC, NHRC, INEC etc. 
• Has power to impeach the president in case he abuse power
• Has the power to investigate financial activities of any government departments.

PUNISHABLE OFFENCES AND PUNISHMENT OF LAWS (CONTINUES)

• THE EXECUTIVE: This aim of government implements and enforces the law and other government politics.

THE ROLE IN ENFORCING AND FORMULATING THE LAW

• It protects lives and properties through law enforcement agents like the police, NAFDAC etc.
• It helps in implanting all laws made by the legislature
• The president with his cabinet has the duty to defend the constitution 
• It advices the legislature when there is need to amend the constitution (electrical laws in Nigeria was amended before April 2012 general election)
• Imposes curfew whenever there is chaos and commotion in the country. 
• THE JUDICIARY: The judiciary interprets the law

THE ROLE OF THE JUDICIARY INCLUDES

• It helps in interpreting the law
• It fights against any constitutional abuse or violation by other arms of government, individual or organisations.
• It punishes violation of the law
• It determines the quality and punish them accordingly
• It has power to release anyone unjustly detained 
• THE POLICE: The police has right to enforce the laws preserve peace, reduce fear and provide for a safe environment partnership with the communities to enforce quality of life is also part of their responsibilities.

ROLES OF POLICE

• Protect lives and properties
• Protects and arrest suspects
• Maintain law and order in the society
• Settle minor disputes that may culminate into breakdown of law and order
• Fights crime by preventing it and by rigorous pursuit of violates of law
• Investigate criminal cases and presents suspect in court. 
• THE ECONOMIC AND FINANCIAL CRIMES COMMISSION (EFCC): This was set up in 2002. It focus on combining financial and economic crimes. The commission is empowered to prevent, investigate and penalize economic and financial crimes. It also enforce other laws and regulations relations to economic or financial environs such as embezzlement of public funds, fraud etc.

PURNISHABLE OFFENCES AND PUNISHMENT OF LAWS (CONTINUES)

• THE INDEPENDENT CORRUPT PRACTICES COMMUNICATION (ICPC): This communication was established on September, 29 th 2000 to compliants, investigates and persecute corrupt people. It is also to enlighten the public about the fight against bribery, corruption and related offences. The major role of the commission is to make Nigeria socially free from corruption in forms of misappropriation of fund and illegal punishment.
• THE NATIONAL AGENCIES FOR FOOD AND DRUGS ADMISSION AND CONTROL (NAFDAC)

NAFDAC was established by decree of 1993 but officially established a parastatar of the Federal Ministry of Health in January 1 st , 1994 to regulate and control the quality of foods, drugs, cosmetics, median services, chemical detergent and packaged water imported and locally made distributed in Nigeria.

FUNCTIONS OF NAFDAC

• Regulatory Functions: it control importation of exportation, manufacture, advertisement, distribution, sales of drugs, cosmetics etc.
• Inspection Functions: It inspects imported goods, drugs, cosmestics etc. by establishing the quality and certifies production site of production.
• Registration Functions: It registers food, drugs, bottled water and chemicals.
• Investigation Functions: Investigate production premises and raw materials for food and drugs. 
• THE NATIONAL DRUG AND LAW ENFORCEMENT AGENCY (NDLEA)

It was established by decree 48 of 2000. It was the sole of agency for drug enforcements in Nigeria.

FUNCTIONS OF NDLEA

• The co-ordination of all drug laws and enforcement function conferred on any person and authority.
• Adoption of measures of eradicating illegal cultivation of narcotic plants and eliminate illicit demand for them and psychotropic substances
• Maintenance of investigation and control techniques 
• Improving on eradition efforts
• Improving enforcement of laws against illicit trafficking of narcotic drugs and psychotropic substances. 
• Elements and preventing major causes of the problems of narcotic drugs and psychotropic substances.

WEEK FIVE:  Protection Of Human Rights And Rule Of Law

Defining Human Rights

As we said above, there is no agreed-upon definition of human rights. They can be thought of as rights that protect especially urgent moral concerns of humans that are: (a) universal, i.e., applying to every human and (b) apply equally, meaning everyone has the same human rights — to life and liberty, for example. Notice that “inalienable” is not included in the definition.

Many people believe that at least some human rights can be forfeited by certain actions, especially by committing crimes, and that some human rights can be overridden under certain rare circumstances. For instance, it might be morally acceptable to quarantine someone for a limited period of time if she is infected with a highly contagious deadly disease, although generally people are thought to have the right to liberty.

The theories of human rights’ origins are contentious. The  Universal Declaration of Human Rights (UDHR)  asserts that “all human beings are born free and equal in dignity and rights.” It goes on to designate a long list of rights including:

• the right to life, liberty, and security of person,
• the right not to be tortured,
• the right to due process and equal treatment before the law,
• freedom of thought, opinion, expression, conscience, and religion,
• the right to participate in his or her countries’ government
• the right to work, and an adequate standard of living

Human Rights Protection

Methods of guaranteeing human rights vary with the sort of human right being violated, and how the violation occurs. Generally, states are assumed to have primary responsibility for guaranteeing their citizens’ human rights, but, at the same time, states are often the worst violators of human rights. Since World War II, however, states have consented to a number of institutions and treaties that limit their  sovereign  internal and external powers. For instance,  the UN Charter , the  Genocide Convention , and the  International Criminal Court  all limit the powers states have. These supranational institutions both place limits on what states can legally do, and provide some remedies for violations of human rights. These remedies range from authorizing  humanitarian intervention  under Chapter VII of the UN Charter to  peacekeeping missions  to authorizing the arrest of a head of state. Recent normative developments, such as the  responsibility to protect (R2P)  doctrine, may create higher costs for states that abuse their citizens and may provide another justification for international humanitarian intervention, as happened in Libya in the spring of 2011.

Another means of protecting human rights originates with non-state actors such as  NGOs . Organizations such as  Amnesty International  and  Human Rights Watch  expose violations of human rights, which put pressure on governments to change their practices. Citizens themselves sometimes organize to overthrow human-rights violating regimes such as occurred in North Africa and the Middle East in 2011.

MID TERM TEST FIRST TERM JSS 2 CIVIC EDUCATION

TOPIC: Groups That Assist In Protecting The Human Rights Of Citizens

• Civil Society Organization
• Trade Unions
• Student Unions
• Ethnic Association
• Legal Aid Council Of Nigeria 

WEEK SEVEN: Consumer Rights And Responsibilities

• The Right to Safety:  This right refers to any product, other than an automobile, that may cause bodily harm to the consumer when used as it was intended to be used. This right gained further attention in 1972, when the US government formed the Consumer Product Safety Commission, which set up safety and performance standards for products, requiring them to be tested and carry warning labels if necessary. Conversely, the consumer’s responsibility here is to use the product safely, follow all directions, and to be aware of any future warnings regarding the product. If you’re concerned about safety in the workplace,  this course on safety training for supervisors  will help get your work area ship shape.
• The Right to Be Informed:  Here, it is the company’s responsibility to provide accurate and truthful information so that the consumer is able to make intelligent and informed choices. This right covers all products, but its original aim was to eradicate misleading information in the areas of financing, advertising, labeling, and packaging. Some examples of the legislation passed as a result of this right include the Wholesome Meat Act, the Truth in Lending Act, and the Fair Packaging and Labeling Act. The responsibility of the consumer lies in their obligation to analyze this product information, and to use it wisely.
• The Right to Choose:  Consumers not only have the right to a variety of options to choose from, but the environment in which the products and services are offered must be healthy, and conducive to fair competition. The government has promoted this environment by passing legislation regarding patent law, anti-trusts, and price-cutting and gouging. The responsibility of the consumer is to simply make their choices carefully. If you’ve got a patent you’d like to protect,  this course on how to write and file a patent  will show you how to deal with patent protection yourself.
• The Right to be Heard:  Consumers have the right to express their complaints and concerns, resulting not only in safer goods and services, but also for the creation of laws regarding this safety. There’s no official forum for these complaints to be heard, but state and federal attorney generals, as well as organizations like the Better Business Bureau deal with these situations all of the time. It’s a consumer’s responsibility to express their concern when necessary.
• The Right to Satisfy Basic Needs:  People have a right to have access to basic fundamental needs, such as food, clothing, shelter, education, health care, sanitation, water, etc. Not only should consumers have access to these necessities, they should be responsible enough to consume these items sustainably, so that not only are they fulfilled, but so others can have their needs met, as well.
• The Right to Redress:  If a consumer has lost money or otherwise felt cheated due to misrepresentation, shoddy products, or unsatisfactory services, they have the right to request money or other benefits to make up for their loss. The responsibility that lies with them is to seek appropriate compensation if a wrong is committed, in order to any wrongdoings are unacceptable.
• The Right to Consumer Education:  Consumers have the right to make the best-informed decision when making a purchase, and this information should be readily available, and easy to understand. It is their duty to remain properly informed as the nature of products evolves over time, and information changes.
• The Right to a Healthy Environment:  Expanding out from consumers rights, and into basic human rights, people have the right to live and work in an environment that is healthy non-threatening. This is not only for the people now, but also for future generations, and their responsibility is to make choices that minimize their environmental impact on the people of today and tomorrow.

Definitions of Democracy

Democracy can be defined as a government of the people, by the people and for the people in ordinary terms.

Democracy has been defined by various philosophers and writers in different ways e.g.

Aristotle definition of democracy, It is  the rule of mob and condemns it.

See lay defined it as  a government in which everyone has a share.

In short democracy is that form of government in which sovereignty remains in the hands of the entire nation, which can make and unmake the government.

Types of Democracy

Following are two types of democracy

1. Direct Democracy

Under this system the people take direct in the affairs of the state. The people themselves are the rulers and they are the ruled at the same time. They themselves make the laws, enforce them and decide cases according to these laws. Such a democracy existed in City States of ancient Greece and Rome. Some practices of direct democracy are still observed in Switzerland and in some states of the USA.

2. Indirect or Representative Democracy

After the creation of large nation states, it became impossible for all the people directly to participate in the affairs of the state. Under this form of government the people elect a small number of representatives or delegation and give them the authority to run the government. Since the people rule through these representatives, we give the system the name of indirect or representative democracy. Today in almost all the countries of the world there is indirect or representative democracy.

Features Of Democracy

• Periodic election.
• Political parties
• Free association and groups
• Secret ballot.

WEEK NINE: Democratic Institutions

• Independent National Electoral Commission.
• Pressure groups
• Arms of government

WEEK TEN: Pillars Of Democracy

• Democratic Institutions
• Rule of Law
• Transparent Electoral Processes
• Majority Rule and Minority Rights

FIRST TERM CIVIC EDUCATION JSS 2 EXAMINATION REVISION

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Civic Education Scheme of Work for Nursery 2

Civic Education is a crucial aspect of a child’s early education, providing them with the foundational knowledge and skills to become responsible and active members of society. The Civic Education Scheme of Work for Nursery 2 is carefully designed to introduce young learners, aged four, to the basic principles of citizenship, social values, and cultural understanding.

Throughout the three terms of Nursery 2, this scheme aims to foster a sense of identity and belonging in children, encouraging them to embrace diversity, express empathy, and develop critical thinking skills. Each term focuses on specific themes and topics that are developmentally appropriate for young minds, ensuring a gradual and engaging learning experience.

In the First Term, learners will embark on a journey to explore the concept of greetings, cultural dressing, social development and table manners, and the significance of helping others and showing respect. Activities in this term include role plays, group discussions, and exposure to diverse cultural practices through audio-visual resources and web materials.

The Second Term builds upon the foundation laid in the First Term, delving deeper into topics such as social institutions, naming ceremonies, kinship, chieftaincy, religious institutions, peace education, rights and responsibilities, and cultural activities. Pupils will develop a broader understanding of their community, cultural values, and emotional development through interactive activities and reflective exercises.

In the Third Term, the scheme continues to nurture emotional development, exploring topics such as conflict resolution, confidence, self-expression, attitude, love, and care, as well as emotional states like fear and sadness. The curriculum emphasizes the importance of communication, collaboration, and leadership, encouraging children to express themselves and relate empathetically to others.

This comprehensive Civic Education Scheme of Work for Nursery 2 is designed to inspire young learners to become responsible and caring citizens, promoting positive values, cultural awareness, and a sense of belonging within their communities. By the end of the Nursery 2 journey, children will have developed essential skills and attitudes that will shape them into active participants in their communities and contributors to a harmonious society.

First Term Civic Education Scheme of Work for Nursery 2

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JSS2 Civic education Scheme of Work and Lesson Topics

Second term, featured posts.

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Your lesson contents in a blink, civic education scheme of work for ss2 first term, second term and third term..

This Scheme of work contains week, topic, contents and activities of teacher and learners. 1. CITIZENSHIP EDUCATION Meaning/definition of citizenship Education, duties and obligations of citizens Teacher : Define citizenship education. Identify and describe duties and obligations of citizens to their communities. Mention the duties and obligation of citizens to their communities. Students : Dramatize their duties and obligation.

2 CITIZENSHIP EDUCATION (CONT.) List the skills required for the promotion of our tradition, beliefs etc. National consciousness, national integrity and unity Teacher : Demonstrate skills necessary for preservation of traditions, customs, beliefs etc. list and explain what promotes national consciousness, integrity and unity. 3 CAPITALIST DEMOCRACY Meaning and definition of capitalist democracy Characteristics of capitalist democracy Competition for power among political parties. Teacher : Explain the meaning of capitalist, democracy and its characteristics. Lead the students in seeing how political parties compete for power. 4 CAPITALIST DEMOCRACY CNTINUED Importance of employment in alleviating poverty as factors in capitalist democracy Factors which promote and guarantee employment e.g. free education, medical care, and popular participation. Teacher : Explain to the students how employment can alleviate poverty. Explain the importance of responsible governance and popular participation in promoting guaranteed employment etc. 5 APATHY Meaning of political apathy and forms of political apathy Reasons for political apathy e.g. bad governance,unfulfilled political promises, rigging etc. Teacher : Define meaning of apathy and explain its forms. Explain reasons for political apathy. 6 REASONS AND EFFECTS OF LEADERSHIP FAILURE TO THEIR FOLLOWERS Reasons for leadership failures Effects of leadership failure Teacher : Explain why leaders fail to protect their followers’ interest 7 POPULAR PARTICIPATION i. Meaning/definition of popular participation ii. Reasons why people do not participate. Teacher : Define the meaning of popular participation. Give reasons why people do not participate. Demonstrate how popular organizations are formed.

Students : participate in politics – economics, obstacles, discriminations, illiteracy etc. Describe how popular organisations are formed. 8 HUMAN RIGHTS Meaning/definition of human rights Characteristics and categories of human rights Limitations of human rights Limitation of movement and lack of freedom of speech. Teacher : Explain the meaning and characteristics of human rights. Give some examples of human rights limitation. Describe what happens during emergency. 9 HUMAN TRAFFICKING Meaning/definition of human trafficking Causes of human trafficking. Teacher : Explain the meaning of human trafficking. Mention the causes of human trafficking 10 HUMAN TRAFFICKING CONTINUED Effects and consequences of human trafficking Roles of government efforts to stop Human trafficking – enactment of laws etc Teacher : Identify the effects and consequences of human trafficking. Mention the efforts of government in stopping trafficking. 11 HUMAN TRAFFICKING CONTINUED Roles of social organisations efforts to stop Human trafficking e.g. NAPTIP, WATCLEF etc Roles of organisations and individuals to stop trafficking. Teacher : Arrange a visit to some social organisation centres or rehabilitation centres. 12 Revision Revision 13 Examination Examination. Done studying? See scheme of work for other subjects

SS2 SECOND TERM 1 INTERPERSONAL RELATIONS Meaning/definition of interpersonal relationships, individuals, state and international relationships. Teacher : Explain the meaning of interpersonal relationships. Mention types of interpersonal relationship e.g. relationship between man and woman 2 INTERPERSONAL RELATIONS Types of interpersonal relationship Skills that promote interpersonal relationship Teacher : Identify the relationships that exist. State skills that promote interpersonal relationships 3 INTER-COMMUNAL RELATIONSHIP Meaning/definition of intercommunal relationships Importance of intercommunal relationship e.g. promote development Skills for resolving intercommunal conflicts – e.g. dialogue, mediation. Teacher : Define inter-communal relationship Lead students to state the importance inter-communal relationship Resource person to explain the different skills in resolving inter-communal conflicts. 4 DRUG ABUSE Meaning and types of drug abuse Symptoms of drug abuse e.g. violence, depression etc. Prevention of drug abuse Teacher : Explain Meaning and types of drug abuse Identify symptoms of drug abuse Show pictures of symptoms of drug abuse Illustrate ways of preventing drug abuse 5 DRUG ABUSE CONTINUED Government agencies that are working to prevent drug abuse e.g. NDLEA, Teacher : Bring resource person from drug enforcement agency e.g. NDLEA, NAFDAC etc Explain the law against drug abuse. Activities of drug enforcement agencies e.g. burning of fake drugs or expired drugs. 6 PUBLIC SERVICE Meaning and definition of public service Characteristics of public service. Teacher : Explain the meaning of public service. Mention and explain the characteristics of public service. 7 PUBLIC SERVICE CONTINUED Reasons for the short coming in the public service e.g. colonial influence etc. Teacher : Identify reasons for the short coming in the public service. Mention ways of improving the public service n Nigeria. 8 RESPONSIBLE PARENTHOOD Meaning and definition of parenthood Roles of responsible parenthood Teacher : Explain and define parenthood. Explain the roles of responsible parents e.g. providing for household needs, caring, education, good home training etc. 9 RESPONSIBLE PARENTHOOD Importance of responsible parenthood. E.g. responsible citizenry, reduction in crime rate, healthy nation etc. Teacher : Lead the students in enumerating the importance of responsible parenthood 10 TRAFFIC REGULATION Meaning of traffic regulation Traffic regulations e.g. obeying traffic officials and signs, avoiding over speeding. Teacher : Explain the meaning of traffic regulations. Identify some traffic regulations to the students. 11 TRAFFIC REGULATION CONTINUED Roles of individuals and government in maintaining traffic regulation e.g. FRSC. Teacher : Invite a resource person to explain the roles of individuals and government in maintaining traffic regulations. 12 Revision Revision 13 Examination Examination See scheme of work for other subjects

SS 2 THIRD TERM 1 HUMAN RIGHTS Meaning/definition of Human rights Teacher : Define Human Rights 2 HUMAN RIGHTS Characteristics of Human Rights e.g. universality of Human rights, inalienability of Human rights etc. Teacher : Mention the characteristics of human rights. Invite a resource person to discuss with the students in the human rights. 3 HUMAN RIGHTS Categories of Human right e.g. civic and political rights, economic and social rights, environmental rights. Teacher : Identify the categories of Human Rights. 4 FIGHTING POLITICAL APATHY Meaning and definition of political apathy and characteristics Teacher : Explain political apathy. Mention various characteristics of political apathy. 5 FIGHTING POLITICAL APATHY CONT. Ways of fighting apathy e.g. knowing and defending our rights, participation in elections, joining popular organisations. Teacher : explain ways of fighting political apathy. 6 PUBLIC SERVICE Meaning/definition of public service. Teacher : Explain the meaning of public service. Mention and explain the characteristics of public service. 7 WAYS OF IMPROVING THE PUBLIC SERVICE IN NIGERIA. Teacher : Invite a resource person to discuss about code of conduct to the students. Recourse and training programme Teaching of political education in schools Use of code of conduct bureau and public complaint commission. 8 CIVIL SOCIETY Meaning and definition of civil society Teacher : Explain and define the meaning of civil society. 9 CIVIL SOCIETY CONTINUED Functions and needs for civil society. Teacher : Identify some qualities and problems of civil society. 10 CIVIL SOCIETY CONTINUED Qualities and problems of Civil Society Teacher : Explain and define the meaning of civil society. 11 POPULAR PARTICIPATION Meaning/definition of popular participation Teacher : Explain the meaning of popular participation. 12 Revision Revision 13 Examination Examination See scheme of work for other subjects

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FIRST TERM SCHEME OF WORK FOR CIVIC EDUCATION SS 2

Senior secondary school syllabus first term ss2- edudelight.com, first term ss2 civic education syllabus lagos state.

WEEK 1 CITIZENSHIP

• Meaning and definition of citizenship education
• Duties and obligation of citizens

• Preservation of tradition, custom and culture

WEEK 2 DEMOCRACY AND NATIONAL DEVELOPMENT

• Meaning of capitalist democracy
• The features of capitalist democracy • Competition for power

1. National Consciousness, integrity and unity.

WEEK 3 DEMOCRACY AND NATIONAL DEVELOPMENT

• Capitalist democracy

WEEK 4 IMPORTANCE OF EMPLOYMENT IN PROVERTY ALEVATION

• Factors that guarantee employment

WEEK 5 FIRST CONTINUOUS ASSESSMENT TEST

WEEK 6 MID TERM BREAK

WEEK 7 POLITICAL APATHY

• Reasons for political apathy
• Why leaders fail to protect the interest of their followers?

WEEK 8 – 10. WHY LEADERS FAIL TO PROTECT THE INTEREST OF THEIR FOLLOWERS?

WEEK 11 – 12.REVISION & EXAMINATION

FIRST TERM SCHEME OF WORK FOR CIVIC EDUCATION SS 2 – MODIFIED I

WEEK           TOPIC

1.                     Citizenship Education.

2.                     Duties and Obligations of Citizens.

3.                     Promotion of Our Traditions and Customs.

4.                     National Consciousness, Integrity and Unity.

5.                     Capitalist Democracy.

6.                     Political Party.

7.                     Poverty and Its Effects.

8.                     Political Apathy.

9.                     Why Leaders Fail to Protect the Interest of Their Followers.

10.                   Revision and Examination.

FIRST TERM SCHEME OF WORK FOR CIVIC EDUCATION SS 2 – MODIFIED II

REVISION OF SS1 WORK

CITIZENSHIP EDUCATION

• Definition of citizenship education
• Importance of citizenship education
• Duties and obligations of citizens to their communities
• Consequences of not performing our duties

TRADITIONS AND BELIEFS

• Definitions of traditions and beliefs
• Types of traditions and beliefs
• Skills necessary for preservation of our traditions and beliefs

NATIONAL CONSCIOUSNESS, INTEGRITY AND UNITY

• Definitions of (a) National consciousness (b) National integrity (c) National unity
• How to promote (a) National consciousness (b) National integrity (c) National unity

CAPITALIST DEMOCRACY AND NATIONAL DEVELOPMENT

• Definition of capitalist democracy
• Characteristics of capitalist democracy
• Democracy and its contribution to National development

POLITICAL PARTIES

• Definition of political parties

How they compete for power through elections (a) Campaign (b) Manifesto (c) Seminars

EMPLOYMENT AND ALLEVIATION OF POVERTY

• Definition of (a) Employment (b) Alleviation of poverty
• How does employment alleviates poverty/ importance of employment in alleviating poverty
• Factors promoting guaranteed employment
• Causes of poverty
• Consequences of poverty

PROJECT WORK: VISITING NAPEP, NDE ETC What promotes guaranteed employment (a) free education (b) medical career (c) responsible governance (d) popular participation

POLITICAL APATHY

• Types – refusal to register, refusal to vote, refusal to protest, refusal to identify with political parties
• Reasons for political apathy bad governance (b) unfulfilled political promises (c) rigging (d) thuggery (e) poverty (f) ignorance

WHY LEADERS FAIL TO PROTECT THE INTEREST OF FOLLOWERS

• (a) selfishness (b) party interest (c) tribalism
• Effects of failures to protects followers

WEEK 1 2 – 13

EXAMINATION

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Second Term Number Work Plan Lesson Notes for Nursery 2 (Age 4)

NUMBER WORK SECOND TERM  PLAN LESSON NOTES  ACCORDING TO THE THE LAGOS STATE  SCHEME OF WORK FOR NURSERY 2 (AGE 4) 

2ND TERM NUMBER WORK

WEEKS/CONTENT OF THE LESSON 

WEEK 1 –  First Term Examination Number Work Nursery 2 (Age 4)

WEEK 2 – Identification of Numbers 1 – 10 Nursery 2 (Age 4) – Number Work

WEEK 3 – Grouping – Problems Solving Activities on Numbers 1 – 10 Nursery 2 (Age 4) – Number Work   WEEK 4 –  Identification of Numbers 11 – 13 Nursery 2 (Age 4) – Number Work

WEEK 5 –  Basic Shapes – Circle Triangle Square Rectangle Nursery 2 (Age 4)

WEEK 6 – Mid Term Break 

WEEK 7 –  Numbers 14 – 15 Nursery 2 (Age 4) – Number Work

WEEK 8 –  Simple Meaning of Fraction (Half) Nursery 2 (Age 4) – Number Work

WEEK 9 –  Molding of 1 – 15 | Games on Numbers 1 – 15 Nursery 2 (Age 4) – Number Work

WEEK 10 – Revision 

WEEK 11 – Revision 

WEEK 12 –  Exam Questions – First Term, Second Term and Third Term Examination for Nursery 2 (Age 4) – All Nursery 2 Subjects

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Basic Science and Technology Scheme of Work for Nursery 2 Lagos State (Age 4)

Early Childhood Care Education Teaching Scheme. Basic Science and Technology Scheme of Work for Nursery 2 Lagos State. Sense organs.

BASIC SCIENCE & TECH NURSERY TWO FIRST TERM (AGE 4)

Back for school/Revision

SENSE ORGANS

LEARNING OBJECTIVE

By the end of the lesson pupils should   be able to

i) Mention the five sense organs in the body.

ii) describe the five sense organs and their  uses

iii) Mention safety tips of sense organ

LEARNING ACTIVITIES

i) Pupils as a class watch the video of the five sense organs

ii)Pupils use models of the sense  organs to describe sense  organs and their  location

iii)Pupils  match the five sense  to their uses

iv) Pupils use materials to test functions of senses organs e.g. flashlight to describe sight, a ring tone for hearing, flower for smells etc.

EMBEDDED CORE SKILLS

Critical thinking and problem solving

Personal development

LEARNING RESOURCES

WEB RESOURCES

www.education.com/lessonplan/my-livesense/

Audio –visual resources.

Chart crayon, worksheets, flower, sound and video players, objects in the classroom

By the end of the lesson, pupils should be able to:

i) explain I their own words the meaning of water

ii) Mention some source of water

iii) Mention the uses

i)Pupils as a class brainstorm on the meaning of water

ii)Pupils  use models of the sense  organs  and their location

iii) Pupils wash their hands in the sink

iv)Pictures of where water comes from  are shown to pupils

v) Pupils in pairs model how to save water from the tap

vi)Pupils to mention three places where they can see water

vii) Pupils colour pictures of river, beaches and lakes

EMBEDDED  CORE SKILLS

Critical thinking  and problem solving

Communication and collaboration

Audio – visual resources crayon , waste or save cards , chart, bowl of water hand washing  station, tap with running  water

Web resources

www.google.com/amp/www.print.rest.com/ampl/prn/16860357/776479335/

AIR: IT IS ALL AROUND US

i)Explain the meaning of air

ii)demonstrate the presence of air in the body/environment

iii) Mention two ways air can be useful 

i) Pupils use hand fan themselves to show that air is all around us

ii) Pupils in pairs perform breathing exercises to illustrate the presence of air in the body

ii) Pupils in pair use air to make sound in instruments like flutes and harmonics

iii) Pupils could blow bubbles to show how air moves in spaces

v) Pupils perform some activities on air which include

a)Blowing bubbles with a straw

b) Waving of arms

c) Pouring water from a cup into a bucket, air displays water

d) Blow up a bubble

 EMBEDDED  CORE SKILLS

Pupils can swing kite in the air 

Web resources: www.resourcesscience.com/Science activities 3 s- air preschool-ages-646864htm

www.carrots aeorange.com/air-science-activities –for-preschooler 1/

audio-visual resources

stews, balloons , cups , water , fans kite, pictures of kites, crayon, etc.

By the end of the lesson pupils should be  able to

i) Explain the meaning of soil

ii) Mention some items found in the soil

Pupils in groups move round the school compound to take soil sample

Pupils as a class discus the meaning of soil

Pupils in small groups mention some things found in the soil some items found in the soil are stones sand, earthworm, insects, etc.

Pupils trace the names of things found in the soil and match them with their pictures

Critical thinking and problem solving communication and collaboration

Audio –visual resources pictures, charts video clips, soil earthworm, insects,

web resources.

www.abstearningme.dia.org

SHARP OBJECTS

By the end of the lesson pupils should be able to

i)Explain the meaning of sharp objects

ii)State some examples of  sharp objects

iii)Give reasons why it’s not good to play with sharp objects

i) chart n sharp objects is displayed to the pupils

ii)Pupil as a class brainstorm on the  meaning of sharp objects

iii)Pupils in pairs to point to the sharp objects from the group of objects

iii) Pictorial chart of a child who has a nail cut

Critical thinking and problem solving 

Audio –visual resources pictures, charts video clips, soil earthworm, insects.

Web resources.                                                                                               

MID- TIME BREAK

Dangerous liquids

i) Simple meaning of dangerous liquid

ii) Pupil’s to be very careful with dangerous liquid

i) Explain the meaning of dangerous liquid

ii) Give some example of dangerous liquid

i) Pupils as a class brainstorm and describes dangerous liquids and explain why they are dangerous

ii) Pupils are shown different type of dangerous liquid. Example of dangerous liquid are: bleach dirty water, kerosene, Methylated spirit, petrol etc.

iii) Pupils are also show non dangerous liquid e.g. Water.

iv) Pupils circles dangerous liquid in the worksheet.  

Audio –visual resources

Pictures, charts video clips , soil earthworm , insects.

web resources

DANGEROUS AND HOT LIQUIDS

i)explain the meaning of dangerous hot liquids

ii) mention some dangerous hot liquids.

i) pupils as a class brainstorm on the meaning of dangerous hot liquids

ii)pupils in small group are presented some liquids that are warm and cold. Tag them A, B

iii)pupils to identify warm liquid from cold liquid

iv)pupils mention some example of hot liquid in our home e.g hot water, hot tea, hot soup etc.   

Audio –visual resources pictures, charts video clips , soil earthworm , insects

EFFECTS OF DANGEROUS AND HOT LIQUID

By the end of lesson pupils should able to

i) give simple explanation on the effect of dangerous hot liquid.

ii)narrate what will happen to them when they drink hot tea.

i) pictures of some effects of dangerous liquids are shown to the pupils.

ii) pupils small groups discuss what will happen to their tongue when they drink hot liquids. Hot liquid can injure the skin and burn the tongue, when you drink hot liquid it can cause stomach upset, it can also injure the organs in the body

Audio – visual Resources 

Week 10 /11

EXAMINATION

BASIC SCIENCE & TECH NURSERY TWO SECOND TERM (AGE 4)

Week 1                                                  

  LEARNING OBJECTIVE

i)explain the effects of dangerous liquids  and hot liquids

ii)analyse how dangerous liquids can affect man generally

i) Pupils as a class brainstorm on the chart/picture of a child whose skin was affected by hot liquid

ii) Pupils watch a cartoon on the effect dangerous liquid  

Chart clips

Web  resources

https://www.verywellfamily.com

By the end of the lesson pupils will be able to

i)explain the meaning f drug and drug abuse

ii) mention some types of drugs

Pupils as a class brainstorm on the meaning of drug and drug abuse

Pupils in small groups identify  various types of common medicine in a chart

Pupils  should  identify proper administration of medicine

• Critical  thinking and problem solving

ii)personal  development

iii)Communication and collaboration

Chart clips different type of drugs i.e syrup and tables

http://study.com

PLASTIC BAGS

By the end of the lesson pupils should be able

i)identify various types of plastic  bags

ii)Explain recycling as a way of disposing plastic bags

i)Pupils are presented with various type of plastic bags for identification

ii)Pictures of various items the  can  be stored in plastic bags and those that cannot be stored in plastic bags are shown to pupils

iii)Pupils  tick objects that can be stored in plastic bags and cross out the items that cannot be stored in a plastic bag

iv)Pupils in small group practice the proper use of plastic bag

v)Pupils in pairs practice the proper disposal of used plastic bags in a recycling bin or trash can

i)Critical thinking  and problem solving

ii)Personal development

iii) citizenship

iv)Communication and collaboration

Web resources 

www.crownpoly.com

Audio-visual resources

Crayons, Toy plastic bags, video clips, recycling bin

OPEN FIRE 1

i)explain simple meaning of open fire

ii)Mention  some sources of  fire

iii) Itemize some uses of fire

i)Pupils as a class brainstorm on the meaning of open fire

ii)Pupils in small groups are given candles, matches , to see open fire

iii)Pupils are asked  to mention some other source of open fire they have observed in their various homes

iv)Pupils sing songs on cooking

v)The teacher shows a carton the uses of open fire at home

i) Critical  thinking  and problem solving

ii) Communication and collaboration

Audio-visual resources matches, stove, candle, picture, charts, video clips

Web. Resources

http://www.verywellfamily.com

FIRE SAFETY

By the end of the lesson, pupils should be able to

i)discus son fire  outbreak

ii)demonstrate safety rules when there is fire outbreak

i)A whole class discussion on how to prevent fire outbreak, fire safety practice, and about firemen who help to fight fire

ii)pupils in pairs to practice opening of windows

iii)Pupils sing songs on firemen and fire safety

iv)Pupils play fire safety games and activities

v)Pupils watch video clip on fire safety

i)critical  thinking  and problem solving

ii)Citizenship

iii)collaboration and Communication

Audio –visual resources: picture, chart, web clips

https://www.foensq.govau.

http://www.underly.org

MID TERM BREAK

By the  end of the lesson pupils should be able to

i)give simple meaning of safety

ii)mention different kind of safety

iii) Itemize area of caution at home and in school

i) Pupils as class discuss and analyse the meaning of safety

ii)pupils in pairs  mention different kinds of safety and then itemize areas of caution at home and in school

iii)Pupils observe the picture of a room that is sale  and the one that is not safe

iv) Pupils to sort out unsafe materials from the list of object presented e.g. matches , sharp pencil ,toy , knife blade etc.

v) pupils in pairs to match the safe and unsafe objects/places to the appropriate picture

 Audio –visual resources: picture, charts, video clip

Web resource

http://ww.understore.com

i)identify various types of stones

ii) mention where to get stones

i) Various type of stone are presented to the class for pupils to touch and identify

ii)pupils in pairs touch different types of stones

iv)Pupils in small groups to mention where to get the stone 

Audio – visual resources tone, charts, picture

http://www.fantaleandlearning.com/playfulwayvarious.rg-kids-abourtrool-s.htms

USES OF STONES

i)Mention some uses of stones

ii) State the effects of wrong use of stones

i)Pupils are presented with picture of various uses of stones as shown to the pupils

ii)pupils in small groups also mention some uses of stones-to count to build houses etc.

iii)Pupils sing songs on building and dance along

iv)Pupils pick some stones and count

v) Pupils paint some stones and color the pictures of stone

Audio-visual resources: picture, charts, video clips. Book

Web Resources

https://www.theory.com

Examination

Early Childhood Care Education Teaching Scheme. Basic Science and Technology Scheme of Work for Nursery 2 Lagos State. Sense organs

BASIC SCIENCE & TECH NURSERY TWO THIRD TERM (AGE 4)

SIMPLE MACHINES

By the need of the lesson, pupils should be able to

i)Explain meaning  of simple machines

ii) Itemize the uses of simple machines

i)Pupils as a class discuss  the meaning at simple machine

ii)Pupils mention various types of simple machines like a lover, pulley , inclined plane wedge, bottle opener , nail cutter, punch ,scissors sharper , stapler etc.

iii_Pupils in small group identify simple machines in the classroom

Iv) pupil mention the use of each simple machines

v)Pupils in pairs mention some simple machines in their homes

vi)Pupils draw and colour types or simple machine

Audio- Visual resources scissors, spoon, fork broom, tin cutter, blender- video clips

https://www.pinterst.com/pin/537828380473480563/

SAFE USE OF SIMPLE MACHINES

i)Mention some safe use of simple machines

ii) Demonstrate the proper use of simple machine

Pupils  as a class mention  some safe use of simple  machine

Pupils  in pairs demonstrate the proper use of simple machines

Pupils watch a video on safe use of simple machines

Communication   and collaboration 

Audio –visual  resources

Picture charts, video clips web resources

i)Explain  simple meaning of energy

ii)mention simple use of energy to man

Pupils as a class brainstorm on the meaning of energy at the ability to do work by carrying things, pushing a table or willing

Pupils in pairs perform simple activities showing the use of energy, such as running jumping, walking , dancing and lifting an object

Pupils are divided into groups to perform activities that require energy but are not too tedious

Pupils paint pictures of children performing activities

Communication and collaboration 

audio-Visual resource:  video .clip, picture

SOURCES OF ENERGY

Mention  some sources of energy

Explain how we can get energy from various sources

• Pupils as a class mention some sources of energy
• Pupils in small groups put batteries in a torch light and switch it on
• Pupils in small group  perform activities to creates a paper  with  beams and painting it yellow
• Video clips of various sources of energy are shown to pupils e.g. energy from the sun, from the food we eat water and battery.

Audio-Visual resources -Video clips, picture charts, batter, firewood etc

Web Resource

USES OF ENERGY

By the end of the lesson, pupils will be able to:

i) Demonstrate various  use of energy

i) Pupils in small groups perform some activities e.g. temp switch on to light a room

Pupils also demonstration  how chemical energy are stored in the  body to  run a race

Heat energy is use to cook food or  provide warmth

ii) Pupils as class sings songs on energy e.g. the train using coal

Audio – Visual resources lamp.  Video clips

https://study.com

ANIMALS IN THE SEAS

By the end of the lesson, pupils should to be able to:

Mention some animals that can be found in the sea

Colour the pictures of some animals in the sea among other animals

• Pupils as a class mention some animals that can be found in the sea
• Pupils as a class colour animals in the sea among  groups of other animals
• Pupils  touch and feel toys of sea animals in sensory area
• Pictures on trips to the ocean beach and pictures of animals in the sea are presented to the pupils
• Videos of various sea animals are shown to the pupils
• Pupils in small groups do  sea animal decorations in the classroom which can be hung on the classroom walls

Creativity and imagination

Audio- visual resources – video clips, picture, charts

web Resources

http://www.google.com

ANIMALS ON LAND

By the  end of the lesson, pupils should be able to

Mention  some animals on land

Identify land animals from various types  of  animals

Colour the land

Animals from group of  animal

Colour the land animals from groups of animal

Pupils as a class mention some animals on land

Colour animals on the land from group of animals

Pupils are shown the pictures of animals in different parts of the world

Pupils watch animals video songs and sing along

Pupils in small groups are presented drawing of land animals paint and decorate them to be hung on the classroom wall.

Creativity and imagination 

https://Wikipedia.org

audio-visual Resources

Picture, charts, coloured pencils

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