Scheme of Work for Primary 3 First, Second And Third Term.

MATHEMATICS FIRSTTERM

WEEK	TOPIC
1	Whole Numbers up to 999 i.Correct counting of number up to 999 ii. Counting in groups of hundred tens and units (HTU).
2	Whole Numbers up to 999 Ordering whole numbers with symbol
3	Fractions i. Fractions (1/2 , 1/3, ¼ 1/5 1/6) ii. Fractions of shapes square, circles rectangle and triangle.
4	Fractions Equivalent fractions. Ordering of fractions.
5	Addition 1. Addition of 2 digit number with exchanging or renaming. 2. Addition of 3digit numbers Addition of 3 dight numbers taking two at a time.
6	Addition Addition of 1 fraction with the same denominator.
7	Subtraction Subtraction of 2- digit numbers with exchanging or renaming. Subtraction of 3 digit numbers Subtraction of 3 numbers taking two at a time.
8	Subtraction Subtraction of fraction with the same denominator
9	Multiplication Basic multiplication from 1×1 to 9×9. Multiplication of 2digit number by 1- digit e.g. 2 4 x 4 or 23 x4 = ∆
10	Multiplication of three 1-digit numbers taking two at a time
11	Revision
12	Examination

MATHEMATICS SECOND TERM

MATHEMATICS PRIMARY III
THIRD TERM
THEME: MENSURATION AND GEOMENTRY
SUB- THEME: PRIMARY MEASURES

WK 1. Time

Objective: Pupils should be able to:
1. gives dates in day and month.
2. mention the importance of time in daily life activities.

Content
Calendar reading of the days of the
month, year and reading of dates.
Teacher: 1. Displays calendar and guides pupils to say dates and when certain events like Christmas, new year, Easter, id-el-kabir and Nigerian independence are celebrated. 2. Leads pupils to identify the uses of time and dates in daily life activities.
Pupils: 1. Study the calendar and say when certain event like Christmas,
New year, Easter, Id- el-kabir and Nigerian independence are celebrated to locate the dates and indicate by the teachers.
Teaching aids: Calendars

Evaluation: Pupils to: 1. Demonstrate the ability to read calendar and state the date of a particular event in Nigerian. 2. say the number of days in every given month and the number of months in any given year.

WK 2. Weight I

Objective: Pupils should be able to:
1. Measure weights of objects in grams and kilograms.
2. Make meaningful comparison of weight of objects like rocks, minerals.
1. Introduction of grams and kilograms as units of measurement.

Content:

2. Weight of some rocks and minerals.
Teacher: 1. Guides pupils to obtain the weight of some objects. 2. Explains that the weight of some objects like packets of sugar tins of milk are expressed in grams while the weights of heavy objects such as stones and human are expressed in kilogram. 3. Guides pupils to obtain the weight of some rocks and minerals.
Pupils: 1. Obtain the weight of some of these objects. 2. Note that the weight of small objects like packet of sugar tins of milk are expressed in grams while the weight of heavy objects such as stones and human are
expressed in kilograms.
3. Weigh some of the rocks and minerals samples.
1. A scale or balance. 2. Tins of milk and tomatoes puree. 3. Packets of sugar, large tins of beverage etc. 4. Block of stones 5. Samples of different rocks and minerals e.g. 6. Marble 7. Different types of stones.
Evaluation: Pupils to: 1. Weigh selected objects and make a chart of their result. 2. Gives example of objects in the class or at home whose weight could be expressed in * Grams * Kilograms. 3. Determine the weight of given rocks and minerals.

WK 3. Weight II

Objective: Pupils should be able to:
1. appreciate the need for grams and kilograms as standard units of measure forbtransactions
2. change grams to kilogram and kilograms to grams.

Content
Weight of some rocks and minerals.
Teacher: 1. Guides pupils to obtain the weight of some rocks and mineral.
2. Leads pupils to apply the gram and kilograms as standard units of measure for transaction.
Pupils: 1. Weigh some of the rocks and mineral samples. 2. Apply grams and kilograms as standard unit of measure for transaction.
Teaching aids: 1. A scale or balance 2. Tins of milk and tomatoes puree. 3. Packets of sugar, large tins of beverage etc. 4. Block of stones 5. Samples of different rocks and minerals e.g. Marble 7. Different types of stones.
Evaluation: Pupils to:
determine the weight of given rocks and minerals sample and explain those that can be expressed in
kilograms and in grams.

4. Capacity I

Objective: Pupils should be able to:
identify liter as a unit of measuring capacity.

Content
Identifying liter as a unit of measuring capacity.
Teacher: 1. Guides pupils to learn the following: -10 milliliters (m1) =
1centiliter. -10centiliter (c l) =
1deceliter (d l). -10deciliters=1liter
(1).
1000liters=1kiloliter (kl).
2. Leads pupils to identify the liter as a unit of measurement and used in daily life as a measure of capacity of contained such as the ones used in measuring liquid e.g. kerosene, petrol
etc.
1. Study and copy the given information on units of liters.
2. Identify the liters as a measure of capacity of container such as bottles,kerosene, petrol and water container.
1. Empty used syringes.
2. Bottle.
3. Graduated cylinder
4. Empty containers of water.
Evaluation: Pupils to:
say how many milliliters and deciliter make 1liter.

5. Capacity II

Pupils should be able to:
1. measure liquid e.g. water using a graduated cylinder up to any stated number of liters.

Content
1. Measuring liquid e.g. water with graduated cylinder up to any stated number of liters.

2. identify the need for accuracy in measuring liquid e.g. kerosene water, petrol etc
Teacher: 1. Guides pupils measure into the graduated cylinder and calculate the number of it that will fill a given container. 2. Guides pupils to identify the need for accuracy in measuring liquids e.g. kerosene, water , petrol etc

Pupils: 1. Measure into the graduated cylinder and calculate the number of it that will fill a given container.
2. Identify the need for accuracy in measuring liquids e.g. kerosene, water, petrol etc.

Teaching aids: 1. Empty used syringes. 2. Bottle. 3. Graduated cylinder 4. Empty containers of water.
Evaluation: Pupils to: measure out four liters of water with a graduated cylinder

WK 6. Symmetry I

Objective: Pupils should be able to:
1. identify shapes with lines of symmetry.
2. identify lines of symmetry in everyday life.

Content
Line(s) of symmetry.

Teacher: 1. Guides pupils to identify lines of symmetry by folding a given plain shapes. 2. Leads pupils to identify lines of symmetry in everyday life.
Pupils: 1. Identify lines of symmetry by folding given plain shapes. 2. Identify lines of symmetry in everyday life.

Teaching aids:
1. Plain shapes.
2. Leaves.
3. Pictures
4. Square
5. Rectangle
6. Triangle
7. Cut-out of square, rectangle, triangles,
8. Ruler
9. Pencil.
10. Broom stick.
11. Straight edges square, cone,
12. Red shapes.
13. Circular tins coins etc.
Evaluation: Pupils to:
1. verify whether or not a given plain shapes have lines of symmetry.
2. find the number of line of symmetry in each given plain shape.
3. identify line(s) symmetry in everyday life.

WK 7. Symmetry II

Objective: Pupils should be able to:
1. State properties of square, rectangle and triangles.
2. Identify that some shapes in everyday life are square, rectangular, triangular and circular and therefore see mathematics in everyday life.
Properties of: -squares. -rectangles -triangles.
1. Guides pupils to identify the properties of squares, rectangles and triangles, number of sides, corners, lines of symmetry equal line, “square corner etc.
2. Guides pupils to record properties of each plain shape.
3. Leads pupils to identify various shapes in everyday life.
Pupils: 1. Identify the properties of square, rectangles and triangles.
2. Identify various shapes in our environment.
Teaching aids: 1. Pictures, 2. Squares 3. Rectangle 4. Triangles 5. Cut-out of square, rectangles, triangles. 6. Rulers.7. Pencils. 8. Broomstick 9. Straight edge 10. Square corners.
Evaluation: Pupils to:
1. State the relationship between sides and angles of a square, a rectangle and a triangle.
2. State important properties of square, rectangle and triangle.
WK 8. Symmetry III

Objective: Pupils should be able to:
1. distinguish between curves and straight lines.
2. identify the presences of straight lines and curve in real life situations.
3. draws square, rectangle, triangles and circles.

i. Curves and straight lines.
ii. Drawing of squares, rectangles, triangles and circles.
1. Guides pupils to draw straight lines and curves.
2. Leads pupils to explain the difference between a curve and a straight line.
3. Leads pupils to identify straight lines and curve in real life situations.
4. Guides pupils to draw square, rectangles, triangles and circles using
rulers, square, cornered shapes circular tins and coins.
5. Emphasizes on different types of triangles.
Pupils: 1. Mention the difference between a curve and a straight line. 2. Mention the presence of straight lines and curves in everyday life.
3. Draws square, rectangle, triangles and curves using rulers, square cornered shapes, circular tins and
coins.
4. Mention the different types of
triangles.
Teaching aids:
1. Pictures,
2. Squares
3. Rectangle
4. Triangles
5. Cut-out of square, rectangles, triangles.
6. Rulers.
7. Pencils.
8. Broomstick
9. Straight edge
10. Square cornered shapes.
11. Circular tines and coins
Evaluation: Pupils to:
1. explains the difference between a
straight lines and a curve.
2. identify everyday examples of straight lines and curves e.g. rainbow lines between the wall and the floor of a house, a tight rope, pulling a cow etc.
3. draw and label a square, a rectangle, a triangle and a circle.
4. explains the difference between equilateral isosceles and right angled triangles.

WK 9. Pictograms

Objective: Pupils should be able to:
1. read and represent information in pictograms using vertical and horizontal arrangements.
2. represent information on a pictogram.

Content
Pictograms.

Teacher: 1. Guides pupils to represent information in a pictogram. 2. Guides pupils to present information
involving everyday life in a pictogram.

Pupils: 1. Represent information in a pictogram. 2. Represent information involving everyday life in a pictogram.
1. Cardboard of pictograms arranged vertically and horizontally.
2. Cut-outs of pictures for pictograms.
Evaluation: Pupils to:
1. represent given information on a pictogram.
2. gives three examples of life situation where pictograms can be applied.

WK 10. Pictogram

Objective: Pupils should be able to:
1. identify the most common features of pictogram (the mode).
2. mention the usefulness of pictogram (the mode).

Content:
Pictogram mode.Teacher: 1. Guides pupils to find the mode in a pictogram. 2. Leads pupils to mention the usefulness and applications of mode in real life.
Pupils: 1. Find the mode in a pictogram. 2. Mention the usefulness and applications of mode in real life.
1. Pictograms with one mode for each
pictogram.
2. Mathematical activity or game.
3. Data from emerging issues such as
environmental degradation etc.
Evaluation: Pupils to:
1. find the mode on a given pictogram.
2. state the mode of information or an event within the environment.
11. REVISION
12. EXAMINATION

ENGLISH STUDIES FIRST TERM

WEEK	TOPIC
1	Phonemic Awareness Aural discrimination of the sounds i. /3/ and /^/ burn- born, firm-form, perch-porch e.g I can burn this bush. A new child is born The firm sent a form to me ii. /)/ and /):/ cot- court spot sport.
2	Phonics I Pronunciation of vowels and diphthongs Vowel e.g. a, e, i., o, u and Diphthongs /) i/ as in boy and /ea/ air. Production of vowels and diphthongs in words and in sentences.
3	Phonics II Production of multi- syllabic words. i. 2- syllable words e.g. teacher, coffee, Father, Picture, Leather 3- syllable words e.g. Photograph. Identification of the words in sentences. Completion of 2 and 3 syllable words.
4	Phonics III Uses of regular and irregular plurals. – Regular plurals ending with ‘s’ e.g. ball/balls, girl/girls. – Irregular plurals e.g. man/men; ox/oxen, child/children.
5	Fluency I Responding to simple commands with emphasis on stress and intonation e.g. – Reading simple sentences with appropriate stress and intonation. – Simple command.
6	Fluency II Reading class appropriate stories and poems on: – discipline, courage, courtesy, road safety etc.
7	Comprehension Oral comprehension based on. a. Stories- e.g. – Stories built on any topic such as road safety, national values, disaster, risk reduction, dangers of chemicals, drugbabuse, HIV/AIDS etc. – Stories that will encourage them to tell their own stories in simple English, e.g. the house that jack built.
8	Comprehension II Reading class appropriate passage (non fiction) and answering questions on them e.g. – Simple passages based on national values e.g. disciplines and courage; respect for elders etc. – Identification and use of new words in sentences. – Identification and discussion of issues of national values in the passage.
9	Comprehension III Reading simple poems on: – discipline courage. – courtesy road safety etc. Folktales and short stories on how to use chemicals safety; and identifying and discussing values and lessons learnt.
10	Comprehension IV Reading charts, diagrams, graphs, calendars etc. to obtain information.
11	Revision
12	Examination

ENGLISH STUDIES SECOND TERM

ENGLISH STUDIES PRIMARY III
THIRD TERM
THEME: LISTENING AND SPEAKING

WK 1. Making simple statements and responding to simple commands with emphasis on stress and intonation.
Objective: Pupils should be able to:
1. make simple statements correctly
with the appropriate stress and intonations.
2. respond to simple command appropriately.

Content
1. Making simple statements using the appropriate stress and intonation.
2. Responding to simple commands appropriately.
Teacher: 1. Makes model statements with the appropriate stress and intonation. 2. Gives commands to pupils paying attention to the correct stress and intonation. 3. Guides pupils in making statements and responding to commands.
Pupils: 1. Listen to teacher’s statements and commands. 2. Repeat the statements after the teacher. 3. Follow teacher’s command appropriately.
Aids: 1. Course book. 2. Supplementary text. 3. Charts containing simple sentences.

WK 2. Simple dialogues expressing present, past and future actions.
Objective: Pupils should be able to:
1. participates in simple dialogues using present, past and future tenses.
2. ask and answer simple questions correctly using present, past and
future tenses.

3. practices the use of rising and falling times in questions and
answer correctly

Content

1. Simple dialogues- dialogues in present, past and future actions.
2. Asking and answering simple questions using present, past and future tense with the appropriate intonation e.g.

i. Question: where is the teacher?
Answer: He is in the class.
ii. Question: who is mallam Dikko?
Answer: Mallam Dikko is the head
teacher.

1. Explains what dialogue is. 2. Gives example of dialogue shown in the content column. 3. Gets pupils to engage in dialogues in present, past and future tense, ensuring that the correct stress and intonations are
observed.
4. Guides pupils to practice the use of
the rising and falling tones correctly
Pupils: 1. Listen to teacher’s explanation.
2. Repeat the dialogues after the teacher observing the correct stress and intonation (rising and falling tones). 3. Practice the dialogues in two and in groups, both inside and outside
the classroom.
Aids: 1. Course book. 2. Sentences strip 3. A volunteer pupils for rehearsal 4. Other suitable materials.

3. Oral comprehension

Objective: Pupils should be able to:
1. listen carefully to a story.

2. answer questions on the main points in the story in their own words.

3. re-tell the story in their own words. 4. tell similar stories.

Content
1. A story that will interest the pupils but built on any topic such as road safety, national values, disasters, risk reduction, drug abuse, HIV/AIDS etc.
Teacher: Provide stories that will encourage them to tell their own stories in simple English e.g. the house that jack built. 2. Prepare them for future life. 3. Tell the story slowly, stressing important point with the correct intonation. 4. Ask questions. 5. Give pupils the opportunity to tell their own stories. 6. Guides and supervise pupil’s activities.
Pupils: 1. Listen attentively to the teacher’s telling or reading the story. 2. Re-tell the story. 3. Answer questions on the story. 4. Tell similar stories in groups, about children’s club or society they know orally.
Aids: 1. Course book or supplementary readers. 2. Relevant pictures or real objects.

WK 4. Pronunciation of vowels and
diphthongs.
Objective: Pupils should be able to:
1. produce vowel sounds and diphthongs correctly.
2. distinguish between vowels and diphthongs by pronouncing them correctly in words and sentences contexts.
3. write down some dictated words correctly.

Content

Pronunciation practice: e.g. a, e, i, u /ie/ and /ea/ here – hare, Ear- air, Fear- fare/fair, Bear- bear/bare e.g. the hare was here yesterday.
Teacher: 1. Demonstrates and pronounce the words or show objects or their pictures while repeating the words correctly. 2. Lets the pupils imitate him. 3. Engages pupils in drills, using the minimal pair. 4. Dictates words to the pupils to copy
Pupils: 1. Listen attentively to the teacher. 2. Produce the sounds used in each pair of words correctly. 3. Write dictation based on the use of these words.
Aids: 1. Relevant pictures of objects. 2. Flash cards 3. Flannel board. 4. Course book

WK 5. Aural discrimination.
Objective: Pupils should be able to:
1. pronounce and distinguish between the sounds in words and sentences using the correct stress and intonation.
2. distinguish between the different sounds in words and sentences.
Aural discrimination of the sounds
i. /3/ and /\:/
burn- born
firm- form
perch- porch
– I can burn this bush. A new child is born. – The firm sent a form to me. – /d/ and /): Cot- court, Spot- sport.
Teacher: 1. Reads the sentences containing the sounds. 2.Distinguishes between the sounds. 3. Pronounces the words paying attention to the stress and intonation. 4. Asks pupils to repeat after him.
Pupils: 1. Listen to teacher’s reading.
2. Repeat after teacher. 3. Distinguish between the sounds. 4. Pronounce the words. 5. Read the sentences following teacher’s example.
Aids: 1. Flash cards. 2. Sentences strips. 3. Flannel board. 4. Course book.

WK 6. Use of regular and irregular plurals in speaking and writing.
(Use of auxiliary verb)

Objective: Pupils should be able to:
1. identify regular and irregular plurals.
2. use regular and irregular plurals in simple sentences.
3. identify auxiliary verbs in sentences.

4. use auxiliary verbs in sentences.

Content
1. Regular plurals e.g. Ball/balls;
boy/boys.
2. Irregular plurals e.g. child/children; foot/feet.

3. Auxiliary verb e.g. may, can, will.
Teacher: 1. Presents the correct use of regular and irregular plural in speeches. 2. The correct use of irregular plurals in writing. 3. Presents and demonstrates the correct use of auxiliary verbs in sentences. 4. Facilitates flash card games to aid pupils understanding of auxiliary verbs
Pupils: 1. Identify regular and irregular plurals in speeches and writings. 2. To use regular and irregular plurals in speeches and writings. 3. Identify auxiliary verbs in sentences. 4. Pupils play game, play games with flash cards as facilitated by teacher. 5. Correctly use auxiliary verbs
Aids: 1. Real objects. 2. Pictures of object. 3. Charts. 4. Flash cards games.
Pupils to:

7. Expressing future action in the
negative.
Objective: Pupils should be able to:
1. make correct sentences in the simple future tenses. 2. respond correctly to interrogative sentences using contracted forms of “will” and “shall”.

Content
1. Expressing future actions in the negative e.g. we will not be going to
church next Sunday;
Q- Mummy will we eat rice today?
A- No, we will not.
Teacher: 1. Explains and demonstrate what future action is. 2. Gives examples and asks questions in the future tense.
1. Pupils listen to the teacher’s
explanation.
2. Gives example themselves. 3. Ask and answer teacher’s question.
1. Sentence strips.
2. Course book. 3. Other supplementary resources like newspapers or magazines.
Wk 8. 1. Using past continuous tense.
2. Present perfect using- ed and – en
ending.
Objective: Pupils should be able to:
1. identify past continuous tense in
sentences; and
2. use past continuous tense in sentences.
3. identify present perfect using- ed ending.
4. identify present perfect using end ending
5. express correct use of present perfect with ed ending.
6. express correct use of present perfect with – ed ending.

Content
1. Past continuous tense e.g. “He was going to school when he fell; He was coming to the house when he met John.
2. Present perfect using – ed ending e.g. I have cleaned the kitchen; I have washed my clothes.
3. Present perfect using – en ending e.g. John has stolen a pencil; I have eaten my food.
Teacher: 1. Explains past continuous tense in sentences. 2. Demonstrates the correct use of past continuous tense in sentences.
3. Explains present perfect suing both – ed and –en endings.
4. Leads pupils in constructing in the present perfect tense.
Pupils: 1. Listen to teacher’s explanation. 2. Use past continuous tense in sentences. 3. Pupils to identify correctly present perfect tense in sentences. 4. Use present perfect tense in sentences.
Aids: 1. Course book 2. Supplementary materials 3. Charts
4. Chalkboard.

9. Present perfect with “since” and “for”.
Objective: pupils should be able to:
1. identify present perfect with “since”.
2. identify present perfect with “for”
3. express correct use of present perfect with “since” and 4. express correct use of present perfect with
“for”

2. Present perfect with “since” e.g. The children have been practicing since last week
The bus has arrived since 4 hours
ago.
2. Present perfect with “for” e.g. I
have been sick for two days; mum has
been in the market for two hours.
Teacher: Explains the correct use of present perfect with “since and “for”
Pupils: correctly use present perfect with “since and “for” following teacher’s examples.

Aids: 1. Course book. 2. Charts. 3. Supplementary materials

WK 10. Interrogation with response using present perfect.
Objective: Pupils should be able to:
1. use present perfect tense in question forms correctly.
2. give appropriate response to such question forms orally in writing.

Content
1. Interrogation and response using present perfect e.g. interrogation; have you finished your home work?
2. Response: No. I have not.
3. Interrogation: Are you going to play
football with me today?
4. Response: Yes, of course.
Teacher: 1. Makes series of statement using the present perfect tense. 2. Transforms each statement into a question. 3. Gives the appropriate answers to pupils.
Pupils: 1. Pupils say the statement after the teacher using the present perfect tense. 2. Repeat series of statements using the present perfect tense of verbs after the teacher.
3. Transforms each statement into questions again following teacher’s examples.
Aids: 1. Course book. 2. Charts. 3. Supplementary materials.

11. REVISION
12. EXAMINATION

BASIC SCIENCE FIRST TERM

WEEK	TOPIC
1	Measuring length 1. Instrument 2. Unit of length.
2	Measuring mass: instruments, units of measuring mass.
3	Measuring time: – instrument for measuring time. – units of measuring time.
4	Importance of soil to plant. -As Medium for plants growth. -As Sources of nutrients (food and air).
5	The importance of soil to animals. – As Surfaces for human activities (farming, building, pottery making).
6	Air in motion (Wind) Meaning and Importance.
7	Harmful effect of air.
8	Quality of water. Substances that contaminate water (i.e. make water unfit for drinking) Dangers of drinking bad water. Purifying water.
9	Uses of water. Common uses of water.
10	Plants as living things.
11	Revision
12	Examination

BASIC SCIENCE AND TECHNOLOGY
PRIMARY III THIRD TERM
THEME: BASIC AND TECHNOLOGY
SUB- THEME: LIVING AND NON-LIVING THINGS.

WK 1. Animals

Objective: Pupils should be able to:
1. Give reasons why animals are living
things. 2. Observe the features of animals.
Teacher: Takes pupils on a nature walk to observe animals (explains characteristics which they observed animal displayed on the spot).
Pupils: 1. Observe animals in their locality. 2. Identify animals living things.
Teaching aids: Specimen of animals in the localities.

WK 2. Characteristics of Living Things.
Objective: Pupils should be able to:
mention the characteristics of
living things.

Content:
Characteristics of living things:

– movements
– growth
– breath
– feed
– reproduction.
Teacher: Guides pupils to identify animals as living things.
(explains growth, movement, feeding,
irritability, excretion, reproduction as it effects animals.
Pupils: to Mention the characteristics of living things.
Teaching aids:  live animals.

3. Forms of Technology
Objective: Pupils should be able to:
1. identify the form of technology.
2. state two distinguishing characteristics between development
and undeveloped
Content:

1. Forms of technology:

– undeveloped technology
-developed technology.
2. Examples of  undeveloped
technology (farming with hoes and cutlass using of town crier,use of stones to make fire, use of donkeys for
transportation etc).

– developed technology
Teacher: 1. Guides the pupils to name and identify examples of under
developed and developed technology.
2. Explains the difference between
under developed and developed technology.
Pupils: 1. Participates in class discussion. 2. Identify examples of underdeveloped and developed technology.
Teaching aids: Charts and posters,
hoes, cutlass, vehicles, etc.

WK 4. Developed Technology
Objective: Pupils should be able to:
Identify examples of developed technology.

Content:

1. (Farming with harvesters, tractors,
using of ships, airplanes, use of lighter etc).
2. Characteristics: – underdeveloped
technology are low profile or older days technology whereas developed technology are high profile or modern day technology.
Teaching aids: 1. Tractor. 2. Harvesters. 3. Vehicles.

WK 5. Forms of Energy (Light)
Objective: Pupils should be able to:
1. mention the sources of light
energy.
2. discusses the uses of light.
3. identify some objects that reflect
light
4. use mirrors to form images.

Content:
1. Form of energy.
2. Light energy source. – Source. – Uses
– Reflection of light.
Teacher: 1. Guides pupils to name the source of light e.g. sun, stars, fire, electricity). 2. Guides pupils to realize that light is not fire but fire produce
light. 3. Initiates and guides class discussion on the use of light energy. 4. Directs pupils in use of shinny surface or mirrors to reflect light and form images by placing objects. – In front of a mirror
– Between two or more mirrors.
Pupils: 1. Participates in class discussions. 2. Perform the following activities with mirrors and describe their observations
– Point a mirror or shinny surface facing a bright light at a dark corner. – Look at their faces in the mirror. – Hold a pencil in front of a mirror.
3. Tabulate the observation.
Teaching aids: 1. Plain mirrors. 2. Lenses convex and concave lenses.
3. Empty tins with shinny surfaces.
4. Pencils.

WK 6. Forms of Energy

Objective: Pupils shouldbe able to:
1. define and  explain the meaning of
energy.
2. explains the different forms of
energy.
3. explain the sources of energy.
4. explains how energy can be
generated.

Content:
1. Definitions of energy.
2. Forms of energy.
3. Sources of energy.
4. Generating energy by striking two stones together.
Teacher: 1. Defines and explains the meaning of energy to the pupils.
2. Names and explains the different forms of energy. 3. Names and discusses the sources of energy.
4. Demonstrates how energy can be
generated e.g. striking two stones.
Pupils: 1. Listen to the teacher’s explanations. 2. Participates in the
name of the forms of energy 3. Participates in the class discussion.
4. Participates in the class demonstration.
Teaching aids:

1. Sand.
2. Wheelbarrow.
3. Shovel
4. Stick
5. Plane
6. Mirror.
7. Lenses concave.
8. Empty tins with 4 shinny surface.
9. Pencils.

7. Light Energy Pupils should be able
to:
1. explains the sources and uses of
light energy.
2. show that some objects reflect light.
3. sound energy.
4. some musical instrument.
1. Sources and uses of light energy.
2. Reflection of light.
3. Things that produce sounds
4. Instruments: movement of sound and light.
Teacher : 1. Initiates and guides
class discussion on the sources and uses of light energy. 2. Directs pupils to use shinny surface or mirror to reflect light and form images by
placing objects in front of a mirror.
Pupils: 1. Participates in the class discussion. 2. Participates in the class practical. 3. Make sounds with different parts of their body (feet, hand, mouth). 4. Listen and make sound with the local instrument.
Teaching aids: 1. Plain mirror.
2. Lenses convex and concave.
3. Empty tins with 4 shinny surfaces.
4. Pencils.

WK 8. Sound Energy

Objective: Pupil should be able to:
1. identify different sounds made by
different sound instruments.
2. name some locally made instruments.
3. explains sources of sound energy.
4. importance of sound energy.

Content:
1. Identification of different instruments from local materials.
2. Sources of sound energy.
3. importance of sound energy.
Teacher: 1. Explains the source of sound energy to the pupils. 2. Discusses the importance of sound
energy. 3. Directs pupils to name some common musical instruments.
Pupils: 1. Participate in the identification of different musical instruments. 2. Identify and name instruments that produce locally. 3. Listen to the teacher’s explanation. 4. Participates in the class discussion.

Teaching aids:
1. Drum
2. Agogo
3. Gong
4. Flute
5. String bow.
6. Bamboo stem.
7. Paw-paw stem.

WK 9. Sound Energy: Making Flute
and Other Musical Instrument
Pupils should be able to:
1. name some common musical
instrument.
2. make use of the flute in singing.
3. play and sing with locally made instrument.
4. practice singing with locally made
instrument.
1. Making flute and drum from local
materials.
2. Practice singing with locally made instrument.
3. Practice singing foreign instruments.
1. Directs pupils to name some common musical instruments.
2. Initiates and guides the pupils in making different types of flutes and drums and sing with them.
1. Participates in the name of the common musical instruments.
2. Practices making flutes and drums.
1. Bamboo stem
2. Drum
3. Agogo
4. Gong.
5. Flute.
6. String bow.

WK 10. Force

Objective: Pupils should be able to:
1. explains the meaning of force.
2. explain the sources of force.
3. explains the effects of forces.
4. explains the usefulness of force.

Content:
1. Meaning of force.
2. Sources of force.
3. Push and pull, effect of force.
4. Explain the usefulness of force.
Teacher: 1. Define and explains the meaning of force. 2. Uses the charts to explain sources of force. 3. Explains the effects of force. 4. Explains the usefulness of force.
Pupils: 1. Listen to the teacher’s explanation. 2. Listen to the teacher’s explanation. 3. Listen to the teacher’s explanation. 4. Listen to the teacher’s explanations.

Teaching aids:
1. Pupils.
2. Wheelbarrow
3. Stone.
4. Balls.
5. Charts.

11 REVISION
12. EXAMINATION

PHYSICAL AND HEALTH EDUCATION FIRST TERM

WK 1. Creative rhythm and movement
1. Creative rhythmic
sound made by animals e.g. ducks, birds, elephants and
dogs.
2. Movements and sound made by people and animals.
3. Importance of creative rhythm and movement.

Wk 2. fundamental rhythms
Meaning of fundamental
rhythms and examples, walking,
bending, shaking, matching, rushing etc.
Activities under fundamental
rhythms
i. Walking
ii. Bending
iii. Shaking
iv. Matching.
v. Skipping
jumping

Wk 3. First Aid
Who gives first Aid?
Qualities of a person that gives
first Aid.
Contents of first Aid box e.g.
i. Scissors.
ii. Cotton wool
iii. Splints
iv. Safety pins etc

Wk 4. Table Tenis
Brief history of table tennis.
Basic skills in table tennis e.g. – Grip. – Forehand
Backhand serving
Basic skills in table tennis (cont)

Wk 5. Nutrients
1. Meaning of nutrients.
2. Basic nutrients.
3. Importance of nutrients in the body e.g.
i. Body building.
ii. Repair.
iii. Energy giving
iv. Protecting against disease.
4. Types of food
i. Carbohydrate
ii. Protein
iii. Mineral salt
iv. Fats and oil
v. Vitamin.

Wk 6. Safety in Physical Education
Safety in P.E e.g.
i. Instructor should
be a qualified
specialist.
ii. Classes should be organized according to size and activity.
iii. More emphasis on safety rules in P.E e.g. warm up.
iv. Importance of safety in physical education.

Wk 7. Football
Brief history of football.
Basic skills in football e.g.
i. Passing.
ii. Trapping.
iii. Heading
iv. Kicking
v. Dribbling.

Wk 8. Safety rules in swimming
Importance of swimming

Wk 9. Social Health
1. Meaning of recreation for good
health and its importance.
2. Sign and symptoms of socially sick person.
3. Ways of taking care of socially sick person.

Wk 10. Locomotive movement
Meaning of locomotors
Examples of locomotors
a. Walking
b. Skipping.
c. Jumping
d. Running
e. Galloping.
f. Jogging etc

Wk 11&12 Revision

PHYSICAL AND HEALTH EDUCATION 2ND TERM

PHYSICAL/HEALTH EDUCATION

PRIMARY 3 THIRD TERM

Wk 1. Systems of the body and functions

Meaning of the body system.
1. Respiratory.
2. Circulatory.
3. Digestives.
4. Muscular
5. Skeletal
2. Respiratory and circulatory systems.
3. Functions of the respiratory and
circulatory system of the body.

Wk 2. Systems of the body and functions

1. Meaning digestive system.
2. Parts of digestive system e.g. mouth, teeth, throat,
stomach, intestine etc.

3. Draw and label digestive system.
4. Functions of the digestive systems.

Wk 3. Systems of the body and functions

1. Meaning of muscular systems.
2. Types of muscular systems e.g. striated muscle triceps muscle smooth muscle.
3. Functions of muscular system.

Wk 4. The body system

Skeletal System:
1. Meaning of skeletal system.
2. Types of bones.
3. Draw and label the skeletal system.
4. Functions of the skeletal system.

Wk 5. Nutrition

1. Meaning of nutrition.
2. Classes of food.
3. Uses of food

Wk 6. Food group (carbohydrates)

1. Meaning of carbohydrates
2. Food that contain carbohydrates e.g. yam, maize, rice, potatoes etc.
3. Sources of carbohydrates.
4. Functions of carbohydrates.

Wk 7. Field Event

1. Meaning of field events.
2. Examples of field events.
3. Basic skills in high jump e.g.
i. Run up
ii. Take off
iii. Clearance of the cross bar.
iv. Landing
v. Rules of high jump.

Wk 8. Environmental Health

1. Meaning of environmental health hazards.
i. Air pollution.
ii. Water pollution
iii. Noise pollution
iv. Chemical pollution.
2. Problems of environmental health.
3. Effects of environmental health.

Wk 9. Environmental Health

1. Noise pollution and air pollution.
2. Causes of noise and air pollution.
3. Prevention of noise and air pollution.

Wk 10. Environmental Health

1. Say the meaning of water and chemical pollution.
2. List the causes of water and chemical pollution.
3. Ways of preventing water and chemical pollution.
Wk 11&12 Revision/Examination

COMPUTER STUDIES FIRST TERM

WEEK	TOPIC
1	Revision Oral revision of last term’s term. Written assignment on past question.
2	history of computer I Early counting devices e.gFingers, Toes. Early counting devices counting using Pebbles, Stones, Sticks, Cowries, Seeds.
3	History of Computer II Later development: -Abacus. Later development: -Calculator.
4	History of Computer III Graduation of calculating devices into the present day computer.
5	Input Devices I Definition of input devices. Identifying the input devices
6	Input Devices II Description of input devices. Exercises on input devices.
7	Input Devices III Types of keyboard Description of the keyboard.
8	Input Devices IV The computer mouse. Description of a mouse.
9	Input Devices V Uses/function of the keyboard. Function of the specials keys on the keyboard.
10	Input Devices VI Uses/functions of the mouse. Practical use of the mouse
11	Revision
12	Examination

COMPUTER STUDIES SECOND TERM

CIVIC EDUCATION FIRST TERM

WEEK	TOPIC
1	Civic Education Meaning of civic education Component of civic education: eg. Nationality Rights and duties Democratic practices Community values
2	Rights and duties to the nation Rights of the individual Duties to the nation
3	Democratic practices Meaning of democracy means Current political parties The role of political parties.
4	Community values e.g. culture, beliefs, ethics, values norms etc.
5	Culture and believes of a community The culture of our community They believe of our community
6	Dimension of civic education
7	Political and legal, dimensions of civic education. 1. Levels of government: Local, State and Federal government. 2. The Judiciary customary court, magistrate court, High court, Court of Appeal, Supreme court
8	Social dimension of civic education 1. Social activities e.g Celebration of national day (Independence day), Workers day, Children’s day, Democracy day, 2. Importance of the celebrations.
9	Economic dimension of civic education Exchange of goods and services Import and export -Budget by the government to plan our income and expenditure.
10	Cultural dimension of civic education 1. The concept of culture i.e The Sum total of people way of life, language, beliefs, religion, food, mode of dressing 2. Characteristic of culture 3. The use of Adornments 4. The reason for our culture.
11	Revision
12	Examination

CIVIC EDUCATION SECOND TERM

CIVIC EDUCATION PRIMARY III
THIRD TERM WEEK

WK 1. National Identity

Objective: Pupils should be able to:
Explain the meaning of national identify.

Content:
Meanings of National identify:
Accepting and belonging to a nation by identifying with its goals and aspirations. Working as individual or as a group to achieve the goals.
Teacher: Leads pupils to explain the
meaning of national identify
Explain the meaning of national identity.
Teaching aids: 1. Poster 2. Pictures

WK 2. Elements of national identity
Objective: Pupils should be able to: list elements of national identify.

Content
1. Elements of national identity
– National anthem
– Citizenship of nation
– Payment of taxes
– Work for the success of a nation
– Respecting national symbols etc.
Teacher: Ask pupils to list the elements of national identity.

Pupils: Mention the elements of national identity.

Teaching aids: Maps, National symbols.

WK 3. National anthem as a national identify
Objective: Pupils should be able to:
1. explain the meaning of national anthem
2. explain national anthem as a national identity.

Content
1. Meaning of national anthem:
It is official song, sang on where Nigerian are gardened for any reason as a symbol to honour our country
2. National anthem as a national identify.
Teacher: 1. Teach pupils meaning of
national anthem 2. Explain national anthem as a national identity.

Pupils: Explain national anthem as a symbol of nation identity
Teaching aids: A copy of Nigerian national anthem.

WK 4. Citizenship of nation
as a national identity.

Objective: Pupils should be able to:
1. explain the meaning of citizenship. 2. explain citizenship

Content:
1. Meaning of citizenship as a national identity – the legal right to belong to a
country. 2. Explain citizenship as national identity.
Teacher: Teach the meaning of citizenship as a national identity.
2. Explain citizenship as national identity.
Pupils: 1. Explain meaning of citizenship. 2. Explain citizenship as a national identity.
Teaching aids: Pictures of people of a nation.

WK 5. Payment of taxes as national identify.

Objective: Pupils should be able to:
1. explain the meaning of taxes. 2. explain payment of taxes as a national
identify.

Content:
1. Meaning of taxes: – Moneys that you have to pay to government so that it can provide public services e.g. electricity, roads, water, etc for the citizenry.
2. Payment of taxes as a national identify e.g. good citizen.
Teacher: 1. Teach pupils meaning of taxes. 2. Explain payment of taxes as a
national identify.
1. Explain meaning of taxes. 2. Explain payment of taxes as a national identify.
Teaching aids: Tax receipt

WK 6. Work for the success of the nation as a national identify.
Pupils should be able to: 1. explain why we work for the success of the nation as a national identity. 2. Work for the success of the nation as a national identity.

Teacher: Teach pupils to work for the
success of the nation.
Pupils: Explain how to work for the success of the nation.
Teaching aids: Picture showing people working for the nation

WK 7. Respect for national symbols as a national identify.
Objective: Pupils should be able to:
1. list some of the national symbols. 2. explain respect for national symbol as
national identify.
1. List national symbols
2. Respect for national symbols as a national identify.
Leads pupils to list the national
symbols.
Teacher: Teach respect for national symbols as a national identify.
Pupils 1. List the national symbols
2. Explain respect for national symbols.

Teaching aids: National flag
A copy of national anthem.

WK 8. Patriotism as a national identity
Objective: Pupils should be able to:
explain the meaning of patriotism.
Meaning of patriotism as a national identify; The act of showing love for your country and be ready to defend it against any enemy.
Teacher: Teach pupils meaning of
patriotism.
Pupils: Explain patriotism Picture of soldiers Pupils to: explain what is
patriotism.

WK 9. Reasons for patriotism as a national identify.
Objective: Pupils should be able to:
explain reasons for patriotism.
Reasons for patriotism as a national identity:
– To promote unity
– To promote development – To ensure full and proper use of resources
– To help the nation benefit from our knowledge and skills
Teacher: Guide discussion on reasons why Nigerians should be patriotic.
Participate in discussion on reasons for patriotism.
Teaching aids: Picture of great
patriotism in Nigeria e.g. Lat Dr. Nnamdi Azikiwe.

WK 10. Benefit from our knowledge and skills as a national identify
Pupils should be able to: explain for our nation to benefit from our knowledge and skills.
Benefit from our knowledge and skill in Nigeria as a national identity.
Teacher: Leads pupils on how Nigeria can benefit from our knowledge and skills.
Pupils: Explain how Nigerians can benefit from our knowledge and skills.
Teaching aids: Picture of Great people who has contributed their knowledge and skills to Nigeria
11 REVISION
12 EXAMINATION

SOCIAL STUDIES FIRST TERM

WEEK	TOPIC
1	The nuclear and extended families Meaning and identification
2	Role of the nuclear family. Father, Mother, Child.
3	Role of the extended families e.g. Father, Mother, Grand parents, children, siblings, uncles, aunties, parent in-laws etc. 2. Respect among family members
4	Marriage in our Community 1. Meaning of marriage. 2. Lawful and acceptable union of a man and woman to make up a family.
5	Types of marriage in our community 1. Polygamy 2. Monogamy etc.
6	Marriage practices in Nigeria e.g. – Agreement by the two families. — By paying the pride price. – Marriage under customary law Objects used in marriage ceremony
7	Marriage custom 1. Christian marriage. 2. Muslim marriage. 3. Court marriage. 4. The difference and similarities in the various marriages.
8	Common drugs in our community 1.The meaning of drug: It is a medical substance for curing illness. 2. Identification of modern common medicine/drug e.g. panadol, aspirin dag, nivaquine, paracetamol, alabut traditional e.g. lemon grass.
9	Right people to give or administer drugs: Nurses, doctors, pharmacist, parents, guardians, teacher must be on the advice of a doctor or a medical personnel
10	Drug abuse 1. Intake of medicine or drug without prescription. 2. Ways of knowing someone who abuse drugs: Untidy appearance, Drunken behaviour, Frequent fighting, Inattentiveness, Convulsion. 3. Preventing drug abuse. 4. Ways of helping discouraging drug. 5. The importance of drug education.
11	Revision
12	Examination

SOCIAL STUDIES SECOND TERM

SOCIAL STUDIES PRIMARY III
THIRD TERM
THEME: SOCIAL STUDIES

WK 1. Religious groups in our community
Objective: Pupils should be able to:
1. explain the meaning of religion.

2. explain what views beliefs, tradition.

3. identify various religious practiced in our community.

Content:
1. Meaning of religion: -people belief about the existence of a supreme being.

2. Other object of worship.

3. The religion in the community. a. Traditional religion b. Christianity c. Islam
Teacher: Asks pupils to find out from home:
1. believes about religion in the community
2. the main religion in the community
Pupils: Discuss and explain the word religion, beliefs, tradition and custom.
Teaching aids: 1. Charts showing various religious groups, practices in our community. 2. Real picture of religious leader.

WK 2. Characteristics of different types of religion
Objective: Pupils should be able to:
1. state the characteristics of each religion. 2. identify the similarities. 3. identify the differences.

Content:
1. Major characteristic of each religion. 2. Similarities of different religion in our community. 3. The differences in the religion in our community.
Teacher: Lead pupils to: 1. discusses the characteristics of the different religion. 2. leads pupils to discuss similarities and differences in the religion.
Pupils: Ask and answer questions. Religious item e.g. Bible, Quran, Rosaries

WK 3. Respect for other peoples religions
Objective: Pupils should be able to:
1. respect other pupils religion.
2. Respect for other people’s religion.

2. explain what our religion teach us.

Content

2. What our religion teach: – honest, faithful love, active.
Teacher: Guides pupils to identify why they must respect other people religion, beliefs, tradition and customs.
Pupils: Answer and ask questions.

Teaching aids: 1. Religious item 2. Bible, Quran

WK 4. Division of labour

Objective: Pupils should be able to:
1. say what division of labour means. 2. explain division of labour within each group. 3. identify other projects requiring division of labour.
1. When different people do different
activities under the same unit of job e.g. farming in the school garden. 2. Division of labour within each group of occupation.
Teacher: 1. Discusses the meaning of division of labour. 2. Leads pupils to discuss and demonstrate division of labour through play. 3. Discusses project requiring division of labour.
Pupils: 1. Discuss and explain division of labour. 2. Demonstrate division of labour i.e. steps in building a house through a play.
Teaching aids: 1. Charts of various occupation. 2. Picture of people performing various activities on a job e.g. house construction.

WK 5. Occupation requiring
division of labour
Objective: Pupils should be able to:
1. give at least four examples of division of labour in the school,
home hospital, etc.
2. list different job done in our environment. 3. advantages of division of labour.

Content
1. Projects/occupation that requires division of labour: medical services framing, home, schools etc.

2. Simple stages of division of labour. 3. Advantages of division of labour.
Teacher: 1. Leads pupils to discuss and demonstrate division of labour
2. Guides pupils as they perform the activities. 3. Leads them to mention the advantages of division of labour.
Pupils: Answer and ask question on division of labour.
Teaching aids: Picture of people performing different expect of a unit job.

WK 6. Food poisoning

Objective: Pupils should be able to:
1. say what food poisoning means.

2. explain symptoms of food poisoning.

3. list causes of food poisoning.

4. explain what to do in case of food
poisoning.

Content:
1. The meaning of food poisoning: When some harmful organism have contact with our food.

2. Symptoms of food poisoning: -stomach ache, running stomach, vomiting, headache, etc.
3. Causes of food poisoning: Dirty water, flies perching on food, cockroaches etc.
4. What to do in case of food poisoning: report to teacher, parents, elder around. Go to the hospital .
Teacher: 1. Discusses with pupils the meaning of food poisoning . 2. Symptoms and causes of food poisoning. 3. What to do in
Pupils: Discuss food poisoning
Hold class discussion on all the issue about food poisoning .
Teaching aids: Relevant charts of
food items not properly kept.

WK 7. Community sanitation.

Pupils should be able
to:
1. say what community sanitation
is?
2. state the traditional ways of community sanitation. the disadvantages.
3. state the modern method of community sanitation.
4. list the problems of community sanitation and state how to solve the problems.
1. Meaning of community sanitation.
2. Traditional ways of community sanitation.
3. Modern ways of community sanitation.
4. Problems of community sanitation and how to solve it.
5. Our role of community sanitation in our area.

Teacher: Asks pupils to find out from home:
1. meaning of community sanitation.
2. traditional ways of community sanitation their problems and how to solve them.
3. discuss and process pupils report.
Pupils: 1. Find out, discuss and explain community sanitation.
2. Take part in the cleaning of your
school environment.
Teaching aids: 1. Chart showing people cleaning their environment.
2. Pictures of refuse disposal van and workers cleaning a refuse dump.

WK 8. Personal hygiene.

Objective: Pupils should be able to:
1. explain what personal hygiene means.

2. explain what cosmetics are.
3. how to maintain a good personal hygiene.
4. advantages of maintaining a good personal hygiene.

Content:
1. Meaning of personal hygiene.
2. How to maintain good personal
hygiene.

3. Cosmetics.
4. Advantages of maintaining a good personal hygiene
Teacher: 1. Asks pupils to find out how to take care of themselves. 2. Why women use cosmetics.

Pupils: Discuss personal hygiene and the use of cosmetics.
Teaching aids: 1. Display empty containers of used cosmetics. 2. A chart showing how to maintain personal hygiene

WK 9. Modern toilet facilities.
Objective: Pupils should be able to:
1. explain what water closet (W.C) means and
2. identify one in reality or in picture.

Content

1. Toilet facilities.
2. The water closet (W.C).
3. Various parts of water closet (WC) and how it works.
4. Its maintenance and repairs.
Teacher: 1. Explains the concepts (W.C) water closet. 2. Leads pupils to identify the various parts of (W.C).
Visit and see the water closet (W.C)
Charts of a W.C and it various parts.

WK 9. Advantages of modern toilets.
3. explains how each part and the whole system works.
4. state the advantages of the (W.C). 5. state how to use the W.C. 6. explain how to maintain and repair the (W.C). 7. state how to solve the problem of using the W.C well.
The advantages of:
a) Modern toilet. – It is within the house. – Easy to maintain. – It reduces smell. – No flies.
b) Traditional toilets. – Found everywhere. – Cheap.
c) The different between traditional and modern toilet facilities.
How the parts works
Teacher: 4. Leads pupils to state the advantages. 5. Explains how to use it. Maintain and repair it. Solve the problem of using the (W.C) well.
Examine the various parts of the W.C.).

Teaching aids: Picture of W.C.
10. Transportation

Objective: Pupils should be able to:
1. say what transportation means. 2. state means of transportation. 3. list modern means of transportation on the land on water and on air. 4. list advantages and disadvantages.
5. describe road, water and air transportation and its effects. 6. effect of road congestions in cities.

Meaning of transportation
1. A means of transporting human beings, good and services from one place to another. 2. Transport in the older days: use of animals like horses, camels use of canoe in revering areas. 3. Modern means of transportation on land, on water and in the air
– Land (Cars, buses, trains). – Water (Ship, boat, canoe). – Air Aeroplanes
4. Advantages of modern means of
transportation.
Teacher: 1. Asks pupils to find out from grandparents the old means of
transportation. 2. Discusses and process pupils findings. 3. Guides pupils to list modern means of transportation.

Pupils: Find out, discuss and explain transportation means.
Teaching aids: 1. Charts showing types of transportation. 2. Real objects such as cars, buses, donkey etc.

11 REVISION
12 EXAMINATION

CHRISTIAN RELIGIOUS STUDIES FIRST TERM

WEEK	TOPIC
1	The prophecies of Isaiah concerning the birth of Jesus Christ. 1. Prophet Isaiah foretold the birth of Jesus Christ (Isaiah 7:14, 9:6-7, 11:1- 5). 2) The meaning of Emmanuel (matt 1:23).
2	The type of savior the Jews were expecting. The type of savior the Jews were expecting: (Conquering Messiah) Acts. 1:6, Jn. 18:36 a. The type of Saviour that Jesus is – a suffering Messiah.
3	The importance of a Saviour (Matt. 1:211). a. Saves b. Protects c. Defends (2 Sam. 22:2&3) . d. Cares (Hos. 13:4&5)etc.
4	The coming of the Holy Spirit The coming of the Holy Spirit in (Acts 2:1- 4). The power of the Holy Spirit to: – obedient – faith and Christ like living .
5	The work of the Holy Spirit on the apostles Boldness, power, teacher, Healing, comfort, Protection and deliverance, etc. How these virtue apply to Christians today.
6	Jesus Ascension And Promise Of Second Coming Definition of ascension. His ascension and promise of second coming. Act2 1:6-12 Country
7	The Second Coming Of Jesus Christ a. Preparation for second coming Matt. 25:1-13, 28:19-20). b. Vigilance, prayer, fullness, evangelism, good works, service.
8	Preparation for second coming Matt. 25:1-13, 28:19-20). – Vigilance, prayer, fullness, evangelism, good works, service.
9	Why He is coming the second time (Jn. 14:1-3)
10	The importance of Jesus coming the second time Guide pupils in identifying things they need to ask God to help them change in their lives.
11	Revision
12	Examination

CHRISTIAN RELIGIOUS STUDIES 2ND TERM

CHRISTIAN RELIGIOUS STUDIES 2ND TERM

CHRISTIAN RELIGIOUS STUDIES
PRIMARY III THIRD TERM

WK 1. What is Hospitality

Objective: Pupils should be able to:
1. explains the term hospitality.
2. identify the need for being hospitable
3. tell who showed hospitality to who;
1. Explanation of the term hospitality: – feeding the hungry
– helping the needy.
2. Need for being hospitable (Rom. 12:13, Heb. 13:2).
3. Story of Elisha and the woman from Shunem. (2king 4:8- 17).
Teacher: 1. Explains the term “hospitality”. 2. Leads the pupils to identify the need of being hospitable.
3. Tells the story of Elisha and the woman from Shunem.
Pupils: 1. Ask and answer questions. 2. Pupils recall occasion of hospitality by themselves e.g. their parents or some other persons.
Teaching aids: 1. Bible 2. Picture or drawing of Elisha and the woman of shunem.

WK 2. Reasons for Showing Hospitality.
Objective: Pupils should be able to:
1. explains why we should be kind and hospitable.
2. say how they as children can show
hospitality.
3. mention instances in the bible of people who demonstrated hospitality.

Content
1. Reasons for showing hospitality e.g. to save life, to show love.
2. Instances of people who demonstrated hospitality in the bible, e.g. – Abraham welcomed angels in disguise as strangers. (Gen. 18:1- 10). – The widow of Zarephath welcomed
Elijah. (1kings 17:7- 16).
Teacher: 1. Explains why we should be kind and hospitable. 2. Leads them to understand that God said so in (Lev 25-35, Deu15:11). 3. Gives examples of people who were kind to strangers. Pupils: Tell why it is good to be hospitable and how they have practiced it.
Teaching aids: 1. Bible 2. Pictures of: -Abraham attending to the angels and – The widow of Zarephath preparing food for Elijah.

3. The Benefits of Being Hospitable.
Pupils should be able to:
1. mention some benefits of hospitality.
2. narrate What happened to the people that were hospitable.
3. tell how they as children can be hospitable.

Content
1. Explains the term benefit, which means:

– Reward
– Gain
– Profit
2. Mention the blessing given to:
a. Shunamite woman who welcomed Elisha into her home.
b. Abraham who welcomed the angels
c. the widow of Zarepheth.

3. The children can also benefit.
Teacher: 1. Explains the term “benefit”. 2. Leads pupils to identify the benefit given to shunamite woman, Abraham and the widow of Zarephath. 3. Asks pupils to name what they can do to show hospitality.
Pupils: 1. Listen, ask and answer questions. 2. Pupils name the blessing that followed those who practiced hospitality. 3. Pupils identify the area where they can be hospitable.
Teaching aids: 1. The Holy bible. 2. Picture of people showing kindness to strangers.

WK 4. Showing Unselfish Love to Others.
Objective: Pupils should be able to:
1. describe the moral responsibility of loving and being unselfish to others.
2. explains what true friend would do to a friend in need.

3. point out how people of today show love and unselfishness to others.

Content
1. Moral responsibility of showing unselfish love to others e.g. telling the truth.
2. The love between Jonathan and David (1sam. 18:-14, 23:15- 18 (protective).
3. Helping someone in need/danger; (Luke 10:29-37).
Teacher: 1. Explains moral obligation existing between friends. 2. Describes the kind of love that existed between David and Jonathan, let them “be their brothers keepers” 3. Explains the kind of love that exists among pupils.
Pupils: 1. Ask and answer questions. 2. Dramatizes the story of David and Jonathan.
Teaching aids: Pictures of close friends showing love towards one another through care.

WK 5. Suffering of Jesus

Objective: Pupils should be able to:
1. identify the stages at which Jesus suffered.
2. state reasons why Jesus had suffered and;
3. identify the importance of Christ’s
suffering for mankind.

Content
1. Stages of suffering; – At the arrest; Lk. 22:47-53. – At the trials; Matt 26:57-68. – At crucifixion; Mk. 15:22, Jn. 19:16.
2. Importance of Christ’s suffering John 18:1-13, 19-42, – For redemptions
Teacher: 1. Narrates the stories of the arrest, trials and crucifixion of Jesus.
2. Explains reason for Christ’s suffering.
3. Lists out the importance of Christ’s
suffering.
Pupils: 1. Ask and answer questions. 2. Dramatize the crucifixion of Christ.
Teaching aids: 1. Bible 2. Pictures of the crucifixion of Jesus. 3. Tracts on the importance of the crucifixion.

6. Death and Resurrection
Objective: Pupils should be able to:
1. say how Christ showed greater love to save his friends.
2. identify the importance of the death and resurrection of Christ.
3. explains the appearance as evidence of resurrections.

Content
1. Death and resurrection of Jesus. Lk. 23:33-46, 24:1-6.
2. Importance of the death and resurrection of Jesus Christ; -Salvation
– Redemption
3. Appearance of Christ to Mary Magdalene etc. John 20:16-18. Lk 24:44-47.
Teacher: 1. Tells the stories of the death and resurrection of Jesus 2. Explains the importance of his death and resurrection. 3. Tells stories about the appearance of Jesus.

Pupils: 1. Ask and answer questions. 2. Participates in the discussion of the death and resurrection of Jesus.
1. Pictures showing the death of Jesus Christ.
2. His resurrection and appearance.

WK 7. Desire For Peaceful Co-Existence.
Objective: Pupils should be able to:
1. explain the term peaceful co-existences
2. lists instance of people desiring peaceful co- existence in the Bible. Gen. 13:1-8, 26:26-29.
3. identify reasons for wanting peaceful co- existence.

Content
1. Explanation of peaceful co-existence. Matt. 5:21-25. i.e. living in peace with others.
2. instances in the Bible of people desiring peaceful co-existence e.g. Abraham and Lot Gen. 13:1-12. – Philemon and Onesimus. Phil 1:8. – Isaac and Abimelech Gen. 26:2-29.
3. Recall how people can show desire for peaceful co-existence.
Teacher: 1. Explains what peaceful co-existence mean.
2. Explains instances of people desiring peaceful co-existence (e.g. Esau and Jacob), Abraham and Lot).
3. Leads pupils to discover reasons and benefits for peaceful co-existence.
4. Explains that if we don’t live in peace, God will not answer our prayers. (Matt 5:21-25).
5. Progress and love.
6. Peace of mind and health.
Pupils: 1. Ask and answer question.
2. Demonstration of peaceful co-existence by sharing and working together in the classroom
Teaching aids: 1. Picture showing people settling land, religious and community disputes 2. Pictures of Christians and Muslims living together.

Wk 8. Forbearance And Understanding
Objective: Pupils should be able to:
1. explains the term “forbearance”
2. describe Isaac’s patience and love for peace.
3. explain how patience can turn our enemies to friends.
4. blessing we can derive from being patient and peace loving

Content
1. Explains the term “forbearance” e.g.
tolerance and avoidance of trouble.
2. Isaac in the face of provocation avoiding quarreling with the shepherds of Gerar. (Gen. 26:17-23).
3. Turning enemies into friends by e.g.
tolerance, showing love. Prov. 16:7
4. The blessing of forbearance and understanding e.g. respect, honour, wisdom etc.
Teacher: 1. Explains the term “forbearance”
2. Tells story of Isaac’s patience and love for peace. 3. Discusses how to make friends out of enemies. 4. Discusses the blessings derived from forbearance.
Pupils: 1. Ask and answer questions. 2. Participates in dramatizing life of a
peace maker.
Teaching aids: 1. Bible 2. Pictures of Isaac his servants at the well in Gerar.

WK 9. Helping People In Trouble
Objective: Pupils should be able to:
1. narrate the story of the widow of Zarephath.
2. identify the reason for helping others who are in trouble.
3. list the expected reward of helping people in trouble.
4. identify the moral lesson in helping others.

Content
1. The widow of Zarephath (1king 17:7- 24).
2. Reasons for helping others.
3. All people are God’s children.
4. God wants us to help others;
5. Others will help us.
6. Reward for helping others. We desire joy, God’s favour and
blessing. – Christians should help all who need our help. – Help even people you do not know.
Teacher! 1. Narrates the story of the widow of Zarephath. 2. Explains reason for helping others. 3. Leads pupils to list reward for helping people in trouble. 4. Gives moral lesson in helping others.
Pupils: 1. Ask and answer
questions. 2. Participates in discussing the reward for helping others.
Teaching aids

Teaching aids: 1. Bible. 2. Picture of the son of the widow of Zarephath.

WK 10. Kindness In Action

Objective: Pupils should be able to:
1. explains the term “Kindness in action”
2. identify instances of kindness in action in the bible.
3. state why we should be kind to people.
4. explain the expected reward of kindness in action.

Content
1. Explanation of “kindness in action”
2. Instances of kindness in action e.g. the good Samaritan (Luke. 10:25-35).

– Ruth and Naomi (Ruth 1:1-22)
– Boaz (Ruth 2:1-23)
3. Reason for being kind to people e.g. to show love it is God command to save the needy from suffering.
4. Reward for kindness in action e.g. – he will be loved by God. – respected.
Teacher: 1. Explains kindness in actions. 2. Identifies with pupils instances of kindness in action. 3. Leads a discussion on why and how we should be kind to people. 4. Leads pupils to explain reward of kindness in action.
Pupils: 1. Ask and answer questions.
2. Dramatizes the story of the good Samaritan.
Teaching aids: 1. Bible. 2. Picture showing the good Samaritan and the person he helped.

11. REVISION
12. EXAMINATION