PHYSICAL AND HEALTH EDUCATION: JS II FIRST TERM

Week 1: Posture and postural defect I
Students should be able to:
explain the meaning of posture

Contents
Meaning of posture
Teacher: Explains meaning of posture
Students: Listen to teacher’s
explanation
Instructional Resources: Posters, open field, chats textbooks, films
gymnastic, video clips

Week 2: Posture and postural defect
II
Student should be able to:
demonstrate appropriate postures in
standing, running, walking, potting,
lifting, lying and climbing.

Contents
Kinds of posture:
(1) Standing Posture
(2) Sitting Posture
(3) Walking Posture
(4) Running Posture
(5) Lifting Posture
(6) Climbing Posture
Teacher: Describe and demonstrate the kinds of posture
Students: Demonstrate different
postures.

Instructional Resources: Posters, open field, chats textbooks, films
gymnastic, video clips

Week 3: Posture and posture defect
III
Students should be able to:
(1) describe postural defects like hypnosis, valgus knee, various knee,
lordosis and scoliosis
(2) explain the causes of postural
defects.

Contents
(1) Postural defects:
(1) hypnosis
(2) Valgue knee
(3) Varus knee
(4) lordosis and
(5) Scoliosis
(2) Causes of postural
defect:
(1) Poor nutrition
(2) Lack of exercises
(3) Uneven soled
cohesive tight weaves
(4) Poor sleeping position disproportionate growth
Teacher: (1) Explains postural defects
(2) Discuses the causes of postural
defects
(3) List corrective measures for each
defect
(4) Mentions preventives measure for postural defects
Students: (1) List postural defect
(2) Write the causes of postural defects
(3) List corrective measures
(4) Write preventive measures.
Instructional Resources: Posters, open field, chats textbooks, films
gymnastic, video clips

Week 4: Tennis I
Students should be able to:
(1) trace the history and development
of tennis in Nigeria
(2) demonstrate the basic skills and
techniques involved in playing
tennis.

Contents
(1) History and development of
tennis
(2) Basic skills and techniques of tennis
Teacher: (1) Discusses the history and
development to tennis
(2) Demonstrate the basic skills and
techniques
Students: (1) Listen to history and development of tennis
(2) Watch keenly the teacher’s
demonstration
Instructional Resources: Tennis courts, Tennis ball, Tennis rackets
Charts, Pictures, Textbooks, Sports wears.

Week 5: Tennis II
Students should be able to
(1) apply the rules and regulations
governing tennis
(2) list the officials of the game and
their functions.

Contents
(1) Rules of tennis
(2) Officials and their functions
(3) Equipment and facilities
Teacher: (1) Explains rules and regulation of tennis
(2) Explains rules and regulation of tennis
Students: (1) Practices the skills
(2) Apply the rules in a game Tennis courts
Instructional Resources: Tennis ball
Tennis rackets, Charts, Pictures
Textbooks, Sports wears

Week 6: Table tennis I
Students should be able to:
(1) narrate the history and
development of table tennis
(2) demonstrate the skills and
techniques involved in the game

Contents
(1) History and development of table
tennis
(2) Basic skills and techniques of the
game e.g. grip, service, drive chop and smash.
Teacher: (1) Discuses the history and development of the game
(2) Teaches and demonstrates the basic skills of the games
(1) Listen to history and development of the game.
Students: (2) Watch teacher’s demonstration.
Instructional Resources: Table tennis board, table tennis ball, bat,
net with stand, sports wears, pictures,
charts, textbooks, film

Week 7: Table tennis II
Students should be able to:
(1) list the rules and regulations of
the game
(2) mention the officials of the game and their functions.

Contents
(1) Equipment of the game and tight wears
(2) Officials
Teacher: (1) Draw and labels the table and the bat with dimensions
(2) Explain rules and regulations of
the game
(3) Mentions the officials and their
functions
Students: (1) Practice the skills
(2) Draw and labels the table and bat with their dimension
(3) Apply the rules and regulations in the game situation
Instructional Resources: Table tennis board, table tennis ball, bat,
net with stand, sports wears, pictures,
charts, textbooks, film

Week 8: Non-Communicable diseases and their preparation I
Students should be able to:
(1) Define communicable diseases
(2) Prevention of Noncommunicable
disease

Contents
(1) Meaning of noncommunicable diseases are transferable diseases.
(2) Prevention of noncommunicable diseases
Teacher: Explain the nature of
(1) Obesity
(2) Asthma
(3) Ache
(4) Boils
(5) Hypertension
(6) Stroke
(7) Diabetes
Students: Recall what they have
learnt about noncommunicable
diseases such as:
(1) Obesity
(2) Asthma
Instructional Resources: Pictures
posters.

Week 9: Non-Communicable
diseases and their preparation II
Student should be able to:
(1) state the nature of the following
non-communicable diseases
i. Sickle cell
ii. Obesity
iii. Asthma
iv. Ache
v. Boils
vi. Cancer
vii. Hypertension
(1) Nature of asthma
(2) ache
(3) Cancer
(4) Hypertension
(5) Stroke
(6) Diabetes
(7) Obesity
(8) Rickets
(9) Sickle cell
(10) Boils
Mellitus
Anemia
Marasmus
Dental caries
Otitis media
Kwkahkshiorkor
Ache
Boils
Instructional Resources: Pictures
posters

Week 10: Non-Communicable
diseases and their preparation III
Students should be able to:
list diabetes Miletus anemia Anemia
Marasmuls
Dental caries
Otitis media
Kwkahkshiorkor
Hypertension
Stroke and diabetes
Instructional Resources: Hand bills
Photographs

11: REVISION
12: EXAMINATION

Second Term Loading……….

PHYSICAL AND HEALTH EDUCATION
JS II THIRD TERM

WK 1 Recreation, leisure and dance activities I
Students should be able to:
(1) mention types of recreational activities.
(2) differentiate between indoor and
outdoor activities giving examples

Content
(1) Indoor and outdoor recreational activities
– example of each
– differences between the two
(2) Indoor activities carried within a house or building e.g. table tennis outdoor activities outdoor activities outside a house or building e.g. swimming
Teacher: (1) Differentiate between indoor and outdoor recreational activities (2) Give examples of indoor and outdoor recreational activities
Students: (1) Give examples of both indoor and outdoor recreational
activities.
(2) Give examples of both indoor and
outdoor recreational activities.

Teaching aids
(1) Ludo
(2) Table tennis table, net egg/ball
and bats.
(3) Bata and atilogwu dances
(4) computer
(5) CD/DVD ROM

WK 2. Recreation, leisure and dance activities II
Student should be able to:
take part in recreational activities such as ludo, table tennis soccer.

Content
Demonstration of recreational activities by the teacher for example
table tennis.
Teacher: Demonstrate service and rally in the game of table tennis.
Students: Demonstrate service and rally in table tennis.

Teaching aids
(1) Ludo
(2) Table tennis table, net egg/ball and bats.
(3) Bata and atilogwu dances
(4) computer
(5) CD/DVD ROM

WK 3 Recreation, leisure and dance activities III
Students should be able to:
(1) explain dramatic and creative rhythms and different between them.

Content
(1) Explanation and demonstration of
dramatic and creative rhythms for example gymnastics and aerobics
(a) Types of dance activities
Teacher: Explains and demonstrates aerobics and gymnastic skills
Students: Practice aerobics and gymnastic skills.

Teaching aids
(1) Ludo
(2) Table tennis table, net egg/ball and bats.
(3) Bata and atilogwu dances
(4) computer
(5) CD/DVD ROM

Wk 4 Recreation, leisure and dance activities IV

Students should be able to:

(1) list and demonstrate different dance activities for example bata, mkpokiti, atilogwu, koroso, ekombi

(2) mention and demonstrate some

computer games for example ground and world in eight days, soccer.

Content

(1) Demonstrations of different dance activities for example bata, mkpokiti, atilogwu, koroso.

(2) Demonstration of how to play computer games

(3) Types of computer games as leisure activities

Teacher: (1) Brings two professionals to demonstrate bata and atilogwu dancing step (2) List types of computer games

Students: (1) Repeat the bata and atilogwu dancing steps

(2) List examples of computer games sports

Teaching aids:

(1) Ludo

(2) Table tennis table, net egg/ball

and bats.

(3) Bata and atilogwu dances

(4) computer

(5) CD/DVD ROM

WK 5 Personal, school and community health I

Students should be able to:

(1) state the meaning of school health program, personal health and community health.

(2) list components of school health program

(3) list types of environmental pollution

Content

(1) Meaning and components of

school health program,

– Skill based health education

– School health services

(2) Fresh approach to school health programme

(3) Types of environmental pollution

Teacher: (1) Explain the concept of school health program

(2) Explains the FRESH approach to school health programme with emphasis on school health initiatives.

(3) Explains the prevention of environmental pollutions.

Students: (1) Listen attentively to teacher’s explanation (2) State the effect of environmental pollution

Teaching aids

Posters

Charts

Picture

Text books

Excursion

WK 6 Personal, school and community health II
Students should be able to:
(1) mention affection of environmental pollution.
(2) propose preventive measures against environmental pollution
(3) explain the FRESH approach to school health programme

Content
(1) Effects of pollution on the environment and personal health.
(2) Preventive measures against environmental pollution
(3) FRESH approach to school health programme.
Teacher: (1) Leads the discussion on the effect of environmental pollution on the community and personal health example.
(2) Example the prevention of
environmental pollution
(3) Explains the FRESH approach to
school health programme with emphasis on school health initiatives
Students: (1) Participate in class discussions and group work
(2) Participate in discussions and group work on safety measures and bind wounds.

Teaching aids
Posters
Charts
Picture
Text books
Excursion

WK 7 Track and field I
Students should be able to:
(1) describe pole vault event
(2) mention the skills involved in pole vault
(3) describe field event.

Content
(1) Pole vault constructed with aluminum or with fiber glass
(2) Pole vault skills
– grip
– run

– up
Teacher: (1) Describes pole vault event (2) Explains the different skills involved in pole vault
Students: (1) Listen to the teacher (2) Practice the skills.

Teaching aids
Chart, picture, crossbar, the up
rights landing foam, the pole, video clips etc. measuring tapes flags, pegs, javelin, chalkboard, the track,
the landing pits, the throwing pits, stop watches, measuring tapes.

WK 8 Track and field II
Students should be able to:
perform the pole vault skills
Take off
– Swing – up
– Pole carrying
– Hang
Teacher: Demonstrates the skills
Students: Perform the skills in pole vault.

Teaching aids
Chart, picture, crossbar, the up rights landing foam, the pole, video clips etc. measuring tapes flags, pegs, javelin,
chalkboard, the track, the landing pits, the throwing pits, stop watches,
measuring tapes.

WK 9 Track and field III
Students should be able to:
(1) list basic skills in javelin
(2) describe the basic skills in javelin

Content
Basic Javelin skills
– grip
– carriage
– run up
– release
– follow through
– recovery
Teacher: (1) Describes the basic skills in javelin (2) Practice the basic skill in turns.
Students: Practice the basic skills in turns.

Teaching aids
Chart, picture, crossbar, the up rights landing foam, the pole, video clips etc. measuring tapes flags, pegs, javelin,
chalkboard, the track, the landing pits, the throwing pits, stop watches,
measuring tapes.

WK 10 Track and field IV
Students should be able to:
(1) perform the basic skills in javelin
(2) draw and label the sectors with
dimensions.

Content
Pull – up and bar clearance
– Landing
– recovery
Teacher: Perform the basic skills in javelin
Students: Practice the basic skills in javelin.

Teaching aids
Chart, picture, crossbar, the up rights landing foam, the pole, video clips etc. measuring tapes flags, pegs, javelin,
chalkboard, the track, the landing pits, the throwing pits, stop watches,
measuring tapes.

11 REVISION
12 EXAMINATION

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