FEDERAL CAPITAL TERRITORY, ABUJA

PRIMARY ONE (1)

2014 Edition
EDUCATION RESOURCE CENTRE
Federal Capital Territory, Abuja

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

2014 Edition

Third Edition: 2014

Produced by ERC Mini Press

 Table of Contents

Islamic Studies------------------------------------
Christian Religious Studies--------------------
Social Studies-------------------------------------
Civic Education------------------------------------
Security Education-------------------------------

Hausa Language------------------------------------
Igbo Language---------------------------------------
Yoruba Language-----------------------------------

Basic Science---------------------------------------
Basic Technology----------------------------------
Physical & Health Education-------------------
Computer Studies (ICT)_------------------------

Home Economics----------------------------------
Agriculture-------------------------------------------
 Forward

It is my pleasure to introduce the 2014 edition of the FCT Basic Education

Teaching Scheme. The 9-year Basic Education Curriculum was developed
by the Nigerian Educational Research and Development Council (NERDC)
and approved by the National Council on Education (NCE).

This current edition is developed by the Curriculum Development Division

of FCT Education Resource Centre (ERC) with active participation of
subject teachers recruited from both the Public and Private Primary schools
in the FCT.

It is my hope that this document will provide teaching guide for teachers
and make monitoring of curriculum implementation more purposeful and
result oriented for Principals and Inspectors.

I wish to appreciate the effort of the FCT Education Resource Centre,

especially the Curriculum Development Division (CDD) for the production of
this very important teaching guide for effective implementation of the Basic
Education Curriculum at the Basic level.

Finally, I recommend the 2014 edition of the Teaching Schemes to all our
Public and Private Primary Schools.

Kabir Usman

Secretary for Education

FCTA, Abuja

2014

Acknowledgement
FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION
The introduction of the Universal Basic Education (UBE) and the New Basic Education
Curriculum prompted the review of the 2004 edition of the Primary School Teaching
Schemes.

This 2014 edition is brought in line with the 9-year Basic Education Curriculum
developed by the Nigerian Educational Research and Development Council (NERDC).
To produce a standard document, FCT Education Resource Centre (ERC) organized a
one week workshop for subject Specialists from FCT Universal Basic Education Board,
Public and Private Primary Schools and ERC staff to develop the teaching schemes.

In this regard, I wish to register my unreserved gratitude to the Chairman, FCT

Universal Basic Education Board (UBEB) and Proprietors of Private Schools for
facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC
staff especially of the Curriculum Development Division who participated in

the exercise. They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha,
Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O
Edegbe, Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere
B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs.
Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara
C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M.,
Mrs. Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and
Mr. Ibrahim Dalhatu.

I specially thank all the staff of ERC Mini Printing Press and others who contributed in
various ways to the production of the Teaching Schemes.

We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the
Secretary for Education, Kabir Usman for their kind support.

Mrs. Ramatu A. Ibrahim

Director, ERC
2014

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ENGLISH STUDIES

ENGLISH STUDIES
PRIMARY ONE 1ST TERM

WEEK TOPIC CONTENT ACTIVITIES

1 LISTENING/SPEAKING simple greetings and create home and school
commands greetings atmosphere through role
at home and play characters eg father
appropriate time for mother, elder, teacher etc
particular greetings eg Demonstrates appropriate
Pupil Good morning greeting for each
papa, how do you do? character
Papa: Good morning Encourage pupils to greet
Tunde. How do you one another with
do?” Greetings at appropriate gestures
school e.g.Pupil Give commands and
“Good morning demand appropriate
Madam/Sir/Mr.Olu.” responses from pupils.
Teacher Good
morning –Amaka
Greeting: in the
community; to
neighbours, elders/
clan heads nurse,
doctor etc.

GRAMMATICAL Identification of Introduces himself/herself

ACCURACY(STRUCTU person. to the class “my name is
RE) Introduction, such as, Etim. Etc.
What is your name? “
My name is Aisha
what is your
father’s /mother’s/
brother’s/ sister’s
name?”

READING Eye movement Teacher guides pupils to

(READING HABIT) reading from left to identify:
right, top to bottom - First and last word on a
etc. page
- Where to being reading
of printed words on a page
write some familiar words

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 on the board and guides
the pupils to read and
point at the wordsas they
read from left to right.
WRITING Writing letters of the Teacher guides pupils on
alphabet A-a ETC. how to write each alphabet
correctly in the upper and
lower cases. Writing
should be from left to right.

2 LISTENING/SPEAKING Identification of Presents different house

objects. E.g. table, hold, class room, natural,
desk, chalkboard, school, objects and guides
book, etc. pupils to identify them by
name e.g. A bag, A table
etc. Form songs and
rhymes.

GRAMMATICAL Identification of Answering a questions on

ACCURACY(STRUCTU objects and speeling objects e.g. What do we
RE) out names of objects. do with our hands?
1. We eat with our hands
2. Identification of objects
3. Drawing of objects etc.

READING Reading letter of the Presents and pronounces

alphabet A –a each given letter correctly.
E.g. A is for Apple, A is for
Army etc.

WRITING Identification of upper Teacher guides pupils to

and lower case letters identify all upper case
letter and lower case letter

3 LISTENING /SPEAKING Identification of Identify given objects by

colours names and colours. E.g.
blue car, green cap etc.

READING Reading letters of the Presents and the given

alphabet H-M letters correctly.
WRITING Writing letters of the Teacher guides pupils to
alphabet H M write alphabet correctly
from left to right.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 4 LISTENING /SPEAKING Identification of Explain what domestic and
animals non domestic animals are
-Domestic animals with examples. Use
e.g. cats, dogs, goats, pictures where possible
sheep wild animals live animals.
e.g. lion, tiger
elephant.

GRAMMATICAL Identification of Touch and pronounce the

ACCURACRACY(STRU objects in the name of the objects being
CTURE) classroom identified.

READING Reading letters of Spell words beginning with

alphabet N T these alphabets e.g. Time,
Nido, etc.

WRITING Writing letters of the Teacher guides pupils to

alphabet N T write these alphabets
correctly in upper and
lower cases.

5 LISTENING /SPEAKING Production of basic Presents and pronounces

sounds in a sounds correctly. Phonics
givensimple words practice.
correctly e.g. /a/ /b/ /d/
(Phonics)

GRAMMATICAL Correct Teacher guides pupils to

ACCURACY pronunciations of pronounce the letters and
letters of the alphabet words correctly.
e.g. Aa, Bb, Cc

READING Reading letters of Produce the letters of the

alphabet. alphabet N T correctly

WRITING Writing letters of Teacher guides pupils to

alphabet. write letters of alphabet
correctly plus simple
words that the alphabet
spells.

6 LISTEING /SPEAKING Asking and answering Teacher asks pupils

questions: simple simple question using
questions and answer ‘What ‘
such as Teacher leads pupils to
1). What is your give correct answers to
name?My name is the questions.
Bola’ Pairs pupils and guides

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2). What is your pupils as they take turns to
father’s name?My ask one another question
father’s name is and answer them.
Ibrahim.

GRAMMATICAL Blending sounds of Make sounds of letter of

ACCURACY letters to form words the alphabet for pupils to
STRUCTURE e.g. /a/ ant (to imitate
form)ant or /b/ -at to Guides pupils to blend the
form (bat) /c/ - ap to sounds of letters to form
form (cap) etc. words eg a – ant b – bet c
Phonics practice. – cap e.t.c.
Guides and directs drill
exercises on blending
sounds of letters to make
new words.

READING Reading letter of the Guides pupils to read

alphabet. letters of the alphabet
UZ

WRITING Writing letters of the Writes letters of the

alphabet. alphabet U Z in capital
and small letter.

7 LISTEING /SPEAKING Correct pronunciation Presents and pronounce

of letters of the letter of the alphabet
alphabet e.g. A,B, C correctly, and guides
pupils to do same. Form
songs with alphabets

GRAMMATICAL Clear recitation of Teacher presents rhymes

ACCUREACY various rhymes. to puipils:
STRUCTURE Row –Row – Row your
boat gently down the
stream merrily merrily
merrily merrily life is but a
dream.

READING Reading of alphabets. Guides pupils to read the

alphabets.
A Z

WRITING Letter formation. Formation of capital letters

Simple words e.g. of the alphabet using
three letter words car, strokes.
cat, pen, etc.

8 LISTEING/SPEAKING Identification of Name objects in their

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 objects in the environment.
environment e.g.
i) Flag ii). Play
ground iii). Field
iv). Fence
v). Flowers

GRMMATICAL Identification of Identifies objects in the

ACCURACY objects in the environment and make
(STRUCTURE) environment and sentences with it.
using them in making
sentences.

READING Reading of the Writing the alphabet in

alphabet in capital capital and small letter.
and small letters.

WRITING Writing formation of Writing of small letter e.g.

letter of the alphabet a, b, c, etc.
is small letter.

9 LISTENING/SPEAKING Identification of Give examples of objects

objects with using article “a”
emphasing on the a ball, a pencil, a bag. Etc.
article ‘a’
i). a ball ii). A school

GRAMMATICAL Simple command Gives commands and

ACCURACY simple commands at demands appropriate
STRUCTURE home. Sitdown, Stand responses from pupils.
up

READING Identification and Teacher guides pupils to

reading of familiar track familiar sounds from
sounds in words e.g. words read aloud
try/fry cat/bat son/sun.

WRITING Letter formation. Writing capital letter of the

K T. alphabet K T. Using the
correct strokes.

10 LISTEING /SPEAKING Word sounds and Use pictures to lead to

syllables. identify sound head at the
beginning and ending of
the words e.g. Cat etc.

GRAMMATICAL Words sounds and Teacher guides pupils to

ACCURACY syllables. (bro-un) e.g. identify and count the

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 STRUCTURE brown. Etc. number of sounds in a
syllable.

READING Combining sounds to Read given words

form two and three emphasizing the sounds in
letter words e.g. the words
“tonight” from “to” and Guides pupils to read
“night” “into” from “in” given Three letter words
and “to” etc. using sounds.

WRITING Writing letters of Writing letter of the

alphabets in words alphabet U Z in cruel.

11 LISTENING /SPEAKING Identification of Present different school

objects in colours. objects and guidespupils
to identify them e.g. flag
uniform, book, scalds,
bag, class room, teachers,
football pitch, etc.

GRAMMATICAL Identification of Associates colours with

ACCURACY colours object in objects in the classroom
STRUCTURE terms of their colours Guides pupils to identify
Description of things object of named colours.
according to their
colours e.g. yellow,
bag.

READING Reading of colours Associates colors with

(major) Identify object in the classroom.
primary colours
association them with
objects appropriately.

WRITING Writing of colours. Writing of major colours.

12 LISTEING /SPEAKING Pronunciation of Identify letter sounds at
words, word sounds the beginning, middle and
and syllables. end of spoken words:
Blend letter sounds to
form words :and segment
words in to letter sounds
(i)/i:/ best(ii) /ᴐ:/flowl
iii)/ᴐi/toy iv)/au/fow.

GRAMMATICAL Indicating singular / Give example of singular

ACCURACY plural forms, singular forms
STURCTURE forms e.g. pen –pens Identify plural formsbag
book – books,girl – bags , one book two

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 girls books, one pencil – two
pencils.

READING Parts of book, front Teacher reads a story to

cover, back cover, pupils. Guides pupilsto
title, pages, Anther identify front cover back
etc. cover title and author of
the story book read.

WRITING Combination of the Write letters and words

letter to form simple that they spell.
familiar words e.g. –
bag,ball,boy.

13 Revision Revision Revision

14 Examination Examination Examination

ENGLISH STUDIES
PRIMARY 1 SECOND TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test and Resumption test and Teacher guides pupils to

Revision Revision recall last terms work.

2 LISTENING/ Simple commands Teacher gets pupils to

SPEAKING respond correctly.

GRAMMATICAL Identification of objects Teacher gets pupils to identify

ACCURACY things in pictures and in
concrete form.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 READING Label reading Identification of objects with
identification of object pictures and reading short
sentences about them.

WRITING Writing of alphabet A-Z Writing both the upper case

and lower case.

3 LISTENING/ Sorting out of object Use a reader and give the

SPEAKING items/matching oral pupils to listen properly etc.
words in print

GRAMMATICAL Counting numeracy 1-10 Identify new and unfamiliar

ACCURACY in words. E.g. word’s Correctly use the new
(STRUCTURE) words in own speech. E.g. I
One = 1 have one nose, I have two
eyes.
Two = 2 etc.

READING Matching oral words to Read a story to the class and

print lets the pupils identify where
the story and end in the book.
Display word chart on the wall
call on pupils to match words
printed on flash cards to the
words on the wall

WRITING Writing of alphabets and Speeling words using

forming new words. alphabetsetc.

4 LISTENING/ Auditing perception and Identifies the sounds of

SPEAKING discrimination – sounds various animals.
of domestic animals such
as; cat, horse, dog, cock, Ask pupils to imitate the
cow, goat etc. sounds of the various
animals.

Grammatical Expressing possession Explains possessive forms

Accuracy (Structure) using the possessivesmy, that show ownership. List
yours, his, hers, in simple possessive words
correct sentences. E.g.
This is my pen. Etc. Use possessives in
sentences and encourages
pupils to repeat examples
given.

Reading Songs and Rhymes Sings songs and recites

rhymes with the pupils.
Guides pupils to repeat
sounds of rhyming words in

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 the songs and rhymes.
Writes down set of words on
the board and lead pupils to
identify words sets that
rhyme.

Writing Writing alphabets and Writing alphabets U-Z in

speeling of words. capital letters. Speeling words
with alphabets.

5 Listening/Speaking Expressing gratitude and Mention occasions when we

farewell. should express gratitude e.g.
when we receive gifts, when
Expressing gratitude people show kindness or are
through role play. polite to us.
Expressing farewell in
various ways and Make sentences expressing
situations gratitude to children, parents
and elders.
Asks pupils to repeat the
sentences.
Make sentences expressing
farewell in various ways e.g.
goodbye, farewell bye-bye

Grammatical Introducing nouns and Teacher explains nouns and

Accuracy (Structure) pronouns e.g. Lagos, pronouns and their uses to
house, Mary, in school, pupils.
cat etc.
Teacher guides pupils to
Pronouns e.g. she, he, repeat sounds of rhyming
they, it, etc. words.

Reading Introduction to rhymes Teacher guides pupils to

repeat sounds of rhyming
words.

Writing Writing of letters of the Teacher explains the

alphabets in small letters. importance of capital and
small letters to pupils.

6 LISTENING/ Expressing personal Make predictions based on

SPEAKING wants and feelings illustrations in stories or
potion of stories.

GRAMMATICAL Indicating singular/plural Give examples of singular

ACCURACY(STRU forms. Introducing forms of One
CTURE) singular and plural

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Give examples of plural forms
many, or more than one. Two
or more.

READING Songs and rhymes: clear Presents a rhyme reads it

recitation of various aloud, pronouncing the words
rhymes depicting nature, clear. Get the pupils to do
care, kindness, honesty, same.
love and diligent.

Writing Formation of letters of the Dictates spellings of words to

alphabet in small letters. pupils to write.
Speeling three letter
words in written form

7 LISTENING/ Present and past actions Gives examples of present

SPEAKING Identification of present and past actions
and past actions.
Expression. Eat – ate
Come – came
Go – went

GRAMMATICAL Asking and answering of Teacher asks pupils simple

ACCURACY questions further practice questions using ‘What’
(STRUCTURE) on asking about things
and responses. Teacher leads pupils to give
correct answers to questions
pairs pupils and guides them
as they take turns to ask one
another questions and
answer them.

READING Concept print Write common punctuation

signs on the board and
Punctuation marks: explains the meaning of the
signsand their uses in
-comma ( , )
sentences.
-full stop ( . )
Teacher guides pupils to
-question mark(?) locate common texts.

WRITING Making strokes and Teacher guides pupils to get it

Curves to form letters right.

8 LISTENING Pronunciation practice Reads given words

SPEAKING combining sounds form emphasizing the sounds in
two and three letter the words.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 words e.g. tonight into Guide pupils to read given
e.g. “tonight” from “to” three letter words using
and “night” “into” from “in” sounds.
and “to”

Grammatical Present tense. Give examples of present

Accuracy (Structure) action. Example
Identification of present
actions a. I am
b. You are
c. I am a boy
d. Are you a girl?
e. Yes I am a boy

Reading Decoding strategies Guides pupils to :

- sounding out words in Read words placed in a row
text leg doll – dat – dill and match
text to the words.
- break words into smaller
words Pronunciation of words
syllable by syllable while
- words parts (compound clapping and counting
words, digraphs) syllables in words.
- apply long and short
vowels

Writing Letter formation Writing letter of the alphabets

in capital letters using
strokes.

9 LISTENING Pronunciation Teacherguides pupils to

/SPEAKING seperate words into
Decoding strategies consonant and vowel sounds
words parts (compound
words, digraphs) Build words by blending
words parts (long vowels/
Apply long and short short vowels / diagraphs etc
vowels. to form new words.

GRAMMATICAL Expression possession Explain possessive forms:

ACCURACY using the possessives
(STRUCTURE) my,yours,his,hers, simple Forms that show ownership
correct sentences e.g. list possessive in sentences
and encourages pupils to
a. This is my pen respect his examples.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 b. This is your pen
c. This is her pen

READING Reading letters of Guides pupils to say the

alphabets sounds of the alphabets
correctly.

WRITING Letter formation Write letter of the alphabet in

capital and small
letters.Chant these alphabets
in song.

10 LISTENING Matching and sequencing Example in own words the

/SPEAKING of cut – out letter. E.g. instruction in the text make
production base on
Give me my pencil information contained tables
graphs.
I want to goto my house

GRAMMATICAL Expressing personal Explains possessive forms

ACCURACY wants and feelings that show personal wants and
(STRUCTURE) feeling.
Guide pupils to read letter of
the alphabets

READING Reading letter of the Guide pupils to read letter of

alphabet. the alphabets.

WRITING Writing letter of the To write letter of the alphabet

alphabet

11 Revision Revision Revision

12 Examination Examination Examination

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ENGLISH STUDIES
PRIMARY 1 THIRD TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test and Resumption test and Gives Commands and

Revision of last term’s Revision of last term’s demand appropriate
work work response

2 LISTENING/SPEAKING Oral identification of Ask pupils to use provided

letters, matching and cut-out letters and pictures
sequencing of pictures to match in sequence.
Pupils match all the given
materials available to
match in sequence.

GRAMMATICAL Word and picture Pupils are given to work in

ACCURACY matching as games e.g. group to match the cut-out
Objects found in the letters to the pictures.
home, school such as
chair, bell, pot, duster etc. Pupils match in response
to the tasks given.

READING The alphabets A - G Write words on the board

and call on pupils to name
letters in the word
2. Teacher writes
sentences on the board
and let pupils name letters
in the sentences.

WRITING Writing out letters of the Frames a word in a

alphabets A - G sentence and guides
pupils to name letters in
the word.

3 LISTENING/SPEAKING Identification of objects in Presents different house

the environment. hold objects and guide
pupils to identify them by
name e.g. bag, table etc.
Identify given objects by
name and colours

GRAMMATICAL Asking about numbers of Ask pupils to make

ACCURACY objects in question form, inquiries using question
e.g. How many table are form.
there?

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Pupils ask questions to
inquire of number of
e.g.Objects in the home

READING Clear recitation of various Present a rhyme read it

rhymes depicting nature. loud, pronouncing the
words clearly, encourage
pupils to recite the rhyme
and sing songs.

WRITING Writing of alphabets HO Asks pupils to write letters

HO of the alphabet
- on the board
- in their exercise books.

5 LISTENING/SPEAKING Expression of singular Gives examples of

and plural forms of singular and plural forms
objects. E.g. one ball, two of objects.
balls

GRAMMATICAL Singular forms e.g. ball, Gives examples of

ACCURACY girl, etc. plural forms e.g. singular forms and plural
balls, girls etc. forms.

READING Label reading objects in Present labeled objects in

singular and plural forms both singular and plural
e.g this is one ball, these forms.
are two ball.

WRITING Writing letters of the Gives pupils examples of

alphabet P-T. letters P-T.

6 LISTENING/SPEAKING Matching letters of the Guide pupils to identify

alphabet with pictures. and match letters of the
alphabet with pictures of
object.

GRAMMATICAL Identification of past and Gives examples of present

ACCURACY present actions. and past actions e.g
eat/ate, sleep/slept.

READING Content specific Guide pupils to identify

vocabulary of numeracy new and unfamiliar words
11 – 20. of numerical meaning.

WRITING Formation of curves and Guide the pupils through

combination of curves the formation stages e.g.
and strokes U, N, C, G, N e.t.c.
Q. D, e.t.c.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 7 LISTENING/SPEAKING Production of basic Present and pronounces
sounds in given words basic sounds correctly.
correctly e.g/a/, /b/, /d/ in
days of the week.

GRAMMATICAL Nouns e.g House, Guides pupils to make

ACCURACY Samba, Hauwa, book, sentences indicating
stone, school, pot, table nouns e.g. This is a
e.t.c. house, This is Hauwa.

READING Words game/picture Read a story/ list of words

matching, e.g. objects to the pupils and they
found in the school, home identify where the story
e.t.c. starts and ends.
Displays word chart on the
wall and call on pupils to
match.

WRITING Writing letters of the Gives the pupils examples

alphabet U Z. of letters U Z.

8 LISTENING/SPEAKING Production/correct Present to produce

pronunciation of days of correctly basic
the week e.g Monday, pronunciation of words of
Tuesday, Wednesday, the days of the week.
Thursday, Friday,
Saturday, and Sunday.

GRAMMATICAL Expression of habitual Guides pupils by

ACCURACY actions in the present questions on their habitual
using days of the week actions within the days of
e.g. the week.
I wash every Saturday.
I go to church every
Sunday.
I go to Mosque for
Juma’at prayer every
Friday.

READING Combination of letters to Teacher guides the pupils

form simple words e.g to form words by the
books, class, shoes, biro, combination of letters.
cup boy e.t.c.

WRITING Combination of letters of Gives the pupils the task

the alphabet to write out of writing out words from
simple words. E.g biro,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 cap, cup, socks e.t.c. letters formation.

9 LISTENING/SPEAKING Expression of things that Guides the pupils to

could be taken into the expressively make simple
body such as foods and sentences with names of
medicines e.g. bread, things that can be taken
tea. into the body e.g
I can drink tea.
You can eat bread.
She cannot eat soap.

GRAMMATICAL Expression of past Gives examples of past

ACCURACY actions today and actions using today and
yesterday. yesterday.
I drank tea today
I drank tea yesterday.

READING Combination of letters to Guides pupils to blend the

form simple words e.g. sounds of letters to form
/v/--an to form van, /c/ words e.g. /v/-an = van;
can to form can /c/-at to /c/-an =can; /c/at= cat
form cat e.t.c. e.t.c.

WRITING Combination of letters to Gives the pupils

form simple familiar opportunity to think and
words that are mono- write freely by forming
syllbic e.g bed, bat, pen, words from combined
mat, toy, cow, e.t.c. letters.

10 LISTENING/SPEAKING Auditory perception and Ask pupils to imitate the

discrimination of sounds sound of the various
of domestic animals. animals.
Such as cats, horse, dog,
cock, cow, goat, sheep
e.t.c.

GRAMMATICAL Introduction of persons Guides different pairs of

ACCURACY and objects such as:What children to introduce
is your name? This is a themselves and objects.
car, He is Taiwo. This is a
book

READING Reading of number words Guides pupils to identify

21 – 30 (Twenty one – numbers of objects and
Thirty) with names of persons.
objects and persons e.g.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 twenty one books. Thirty
pencils, boys e.t.c.

WRITING Formation of letters of the Gives pupils the guidance

alphabets in written form. to write letters of the
A, B, C, D, E, F, G, H, I, alphabet fully without
J, K, L, M, N, O, P, Q, R, difficulties.
S, T, U, V, W, X, Y, Z.

11 LISTENING/SPEAKING Drama, dipicting events Guides pupils to identify

of marriage ceremony. the various activities
involved in a marriage
ceremony as well as
giving meanings to the
various words used.

GRAMMATICAL Expressing past Gives pupils the guide to

ACCURACY continues actions in make simple sentences
sentences forms e.g I using past continues
went to school today. I actions.
went to school yesterday.

READING Further practice on Guides pupils to sound out

sounds of the alphabet sounds of letters of the
/a/, /3:/ e.g. alphabet in words
/a/ - apple = a
/b/ - ball = b
/k/ - cat = c

WRITING Writing of number words Teacher guides pupils to

31 – 40 (thirty one – forty write the numbers in
words.

12 Revision of the terms Revision of the terms Revision of the terms work
work work

13 Examination Examination Examination

MATHEMATICS

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 GENERAL MATHS
FIRST TERM PRIMARY1

WEEK TOPIC / CONTENT ACTIVITIES

1 WHOLE NUMBERS 1-5 Teacher:

i. Collecting, sorting and a. Mixes the collection and ask pupils to
classifying objects leading to the sort
idea of numbers 1- 5 b. Guides pupils to form groups of
ii. Identification of numbers of collection
objects 1-5 c. Read number 1 – 5
iii. Reading of numbers 1- 5 d. Guide pupils to write numbers 1 – 5
iv. Writing of numbers 1- 5 Pupils:
v. Ordering of numbers up 1 – 5 a. Sort collections according to types
b. Classify mixed collections by forming
groups for objects
c. Read and write numbers 1 – 5
d. Arrange objects in magnitude
Instructional Resources:
Counters: stones, beans, bottle tops, leaves,
nylon bags, number cards etc.
2 WHOLE NUMBERS ZERO (0) Teacher:
i. Identifying the symbol Zero (0) i. Put one stone in a bag, 2 in another, 3 in
ii. Reading of symbol 0 another and 0 in another.
iii. Writing of symbol ii. Guides pupils to recognize and write the
iv. Creating zero situation e.g. symbol 0
removing objects from the bags iii. Remove stones from bag till nothing is left.
till nothing is left in the bag. Pupils
i. Put stones into the bags as directed by the
teacher.
Instructional Resources:
Stones, seeds, bottle cover etc.
3 WHOLE NUMBERS 6 – 9 Teacher:
i. Sorting and classifying objects i. Guides pupils to classify groups of similar
leading to ideas of 6-9 objects
ii. Identification of number 6 – 9 ii. Lead pupils to identify numbers that add
iii. Counting and Reading of up to 6
numbers 6-9 iii. Guide pupils to count, read, and write
iv. Writing of number 6 – 9 numbers 1-9
v. Ordering number 6 – 9 iv. Lead pupils to write numbers in order of
their magnitude
Pupils:
i. Sort and classify collection
ii. Identify numbers 6-9 using flash cards
iii. Count, read and write numbers 1 – 9
iv. Arrange number 6-9 in magnitude.
Instructional Resources:
Counters: balls, pebbles, button, bottle tops,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 leaves and oranges, flash cards of numbers
1 – 9 etc.

4 WHOLE NUMBERS 10 Teacher:

i. Recognition of 10 as a group i. Leads pupils to recognize, record and
ii. Reading and writing numbers write number 10.
1 – 10 ii. Give a group of objects that have 2 digit
iii. Reading and writng numbers numbers to pupils
10 – 20 iii. Ask them to group in tens and keep the
iv. Use of place value – Tens remainder aside.
and Units (i.e. T, U) iv. Lead pupils to recognize that 11 is a
group of 10 and 1
Pupils
a. Sort collection in 8, 9 and 10
b. Recognize, read and write number 10
c. Count 11 – 20 (objects)
d. Count values under tens and units as
well as writing such values.
Instructional Resources:
Counter; bottle tops, button, balls, toes and
fingers etc.
5 WHOLE NUMBERS 1 – 99 Teacher:
a. Identification of numbers i. Uses teaching resources to assist pupils
1-99 identify and read numbers 1 – 99
b. Counting of numbers 1-99 ii. Guides pupils to write numbers 1 – 99
c. Reading of numbers 1-99 Pupils:
d. Writing of numbers 1-99 -Read numbers 1 – 99
- Write numbers 1 – 99
Instructional Resources:
Flash cards of number, etc.
6 FRACTION Teacher:
i. Introduction to the concept of a. Present each object as a whole
fraction as a part of a whole b. Cuts objects into equal parts of two
ii. Identification of half (1/2) c. Cuts an object e.g. orange into four
iii. Identification of quarter (1/4) equal parts.
iv. Colour parts of a whole d. Asks pupil to colour ½ and ¼ of
shapes in their books.
Pupils:
i. Practice writing objects into 1 and ¼
ii. Matching drawings of ½ and ¼ of objects
with cutting of ½ and ¼
iii. Colour ½ and ¼ of shapes in their
workbook
iv. Give examples of things that can be
shaded into ½ and ¼
v. Suggest reasons for sharing things into ½
and ¼
Instructional Resources:

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Oranges, apples, paper cuttings of shapes,
coloured pencils and pair of scissors.
7 ADDITION Teacher:
i. Adding whole numbers with i. Group objects to form sums less than 5
sum less than 5 and give total
ii. Adding whole numbers with ii. Group objects up to nine to;
sum less than 10 - Form sums less than 10
iii. Adding whole numbers with - Form sum less than 18
sum less than 20 iii. Group objects to form sums not greater
iv. Adding 2-digits numbers with than 40
sum greater than 40. iv. Lead pupils to give example of every day
life where accuracy is needed.
Pupils:
i. Groups objects to form sums less than 5
and count the total
ii. Combine the following objects counting the
total:
- Two or more similar objects
less than 10
- 3 similar objects less than 18
- 2 groups of 2-digit numbers
less than 40
Instructional Resources:
Orange, balls, leaves, bottle tops, number
beads etc.
8 SUBTRACTION Teacher:
i. Subtract from whole numbers i. Guides pupils to group set of object into
not greater than 9 1-18
ii. Subtract from whole number ii. Lead pupils to take away a lesser number
not greater than 18 from a group
iii. Mentioning activities where iii. Leads pupils to give examples of
accuracy in subtraction is accuracy situations.
needed. Pupils:
i. Group objects into 1-9
ii. Count and remove a lesser number from a
group
iii. Give examples of everyday life where
accuracy in subtraction is needed.
Instructional Resources:
Stones, oranges, bean seeds, balls, bottle
top, number beads etc.
9 ADDITION AND SUBTRACTION Teacher:
i. Performing the addition i. Guide pupils to form two sets of unequal
operation with whole numbers, numbers
without using objects. ii. Guides pupils to count the smaller set and
ii. Performing the subtraction discover how many sets are needed to meet
operation without using objects. up to the bigger group e.g. 8+( ) = 9
iii. differentiating between Pupils

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 addition and subtraction using i. Groups objects into two of unequal
place value not exceeding tens numbers.
and units (T U). ii. Count them the numbers to ascertain how
many are needed to complete it.
Instructional Resources:
Pebbles, beads, bottle tops, numbers etc.
Beads, oranges.
10 ADDITION AND SUBTRACTION Teacher:
i. Finding missing numbers in i. Guides pupils to collect sets of objects and
open sentences e.g. 8+( ) = 9 form two groups of known unequal numbers.
17 – ( ) = 9 ii. Guides pupils to discover the difference.
Pupils:
i. Group objects into two of unequal
numbers.
ii. Count objects to notice which one to
complete and how many.
Instructional Resources:
Pebbles, beads, oranges, numbers
Instructional Resources
Pebbles, beads, bottle tops, numbers etc.
Beads, oranges.
11 ADDITION AND SUBTRACTION Teachers:
i. Finding missing numbers in i. Guides pupils to note the process of
open sentences e.g.15+( ) = 32 increasing numbers
37-( ) = 20 ii. Guides pupils to note how to find out the
differences between numbers.
Pupils:
i. Crosscheck the need for accuracy
ii. Give examples of activities needing
accuracy of addition.
Instructional Resources:
Pebbles, beads, bottle tops, numbers etc.
Beads, oranges.
12 ADDITION AND SUBTRACTION Teacher:
i. Finding missing numbers i. Guides pupils to find missing numbers:
continues 1+ ( ) = 3
ii. Simple word problems leading 2+ ( ) = 5
to addition
iii. Simple word problems Pupils
leading to subtraction Solve problems on open sentences and
related open sentences
Instructional Resources:
Bottle tops, beads, dot cards etc.
13 Revision Revision
14 Examinations Examinations

GENERAL MATHS

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 SECOND TERM PRIMARY1

WEEK TOPIC / CONTENT ACTIVITIES

1 ADDITIION AND Teacher:

SUBTRACTION i. Guides pupils to count sets of numbers
i. simple word problems leading together
to addition ii. Guides pupils to count all the objects
ii. Simple word problems leading together and take away.
to subtraction. Pupils:
i. Gather objects count them all together to
produce result.
ii. Count all the sets together and take away
the needed numbers.
Instructional Resources
Bottle tops, beads, pebbles etc.
2 MONEY Teacher:
i. Recognition of Nigerian Coins Leads pupils through suitable activities to
e.g. 25k, 10k, 5k, 1k, and ½ k recognize the different Nigerian currencies.
ii. Sum of two or three coins. Pupils:
Engage in sorting out the denominations and
identify them.
Instructional Resources:
Actual coins, paper money etc.
3 MONEY Teacher:
i. Shopping with a 10k pieces i. Guides pupils to establish shopping corner
and receiving change in the class
ii. Tracing of coins. ii. Guides pupils to gather empty cans of
items (e.g. for sale) and money.
Pupils:
i. Gather all the items for the shopping
corner.
ii. Groups themselves into seller and buyers.
Instructional Resources:
Coins – 1k, 5k, 10k, N1.00, paper coins.
4 LENGTH Teacher:
i. The idea of length i. Directs pupils to move using steps to
ii. The unit of measuring length measure the length
iii. Comparison of length of two ii. Guides pupils to use arm length to
or more objects to develop the measure the width of the classroom.
idea of “longer than and “shorter iii. Use sticks of different length.
than”. Pupils:
i. Move with calculated steps
ii. Use hand to measure objects in the
classrooms
iii. Measure the length of the floor in their
classroom.
Instructional Resources:

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Pencil, sticks, classroom, pupils themselves.
5 LENGTH Teacher:
i. Ordering of lengths of objects i. Directs pupils to gather objects of different
ii. Measuring the length of lengths
objects using natural units such ii. Arrange them in order of magnitude
as hand span, steps, arms iii. To measure these objects with stripes,
length, stride etc. robe, hands etc.
Pupils:
i. Gather objects of different lengths
ii. Arrange them according to length
iii. Measure and record.
Instructional Resources:
Pencil, space-classroom, sticks, hands.
6 LENGTH Teacher:
i. Value of length i. Guides pupils to identify value of length
ii. Ordering of length ii. Guides pupils to state why lengths need to
be ordered.
Pupils:
i. Identify the value of length
ii. State the importance of orderliness
Instructional Resources:
Ruler, measuring tape.
7 CAPACITY Teacher:
i. Idea of capacity as way of i. Directs pupils to gather contains of
measuring liquid, grains, sand different sizes and volume
etc. ii. Fetch water.
ii. Units of measuring capacity Pupils:
iii. Identifying different sizes of i. Gather containers of different sizes
ii. Fetch water to fill the containers.
Instructional Resources:
Cans of different sizes, water.
8 CAPACITY Teacher:
i. Comparison of capacity of i. Guide pupils to say the uses of the empty
container. containers.
ii. Ordering of capacity of ii. Guides pupils to arrange the containers
container according to the size and things it can
iii. Value of capacity contain.
Pupils:
i. Say the uses of the empty container
ii. Arrange the container according to the
size and things it can contain.
Instructional Resources:
Cup, bucket, empty container, water.
9 WEIGHT Teacher:
i. Idea and unit of weight i. Have idea of weight and unit of weight.
ii. Ordering of weight of objects ii. Order the weight of objects
iii. Lifting objects iii. lift two different objects
iv. Estimating weight of objects iv. Compare the weight of the two objects.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 i.e. heavier than or lighter than. Pupils:
v. Comparing weight of objects. i. Same as above.
Instructional Resources:
Weight balance – see saw etc.
10 TIME Teacher:
i. Concept and unit of time i. Guides pupils toward the movement of
ii. identifying activities suitable for hand of wall clock.
different time of day e.g. ii. State the time when certain things are
morning, afternoon and evening. done e.g. sleep, go to school.
iii. Days when certain activities iii. Play a drama on time and events to do
are taken e.g. today, yesterday. certain things.
Pupils:
i. Observe the movement of the hand of wall
clock
ii. State the time when certain things are
done.
iii. Play a drama on time and events to do
certain things.
Instructional Resources:
Wall clock, charts indicating activities
peculiar to different period of the day.

11 Revision Revision
12 Examinations Examinations
13 Examinations Examinations

GENERAL MATHS
THIRD TERM PRIMARY1

WEEK TOPIC / CONTENT ACTIVITIES

1 ADDITION OF 2-DIGIT Teacher:
NUMBER WITHOUT i. Guides pupils to count in bundles e.g. 5,
REGROUPING OR REMAINING 10, 15, 20 upto 40
i. Counting in bundles up to 40 ii. Write numbers inform of tens and units.
ii. Writing numbers in form of E.g. 43.
Tens and unit e.g. 43 = 4tens iii. Add with the aids of sticks, seeds, cover
and 3units. bottle etc.
iii. Adding the tens with the aid Pupils:
of sticks, seeds, cover bottle etc. i. Count in bundles
ii. Write numbers inform of tens and unit e.g.
T U
4 3
iii. Add with the aids of sticks, seed, cover
bottle etc.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Instructional Resources:
Sticks, seeds, bottle tops, beads etc.
2 SUBTRACTION OF NUMBERS Teacher:
UP TO 20 Take a group of objects and take away a
i. Using concrete objects in lesser number e.g. 14-4 = 10.
expanding numbers e.g. Pupils:
21-1 = 20 Take a group of object and take away a
14-4 = 10 etc. lesser number e.g. 14-4 = 10.
3 ADDITION OF NUMBER LINE Teacher:
i. Introducing the concept of Guides pupils to order numbers on a straight
number line (positive part only). line. 0-1-2-3-4-5- etc.
ii. Reading numbers on the ii. Read the number on the number line.
number line. Pupils:
i. Order numbers on the straight line
ii. Read the numbers on the number lines
Instructional Resources:
Charts, aboard ruler.
4. SUBTRACTION OF NUMBER Teacher:
LINE Guides pupils to read positive parts and
i. Reading positive and negative negative parts of number line 0 inclusive.
numbers on the number line, 0 Pupils:
inclusive. Read positive parts and negative parts of
ii. Concept of subtraction on a number line 0 inclusive.
number line. Instructional Resources:
Chart, a board ruler
5 2-DIMENSIONAL SHAPES Teacher:
i. Identifying and naming of 2 i. Guides pupils to identify and naming of 2-
dimensional shapes rectangles dimensional shapes
and circle. ii. Distinguish between square and rectangle
ii. Distinguishing between iii. Draw different types of 2-dimensional
squares and rectangles shapes
iii. Drawing of different types of 2- iv. Value of square rectangle and circular
dimensional shapes. shapes at home.
iv. Values of squares, rectangles Pupils:
and circular shapes. i. Identify and naming of 2-dimensional
shapes
ii. Distinguish square and rectangle
iii. Draw different types of 2-dimensional
shapes values of square rectangle and
circular shape at home.
Instructional Resources:
Square shapes, Rectangle, table, door,
exercise books, triangle etc.
6 3-DIMENSIONAL SHAPES Teacher:
i. Identifying Guides pupils to identify shapes like cube,
- cubes cuboid, cylinder sphere.
- cuboid Pupils:
- cylinder Identify shapes like cube, cuboid, cylinder,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 - sphere sphere.
ii. Naming cubes, cuboids, Instructional Resources:
cylinders and sphere/ Empty carton, magi cube, ball, tin etc.
iii. Distinguishing between cubes
and cuboids.
7 3-DIMENSIONAL SHAPES Teacher:
i. Collection of different types of i. Guides pupils to distinguish between
3-dimensinoal objects. cubes and cuboids.
ii. Categorizing the objects ii. Leads pupils to mention the solid shapes
collected according to cubes and in the home and environment.
cuboids. Pupils:
iii. Value of solid shapes in home i. Distinguish between cubes and cuboids.
and environment. ii. Mention the solid shapes in their homes
and environment.
Instructional Resources:
Cubes, cuboids, cylinders, sphere.
8 TIME Teacher:
i. Days of the week i. Guides pupils to state when things are
ii. Reading clock; hour, minutes done at school and homes.
and seconds ii. Guides pupils as they study a clock noting
iii. Differentiating between hours, the hands of the clock.
minutes and second’s hand in a Pupils:
clock. i. State when things are done at school and
homes.
ii. Study a clock noting the hands on it.
Instructional Resources:
i. A clock, watch etc.
ii. Activity chart showing period of the day.
9 TIME Teacher:
i. Drawing clock, indicating a i. Guides pupils as they draw clocks.
given time e.g. 5 O’clock, 6 ii. guide pupils to indicate the hour on the
O’clock, time of going to school clock.
and time of closing from school. iii. Lead pupils as they tell the time.
ii. Drawing clock, indicating on a Pupils:
given time e.g. half past One etc. i. Draw wall clocks
ii. Indicate the hour on the clock
iii. Tell the time.
Instructional Resources:
Wall clock etc.
10 MONEY Teacher:
i. Coins and notes of Nigerian i. Guides pupils as they recognize
currency denomination of Nigerian coin
ii. Idea of Kobo and Naira i.e. ii. Uses flash cards to show addition of coins.
100kobo = 1Naira. Pupils:
i. Sort coins into denominations from
collection
ii. Adds coins using flash cards.
Instructional Resources:

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Actual coins, model coins etc.
11 DATA COLLECTION Teacher:
i. Collection of different data i.e. i. Guides pupils to mention their ages
-age of pupils ii. Lead pupils to measure their heights.
-height of pupils Pupils:
ii. Grouping of data collected i. Mention their ages
according to ages and height. ii. Measure their heights
iii. Group themselves according to their ages
and heights.
Instructional Resources:
Card written ages, wall rule etc.

12 Revision Revision
13 Examinations Examinations

NIGERIAN LANGUAGE (NL)

HAUSA LANGUAGE PRIMARY ONE FIRST TERM

ZANGO NA DAYA AJI DAYA

MAKO JIGO/ MAKASUDI AYYUKA

1 HARSHE: a. Kawo sunayen abubuwa
Sunayen abubuwa: masu raid a marasa rai daban-daban. Masu rai.
a) Masu rai misali doki, kaza, ayuka,kifi
b) Marasa rai misali mota, kofi, taburi
da sauransu
2 HARSHE:
Maimaita ayyukan mako na ɗaya. Sanayen
abubuwa.
3 AL’ADU: a. Su iya bayana hali na
Ladabi da biyyaya: Ma’anar ladabi, gari.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ma’anar biyyaya.
4 AL’ADU: Kawo misaloli na halayen gari.
Ladabi da biyyaya misali tarbiya
dasauransu.
5 HARSHE: a. Jagoranci
Kalmomin aiki: misali tafi, sha, karatu, b. Bayani
wanki, wasa da sauransu c. Tambayoyi
6 AL’ADU: a. Jagora
Gaisuwa: ma’anar gaisuwa. Yanayin b. Kawo misali gaishe-
lokacin gaisuwa a misali safe, rana, gaishe
yamma. c. Tambayoyi
7 HARSHE: a. Jagoranci
Taɗi: ma’anar taɗi misali hire, tsakanin b. Bayyana sanan kani da
aboki da aboki, kawa da kawa, ya da uwa aboki, da kanwa ds.
da sauransu.
8 ADABI: a. Jagoranci
Wasan ƘwaiƘwayo: indar was an b. Bayani akan was an
ƘwaiƘwayo. Misali was an ƘwaiƘwayo : kwaikwayo
dan dali, talabijin,nradiyo, majigi. c. Tambayoyi
9 AL’ADU: a. Jagoranci
Tsabta: Ma’anar tsabta da misalin su. b. Bayani
c. Tambayoyi
10 HARSHE: a. Jagoranci
Kiɗaya: daya zuwa ashirin (1-20) b. Fadar misalin aikalamin
kidaya
11 AL’ADU: a. Jagoranci
Rubutattun wasan ƘwaiƘwayo b. Bayani
c. Tambayoyi
12 AL’ADU: Jagoranci da rubutu da
Ranakun mako karanta kariku makoni
13 Maimaitan ayyukan baya.
14 Jarabawa

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 HAUSA LANGUAGE PRIMARY ONE AJI DAYA
ZANGO NA BIU SECOND TERM

MAKO JIGO/MAKASUDI AYYUKA

1 Maimaita ayyukan baya
2 Jagoranci
HARSHE: Bayani
Karatu kafin fara babbaku misali. Tantance sunaye Tambayoyi
da hotune
3 ADABI: Jagoranci
Wakokin yara: ma’anar waka, ire-iren waƘoƘi. Kawo rabe-rabe waka
Rerawan da sauransu
4 ADABI: Jagoranci
WaƘoƘin yara: Kawo rabe-rabe waka
a. Yara mata Rerawan da sauransu
b. Yara maza
5 AL’ADU: Bayani a yada ake
Kulawa da iyali misali uwa da uba kulawa da iyali da
tambayoyi
6 AL’ADU: Jagoranci
Kulawa da iyali: Yin biyeya, ayyukan uwa da uba Bayani da
Tambayoyi
7 HARSHE; Jagoranci
Karatun babbuka misali b, ɓ, c, d, ɗ, da sauran su Rubuta bakake allo
Tambayoyi
8 HARSHE: Jagoranci
Karatun babbaku: Bayani da rubuta bakake
a allo
9 AL’ADU: Jagoranci
Kulawa da iyali misali inna da goggo Bayani akan iyali

10 AL’ADU: Jagoranci

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Kulawa da iyali misali kawu, yaya, kaka da Bayani
sauransu. Tambayoyi

11 Maimaita ayyukan bara

12 Jarabawa

HAUSA LANGUAGE PRIMARY ONE AJI DAYA

ZANGO NA UKU THIRD TERM

MAKO JIGO/ MAKASUDI AYYUKA

1 Maimaita ayyukan baya

2 HARSHE: Jagoranci
Rubutu kafin fara babbuka Bayani
Tambayoyi
3 HARSHE: Jagoranci da bayani
Rubutun babbaku
4 ADABI: Jagoranci da
A.Tatsuniya: Ma’anar tasuniya Bayani tsuniya
b. Ƙwatanci tasuniya Tambayoyi

5 ADABI: Jagoranci
Tasuniya: Ire-ire tasuniya. Bayani
Ire-iren tasuniya
Tambayoyi
6 ADABI: Jagoranci
Tasuniya: muhimancin tasuniya Bayani akan muhimanci
tasuniya
Tambayoyi
7 AL’ADU: Lisafa kayayyakun al’adu. Jagoranci
Misalen kayan al’adu
Tambayoyi

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 8 Misalin kayayyakun al’adu Jagoranci
Misalen kayan al’adu
Tambayoyi
9 HARSHE: Jagoranci
Rubutu babbaku Bayani da
Tambayoyi
10 HARSHE: Jagoranci
Rubuta wasullan hausa. Misali I,e,a,o,u. Bayani da
Tambayoyi
11 Maimaita ayyukan baya
12 Jarabawa.

ASỤSỤ IGBO

PRAỊMARỊ1 TAM NKE MBỤ

IZUỤKA ISIOKWU/ NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. MKPỤRỤEDEMEDE IGBO (Abịdịị) IHE ỤMỤAKWỤKWỌ GA-EME:

Mkpọpụta na ọdide abịdịị Igbo ndị 1.Ige ntị
nnukwu 2. Ịgụpụta abịịdị Igbo
3. Ịrụgosi ha n’ugbọ ojii
4. Iji ha mepụta mkpụrụokwu
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, ,
chaatị,kaadị mgbubam (flash card),
dgz.

2. MMAKỌ MKPỤRỤEDEMEDE NDỊ IHE ỤMỤAKWỤKWỌ GA-EME

NNUKWU NA NDỊ OBERE 1. Ịgụ mkpụrụedemede ndị nnukwu
Iji mkpụrụ Abịdịi mepụta mkpụrụokwu na ndị obere
dịka: A = Aka, B = Bọọlụ, Ch = Oche, 2. Idepụta ha
dgz. 3. Igosipụ nke bụ nke
4. Iji ha mepụta mkpụrụokwu

3. IME IHE E KWURU IHE ỤMỤAKWỤKWỌ GA-EME

Okwu ndị na-egosị ihe a ga-emedịka: 1. Ime ihe ekwuru
nọdụ, kwụrụ ọtọ, gbaa, kụọ aka, kpudo 2. Isịrịta onwe ha mee ihe e kwuru.
isi dgz. 3. ide ihe odide

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 NGWA NKỤZỊ
Eserese, kaadị mgbubam (flash card),
akwụkwọ ọgụgụ, ụmụaka n’onwe ha.

4. EKWUMEKWU: IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịkpọgasị 1. Ịkpọpụtasị na ịrụgọsị akụkụ ahụ
ihe aha dịka akụkụ ahụ mmadụ ụfọdụ
mmadụ 2. Ịkpọgasị aha ihe ndị ha hụrụ na
2. Ịkwọwa/ikwu ọdịdị ihe ndị dị gburugburu ha
na gburugburu 3. Ịkọwa ihe ha hụrụ/nụrụ na
3. Ụda ndị a nụrụ na gburu- gburugburu ha
gburu 3. ịkparịta gbasara ihe ha hụrụ na
ụda ha nụrụ na gburugburu
NGWA NKỤZI:
Eserese/foto na -egosi akụkụ ahụ,
ngwa mmetụaka, ụgbọ odee, redio,
tepụ rekọda na tiivi.

IZUỤKA ISIOKWU/NDINISIOKWU IHE OMUME NA NGWA NKỤZI

5. ABỤ ỤMỤAKA IHE ỤMỤAKWỤKWỌ GA-EME

1. Abụ ụmụaka dị iche iche 1. Ịgụ abụ
dịka abụ ndị e ji eku nwa 2. Ikwe abụ n’isi
2. Uru dị n’abụ ụmụaka/abụ 3. Ịjụ na ịza ajụjụ
e jieku nwa 4. Izipụta mmasị na obi ụtọ ha site
n’isinye n’abụ a na-agụ
NGWA NKỤZI
Eserese, ngwa egwu, redịọ, ụmụaka
n’onwe ha, dgz.

6. EKELE IHE ỤMỤAKWỤKWỌ GA-EME

1.Ekele utụtụ, ehihie na 1. Ikwu ekele dị iche iche ha na-ekele
anyasị 2. Ikelerita onwe ha
2. Oge e ji ekele ekele ndị a 3. Ịgụ uri /egwu na-eso ekele
3. Etu e si ekele ekele ndị a. NGWA NKỤZI
Eserese onye/ndị na-ekele ekele dị
iche iche, akwụkwọ ọgụgụ, ụmụaka
n’onwe ha, tepụ rekọda, dgz.

7. ONỤỌGỤGỤ (0-20) IHE ỤMỤAKWỤKWỌ GA-EME

1. Mkpọpụta ọnụọgụgụ 1. Ịkpọpụta ọnụọgụgụ
2. Ngụtalị ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ
3. Odide ọnụ ọgụgụ 3. Ịrụgosi ọnụọgụgụ
4. Igwu egwuregwu ọnuọgụgụ: 4. Idetalị ọnụọgụgụ
otu, abụọ tụtụrụ akị, atọ anọ NGWA NKỤZI
tipịa ya, ise, isii tụba n’ọnụ, Chaatị, akwụkwọ ọgụgụ, okwuchi
asaa, asatọ tapịa ya, toolu, iri, loo karama, mkpụrụokwe dị iche iche.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 mmiri ya dgz.

8. EZIAGWA
1. Agwa ndị ziri ezi dịka: IHE ỤMỤAKWỤKWỌ GA-EME
ikwu eziokwu, ịkele ekele, 1. Ige ntị na ịza ajụjụ
ịsọpụrụ ndị tọrọ gị, ịbịa 2. Ikwupụta agwa ndị ziri ezi
akwụkwọ n’oge dgz. 3. Ikwu uru na ọghọm dị n’ịkpa
2. Uru na ọghọm dị n’ịkpa na maọbụ akpaghị ezi agwa
akpaghị eziagwa NGWA NKỤZI
Ụmụaka n’onwe ha, akwụkwọ ọgụgụ,
tepụ redio, dgz.
9. ONỤỌGỤGỤ (21-40)
1. Mkpọpụta ọnụọgụgụ IHE ỤMỤAKWỤKWỌ GA-EME
2. Ngụtalị ọnụọgụgụ 1. Ịkpọpụta ọnụọgụgụ
2. Ịgụpụta ọnụọgụgụ

3. Odide ọnụ ọgụgụ 3. Ịrụgosi ọnụọgụgụ

4. Idetalị ọnụọgụgụ

NGWA NKỤZI
Chaatị, akwụkwọ ọgụgụ, okwuchi
karama, mkpụrụokwe dị iche iche.

10. ỌGỤGỤ ESERESE DỊ N’AKWỤKWỌ IHE ỤMỤAKWỤKWỌ GA-EME

ỌGỤGỤ HA 1. Ịkọwa ihe ha chere na-eme
1. Ịhụta na ịhụba ihe ama na-eserese
2. Ịhụta ihe ndị dị n’eserese 2. Ịgụpụta ihe eserese na-egosi
3. Ịgụpụta/ịkọwapụta ihe 3. Ịkparịtaụka gbasara ihe ha chere
eserese na-egosi na-eme n’eserese.
4. Nkọwa eserese NGWA NKỤZI
Eserese/foto, tivii na akwụkwọ ọgụgụ.

11. EKWUMEKWU: Ihe mere n’oge ụtụtụ IHE ỤMUAKWỤKWỌ GA-EME:

n’ụlọ ha nakwa n’ama egwuregwu 1. Ikwu ihe mere n’oge ụtụtụ n’ụlọ ha
2. Ikwu ihe mere n’ama egwuregwu ha
NGWA NKỤZI
Ụmụaka n’onwe ha, akwụkwọ
ọgụgụ,dgz.

12. MMỤGHARỊ IHE A KỤZIRI NA TAM

13. ULE

ASỤSỤ IGBO

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 PRAỊMARỊ 1 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1 ỌGỤGỤ ESERESE: IHE ỤMỤAKWỤKWỌ GA-EME:

i. Ịmụbawanye Mkpụrụokwu 1. Ịgụpụta mkpụrụokwu
ii.Ikwu okwu were were n'usoro 2. Ịrụgosi mkpụrụokwu
akwụkwọ ọgụgụ 3. Idepụta mkpụrụedemede
4. Iji mkpụrụokwu mepụta ahịrị-
okwu
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, kaadi mgbubam,
tepụ rekọda, ụgbọ ojii, dgz.

2 MKPỤRỤEDEMEDE IGBO (ABỊỊDỊ) IHE ỤMỤAKWỤKWỌ GA-EME:

i. Ịchọpụta nke bụ nke 1.Ịkpọpụta mkpụrụabịịdị
ii. Ịgụpụta mkpụrụedemede 2. Ịrụgosi mkpụrụabịịdị
3. Ịgụpụta mkpụrụedemede
4. Idepụta mkpụrụabịịdị
NGWA NKỤZI:
Eserese/foto, ngwa mmetụaka, ụgbọ
odee, tepụ rekọda na televishọnụ.

3 EKWUMEKWU: IDEBE IHE ỤMỤAKWỤKWỌ GA-EME

GBURUGBURU ỌCHA 1. Ikwu ụzọ ha si edebe gburu-
i. Nkọwa na ikwu ụzọ dị iche gburu ha ọcha
iche e si edebe gburugburu 2. Ịkpọsịta ngwa ndị e ji edebe
ọcha gburugburu ọcha
ii. Ngwa ndị e ji edebe gburu- 3. Ikwu mkpa ọ dị idebe ebe ha
gburu ọcha ọcha
ii. Mkpa ọ dị idebe gburugburu NGWA NKỤZI
ọcha Akwụkwọ ọgụgụ, ụmụaka n’onwe ha,
ngwa ndị e ji edebe gburugburu ọcha,
kaadị mgbubam.

4 ỌGỤGỤ NA ODIDE IHE ỤMỤAKWỤKWỌ GA-EME

MKPỤRỤOKWU SITE 1. Ịkpọpụta mkpụrụokwu
N’AKWỤKWỌ ỌGỤGỤ 2. Ịrụgosi mkpụrụokwu
i. Nkọwa eserese 3. Idepụta mkpụrụokwu.
ii. Odide mkpụrụokwu 4. Ịkọwa ihe ha hụrụ n’eserese
5. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ụmụaka n’onwe ha, kaadị mgbubam,
eserese, akwụkwọ ọgụgụ, dgz.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 5 NKỌWA ONWE: AKỤKỤ AHỤ DỊ IHE ỤMỤAKWỤKWỌ GA-EME
ICHE ICHE 1. Ịrụgosi akụkụ ahụ dị iche iche
i. Ịkpọpụta akụkụ ahụ dị iche iche 2. Ịkpopụta aha akuku ahụ
ii. Ikwu ọrụ akụku ndị a na-arụ 3. Ikwu ọrụ akụku ahụ hagasị
NGWA NKỤZỊ
Eserese na-egosi akụkụ ahụ mmadụ,
chaatị, kaadị mgbu bam, akwụkwọ
ọgụgụ, ụgbọ ojii, dgz.

6 ABỤ ỤMỤAKA N’ỤDỊ EGWU- IHE ỤMỤAKWỤKWỌ GA-EME

REGWU: 1. Ịgụ abụ
i. Ịgụ abụ ndị ahụ 2. Igwu egwuregwu
ii.Ije ejije dị n’abụ 3. Iji ejije dị n’abụ
iii.Izipụta mmasi na obiụtọ n’ịgụ NGWA NKỤZI
ha site n’isonye n’ịgụ abụ Akwụkwọọgụgụ, tepụ rekọda, redio,
ụgbọ ojii, dgz.

7 ỊGỤ ỌNỤỌGỤGỤ(40-60) IHE ỤMỤAKWỤKWỌ GA-EME

i. Mkpọpụta ọnụ ọgụgụ 1. Ịgụ abụ
ii. Nchọpụta nke bụ nke 2. Igwu egwuregwu
iii. Ndepụta nke ọ bụla n’ime ha 3. Iji ejije dị n’abụ
NGWA NKỤZI
Akwụkwọọgụgụ, tepụ rekọda, redio,
ụgbọ ojii, dgz.

8 EKWUMEKWU: EZINỤLỌ IHE ỤMỤAKWỤKWỌ GA-EME

i. Nkọwa ezinụlọ 1. Ịgụ ọnụọgụgụ
ii. Ndị mebere ezinụlọ 2. Ịrụgosi ọnụọgụgụ
3. ịdepụta ọnụọgụgụ
NGWA NKỤZI
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, chaatị, osisi, okwuchi
karama, mkpụrụokwe, dgz.

9 ỊGỤ ỤBỌCHỊ: IHE ỤMỤAKWỤKWỌ GA-EME

i) ỊGỤPỤTA ỤBỌCHỊ DỊ N’IZUỤKA 1. Ịkpọsta ndị ha na-ahụgasị
ii) Iji ụbọchị ndị mebe ahịrịokwu n’ezinụlọ ha
iii) Ikwu ihe ha na-eme n’ụbọchị dị 2. Ịrụgosi n’eserese ndị nọ ezinụlọ
iche iche. 3. Ịjụ na ide ihe odide
NGWA NKỤZI
Eserese, akwụkwọ ọgụgụ, ụgbọ ojii,
kaadị mgbubam.

10 EKWUMEKWU: Akụkọ ifo maka NGWA NKỤZI

ụmụanụmanụ dị iche iche. Kalenda Igbo, akwụkwọ ọgụgụ, ụgbọ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 - Ihe mmụta si n’ime nke ọ bụla ojii, dgz.

11 MMỤGHARỊ IHE NDỊ A KỤZIRI IHE ỤMỤAKAWỤKWỌGA-EME

1. Ige ntị
2. Ịkọtalị akụkọ ifo nke ha
3. Ijụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ọgụgụ, tepụ redio, ụmụaka
n’onwe, dgz.

12 ULE NA MMECHI

ASỤSỤ IGBO

PRAỊMARỊ 1 TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. IDEBE GBURUGBURU ỌCHA IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ebe ndị bụ gburugburu anyị dịka: i. Ikwu banyere idebe gburu-
i) Ụlọakwụkwọ gburu ọcha
ii) Ụlọ obibi ii. ịkparịtaụka gbasara ụzọ ha ga-
iii) Okporoụzọ esi edebe ebe ha ọcha.
2. Ụzọ dị iche iche e si edobe gburu- iii. Ijụ na ịza ajụjụ.
gburu ọcha NGWA NKỤZỊ
Eserese ngwa ndị e ji ekpocha/edebe
gburugburu ọcha dịka azịza, ọgụ,
mma, reki, nkọala, hedipanụ dgz.

2. IDEBE GBURUGBURU ỌCHA IHE ỤMỤAKWỤKWỌ GA-EME:

1. Mkpa ọ dị idobe gburu gburu ọcha 1. Ikwu mkpa ọ dị idebe gburu-
2. Nsogbu na-apụta n’edobeghi gburu ọcha
gburu gburu ọcha.Ọmụmaatụ,ọnwụ, 2. Ịkọwapụta nsogbu na-apụta
ọrịa. n’edobeghị gburugburu ọcha
NGWA NKỤZI:
Eserese dị iche iche, tepụ redio,
akwụkwọ ọgụgụ, ụmụaka n’onwe ha.
ỌGỤGỤ MKPỤRỤEDEMEDE
3. (Abịchịị) IHE ỤMỤAKWỤKWỌ GA-EME
1. Mkpọpụta Mkpụrụedemede nke 1. Ịkpọpụta mkpụrụedemede ndị
nnukwu na nke obere nnukwu na obere
2. Mmakọ mkpụrụedemede ndị 2. Ndepụta mkpụrụedemede nke
nnukwu na ndị obere nnukwu
3. Ịmakọ mkpụrụedemede ndị

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 nnukwu na ndị obere
NGWA NKỤZI
Akwụkwọ ọgụgụ, chaatị, kaadị
mgbubam. aja ụrọ dgz.
ODIDE MKPỤRỤEDEMEDE
4. (Abịchịị) IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkpọ mkpụrụedemede 1. Ịkpọ mkpụrụedemede nnukwu
2. Ndepụta mkpụrụedemede nnukwu 2. Ịrụgosị mkpụrụedemede na
ụda ya
NGWA NKỤZI
Ụmụaka n’onwe ha, kaadị mgbu-
bam, akwụkwọ ọgụgụ, ụgbọ ojii, dgz.

ODIDE MKPỤRỤEDEMEDE
5. (Abịchịị) IHE ỤMỤAKWỤKWỌ GA-EME
1. Ndepụta mkpụrụedemede 1. Idepụta mkpụrụedemede
2. Mmakọ mkpụrụ edemede na ụda 2. Ịrụgosị mkpụrụedemede na ụda
yaỊmatụ: n +a= na, g+a= ga, ya.
b+a= ba NGWA NKỤZI
Ụgbọ ojii, akwụkwọ ọgụgụ, kaadị
mgbubam, ụmụaka n’onwe ha.
EKWUMEKWU
6. Ịkpọgasị ihe aha: Ọmụmaatụ akụkụ IHE ỤMỤAKWỤKWỌ GA-EME
ahụ mmadụ ụfọdụ 1. Ịkpọpụtagasị na ịrụgosi akụkụ
ahụ mmadụ ụfọdụ.
2. Isepụta akụkụ ahụ hagasị dịka:
anya, ntị, aka, dgz.
NGWA NKỤZI
Ngwa mmetụaka, foto, eserese, ụgbọ
ojii, akwụkwọ ọgụgụ.

ỌNỤỌGỤGỤ (60-80)
7. 1. Ngụtalị ọnụọgụgụ HE ỤMỤAKWỤKWỌ GA-EME
2. Odide ọnụọgụgụ 1. Ịkpọpụta ọnụọgụgụ
2. Ịgụpụta ọnụọgụgụ
3. Ịrụgosi ọnụọgụgụ
4. Idepụta ọnụọgụgụ
NGWA NKỤZI
Chaatị, kaadị mgbubam, mkpụrụ
okwe, okwuchi karama, akwụkwọ
ọgụgụ, dgz.
AKỤKỌ IFO DỊ ICHE ICHE Dịka
8. 1. Nke metụtara mmadụ na mmadụ IHE ỤMỤAKWỤKWỌ GA-EME
ibe ya 1. Ige ntị
2. Nke metụtara mmadụ na anụmanụ 2. Ịkọ akụkọ ifo nke ha
3. Akụkọ ifo nke na-akụzi ezi 3. Ije ejije dị n’akụkọ
omume /ezi agwa 4. Ikwu ihe akụkọ ifo na-akụzi

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 NGWA NKỤZI
Eserese, akpụrụakpụ, akwụkwọ
ọgụgụ, tepụ rekọda, ụmụaka n’onwe
ha.
AKỤKỌ IFO Ọ BỤLA NA IHE
9. MMỤTA SỊ N’AKỤKỌ IFO IHE ỤMỤAKWỤKWỌ GA-EME
1. Nke metụtara anụmanụ na 1.Ige ntị
anụmanụ 2. Ịkọ akụkọ ifo nke ha
2. Akụkọ ifo nke na-akụzi ajọ omume 3. Ije ejije
na ọghọm ya. 4. Ịjụ na ịza ajụjụ
3. Akụkọ ifo metụtara ezi omume na
uru ya
NGWA NKỤZI
Ụmụaka n’onwe ha, akwụkwọ ọgụgụ,
eserese, tepụ rekọda, dgz.

EGWU (URI)
10. Uri dị iche iche dịka egwu ọnwa na IHE ỤMỤKWỤKWỌ GA-EME
egwu mmemme dị iche iche 1. Ige ntị
2. Ịgụ egwu/uri dị iche iche
3. Ịgba egwu/ ụrị di iche iche
NGWA NKỤZI
Ngwa na ejiji egwudị iche iche dịka:
ịgba, udu, ọsha, ogene, eserese na
foto.
MMỤGHARỊ NA ULE
11.
ULE NA MMECHI
12.

YORÙBÁ PRIMARY 1 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÀŚÀ: Ìkíni ní ilê Yorùbá OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni śeré.

ÀKÓÓNÚ IŚË
2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö.
1. ìkíni àti ìdáhùn fún ôjö
AKËKÕÖ
2. ìkíni ní onírúurú iśë. Bí àpççrç iśë àgbê, iśë
awakõ abbl 1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú
ìdánilëkõö.

2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 OHUN-ÈLÒ ÌKÖNI

Àwòrán ènìyàn tó ń kí ara wôn

2. ÁLÍFÁBËÊTÌ ÈDÈ YORÙBÁ OLÙKÖ

1. Kô álífábëêtì Yorùbá sí ara pátákó

ÀKÓÓNÚ IŚË
2. Ka àwôn álífábëêtì Yorùbá náà sí etígbõö
Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé àwôn akëkõö

3. Ka àwôn álífábëêtì Yorùbá náà kí akëkõö máa

pè é têlé e

4. Pe akëkõö láti kà á.

AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá

náà.

2. Śe ìdámõ àwôn álífábëêtì Yorùbá náà lára

pátákó

3. pè é têlé olùkö bí ó śe ń kà á.

OHUN-ÈLÒ ÌKÖNI

 Pátákó ìkõwé
 Káàdì aláfihàn
 Pátákó çlëmõön
3. SÍŚÊDÁ ÕRÕ PÊLÚ ÁLÍFÁBËÊTÌ (A – K) OLÙKÖ

1. Kô álífábëêtì Yorùbá láti A – K sí ara pátákó

ÀKÓÓNÚ IŚË 2. Ka àwôn àpççrç õrõ tí a śêdá náà sí etígbõö

àwôn akëkõö
Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti
A–K 3. Ka àwôn àpççrç náà kí akëkõö máa pèé têlé e

Kô bí a śe ń śêdá õrõ pêlú álífábëêtì náà. 4. Pe akëkõö láti kà á.

Àpççrç A- ajá, B – bàtà, D – dòjé, Ç – çyç abbl
AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá

náà

2. Śe ìdámõ àwôn õrõ tí a śêdá náà lára pátákó

3. Ka têlé olùkö bí ó śe ń kà á.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 OHUN-ÈLÒ ÌKÖNI

 Pátákó ìkõwé
 Káàdì aláfihàn

4. SÍŚÊDÁ ÕRÕ PÊLÚ ÁLÍFÁBËÊTÌ (L – Y) OLÙKÖ

1. Kô álífábëêtì Yorùbá láti L – Y sí ara pátákó

ÀKÓÓNÚ IŚË
2. Ka àpççrç àwôn õrõ tí a śêdá náà sí etígbõö
1. Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé àwôn akëkõö
láti L – Y.
3. Ka àpççrç àwôn náà kí akëkõö máa pè é têlé e
2. kíkö bí a śe ń śêdá õrõ pêlú álífábëêtì náà.
Àpççrç; L – Labalábá, M – Màlúù abbl 4. Pe akëkõö láti kà á têlé e.

AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń kà á.

2. Śe ìdámõ àwôn õrõ tí a śêdá náà lára pátákó

3. kà á têlé olùkö bí ó śe ń kà á.

OHUN-ÈLÒ ÌKÖNI


Pátákó Ìkõwé
5. ÒÝKÀ YORÙBÁ: 1 – 10 OLÙKÖ

1. Śàlàyé ohun tí òýkà jë

ÀKÓÓNÚ IŚË
2. Tö akëkõö sönà láti ka òýkà
1. Kín ni òýkà?
3. pe akëkõö láti töka sí fígõ òýkà
2. Ìlò òýkà
AKËKÕÖ
3. Kíka òýkà
1. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê.
4. Śíśe ìdámö fígõ òýkà
2. ka oókan títí dé çëwàá

3. Da òýkà tí a kô sójú pátákó/ káàdì pélébé mô

ni õkõõkan

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òýkà oókan dé çëwàá sí

2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 3. àwôn ohun tó śe é kà ìdérí ìgò ôtí, òkúta, ôsàn,
igi wëwë, igi ìsáná abbl.

6. MÍMÔ ÊYÀ ARA OLÙKÖ

1. Ka êyà ara wa sí etígbõö àwôn akëkõö

ÀKÓÓNÚ IŚË
2. Ka êyà ara náà kí akëkõö máa pè é têlé e
1. kíka àwôn êyà ara wa. Àpççrç ojú, orí, etí,
apá abbl 3. Pe akëkõö láti fôwö kan êyà ara kõõkan

2. Orin kíkô nípa êyà ara wa. AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń kà á.

2. kà á têlé e olùkö bí ó śe ń kà á

3. śe idámõ àwôn êyà ara kõõkan

OHUN-ÈLÒ ÌKÖNI

Àwòrán ènìyàn tí a yà sára pátákó.

Kádíböõdù tí a ya àwòrán ènìyàn sí láti śe

àpèjúwe êyà ara.

7. ÌMÖTÓTÓ ARA ÇNI OLÙKÖ

1. Śe àlàyé lórí ìmötótó

ÀKÓÓNÚ IŚË
2. Fi orin àti ewì tó jçmö imötótó fa pàtàkì rê yô
1. ìtöjú ara fún akëkõö

2. ohun èlò ìtöjú ara. Àpççrç (a) ôsç ìfôyín (b) 3. Śàlàyé bí a śe lè töjú ara çni
ìpara abbl.
4. Sô àwôn ohun èlò itöjú ara çni

AKËKÕÖ

1. Kô orin àti ewì tó jçmö ìmötótó.

2. Sô àwôn ewu tí àitöjú ara lè fà

3. Śàlàyé bí a śe lè töjú ara çni

OHUN-ÈLÒ ÌKÖNI

Ìyàrí, ìyarun, kóòmù, bíléèdì, pákò, ôsç,

kàìnkàìn, abbl

8. ÌTÊSÍWÁJÚ LÓRÍ ÌMÖTÓTÓ ARA ÇNI OLÙKÖ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ÀKÓÓNÚ IŚË
1. Śàlàyé bí a śe lè töjú ara çni
i. Bí a śe ń lo ohun èlò kõõkan fún ìtöjú ara
2. Śàlàyé bí a śe ń lo àwôn ohun èlò ìtöjú ara
ii. Ewu tí ó wà nínú àìtöjú ara çni wõnyí lëyô kõõkan

3. Śàlàyé àwôn ewu tó wà nínú àìtöjú ara çni.

AKËKÕÖ

1. Śàlàyé bí a śe lè töjú ara çni

2. Sô ewu tó wà nínú àìtöjú ara çni

3. Kópa nínú śíśe ìtöjú ara.

OHUN-ÈLÒ ÌKÖNI

Löfíndà, bíléèdì, ôsç ìfôyín.

Àwòrán tó ń fi çni tó ń wê ní balùwê hàn.

9. ÌSÕRÕÝGBÈSÌ OLÙKÖ

1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà

ÀKÓÓNÚ IŚË bí ó ti tö.

Bíbéèrè ìbéèrè láti õdõ akëkõö sí olùkö 2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn

Láàrin akëkõö sí ara wôn AKËKÕÖ

Fún olùkö ní ìdáhùn tó bá ìbéèrè olùkö mu.

OHUN-ÈLÒ ÌKÕNI

Śíśe àmúlò àwôn akëkõö láti béèrè ìbéèrè löwö

ara wôn.

10. ORIN ERÉ ÌDÁRAYÁ OLÙKÖ

1. Śe àlàyé lórí eré ìdárayá

ÀKÓÓNÚ IŚË
2. kô oríśiríśi àwôn eré ìdárayá tí ó wà.
Orin eré ìdárayá. Àpççrç “çyç mëta wáyé
tolongo” abbl 3. Śàlàyé àkókò tí a máa ń śe eré ìdárayá

4. Kô orin àti ewì tí ó jçmö eré ìdárayá

AKËKÕÖ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 1. Kô orin eré idaraya

2. Kópa nínú eré ìdárayá

3. Śàlàyé bí a śe ń śe õkõõkan wôn

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn akëkõö láti béèrè ìbéèrè löwö ara

wôn.

11. ÌWÀ RERE OLÙKÖ

1. Sô oríśiríśi õnà tí a lè fi jé oníwà rere

ÀKÓÓNÚ IŚË
2. Töka sí àwôn ìwà tí kò fi ìwà rere hàn
i. Kín ni à ń pè ní ìwà rere?
3. Kô orin aköniníwà fún akëkõö
ii. Báwo ni a śe lè dá ômôlúàbí mõ.
4. Sô èrè tàbí àýfààní tó wà nínú kí ènìyàn jë
oníwà rere

AKËKÕÖ

1. Fetí sí àlàyé nípa ìwà rere

2. Kópa nínú kíkô oríśiríśi orin aköniníwà

3. Sô àwôn àýfààní jíjë oníwà rere.

OHUN-ÈLÒ ÌKÖNI

1. Fídíò àti kásëëtì tó ń köni ní ìwà rere

2. Àwòrán tó ń śàfihàn ibõwõfágbà

3. Téèpù àti kásëêtì tí a gba orin akömô níwà sí

12. ÌGBÀ NÍNÚ ÔDÚN OLÙKÖ

1. śàlàyé ohun tí ìgbà ôdún jë

ÀKÓÓNÚ IŚË 2. kô àwôn ìgbà ôdún náà ní orin

Àwôn ìgbà tó wà nínú ôdún: ìgbò òjò, ìgbà 3. pe akëkõö láti sô ohun tí à ń pè ní ìgbà ôdún.
êêrùn, ìgbà oorun, ôyë abbl
AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ôdún kõõkan

2. ka ìgbà ôdún náà láti orí

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 OHUN-ÈLÒ ÌKÖNI

 Àwòrán òjò tó ń rõ

13. ÀTÚNYÊWÒ ÊKÖ

14. ÌDÁNWÒ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

YORÙBÁ PRIMARY 1 TÁÀMÙ KEJÌ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÌTÊSÍWÁJÚ LÓRÍ ÌMÖTÓTÓ OLÙKÖ

1. Śe àlàyé ní êkúnrërë nípa ìmötótó ní àyíká ilé àti

ÀKÓÓNÚ IŚË ilé-êkö.

1. ìtöjú àyíká ilé-çni 2. Fi àwôn ohun èlò fún ìmötótó ilé àti àyíká hàn

2. Ìtöjú àyíká ilé-ìwé àti gbígbá àyíká 3. kô orin tí àìtöjú àyíká çni lè fà

3. Kíkô orin tí ó bá ìmötótó lô 4. Tö akëkõö sönà láti śe àkíyèsí àyíká kí wön sì śe

àtúnśe rê
4. Gbíngbin òdòdó sí àyíká wa
AKËKÕÖ

1. Sô bí a śe lè śe ìmötótó àyíká wa

2. sô àwôn ewu tí àìtöjú àyíká le fà

3. kô orin àti ewì ìmötótó

4. kópa nínú títún àyíká śe

OHUN-ÈLÒ ÌKÖNI

1. Ìgbálê

2. ôkö

3. àdá

4. réèkì

5. apêrê ìdalê-nù

6. ìkólê

2. KÍKÔ ÁLÍFÁBËÊTÌ ÈDÈ YORÙBÁ OLÙKÖ

1. Tó álífábëêtì Yorùbá elégèé sí ara pátákó

ÀKÓÓNÚ IŚË
2. Pe akëkõö láti fi çfun kô álífábëêtì Yorùbá elégèé
1. Kíkô álífábëêtì Yorùbá elégeé sí ara tí olùkö kô sí ojú pátákó
pátákó
AKËKÕÖ
2. Dídá álífábëêtì kõõkan mõ, àpççrç – A B
D E Ç abbl 1. fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2. pè é têlé olùkö

3. fi çfun/ pëńsù tó àwôn lëtà álífábëêtì Yorùbá náà.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù pélébé pélébé tí a kô álífábëêtì Yorùbá

elégèé sí

3. DÍDÁ NÝKAN INÚ KÍLÁÁSÌ MÕ OLÙKÖ

1. Darí akëkõö láti śe ìdámõ àwôn nýkan tó wà nínú

ÀKÓÓNÚ IŚË kíláásì

Mímô ohun tí ó wà nínú kíláásì bí i àga, 2. Tö wôn sönà láti dárúkô àwôn nýkan náà
tábìlì, pátákó ìkõwé, àwòrán ara ògiri abbl
AKËKÕÖ

1. Dídá ohun tó wà nínú kíláásì mõ

2. Dídárúkô àwôn nýkan náà

OHUN-ÈLÒ ÌKÖNI

Àwôn ohun tó wà nínú kíláásì bí i: àga, tábìlì,

pátákó ìkõwé, àwòrán ara ògiri, ìwé, çfun ìkõwé
abbl.

4. MÍMÔ OHUN TÍ Ó WÀ NÍ ÀYÍKÁ – OLÙKÖ

ILÉ-ÌWÉ
1. pe akëkõö láti dárúkô àwôn ohun tí ó wà ní àyíká
rç.
ÀKÓÓNÚ IŚË
2. sô ìwúlò àwôn ohun tí ó wà ní àyíká
Orúkô àwôn nýkan tí ó wà ní àyíká: Bëêdì,
3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn
òdòdó, ewúrë, igi, àga, amóhúnmáwòrán, ilê,
kôrin
ôkõ abbl
AKËKÕÖ

1. Dárúkô ohun tí ó wà ní àyíká rç

2. Sô ìwúlò wôn

3. fi àwôn ohun tí ó wà ní àyíká kô orin

OHUN-ÈLÒ ÌKÖNI


Àwòrán àwôn ohun tó wà ní àyíká tàbí
nýkan náà gan-an.
5. MÍMÔ NÝKAN TÍ Ó WÀ NÍ ÀYÍKÁ OLÙKÖ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ÀKÓÓNÚ IŚË
1. Pe olùkö láti dárúkô àwôn ohun tí ó wà ní àyíká
Àwôn orúkô nýkan tó wà ní àyíká akëkõö rê

Ilé – tçlifísàn, rédíò, bëêdì, àga abbl 2. sô ìwúlò tàbí àýfààní wôn

Ilé-ìwé – çfun, aga àti tábìlì, rúlà, bírò abbl 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn
kô orin
Ôjà – ata, iśu, èso, èlùbö, çran abbl
AKËKÕÖ

1. Dárúkô àwôn ohun tí ó wà ní àyíká rç.

2. Sô ìwúlò àwôn ohun tí ó wà ní àyíká rç

3. Fi àwôn ohun tó wà ní àyíká wôn kôrin/ śeré

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn ohun tó wà ní àyíká tàbí àwôn nýkan

náà gan-an

6. ŚÍŚE NÝKAN OLÙKÖ

Olùkö tö akëkõö sönà pé kí wön dìde, dúró, jókòó,

ÀKÓÓNÚ IŚË wôlé, wá, jáde pàtëwö abbl

Pípa àśç – àpççrç Dìde, jókòó, dúró, wá, AKËKÕÖ

jáde, wôlé, dákë, pàtëwö abbl
Śe àwôn ohun tí olùkö ní kí o śe

OHUN-ÈLÒ ÌKÖNI

1. Śíśe àmúlò àwôn akëkõö

2. Àwôn nýkan inú kíláásì

7. ÒÝKÀ YORÙBÁ (11 – 20) – Óókànlá dé OLÙKÖ

ogún
1. Tö akëkõö sönà láti ka òýkà láti ôökànlá dé ogún

ÀKÓÓNÚ IŚË 2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti ôökànlá dé

ogún
1. Òýkà láti óókànlá dé ogún
AKËKÕÖ
2. Śíśe ìdámõ fígõ óókànlá dé ogún
1. Tëtí sí àlàyé olùkö lórí òýkà láti ôökànlá dé ogún

2. Ka òýkà láti ôökànlá dé ogún

3. Dá òýkà tí a kô sí ojú pátákó/ ìwé pélébé pélébé

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 mõ ní õkõõkan.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù àti ìwé pélébé pélébé tí a kô òýkà

kõõkan sí láti ôökànlá dé ogún

8. ÔJÖ INÚ ÕSÊ OLÙKÖ

1. Śàlàyé ohun tí ôjö jë

ÀKÓÓNÚ IŚË
2. Kô àwôn ôjö náà ní orin
1. Dídá orúkô ôjö inú õsê mõ: Sunday –
Àìkú, Monday – Ajé, Tuesday – Ìśëgun abbl 3. Pe akëkõö láti sô òun tí a pe ôjö Monday abbl ní
èdè Yorùbá.
2. Sô di orin – Àiku ajé ìśëgun ôjörú ôjöbõ
çtì àbámëta. AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan

2. Ka ôjö náà láti àìkú dé àbámëta

3. Kô àwôn ôjö náà ni orin.

OHUN-ÈLÒ ÌKÖNI


Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan
sí.
9. ÌTÊSÍWÁJÚ LÓRÍ ÔJÖ INÚ ÕSÊ OLÙKÖ

1. Śàlàyé ìtumõ àwôn ôjö wõnyí

ÀKÓÓNÚ IŚË
2. Pe akëkõö láti sô ìtumõ ôjö kõõkan
1. Àlàyé àti ìtàn nípa ôjö kõõkan:
AKËKÕÖ
i. Ôjö Àìkú jë ôjö ayõ ó dára láti śe ohun
rere. 1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan

ii. Ôjö Ajé – ôjö rere láti bêrê òwò śíśe tàbí 2. Pè wön têlé olùkö.
ôjà títà, Ilé kíkö.
OHUN-ÈLÒ ÌKÖNI
2. Kíkô ní orin.
Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí.

10. OLÙKÖ
ÒÝKÀ OWÓ NÁÍRÀ
1. Śàlàyé ohun tí owó náíra jë

ÀKÓÓNÚ IŚË 2. Tö akëkõö sönà láti ka owó náírà

1. Àlàyé lórí kíka owó náíra 3. Pe akëkõö láti töka sí owó náírà

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2. Ìlò owó náírà AKËKÕÖ

3. Śíśe idámõ owó náírà kõõkan 1. Tëtí sí àlàyé olùkö lórí owó náírà

2. Ka iye owó náírà

3. Dá iye owó náírà kõõkan mõ

OHUN-ÈLÒ ÌKÖNI

Śíśe àfihàn owó náírà kõõkan

11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 YORÙBÁ PRIMARY 1 TÁÀMÙ KËTA

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÌKÍNI: Ìkíni ní onírúurú ìgbà OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni śeré

ÀKÓÓNÚ IŚË
2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö
1. Ìkíni ní onírúurú ìgbà tó wà nínú ôdún. Ìkíni
ní ìgbà òjò, ìgbà êrùn tàbí õgbçlê, ìkíni ní ìgbà AKËKÕÖ
ôyë abbl. B.a, Ç kú òjò, ç kú õgbçlê, ç kú ôyë
1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú
ìdánilëkõö.

2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí sáájú

ìdánilëkõö

3. kópa nínú eré bí a śe ń kí ni

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn tó ń kí ara wôn.

2. ÌWÀ RERE OLÙKÖ

1. Lo ewì, owe, àśàyàn õrõ, orin àti ìtàn láti fi töka

ÀKÓÓNÚ IŚË sí àýfààní tí ó wà nínú ìwà rere. B.a “Töjú Ìwà rç
õrë mi”.
i. Kín ni à ń pè ní ìwà rere tàbí ômôlúàbí?
2. Śàlàyé ojúśe ômôlúàbí sí òbí, ômônìkejì, ìjôba,
ii. Báwo ni a śe lè dá ômôlúàbí mõ? Àpççrç – àwùjô
ìsòdodo, sùúrù, õyàyà, ìmúra, ìkónimöra, ìwà
pêlë abbl. 3. Ìśòro tí ômôlúàbí lè dojú kô àti bí ó śe le borí rê

AKËKÕÖ

1. Sô àpççrç ìwà ômôlúàbí

2. Sô àýfààní tó wà nínú híhu ìwà bëê.

3. Sô àpççrç ìwà tó lòdì sí ìwà ômôlúàbí àti ewu tí

irú ìwà bëê lè fà.

4. Sô wàhálà tí ó lè dé bá ômôlúàbí àti bí òótö inú

śe le kó o yô.

OHUN-ÈLÒ ÌKÖNI

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 1. Fídíò àti kásëêtì tó ń kö ni ní ìwà rere

2. Téèpù àti kásëêtì tí a gba orin akömôníwà sí.

3. ÌTÊSÍWÁJÚ LÓRÍ ÌWÀ RERE OLÙKÖ

1. Sô oríśiríśi õnà tí a lè fi jë oníwà rere

ÀKÓÓNÚ IŚË
2. Töka sí àwôn ìwà tí ó fi ìwà rere hàn
Ìbõwõ fágbà:- kíkö nípa bí a śe ń bá àgbà sõrõ,
dídõbálê, kíkúnlê abbl 3. sô èrè tàbí àýfààní tó wà nínú kí ômôdé bõwõ
fágbà

AKËKÕÖ

1. Fetí sí àlàyé nípa ìwà rere

2. Sô àwôn àýfààní jíjë oníwà ìrêlê

OHUN-ÈLÒ ÌKÖNI

Àwòrán tó ń śàfihàn ìbõwõfágbà

4. OJÚŚE (ÇBÍ SÍ ÌDÍLÉ) OLÙKÖ

1. Sô ìtumõ ojúśe
ÀKÓÓNÚ IŚË
2. Śàlàyé ojúśe çnìkõõkan nínú ìdílé
1. kín ni ojúśe?
3. Jë kí akëkõö fi ìbõwõ fágbà òbí śeré
2. ojúśe çnìkõõkan nínú ìdílé – ômô sí òbí,
êgbön sí àbúrò, òbí sí ômô. AKËKÕÖ

1. Sô ìtumõ têlé olùkö

2. Sô ojúśe rê gëgë bí ômô nínú ilé.

3. Kópa nínú eré.

OHUN-ÈLÒ ÌKÖNI


Àwôn akëkõö gan-an kí wôn kópa nínú eré
ìbõwõ fún òbí àti çni tí ó ju ú lô.
5. ÌTÊSÍWÁJÚ LÓRÍ OJÚŚE (ÇBÍ ÀTI OLÙKÖ
ÌDÍLÉ)
1. Sô ìtumõ ojúśe

2. Śàlàyé ojúśe òbí sí ômô, ômô sí òbí, êgbön sí

ÀKÓÓNÚ IŚË
àbúrò nínú ìdílé
1. Ojúśe ômô nínú ilé – bí àpççrç; fô abö, jë iśë
3. Jë kí akëkõö fi ìbõwõ fún òbí śeré
tí wôn bá rán-an.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2. Òbí sí ômô, b.a san owó ilé-ìwé, ra aśô fún AKËKÕÖ
ômô, pèsè ìwòsàn nígbà àìsàn, wá oúnjç abbl
1. Sô ìtumõ têlé olùkö
3. Êgbön sí àbúrò – śe ìtöjú àbúrò rê, dáàbòbò
ó abbl 2. Sô ojúśe rç gëgë bí ômô nínú ilé

3. Kópa nínú eré

OHUN-ÈLÒ ÌKÖNI

Àwòrán ômô tí ó ń gbálê nínú ilé.

6. ÌSÕRÕÝGBÈSÌ LÁÀRIN AKËKÕÖ OLÙKÖ

1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí

ÀKÓÓNÚ IŚË ó ti tö

1. Ìbánisõrõ láàrin akëkõö méjì lórí bíbéèrè 2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn.
orúkô ara wôn àti orúkô òbí wôn.
AKËKÕÖ

Fún olùkö ní àwôn ìdáhùn tó bá ìbéèrè olùkö mu.

OHUN-ÈLÒ ÌKÖNI

Śíśe àmúlò akëkõö láti béèrè ìbéèrè löwö ara wôn.

7. ORÍŚIRÍŚI ÈSO, OÚNJÇ ÀTI EWÉBÊ OLÙKÖ

1. Pe akëkõö láti dárúkô àwôn èso, oúnjç àti

ÀKÓÓNÚ IŚË ewébê.

 Dídárúkô oríśiríśi èso òrombó, õgêdê, 2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe
àgbálùmõ abbl. ara
 Oúnjç: ìrçsì, êwà, iśu, gààrí abbl
AKËKÕÖ
 Ewébê: êfö, amúnútutù, ewédù, êfö
têtê abbl 1. Dárúkô àwôn èso, oúnjç àti ewébê tí ó wà ní
agbègbè.

2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn igi eléso, oúnjç àti ewébê.

8. SÁÁJÚ KÍKÔ ÁLÍFÁBËÊTÌ YORÙBÁ OLÙKÖ

1. Kô álífábëêtì Yorùbá sókè fún àwôn akëkõö

ÀKÓÓNÚ IŚË
2. Kô àwôn lëtà tí ó dúró fún ìró õrõ köńsónáýtì,
1. Kíkô fáwëlì àti köńsónáýtì èdè Yorùbá b, d,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 f, g, gb, h, j, k, l, m, n, p, r, s, ś, t, w, y. fáwëlì àìránmúpè lötõõtõ sójú pátákó.

2. Fáwëlì àìránmúpè: a, e, ç, i, o, ô, u. 3. Pè wön lökõõkan fún akëkõö köńsónáýtì

3. Fáwëlì aránmúpè: an, ôn, çn, un, in. AKËKÕÖ

1. Śe àwòkô àtç álífábëêtì Yorùbá

2. Śe àwòkô àwôn lëtà ìró köńsónáýtì, fáwëlì

àìránmúpè àti àránmúpè.

3. Pe àwôn fáwëlì àti köńsónáýtì náà bí olùkö śe pè

wön.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù ńlá tí a kô álífábëêtì Yorùbá sí.

2. Káàdì pélébé pélébé tí a kô àwôn lëtà náà sí.

9. ÌMÕLÁRA AKËKÕÖ LÁSÌKÒ TÍ A WÀ OLÙKÖ

1. Pe akëkõö láti sô ìmõlára rê ní àkókò tí ó wà

ÀKÓÓNÚ IŚË
2. Bíbéèrè löwö akëkõö ohun tí ó śe é tí ojú rê fi
1. Ooru mú mi – ìgbà oorùn körë löwö.

2. Otútù mú mi – ìgbà òjò tàbí ìgbà ôyë abbl AKËKÕÖ

1. Sô ohun tí ó śçlê löwö sí i.

2. Kópa nínú eré náà

OHUN-ÈLÒ ÌKÖNI


Àwòrán tó śe àfihàn çni tí ó kájô sí ojú kan
náà.
10. ÀRÒKÔ KÉÈKÈÈKÉ OLÙKÖ

1. Tö akëkõö sönà láti jíròrò lórí àkôlé kan tí wön

ÀKÓÓNÚ IŚË báyàn.

1. Àròkô nípa oúnjç. Àpççrç; oúnjç tí mo fëràn 2. Darí akëkõö láti śe ìlapa èrò.
jù
3. Tö akëkõö sönà láti kô àròkô
2. Àròkô nípa orúkô ènìyàn
AKËKÕÖ

1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìlànà olùkö.

2. Kópa nínú śíśe ìlapa èrò àti àtúntò rê.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 3. Lo ìlapa èrò láti kô àròkô.

OHUN-ÈLÒ ÌKÖNI

 Pátákó çlëmõön tí a kô àkôlé àti ìlapa èrò

sí.

11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE AND TECHNOLOGY

PRIMARY ONE, FIRST TERM

WEEKLY TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’
ACTIVITIES
1 Exploring your (i)Takes pupils on a study (i)0bserve and
environment, walk around and outside the identify things
Things in and around school. around and outside
the classroom, school (ii)Aids pupils to mention the school.
and home things in the home. (ii)Mention things in
the home.
2 Types of roads within (i)Demonstrates walking (i)Demonstrate
and outside the safely along the road and walking safely
school. crossing the road. along the road.
(ii)Guides the pupils to (ii)List the types of
mention the types of roads road within and
within and outside the school outside the school.
3 Soil-types and the (i)Guides pupils to identify (i)Identify the types
importance types of soil. of soil
(ii)Aids the pupils to state the (ii)List the uses of
uses of soil. soil
(iii)assists pupils to list the (iii)State the
components of soil. components of soil.
4 Air (i)Guides pupils to identify Air (i)Identify air as
as other components of the other components
surrounding. of the surrounding .
(ii)Demonstrate the existence (ii)Demonstrate the
of air using paper or hand fan. existence of air

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 (iii)Demonstrates that air using paper using
occupies space by inflating paper or hand fan.
balloons. (iii)Inflate balloons
polythene bags etc.
5 Water-sources and (i)Guides the pupils to identify (i)Mention the
the uses. sources of water and the sources of water.
uses. (ii)Recite a poem
(ii)Takes pupils on a tour to a about water .
nearby water sources.
6 Colour-colours of the (i)Uses the colour chart to (i)Identify colours of
objects guide pupils to identify colour. objects provided by
(ii)Guides pupils different teacher.
materials to identify different (ii)Collect materials
colours. of different colours
provided by the
teacher for
identification.
7 Colours-Road traffic (i)Draws road traffic signs for (i)Observe the road
light signs pupils to observe. traffic signs
(ii)Takes pupils to observe provided by the
various road traffic signs in teachers.
the locality. (ii) Observe road
(iii)Supervises pupils in traffic lights with
drawing and painting of road their functions.
traffic signs. (iii)Draw color and
label road traffic
signs.

8 Living things in the (i)Uses pictures and charts to Observe the

school guide pupils to identify some pictures and charts
living things in the school to recognize some
environment . of living things.
(ii)Takes pupils around the (ii)Identify self as a
school the school compound living thing.
and the classrooms showing
them living things.
9 Living things in the (i)Aids pupils to identify living (i)Mention living
home things in the home. things in the home.
(ii)Guides the pupils to draw (ii)Draw living
living in the home. things in the home.
10 Non-living things (i)Guides pupils to identify (i)Identify non-living
non-living things through things in pictures
pictures and charts in the and charts in the
classroom, school. classroom, school.
(ii)Takes pupils around the (ii) Observe and
classroom and school to show identify and non-
them non-living things around living things in the
them. classroom and in

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 the school
compound.
11 Non-living things in (i)Uses pictures and charts to (i)Identify from
the home identify non-living things in the pictures and charts
home. non-living things in
(ii)draw the picture of some the home.
non-living things in the home (ii) Draw the
with the help of a teacher pictures of some
non-living things in
the home.
12 Revision Guides pupils to read and Listen and ask
revises all that has been questions.
taught in the term.

13 Examination

14 Compilation of results

BASIC SCIENCE AND TECHNOLOGY

PRIMARY ONE, SECOND TERM

WEEKLY TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS

ACTIVITIES
1 Simple machines (i)Guides the pupils to Listen and
Meaning of simple describe simple machines describe the

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 machines (ii)provides samples of meaning of simple
simple machines in the machines.
home and school (ii)Collect and use
some simple
machines e.g.
broom ,hoe,can
openers etc.
2 Simple machines- Demonstrates how to safely (i)play on a
the safe use of use simple machines seesaw/swing
simple machines (ii)Guides pupils to identify (ii)Identify dangers
dangers in the use of simple in the use of
machines. simple machines.
3 Energy (i)Guides the pupils to define (i)Define energy
Definition of energy (ii)identify from
energy (ii)Guides pupils using charts and posters
(ii)Example of charts and posters to objects that show
things that use identify objects around them the use of energy
energy where energy is used e.g.
grinding machine ,driving a
car.
4 Perform activities (i)Guides the pupils to (i)performing
involving the use perform activities involving simple activities
of energy the use of energy e.g. showing the use of
jumping,running, cutting of energy such as
grasses running,walking
and cutting
grasses
5 Moving our body i)Demonstrates the i)Practice the
technique in locomotor techniques of
movement. leaping, walking
ii) Supervises the pupils and and running.
offers assistance. ii) Follow the
teacher’s guide
and supervision
and assistance.
6 Throwing of i) Guide the pupils to i)Practice
objects, catching practice manipulative manipulative
of objects, kicking patterns of throwing- patterns of
of objects etc. catching in pairs etc. throwing –catching
ii) Guide the pupils to list the in pairs etc.
safety rules in basic ii) Mention the
movements. dangers in basic
movements.
7 Athletics i) Guide the pupils to define i)Define Athletics
Athletics. ii) Mention some
ii) Aids the pupils to mention Athletics activities.
some Athletics activities.
8 Perform simple i)Demonstrates the events i)Observe the

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Athletics e.g. 50 meters(start from teacher’s
activities. and finish) demonstration in
ii) Supervises and corrects running.
practice by pupils. ii)Practice the
iii) Guides the pupils to state events
the safety rules in Athletics. iii) Mention safety
rules in Athletics.
9 Games i) Assists the pupils to i) List the different
mention different types of types of games.
games. ii) Observe and
ii) Show the pupils some mention some
materials use in games. materials use in
games.
10 Local games and i) Explain the local games to i) Mention some
safety rules the pupils. local games.
ii) Demonstrates the various ii) Observe the
local games. teacher’s
iii) Observe the pupils and demonstration.
offer assistance. iii) Follow the
iv)List safety rules. teacher’s
instructions and
assistance.
iv)Mention and
follow the safety
rules.
11 Revision
12 Examination

BASIC SCIENCE AND TECHNOLOGY

PRIMARY ONE, THIRD TERM

WKS CONTENT/ TEACHERS ACTIVITIES PUPILS ACTIVITIES

TOPICS
1 Swimming i) Explains the preliminary i)Listen to the teacher
skills. ii)Perform the preliminary

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ii) Demonstrates the skills
preliminary skills.
2 Safety rules in Observe safety rules in Using of swimming
swimming swimming clothe/life jackets etc.
3 Health and i) Guide the pupils to i)Participate and
hygiene demonstrate how to wash demonstrate how to
hands, bathe and brush the wash hands, bath and
teeth. brush the teeth.
ii) Guides the pupils through ii) Participate in
discussion on care of nails, discussion on the care
hairs, foot wear, clothes and for the following- nails,
the skin. hairs, foot wear, and
clothes.
4 Benefits of List the benefits of Mention some benefits of
cleanliness cleanliness. cleanliness.
5 First Aid i) States the meaning of First i) State the meaning of
Aid. First Aid.
ii) Guide the pupils to list and ii)List objectives of First
explain some objectives of Aid.
First Aid.
6 Content of First i) Presents a First Aid Box Identify contents of First
Aid Box with its content. Aid Box.
ii) Guides pupils to identify
the contents.
7 Computer i) Lead pupils to identify a i)Identify a computer
computer. ii) Describe the
ii) Show the pupils the differences between
differences between computer and a
computer and a television. television.
8 Parts of a Arrange computer parts on a Touch and identify the
computer table. mouse, monitor, printer
etc.
9 Computer i) Shows the parts of i)Observe the computer
hardware and the computer that makes up the hardware.
components. computer hardware. ii) Draw and label the
ii) Display pictures of the hardware components.
hardware components.
10 Uses of software Plays available game in Repeat each activity
(playing games). computer/mobile phone to demonstrated by the
show the uses of software. teacher on software.
11 Revision

12 Examination

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 BASIC TECHNOLOGY
PRIMARY ONE 1ST TERM

WEEK TOPIC/ CONTENT ACTIVITIES

SIMPLE MACHINES TEACHER
1–5 Meaning of: Simple machine (a device 1. Provides samples of simple
that makes work easy e.g. Broom, machines in the home and school.
Spoon, See-saw/swing, Hoe, Cutlass 2. Leads pupils to use some simple
etc.) machines (broom, pair of scissors, see-
saw/swing).
PUPILS
Collect and user some simple machines
e.g. broom, hoe, can-opener, spoon etc.
INSTRUCTIONAL RESOURCES
Brooms, See-saw, Hoe, Cutlass, Can-
opener and spoon.
6 – 10 SIMPLE MACHINES TEACHER
The safe use of simple machines. Demonstrates how to safely use simple
machine.
PUPILS
1. Play on a see-saw/swing.
2. Identify dangers in the use of simple
machines.
INSTRUCTIONAL RESOURCES
Brooms, See-saw, Hoe, Cutlass, Can-
opener and spoon.
11 – 14 Revision / Examination

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 BASIC TECHNOLOGY
PRIMARY ONE 2ND TERM

WEEK TOPIC/ CONTENT ACTIVITIES

ENERGY TEACHER
1–5 1. Meaning of energy as exemplified Guides pupils to identify themselves
by people doing some work. using energy to move, write, jump, run,
lift objects etc.
PUPILS
Perform simple activities showing the
use of energy such as walking, running,
jumping, and lifting an object.
INSTRUCTIONAL RESOURCES
Pupils in the classroom, desks and
chairs, posters and charts.
6 – 10 2. Examples of things that use TEACHER
energy. Guides pupils using charts and posters
to identify objects around them where
energy is used e.g. grinding machine,
pounding with mortar and pestle, riding a
bicycle etc.
PUPILS
Identify from charts and posters objects
that show the use of energy.
INSTRUCTIONAL RESOURCES
Pupils in the classroom, desks and
chairs, posters and charts.
11 – 14 Revision / Examination

BASIC TECHNOLOGY
PRIMARY ONE 3RD TERM

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 REVISION OF 1ST AND 2ND WORK

PHYSICAL AND HEALTH EDUCATION

PRIMARY ONE, FIRST TERM
WEEK TOPIC CONTENT ACTIVITY
1 MOVING OUR BODY Leaping and Walking Pupils to
PARTS i. Demonstrate correct
walking and leaping
ii. Identify safety rules in
walking and leaping
iii. Identify non locomotive
movement
2 MOVING OUR BODY Stepping and Hopping Pupils to
PARTS i. Demonstrate correct
stepping and hopping
ii. Identify safety rules in
stepping and hopping
iii. Identify techniques in
stepping and hopping
3 MOVING OUR BODY Running and Pushing Pupils to
PARTS i. Demonstrate correct
running and pushing
ii. Identify safety rules in
running and pushing
iii. Identify techniques in
running and pushing
4 MOVING OUR BODY Throwing and Catching Pupils to
PARTS i. Demonstrate (a) throwing of
objects (b) catching of
objects.
ii. Identify safety rules in
throwing and catching of
objects.
iii. Identify the techniques in
throwing and catching of
objects.
5 MOVING OUR BODY Kicking and Striking Pupils to
PARTS i. Demonstrate (a) kicking of
objects (b) striking of
objects.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ii. Identify safety rules in
kicking and striking of
objects.
iii. Identify the techniques in
kicking and striking of
objects.
6 CARE OF THE BODY General Body Pupils to:
Cleanliness i. Explain how to wash hands
and bath
ii. Explain how to brush their
teeth
iii. Demonstrate how to brush
their teeth
iv. Demonstrate how to use
chewing stick, toothbrush
and paste to clean the teeth
7 CARE OF THE BODY Care of the Skin Pupils to:
i. Explain ways of caring for
the skin like wearing clean
dry clothes, avoiding the
use of wet wears to avoid
skin disease, etc.
ii. Discuss methods of caring
for the skin
8 CARE OF THE BODY Care of Nails and Hair Pupils to:
i. Describe how to cut nails
ii. Mention why we should
maintain our hair
iii. Mention ways of
maintaining our hair
iv. Describe why we should cut
our nails.
9 CARE OF THE BODY Care of foot wears Pupils to:
i. List types of foot wears
ii. Discuss ways you can keep
the foot clean
iii. State ways of maintaining
foot wears.
10 CARE OF THE BODY Care of Clothes Pupils to:
i. Identify types of good or
proper clothes
ii. Discuss ways of maintaining
our clothes
11 CARE OF THE BODY Benefits of Cleanliness Pupils to:
i. Demonstrate the benefits of
general body cleanliness
ii. List some benefits of
cleanliness.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 12 REVISION
13 EXAMINATION

PHYSICAL AND HEALTH EDUCATION

PRIMARY ONE, SECOND TERM
WEEK TOPIC CONTENT ACTIVITY
1 ATHLETICS Short distance race e.g. The teacher explains and
50 metres demonstrates the
i. Start – on your mark, set,
go.
ii. Finish – breasting the tape
iii. Pupils listen and watch the
teacher, then practice the
activity.
iv. Safety rules.

2 ATHLETICS Long Jump The teacher explains and

demonstrates the
i. Run, take-off and landing
ii. Pupils listen and practice
the activity.
iii. Safety rules in long jump.
iv. Pupils do the same.

3 GAMES Local Games e.g. Rat i. The teacher explains local

and Rabbit, Cat and games
Rat ii. Lists examples of local
games
iii. Demonstrate the various
local games
iv. Demonstrate the skills in
rats and rabbit, cat and rat.
v. Pupils do the same.

4 GAMES Local games continue i. The teacher demonstrates

e.g. Fire on the fire on the mountain, etc.
Mountain, etc. ii. Demonstrate the skills in fire
on the mountain
iii. Benefits of local games
5 GAMES Ball Games i. The teacher lists examples
of ball games e.g. football,
basketball, tennis, etc.
ii. Mention the skills in ball
games.
iii. Pupils do the same.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 6 GAMES Ball Games i. Practice some ball games
ii. State safety rules on ball
games
7 SWIMMING Skills for beginners i. Teacher explains
preliminary skills
ii. Demonstrate preliminary
skills e.g. coming into and
going out of the water,
breathing mode, turtle float,
face float, etc.
8 SWIMMING Safety Rules in i. Teacher explains safety
Swimming rules in swimming
ii. Demonstrate safety rules in
swimming.
iii. Pupils answer questions.
9 SWIMMING Benefits of Swimming i. Teacher lists the benefits of
swimming
ii. Demonstrates the benefits
of swimming.
iii. Pupils do the same.
10 REVISION
11 EXAMINATION

PHYSICAL AND HEALTH EDUCATION

PRIMARY ONE, THIRD TERM
WEEK TOPIC CONTENT ACTIVITY
1 FIRST AID Simple Definition i. Teacher explains the
/Meaning of First Aid meaning of First Aid
ii. States a simple definition of
First Aid.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 iii. Pupils answer questions.

2 FIRST AID Objectives of First Aid i. Teacher lists objectives of

First Aid e.g.
- Arrest bleeding
- Save life
- Prevent injury from
becoming worst`

3 FIRST AID Objectives of First Aid ii. Teacher lists objectives of

First Aid e.g.
- Arrest bleeding
- Save life
- Prevent injury from
becoming worst`

4 FIRST AID Content of First Aid Box i. Teacher lists the content of
First Aid box e.g. cotton
wool, bandage, linemen,
methylated spirit, iodine,
scissors, razor blade, etc.
ii. Identify the content of First
Aid box.

5 FIRST AID Content of First Aid Box iii. Teacher lists the content of
First Aid box e.g. cotton
wool, bandage, linemen,
methylated spirit, iodine,
scissors, razor blade, etc.
iv. Identify the content of First
Aid box.

6 FIRST AID Demonstration of First i. Pupils demonstrate First Aid

Aid treatment treatment on an injured
person.
7 FIRST AID Demonstration of First ii. Pupils demonstrate First Aid
Aid treatment treatment on an injured
person.
8 FIRST AID Qualities of a First Aider i. Teacher explains who is a
First Aider
ii. Lists the qualities of a good
First Aider.
iii. Pupils do the same.
9 FIRST AID Qualities of a First Aider iv. Teacher explains who is a
First Aider
v. Lists the qualities of a good
First Aider.
vi. Pupils do the same.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

10 FIRST AID Types of first Aid Describe First Aid box
11 FIRST AID Types of first Aid Construct a cardboard first Aid box
12 Revision Revision
13 Examination

BASIC SCIENCE AND TECHNOLOGY

COMPUTER STUDIES
PRIMARY ONE FIRST TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 DESCRIPTION OF COMPUTER -Teacher takes the pupils to the
1. Definition of computer computer system.
2.Parts of computer -Teacher guides the pupil to identify
3. Drawing of computer parts. parts of the computers.
-Pupils identify each parts of the
computer.
-Teacher arranges the computers
on a table or provides pictures of
computer parts for the pupils to
draw.
-Pupils draw and color the pictures
of the identified parts.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 COMPUTER STUDIES

PRIMARY ONE SECOND TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1. SECOND TERM -Teacher guides the pupils on how
TOPIC/ CONTENT to use the computer to play games.
USES OF CUMPUTER Pupil’s response to teacher’s
1. Using the computer to play games. instruction.
.

2. Using the computer to type text and to -Teacher guides pupils to learn how
store information. To type test and to store
information.
3. Using the computer to watch educational -The teacher shows the pupils how
films. to use the computer to watch films.
-To come out in groups of two to
examine what they have produced
with the computer.

BASIC SCIENCE AND TECHNOLOGY

COMPUTER STUDIES

PRIMARY ONE THIRDTERM

WEE TOPIC/CONTENT ACTIVITIES

K
1. COMMON INFORMATION -Teacher mention the full meaning
TECHNOLOGY DEVICES. of (I T):

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 1.Common I T devices: Information technology.
-GSM,(Global system for mobile -Teacher displays on the table IT
communication). related objects such as GSM.
-Calculators -Pupil repeat after the teacher the
full meaning of IT
-Pupils repeat other IT related
object such as calculator, GSM etc.

2. COMMON IT DEVICES: -Teacher mention other

-Digital wristwatch IT related objects or devices such
as digital wristwatch.
-Teacher presents a digital
wristwatch before the pupils.
-pupils mention other IT related
devices that the teacher has
mentioned.
-Pupils examines a digital
wristwatch and mention how it is
relates to IT

3. DESCRITION OF COMMON IT -Teacher guides the pupils on how

DEVICES. to draw GSM and color it.
-GSM as related devices. -Pupils draw and color GSM,
calculator and digital wristwatch as
IT related devices.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 PRE-VOCATIONAL STUDIES (PVS)

HOME ECONOMICS

1st TERM PRIMARY 1

WEEK TOPIC/CONTENT ACTIVITIES

1 The human body - Teacher asks the pupils to identify their

- (i) Identification of head, head, hair, eyes and nose.
hair, eyes and nose. - Teacher show the pupil’s chart of
human body and list parts of the body.
- Pupils where asks to identify head, hair,
eyes and nose on the chart.
- (ii)identification of mouth - Teacher asks the pupils which part of
and ears your body do you use for eating? For for
hearing?
- Pupils where asks to touch their mouth
and ears.
- Teacher shows the pupils a chart of
human body and ask the pupils to
identify mouth and ears one after the
other.
2 The human body - Teachers explain the meaning of trunk
- (i) identification of the to the pupils using the chart of human
neck and trunk body.
- Trunk is part of human body from neck
to waist.
- Pupils where asks to identify neck on

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 the chart.
- Teacher asks the pupils to identify their
trunk and neck.
(ii) Identification of the chest - Teacher shows the pupils picture of
and belly. human body and asks the pupils to
identify chest and belly.
- Teacher shows the pupils chest and
belly using the picture of human body.
3 The human body - Pupils where asks which part of your
- Identification of the leg body do you use to walk? And write?
and hand. - Teacher shows the pupils a picture of
human body and asks the pupils to
identify leg and hand.
(ii) identification of nails - Teacher asks the pupils to show her
their finger nails and toe nails.
- Finger nails are the nails in human toes.
4 Daily care of the body - Teacher asks the pupils question how
- (I) reason for daily care many of you take their bath?
of the body - Teacher and pupils state reasons for
daily care of the body. e.g.
- To cook neat
- To prevent body odour
- To prevent disease.
5 Daily care of the body - Teacher asks the pupils what they use
- (I) materials used for the for taking care of the body.
care of the body. - Teacher shows the pupils some
materials used for the care of the body
e.g. sponge, soap, water, brush, body
cream e.t.c.
6 Practical - Teacher asks the pupils question. If you
- (I) care of the nose, don’t want your teeth to be smelling
eyes and teeth what do you do?
- Teacher explains care of nose, eyes
and teeth to the pupils.
- Nose – do not use sharp object on your
nose
- Clean your nose with clean
handkerchiefs.
- Teeth brush your teeth with brush, pest
and water twice in a day.
- Eyes - do not use sharp object on your
eyes.
- Wash your eyes with clean water.
(ii)Care of the materials used. - Teacher and the pupils state some ways
of taking care of the materials used. e.g.
- By cleaning the material
- By keeping them in safe place for future

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 use.
7 Care of the mouth, teeth and - Teacher asks the pupils which part of
tongue your body do you use for eating?
- (I) function of the mouth, - Teacher explains the functions of the
teeth, and tongue. mouth, teeth and tongue to the pupils.
-
- (ii) reasons for cleaning - Pupils where asks why do you brush
our mouth, teeth and your teeth and tongue?
tongue - Teacher explains some reason for
cleaning one mouth, teeth and tongue.
- To prevents mouth odour.
- To breath fresh.
8 Care of the mouth, teeth, and - Teacher asks the pupils to mention
tongue. anything that can be used for cleaning
- (I)materials used for teeth, mouth and tongue.
cleaning our mouth, - Teacher explains the two types of
teeth, and tongue cleaning materials to the pupils. The two
materials used for cleaning our teeth,
mouth and tongue are two.
- Traditional – they are materials for
cleaning mouth, teeth and tongue that
can be found within our environment we
don’t buy them in the market e.g.
chewing stick, ash, salt e.t.c.
- Modern – are those materials that we
buy them in the market for cleaning our
mouth, teeth and tongue e.g. tooth
brush, paste e.t.c.
- Teacher shows the pupils examples of
traditional and modern materials used
for cleaning teeth, mouth and tongue
using instructional resources. Tooth
paste, chewing stick, ash.

9 Care of the mouth, teeth and - Pupils where asks how do you brush
tongue your teeth? And with what?
- (I) ways for caring for - Teacher explains some ways of caring
our mouth, teeth and for our mouth, teeth and tongue.
tongue. - Teacher uses one of the pupils to
demonstrate how to brush teeth using
instructional resource e.g. brush, tooth
paste, chewing stick, water.
Care of the mouth, teeth and - Pupils where asks to look at their friends
tongue. teeth and see either is decay or not.
- Causes and prevention - Teacher explains causes of tooth decay
of decay tooth. to the pupils.
- Teacher allows the pupils to state

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 method of preventing tooth decay.
- Teacher shows the pupils a chart of a
man with decay teeth that cannot eat
meat
10 Care of hand and feet - Pupils where asks to clap 10 times.
- (I)parts of the hands - Teacher asks the pupils which part of
and feet’s your body you use for clapping?
- Teacher shows the pupils a chart of
human body and shows the pupil’s parts
of hand and feet.
(II)Care of hand and feet. - Teacher explains manicure and
pedicure to the pupils.
- Manicure – is how you take care of
your hand while Pedicure – is taking
care of your feet.
- Pupils where asks to state ways taking
care of hand and feets.
- Teacher show the pupils some material
used for taking care of hand and feet
using the instructional resources e.g.
nail filer, water nail remover, feet crater.
- Teacher asks the pupils question is it
(III) Reasons for keeping good to keep our finger nails long? If no
hands and feet clean. why?
- Teacher discusses reasons for keeping
hand and feet clean.

11 Care of hand and feet - Teacher asks the pupils do you wash
- (I) when to wash hand your hands before eating food? Do you
and feet. wash your hands after eating food? If
yes why?
- Teacher explains when to wash hand
and feet to the pupils.
- Wash your hands after meal and before
meal, after visiting the toilet, after play,
after work in the garden.
- Teacher shows the pupils materials
used for washing hand .e.g. water, soap
etc.
(II)Danger of not caring for - Teacher asks the pupils if you don’t
hand and feet wash your hands before and after eating
what will happen to you?
- Teacher explains danger of not caring
for hands and feet to the pupils.
- Teacher shows the pupils a picture of a
boy who wound himself with his long
nails.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

12 Care of hands and - Teacher check the pupils finger nails
feet(practical) - Teacher explain some reasons for
- (I)Reasons for keeping keeping the nails well trimmed and
the nails well trimmed clean .e.g.
and clean. - Dirt will not hide in your finger.
- You cannot wound yourself if your nails
is well trimmed

HOME ECONOMICS

2ndTERM PRIMARY 1

WEE TOPIC/CONTENT ACTIVITIES/RESOURCE

K
1 Care of the hair: - Teacher explains two types of hair e.g.
- Type – soft and coarse, soft hair and coarse hair.
- Function of hair - Teacher ask two pupils with soft hair
and coarse hair to differentiate the two
hair to them;
- Teacher let them touch and feel it, to
see the differences;

- Function of hair - Teacher explains the beauty of hair in

the body;

- The teacher tells the pupils hair covers

the skill and also beautifies the body

-Teacher asks the pupils to list tools

Care of the hair: use in caring our hair e.g. shampoo,
- Hair care materials and comb, and cream e.t.c.
tools e.g. comb, hair brush, Instructional Resource:
cream/pomade, shampoo - use of pictures/chart

2. Care of the hair: -Teac her explains lack of caring

- Danger of neglecting the -It results in itching, it look rough,
hair, it result to dandruff, overgrow, untidy hair, dandruff and the
ringworm e.t.c. hair also cause ringworm
Instructional Resource:
- Use tools to wash the hair
Ways of caring for the hair
- Teacher asks the pupils how many
times we care for the hair.

- What are the ways of caring for the

hair? E.g. washing, plaiting and

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 combing.

3. Care of the ear and nose: - Teacher explain the three parts of the
- Ear and Nose ear, e.g. inner ear, middle ear and
outer ear;
- Function of the ear is hearing and
balancing;
- Function of the nose is use for
breathing and smelling of odour

Materials for cleaning the ears - Pupils: what do we use in cleaning the
and nose: ear or mention the tools use in
cleaning the ear;

- Teacher mentions the tools e.g. cotton

bud, they should not use sharp object
in cleaning the ear/nose.
4. Care of the ear/nose: - Teacher discusses with the pupils the
- Dangers of not caring for danger for not caring for the ear and
the ear and nose nose e.g.
- It causes deaf ears;
- Nose unable to perceive the odour
- Unable to breath
- Teacher involves the pupils to tell her
their own experience in cleaning the
nose and ear.

Care of the ear and nose: - Teacher ask the pupil to avoid any
- Ways of caring for the ears sharp object,
and nose
- Use cotton bud in cleaning the ears
and nose;

- Use of handkerchief for cleaning

5. Care of the eyes: - Teacher explains the five sense
- Function of the eyes organs e.g.:
- Nose – for breathing
- Eyes – for seeing
- Tongue – for tasting
- Touch- for feeling
- Teacher ask the pupils to use
demonstration method with pupils in
class
- Teacher explains the function of eyes

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 e.g. the two eyes of every vibrate the
organs of sight
- The eyes can see only if there is light,
sense of sight

Caring: - Teacher discuss with pupils by asking

- Dangers of not caring for questions if care is not taking, what will
the eyes be the danger of the eyes?

- Pupils response: the eyes would

damage;

- Person become blind

- Lost of sight

- Teacher add more e.g. the upper and

lower eyelid will be affected

- Dust, insects and tiny particles that

enter the eyes will damage the eyes
6. Practical: - Teacher uses the full diagram of the
- Care of the eyes eyes picture or chart of the eyes, use
any child to demonstrate in the class
- Pupils will see, touch the eyes
7. The home: - Teacher defines home as each room
- Definition of the home is a place you use to live, to sleep, and
cook e.t.c.
- Teacher asks the pupils to mention
any house they know e.g. sitting
room , bedroom, toilet, kitchen, store
food e.t.c.
- Teacher explains and separate rooms
e.g. we call each by name e.g.
bedroom is use for sleeping
- Dining room is where we eat
- kitchen for cooking
8. The home: - Teacher mention the bedroom is use
- uses of the differentiate for sleeping, dinning room is use for
part of the home eating e.t.c.
9. Home: - Teacher list down the items found in
- item found in the different parts of the house eg.
parts of the home - Bedroom: bed, boxes, wardrobe,
dressing mirror,
- Sitting room: cushions, television,
pictures, fridge, book shelf e.t.c.
- Kitchen item|: gas cooker, electric

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 cooker, stove, cooking pot, plates,
kitchen utensils
- Dining room: table, chair, fan, table
mat, knife, waste bin
- Store: shelf, table, different food stuff
10. The home and its surroundings: - Teacher defines home surrounding to
- Definition of home the pupils. Home is a place where we
surrounding live while surroundings are those
things that are around our home e.g.
garden, flower etc.
- Care of home and - Teacher asks the pupils how do you
surrounding do with the dirt around your house?
- Teacher explains some ways of taking
care of home surrounding;
- By disposing of refuse, picking,
cleaning sweeping, removal of
stagnant water;
- Teacher shows the pupils chart of a
girl sweeping their surrounding
11 REVISION - Revision
- Revision

12. EXAMINATION - Examination

- Examination

HOME ECONOMICS

3rdTERM PRIMARY 1

WEEK TOPIC/CONTENT ACTIVITIES

1. Toilet hygiene: - Teacher asks the pupils which type of

- Define toilet toilet do you have in your house one
- Types of toilet after the other
- Types of toilet items found - Teacher explains type of toilet to the
in the toilet pupil. There is modern and traditional
toilet
- Pupils mention items found in a toilet
e.g. water, soap, toilet paper
- Teacher shows the pupils the two
types of toilet using the chart i.e
traditional and modern toilet

- Teacher ask the pupils that modern

toilet how do they use it

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 - Proper use of toilet
- Teacher discuss with the pupils proper
use of toilet e.g.

- Flush the toilet after use

- Do not put paper in the modern toilet

- Teacher show the pupil toilet paper

and newspaper and explain the good
one to be use in toilet paper
2. Toilet hygiene: - Teacher explain simple toilet hygiene
- Simple toilet hygiene to the pupils
- Use toilet paper and water to clean up
- Dispose toilet paper after use
- Wash hand with soap and water and
wipe with towel
- Teacher show the pupils water soap,
towel
3. Practical: - Teacher group the pupils and ask
- Demonstrate cleaning of mention any material use for cleaning
the school toilet toilet e.g. water, bucket, broom,
detergent, izal
- Teacher guide the pupils on steps for
cleaning toilet in the school
- Fetching of water
- Divide water into two
- Add detergent to one Water
- Clean the toilet with detergent water
using broom
- Raise with clean water and izal
- Pupils where ask to clean the
equipment and dry and store
4. Home and its surrounding: - Teacher asks the pupils what makes
- Types of dirt our surrounding dirty?
- Teacher explain types of dirty to the
pupils e.g. pieces of paper, leaves,
rough paper, dust
- Cleaning of dust - Teacher asks the pupil how do you
clean dirt? By picking, sweeping,
dusting
- Pupil were ask to pick any dirt around
or beside them in the classroom to
make the class look neat
5. The home and its surrounding - Teacher explain to the pupil, there are
(practical) some paper that when place in the
- Paper decoration to home it will beautify the home

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 beautify the home - Pupils were ask to mention any paper
that beautifies the home
- Pupils were ask to group themselves
with the guide of the teacher each
group should draw a flower and colour
it
- Teacher uses the beautiful ones and
decorate the class

- ways of cleaning the - Teacher ask the pupils to mention any

surrounding of the home cleaning tool they know
(practical)
- Teacher display the cleaning tool and
group the pupils with the guide of the
teacher some pupils pick, some sweep
and some dispose the waste.

6. The home and its - Teacher asks the pupils to mention

surroundings: some tools and materials used for
- Tools and materials used cleaning
for cleaning - Teacher show the pupil a chart of
tools and materials used for cleaning
- Maintenance of tools used - Teacher explains how to maintain tools
used for cleaning the surroundings e.g.
- Clean tools after use
- Store tools in a safe place.
7. Food for health: - Teacher asks the pupils “what do you
- Definition of food eat last night? One after the other;
- Teacher defines food to the pupils,
food is anything eatable either solid or
liquid;
- Pupils were ask to mention food items
found in the locality e.g. yam, meat, oil,
rice, fish etc
- Teacher shows the pupils rice, yam
and fish
- Reasons for eating food
- Teacher asks the pupils why do you
eat food?

- Teacher states reasons for eating

food. E.g

- It makes us grow;

- It makes us healthy

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 - It provides energy

- Teacher shows the pupils a chart of

health and unhealthy man

8. Food for health: - Teacher explains to the classes of food

- Classes of food with their examples to the pupils e.g
- Carbohydrate – energy giving food e.g.
yam, rice and cassava;
- Protein – body building food e.g. meat,
fish, milk and fish;
- Vitamins – protective food e.g. orange
and vegetables;
- Mineral – salt and sugar;
- Teacher shows the pupils example of
all classes of food e.g. yam, fish,
orange, egg and salt.
9. Food for health: - Teacher asks the pupils which one do
- Basic method of cooking you like, fried yam or boiled yam? One
after the other;
- Teacher explains the basic methods of
cooking
(i) Boiling – inside water e,g, rice
(ii) Frying – inside deep oil e.g. akara
(iii) Baking – on heat e.g bread
(iv) Roasting – on heat e.g. yam, maize
- Teacher shows the pupils examples of
boiled food, fried, baked and roasted
food.
10. Good feeding habits: - Teacher asks the pupils is it good for
- Good feeding habit one to be eating while sleeping?
- Teacher explains the importance of
good eating habit to the pupils:
- It helps in digestion
- Don’t talk with food in your mouth
- It makes one to relax
- It makes one look healthy

- Effects of poor feeding - Teacher asks the pupils questions

habit when you eat too much food how do
you feel?

- Teacher explains some effects of poor

feeding habits to the pupils;

- Stomach pain, dullness, fainting,

stoling, vomiting, constipation etc.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 - Teachers shows the pupils a chart of a
boy vomiting
11. Good feeding habit: - Teacher explains table manners to the
- Table manners pupils. Table manner is how one
behave at table when eating;
- Teacher explains some table manners
to the pupils e.g.
- Do not talk too loudly at table
- Avoid making noise with your cutlery or
with the mouth
- Do not stretch your hand over the table
or over people;
- Wash hand before and after eating;
- Take small quantity of food at a time;
- Teacher demonstrates table manner in
the class using a table and chair with
food.
12. Revision Revision
13. Examination. Examination.

AGRICULTURAL SCIENCE
PRIMARY ONE - 1ST TERM

WEEK TOPIC/ CONTENT ACTIVITIES

SUN AND ITS USES TEACHER:
1 Description of Sun Takes the pupils out to see the sun.
i) The sun shines above the earth
ii) An object far away from the earth
iii) Sends its hot rays to the earth.

2 SUN AND ITS USES TEACHER

Uses of sun to the plants Shows sample of plant parts and
i) To generate heat for germination products dried with the aid of the sun.
ii) It helps the proper growth of
plants PUPILS observe
iii) It is used in drying grains
iv) It provides day light
v) Light and sources of vitamin to
animals.
3 AIR AND ITS USES TEACHER
Description of Air Makes pupils feel the effects/presence of
i) Air cannot be seen the air by trapping in a balloon.
ii) Its presence can be felt
iii) It occupies space e.g. balloon, PUPILS: Participate

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 bicycle or motor tubes. INSTRUCTIONAL RESOURCES:
iv) It has weight. Balloons
4 AIR AND ITS USES TEACHER
Uses of Air Demonstrates respiration process by
i) It is used for respiration breathing in and out.
ii) It is used for pumping bicycle and
motor tubes. PUPILS: Participate
iii) It cools the bodies of farm
animals.
5 WATER AND ITS USES TEACHER
Sources of Water Displays sample of water in a container.
i) Streams, river, lakes, ponds, dug-
up wells, rain PUPILS: Observe and ask questions

INSTRUCTIONAL RESOURCES
6 WATER AND IS USES TEACHER
Uses of Water Show charts of someone using water to
i) It is used for drinking wash or boat on water.
ii) Plant growth
iii) Fishing PUPILS
iv) Washing
v) Transportation INSTRUCTIONAL RESOURCES
vi) Some animals live in water
7 FOOD TEACHER
Meaning of Food Show food items to pupils.
i) Items or things taken in (eaten) to
sustain lives and stay healthy. PUPILS

INSTRUCTIONAL RESOURCES
8 FOOD TEACHER
Sources of Food Show food items to pupils.
Plant e.g. tuber crops, grains, fruits.
PUPILS

INSTRUCTIONAL RESOURCES
9 FOOD TEACHER
Food items for animals, meat, milk,
vegetables, fish insects etc. PUPILS

INSTRUCTIONAL RESOURCES
10 FOOD TEACHER
Food items for plants
Minerals (manure and fertilizer) PUPILS

INSTRUCTIONAL RESOURCES
11 Revision
12 – 13 Examination

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 AGRICULTURAL SCIENCE
PRIMARY ONE – 2ND TERM

WEEK TOPIC/ CONTENT ACTIVITIES

PLANTS TEACHER:
1 Meaning of Plants Show pupils different types of plants
i) Plants are living things that
grow on the soil. PUPILS
ii) The two type of plants
(flowering and non – INSTRUCTIONAL RESOURCES
flowering plants).

2 Examples of common plants TEACHER:

i) Mango tree Displays samples of common plants.
ii) Orange tree
PUPILS: Observe common plants
INSTRUCTIONAL RESOURCES
Samples of mango and orange trees

3 Parts of typical plant TEACHER:

-Roots Shows pupils different parts of plant
-Stem
-Leaves INSTRUCTIONAL RESOURCES
-Flowers Root, stem, leaves, flowers, branches
-Branches & fruits and fruits.
4 DRAWING OF A TYPICAL PLANT TEACHER
Draw and label the parts of a typical Shows or draws a plant for the pupils
plant.
INSTRUCTIONAL RESOURCES
A typical plant
5 USES OF PLANTS TEACHER
Uses of plant Explains uses of plants
i) Food for man
ii) Food for farm animals INSTRUCTIONAL RESOURCES
iii) Medical uses Samples of plants
6 iv) For building TEACHER
v) Sold to make money Explains uses of plants
vi) For decoration e.g. flower INSTRUCTIONAL RESOURCES
Samples of plants
7 LAND AND IT USES TEACHER
Meaning of Land Take the pupils out to see the open land
i) Land is the solid part of the in the school compound
earth
ii) Types of Land – Rocky INSTRUCTIONAL RESOURCES
Land, Flat Land, Swampy An open land in the school compound
Land, Dry Land.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

8 USES OF LAND TEACHER
i) Land is used for the Takes pupils to see a cultivated land, a
cultivation of crops constructed road.
ii) For grazing (rearing
animals) INSTRUCTIONAL RESOURCES
iii) Road construction Cultivated land, constructed road.
9 USES OF LAND TEACHER
iv) Used for the construction Takes pupils to see a cultivated land, a
of farm structures constructed road.
v) Used for building
construction INSTRUCTIONAL RESOURCES
Cultivated land, constructed road.
10 Revision
11 – 12 Examination

AGRICULTURAL SCIENCE
PRIMARY ONE – 3RD TERM

WEEK TOPIC/ CONTENT ACTIVITIES

FARM ANIMALS TEACHER
1 i) Meaning of farm animals Takes pupils to visit a poultry farm in or
e.g. goats, chicken, rabbit, near the school.
cow, sheep, fish, etc. INSTRUCTIONAL RESOURCES
Some farm animals, chart.
2 FARM ANIMALS TEACHER
Animals and their young ones, e.g. Takes pupils to visit a poultry farm in or
Cow-calf, Dog – puppy etc. near the school.
INSTRUCTIONAL RESOURCES
Some farm animals, chart.
3 THEIR HOMES TEACHER
Water and land Takes pupils to visit a poultry farm in or
near the school.
INSTRUCTIONAL RESOURCES
A dog, chicken, fish etc.
4 FARM ANIMALS TEACHER
i) Examples of animals that Show pupils chart of farm animals
live n land e.g. goat, rabbit,INSTRUCTIONAL RESOURCES
poultry, etc. Chart.
ii) Examples of animals that
live in water e.g. fish, snails
etc.
5 USES OF FARM ANIMALS TEACHER
Animals used for food e.g. chicken, Takes pupils to a nearby animal farm
goats, rabbit etc. INSTRUCTIONAL RESOURCES
Chart of farm animals.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 6 USES OF FARM ANIMALS TEACHER
i. Animals used for transportation Shows pupils a chart of animals used for
e.g. donkey, camel. transportation and security.
ii. Animals used for security e.g. dog, INSTRUCTIONAL RESOURCES
cat. Some farm animals, chart.
7 USES OF FARM ANIMALS TEACHER
Animals kept as pets, e.g. cats, dogs Takes pupils to visit animal farm
and parrots. INSTRUCTIONAL RESOURCES
Chart of farm animals.
8 Animals used for hunting e.g. dogs. TEACHER
Animals used for sport e.g. horse Shows pupils animals used for hunting
and sports.
INSTRUCTIONAL RESOURCES
Chart and pictures.
9-10 Revision
11-12 Examination

Islamic Studies:
Primary 1 First Term Scheme of Work
WK TOPIC CONTENT ACTIVITIES
S
1 ARABIC
‫اب تثجحخدذرز‬
Teacher/Pupils
ALPHABET T. writes the letters on the
chalkboard.
‫سشصضطظعغف‬ -P. Listen to the teacher’s
pronunciation attentively.

‫ق ك ل م ن و هـ ال ء ي‬
2 SURATUL T. recites the Surah word by
FATIHA ﴾‫﴿سورة الفاتحة‬ word to the pupils slowly.

﴾١﴿ ‫ِب ِم الَّل ِه ٱلَّرمْح ٰـ ِن ٱل ـ ـ ـَّر ِح يِم‬

P. Listens to the teacher’s
‫ْس‬ recitation attentively

﴾2﴿ ‫ُد ِلَّل ِه ِّب ٱْل اَلِم‬

‫َر َع َني‬ ‫ٱَحْلْم‬
‫﴾ ٰـ ِلِك ِم‬3﴿ ‫ٱلَّرمْح ٰـ ِن ٱل ـ ـ ـَّر ِح يِم‬
‫َيْو‬ ‫َم‬
‫﴾ ِإَّي اَك َنْع ُب ُد وِإَّي اَك‬4﴿ ‫ٱلـ ـ ـ ــِّديِن‬
‫﴾ ٱْه ِد َنا ٱلِّص َر اَط‬5﴿ ‫َنْس َتِعُني‬

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ‫َّل ِذ‬ ‫﴾ ِص‬6﴿ ‫ٱْل َتِق ي‬
‫َر اَط ٱ يَن‬ ‫ُمْس َم‬
‫َأْن َت َعَلْيِه َغِرْي ٱْل ْغُض وِب‬
‫َم‬ ‫ْم‬ ‫َعْم‬
﴾7﴿ ‫َل ِه م َال ٱلَّض آِّل‬
‫َني‬ ‫َع ْي َو‬
3 ATTRIBUTES T. Tell the pupils the words for
OF ALLAH ‫ الرب‬-2 ‫ اخلالق‬-1 the attributes, read slowly each
attribute
‫ الرحيم‬-4 ‫ الرمحن‬-3 P. Pronounce each attributes
severally.
4 ARTICLES OF Believe in Allah T. Enumerates and Explains the
FAITH Believe in His Prophets First 3 of the articles.
Believe in His Angels P. Listen and read the articles
individually and collectively
5 CLEANLINESS Cleanliness is part of Faith in Islam Teacher/Pupils
IN ISLAM T. Leads the pupils through
discussion to realize the need for
cleanliness.
P. Listen carefully to the teacher’s
discussion.
6 HOW TO Why it is performed and what is T. Explains why Al-wudu is
PERFORM AL- required for its performance perform and how it is performed
WUDU to the pupils
P. Listen to the teacher and items
for its performance and
demonstrate how it is performed
7 THINGS THAT Passing wind, T. Explain things that spoils al-
SPOIL AL – Passing wine wudu as stated under the content
WUDU Deep sleep, etc. P. Listens and learn by heart the
things that spoil al – wudu.
8 ARABIC T. Pronounce the Arabic
ALPHABET ‫اب تثجحخدذرز‬ Alphabets severally using flash
cards so to identify and recognize
‫سشصضطظعغف‬ them
P. Pronounce and identify the

‫ق ك ل م ن و هـ ال ء ي‬
Alphabets.

9 SURATUL T. teacher recites the Ayas and

FATIHA ﴾‫﴿سورة الفاتحة‬ tells the pupils when to recite the

﴾١﴿ ‫ِب ِم الَّل ِه ٱلَّرمْح ٰـ ِن ٱل ـ ـ ـَّر ِح يِم‬

Ayaa.
‫ْس‬ P. Pupils recite the verse severally
to give room for memorization.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 ‫ِم‬ ‫ِل ِه‬
﴾2﴿
‫ٱَحْلْم ُد َّل َر ِّب ٱْلَع اَل َني‬
‫﴾ ٰـ ِلِك ِم‬3﴿ ‫ٱلَّرمْح ٰـ ِن ٱل ـ ـ ـَّر ِح يِم‬
‫َيْو‬ ‫َم‬
‫﴾ ِإَّي اَك َنْع ُب ُد وِإَّي اَك‬4﴿ ‫ٱلـ ـ ـ ــِّديِن‬
‫﴾ ٱْه ِد َنا ٱلِّص َر اَط‬5﴿ ‫َنْس َتِعُني‬
‫ي‬ ‫﴾ ِص اَط ٱَّل ِذ‬6﴿ ‫ِق ي‬
‫َن‬ ‫َر‬ ‫ٱْلُمْس َت َم‬
‫َأْن َت َعَلْيِه َغِرْي ٱْل ْغُض وِب‬
‫َم‬ ‫ْم‬ ‫َعْم‬
﴾7﴿ ‫َل ِه م َال ٱلَّض آِّل‬
‫َني‬ ‫َع ْي َو‬
10 CLEANLINESS How cleanliness is practice T. How cleanliness practiced
IN ISLAM using relevant Hadith and verses
of the Holy Quran.
P. Practice Various forms of
cleanliness.
11 ARABIC T. Teacher guides the pupils as
ALPHABET ‫اب تثجحخدذرز‬ they read the letters
P. Pronounce through, imitating
‫سشصضطظعغف‬ the teacher how to write the
letters or the Alphabet.

‫ق ك ل م ن و هـ ال ء ي‬
12 CLEANLINESS Advantages of cleanliness T. How to realize the advantages
IS ISLAM of cleanliness.
P. Describe some of the things we
use for cleanliness.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION
Islamic Studies:
Primary 1 Second Term Scheme of Work
WK TOPIC CONTENT ACTIVITIES
S
1 How to perform Why and how it is performed Teacher/Pupils
Al – Wudu T. Explains to pupils why Al-
wudu is performed and
demonstrate how.
-P. Listen attentively by to the
teacher and pronounces items for
Al-wudu
2 How to perform What is required for performing T. Takes the pupils out of the
Al-wudu Al-wudu class for practical Al-wudu
(continuation) P. Demonstrates how Al – Wudu
is performed by the pupils
individually.
3 Surat An – Nas T. Revises Surah Al-Fatiha as
‫سورة الناس‬ previous lesson. And recites Surat

‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

An-Nas slowly with the pupils
reading after the teacher’s
reading.
‫﴾ ِل ِك‬١﴿ ‫ُق َأُع وُذ ِب ِّب ٱلَّن اِس‬ P. Listen to the teacher’s
‫َم‬ ‫َر‬ ‫ْل‬ recitation and recites after the

‫﴾ِم ن َش ِّر‬3﴿ ‫﴾ِإَلٰـ ِه ٱلَّن اِس‬2﴿ ‫ٱلَّن اِس‬

teacher.

‫﴾ ٱَّل ِذ ى‬4﴿ ‫ٱْلَو ْس َو اِس ٱَخْلَّن اِس‬

‫﴾ ِم‬5﴿ ‫ِو ىِف ُد وِر ٱلَّناِس‬
‫َن‬ ‫ُيَو ْس ُس ُص‬
﴾6﴿ ‫ٱِجْلَّنِة ٱلَّناِس‬
‫َو‬
4 Surat An Nas T. Revises the verses from the
(repeat) ‫سورة الناس‬ chapter again and again

‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

P. Recites the current verses after
the teacher and recites again
individually and collectively.
‫﴾ ِل ِك‬١﴿ ‫ُق َأُع وُذ ِب ِّب ٱلَّن اِس‬
‫َم‬ ‫َر‬ ‫ْل‬
‫﴾ِم ن َش ِّر‬3﴿ ‫﴾ِإَلٰـ ِه ٱلَّن اِس‬2﴿ ‫ٱلَّن اِس‬
‫﴾ ٱَّل ِذ ى‬4﴿ ‫ٱْلَو ْس َو اِس ٱَخْلَّن اِس‬
‫﴾ ِم‬5﴿ ‫ِو ىِف ُد وِر ٱلَّناِس‬
‫َن‬ ‫ُيَو ْس ُس ُص‬
FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION
 ﴾6﴿ ‫ٱلَّناِس‬ ‫ِجْل ِة‬
‫ٱ َّن َو‬
5 Al – Azan The time for Adhan and what is Teacher/Pupils
said T. Revises with pupils how wudu
is performed and things that spoil
it.
T. Call the azan and explain
P. Listen very carefully to the
teacher as he explains the content.
6 Names of the Names: ADAM, NUH, HUD, T. writes the names of the
First Five SALEH AND LUT (AS). prophets on the board and read
Prophets of Commanding what is good, the names loudly to the pupils
Allah. forbidding what is evil, Q103 Vs 1- one by one.
Mentioned in 3. P. Listen to the teachers
the Glorious pronunciation of the names and
Quran. repeat the names severally.
7 Surah Al Falaq The Arabic text of Surat Al Falaq. T. Revises Surat Al Nas and add
the new Surat and points at the
‫سورة الفلق‬ difficult words therein.

‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

P. Recites the Surah as the teacher
does.

‫﴾ ِم ن‬١﴿ ‫ُق ْل َأُع وُذ ِب َر ِّب ٱْلَف َل ِق‬

‫﴾ َو ِم ن َش ِّر‬2﴿ ‫َش ِّر َم ا َخ َل َق‬
‫﴾ َو ِم ن َش ِّر‬3﴿ ‫َغاِس ٍق ِإَذا َو َقَب‬
‫﴾ َو ِم ن‬4﴿ ‫ٱلَّنَّف اَث اِت ىِف ٱْلُعَق ِد‬
﴾5﴿ ‫َش ِّر اِس ٍد ِإَذا َد‬
‫َح َس‬ ‫َح‬
8 Surat Al – Falaq T. Ask the pupils to recite
(continuation) ‫سورة الفلق‬ individually and tells them the to

‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

recite the surah.
P. Recites after the teacher,
individually.
‫﴾ِم ن َش ِّر‬١﴿ ‫ُق ْل َأُع وُذ ِب َر ِّب ٱْلَف َل ِق‬
‫﴾ َو ِم ن َش ِّر َغاِس ٍق ِإَذا‬2﴿ ‫َم ا َخ َل َق‬
‫﴾ ِم ن َش ِّر ٱلَّنَّف اَث اِت ىِف‬3﴿ ‫َق‬
‫َو‬ ‫َو َب‬
FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION
 ‫﴾َو ِم ن َش ِّر َح اِس ٍد ِإَذا‬4﴿ ‫ٱْلُعَق ِد‬
﴾5﴿ ‫َد‬
‫َح َس‬
9 Obedience to Various ways of Allah’s blessing Teacher/Pupils
Allah on His creatures T. Explains to the pupils to take a
look at the sun, trees, birds,
flowers etc.
P. Listen to the teacher and
observe those natural object and
the benefit derived from them.
10 Obedience to Ways of showing to Allah. T. Points out that we should obey
Allah only Him
(continuation) P. List other things; Allah has
created for the benefit of human
kind with the help of the teacher.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

Islamic Studies:
Primary 1 Third Term Scheme of Work
WK TOPIC CONTENT ACTIVITIES
S
1 Surat Al Ikhlas
‫سورة اإلخالص‬
Teacher/Pupils
T. Revises Surat An – Nas. Recites

‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

Surat Al –Ikhlas slowly to the
understanding of the pupils
P. Listen and repeat after the
﴾١﴿ ‫ُق ُه ٱلَّل َأ ٌد‬
‫ٱلَّل ُه‬
teacher individually and as a
‫ْل َو ُه َح‬ group.

﴿ ‫وَلْد‬ ‫﴾ ِل‬2﴿ ‫ٱلَّص ُد‬

‫ْمَل َي ْد َو ْمَل ُي‬ ‫َم‬
﴿ ‫ُك َّل ُك ُف وًا َأ ٌد‬ ﴾3
‫َح‬ ‫َو ْمَل َي ْن ُه‬
﴾4
2 Surat Al Ikhlas T. Tells the pupils the times to
(continuation) ‫سورة اإلخالص‬ recites the Surah

‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

P. Recite after the teacher.

﴾١﴿ ‫ُق ُه ٱلَّل َأ ٌد‬

‫ٱلَّل ُه‬ ‫ْل َو ُه َح‬
﴿ ‫وَلْد‬ ‫ْد‬‫﴾ ِل‬2﴿ ‫ٱلَّص ُد‬
‫ْمَل َي َو ْمَل ُي‬ ‫َم‬
﴿ ‫ُك َّل ُك ُف وًا َأ ٌد‬ ﴾3
‫َح‬ ‫َو ْمَل َي ْن ُه‬
﴾4
3 Five daily Names of the five daily prayers T. Explains the need for prayer
prayers Subhi, zuhri, asr, maghrib and ishaand their names.
P. Listen to the teacher’s
explanation and pronounce the
names of the Salat.
4 Prophet Prophet Muhammad, the seal of all T. Explains why Prophet
Muhammad the prophets and the nature of his Muhammad is called so.
(SAW) as the message. P. Listen to the teacher attentively
last messenger
of Allah.
5 Prophet The Holy Quran as the final T. Explain to the pupils that this
Muhammad guidance of Allah to Mankind is the final message to Mankind.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 (SAW) as the P. Listen to the teacher
last messenger attentively.
of Allah
(continuation)
6 Five daily Times of these Salawat T. Takes the pupils out of the
prayers classroom for practical
(continuation) demonstration on how the salats
area observed.
P. Demonstrate how a raka’ah is
performed.
7 Obedience to Reasons for it and the ways it can T. Explains the roles being played
Parents be shown (Q17 V. 23) by parents toward children up -
bringing.

‫َو َقَض ٰى َر ُّب َك َأَّال َتْع ُب ُد ۤو ْا ِإَّال ِإَّي اُه‬

P. Think of any other way which
parent can be obeyed.

‫َو ِبٱْلَو اِل َد ْيِن ِإْح َس انًا ِإَّم ا َيْبُلَغَّن‬

‫ِعنَد َك ٱْلِكَبَر َأَح ُد َمُها َأْو ِكَالَمُها‬
‫َفَال َتُق ل ُهَّلَم آ ُأٍّف َو َال َتْنَه ْر َمُها‬
﴾23﴿‫ا ًال َك ِر ميًا‬
‫َو ُقل ُهَّلَم َقْو‬
8 Obedience to Reasons for it the various way to T. Tells to be kind, humble,
Parents be achieved. available etc.
(continuation) P. Demonstrate the ways to
obedience as well as good
Manners.
9 Islamic Rules of i) Table manners T. teaches the pupils on what to
Conduct. ii) Sneezing say or do in all of these aspects.
iii) Greetings P. Listen attentively to the teacher
iv) Before and after going to
toilet
10 Islamic Rules of The reasons for Islamic Rules of T. Demonstrate how a pupil
Conduct Conduct. should behave on all the above
(continuation) aspects.
P. Demonstrates to his/her
colleagues on how these things
are done practically.
11 Attributes of Guide pupils on the said attributes T. These attributes are only
Allah. peculiar to Allah (SWT)
P. Listen carefully and pronounce
them one by one.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 CHRISTIAN RELIGIOUS STUDIES

PRIMARY ONE (FIRST TERM)

WEEK TOPIC CONTENT TEACHER’S/PUPILS

ACTIVITIES
1 GOD THE CREATOR 1.Who is God.Exodus.3:6,Deu.10:17 -Teacher explains who God is
2. God created all things (sun, moon, -Pupils listen to the teacher’s
star, plants, etc.Gen1:1-27, Rom.11; explanation
36. Teacher guides the Pupils to
discover God’s creatures.
- Pupils Identify pictures of God’s
creatures.

2. GOD THE CREATOR 1)Why God created things(for His -Teacher guides the Pupils to
glory, man’s provision)Gen.1:1- identify why God created things.
2,Rom.1:20,Rev.4:11 - Pupils identify why God created
2)The need to love and maintain things.
God’s creature(avoid destruction -Teacher explains the need to love
habit) and maintain God’s creature.
- Pupils listen to the explanation.
3. GOD THE CREATOR 1)Why God created man Gen.1:26- -Teacher explains why God created
28(to know Him ,love Him, serve Him man.
and to maintain and rule over all - Pupils listen and identify why
creatures) God created man.
2) Songs and choruses about the -Teacher Sings songs and choruses
goodness of God. about the goodness of God.
-Pupils participate in singing
choruses about the goodness of
God.

4. GOD THE GIVER OF 1)Evidences of God’s -Teacher reads the Bible passages
GOOD THINGS goodness(giving life, good health, showing the goodness of God.
protection etc).Gen.1:26-26,Gen. - Pupils listen to the teacher.
2:7,Gen. 1;1-9
2) Evidences of God’s
goodness.Exo.14:21-22, Exo.17:9-13,
Num.11:32.
5. GOD THE GIVER OF 1) Reasons for God’s goodness to us. - Teacher guides Pupils on the
GOOD THINGS 2) The good things God gives us and reasons for God’s goodness to us.
things we can give to others. - Pupils listen and give their
reasons.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

6. GOD’S GIFT OF HIS 1) The visit of Angel Gabriel to Mary -Teacher tells the Pupils the story
SON Luke 1:26-38. of Angel’s visit to Mary.
2) The visit of the Angel Gabriel to -Pupils listen to the teacher’s
Joseph Matt.1:18-25 explanations.

7. GOD’S GIFT OF HIS 1)The birth of Jesus Christ Luke 2:1- -Teacher narrates the story of the
SON 7,Matt.1:8-25 birth of Jesus.
2) Visit of Angels to shepherds. Luke - Pupils listen to the Teacher.
2:8-20 -Teacher explains the visit of the
Angels to the shepherds.

8. GOD’S GIFT OF HIS 1)Visit of the wise men Matt 2:1-12 -Teacher explains the visit of the
SON 2) Christmas helps us remember the wise men
Birth of Jesus Christ. Matt 1:18- -Pupils listen to the teacher’s
25,Luke 2:1-12 explanation.
-Teacher leads the Pupils in singing
Christmas songs
-Pupils sing Christmas Carols.
9. GOD IS OUR 1)We are God’s children.Gen1:27- - Teacher reads the passages which
FATHER. 28,John 1:,John 3:10, 1peter 2:9 refer to us as children of God.
2) Our roles as children of God -Pupils participate in the
(Worship God, prayer, obedience). discussion.
- Teacher guides the Pupils to
identify our roles as God’s
children.
- Pupils identify roles of God’s
children.

10. GOD IS OUR 1)Roles of God as our Father -Read Bible passage that shows the
FATHER. (protects, cares, provides us food, role God plays in our life
etc)Gen 9:1-3 - Pupils listen to the teacher.
2) Things Fathers do for their - Teacher Leads the Pupils to
children. identify things their father does for
them.
- Identify things their father does
for them.

11. THINGS WE MUST 1) Thanking God our Father. (E.g. -Teacher tells the Pupils the story
DO AS CHILDREN Story of the Ten Lepers). Luke 17:11- of ten lepers
OF GOD 19 - The Pupils listen attentively.
2)Ways of thanking God(praise, - Teacher guides Pupils on the
singing, praying, worship, offering ways of thanking God
etc) -Pupils identify ways of thanking
God.
12. THINGS WE MUST 1) Reasons for thanking God.(He -Pupils give reasons for thanking
DO AS GOD’S protects, guides, cares and provides God.
CHILDREN for us)Psalm 121 - Teacher reads Psalm 121 as a

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2) Songs of thanksgiving.Matt.11:25, guide to the Pupils.
Luke 1:46-55. -Teacher guides the Pupils to sing
song of thanksgiving.
13. REVISION
14. EXAMINATION

CHRISTIAN RELIGIOUS STUDIES

PRIMARY ONE (SECOND TERM)

TEACHER’S /PUPILS
WEEKS TOPIC CONTENT
ACTIVITIES
1. THINGS WE MUST DO AS 1) Praising God our - Teacher guides the Pupils in
CHILDREN OF Father.Psalm148:5, Psalm praising God our Father.
GOD(CONT’D) 103, Psalm 150. - Pupil listens attentively
2)Recitation of Psalm 103:1-2 - Pupil recites psalm 103:1-2.
- Teacher guides the Pupils in
recitation of Psalm 103:1-2

2. THINGS WE MUST DO AS 1) Some songs of praise in the - Teacher leads in the song of praise.
CHILDREN OF Bible. Luke 2:29-32 - Pupils listen to the teacher
GOD(CONTD) 2) People in the Bible who - Teacher mentions the names of
sang praises to God (David, people who sang praises to God.
Moses, Hannah, Mariam, - Pupils repeat after the teacher.
Simeon, Mary).

3. THINGS WE MUST DO AS 1) Reason for praising God -Teacher leads the pupils in
CHILDREN OF GOD (gratitude, appreciation for discussing reasons for praising God
more blessing etc. - Pupils give reasons for praising God
2)Singing songs of praise - Teacher guides the Pupils in singing
songs of praise.

4. THINGS WE MUST DO AS 1) Talking to God our Father - Teacher explains the meaning of
CHILDREN OF GOD in prayer. (Meaning of prayer) prayer.
2) Reasons for praying to God - Pupils give their own meaning of
our Father (for God’s help, prayer.
gratitude, forgiveness, - Pupils give reasons for praying to
blessings etc). God.
- Teacher explains the points.

5. THINGS WE MUST DO AS 1) Importance of prayer. - Teacher tells stories on importance

CHILDREN OF GOD 2) How to pray e.g. Kneeling, of prayer.
standing etc. - Pupils recite the Lord’s prayer.
- Teacher shows the Pupils how to
pray by kneeling down, standing,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 closing of eyes, putting hands
together etc.

6. THINGS WE MUST DO AS 1)How to pray to our - Teacher guides the Pupils on how to
CHILDREN OF Father.Matt.6:9-13(praise and pray to God beginning with
GOD(CONT’D) thanks, thanks/praise etc.
forgiveness/confession and -Pupils repeat after the teacher
supplication) - Teacher leads the Pupils to learn to
2) Personal prayers say their personal prayers.
-Pupils say their personal prayers in
the classroom

7. DISCOVERING GOD 1) Jesus taught us to obey - Teacher guides the Pupils to explain
THROUGH JESUS God our father. Matt.21:28- how Jesus taught us to obey God.
31a. - Pupils sing song of Joy to God.
(Love God, obey, worship, - Guides the Pupils on the lesson
serve God etc). from Jesus’ teaching on how to obey
2) Moral lessons. God.

8. DISCOVERING GOD 1) Reasons why we should - Teacher asks Pupils why we should
THROUGH JESUS obey God. obey God.
2) Memory verse that gives - Pupils give the reasons for obeying
joy to have God. John 14:6-7 God.
- Teacher guides the Pupils through
the memory verse that gives joy to
have God.
- Pupils memorize the verse.

9. DISCOVERING GOD 1) How to pray. - Teacher teaches the Pupils how to

THROUGH JESUS 2) Ways of discovering God pray.
(Listening to the Bible - Pupils demonstrate how to pray.
teaching, prayer).

10. DICOVERING GOD 1) Jesus’ teaching on what to -Teacher guides the Pupils to identify
THROUGH JESUS do for God (praying, praising what to do for God.
Him, etc). - Pupils Identify rewards for praying
2) Rewards for praying and and reading the Bible.
reading the Bible.

11. REVISION
12. EXAMINATION

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 CHRISTIAN RELIGIOUS STUDIES

PRIMARY ONE (THIRD TERM)

WEEKS TOPIC CONTENT TEACHER’S/PUPILS ACTIVITIES

1. JESUS OUR SAVIOUR 1) Jesus our Saviour and - Teacher reads the Bible passages.
Emmanuel. Isaiah 53:5, - Pupils listen to the Bible passage read.
Matt1:21-23, Heb.9:22.
2) Saving acts of Jesus (by his - Teacher guides the Pupils on the
teachings, deliverance, death and saving actions of Jesus.
resurrection). Isaiah 61:1-3,
Luke 4:18-21, John 19:16-18.
2. JESUS OUR SAVIOUR 1) Some of the people Jesus - Teacher guides the Pupils on the
saved in the Bible. people Jesus saved.
2)Reasons why Jesus saves - Pupils listen.
people - Teacher asks the Pupils to give reasons
why Jesus saves people.
-Teacher guides the Pupils

3. JESUS OUR BROTHER 1) Jesus describes his brother. - Teacher reads Bible passages where
AND FRIEND Matt 3:31-35, Gal 3; 26-29. Jesus described his brothers.
2) Jesus defines his friends. John - Pupils listen to the Bible passage.
15:14 - Teacher asks the pupils to enumerate
God’s commandments.

4. JESUS OUR BROTHER 1)What Jesus does for us as -Teacher asks the Pupils what Jesus did
AND FRIEND friends John 15;15 for them.
2) How we can be friends of -Pupils say the things Jesus did for them.
Jesus (Loving, obeying, keeping -Teacher asks the Pupils how one can be
his commandment). John 14:15 a friend of Jesus.
-Pupils answer the question.

5. JESUS COMMANDS US 1) Jesus wants us to love -Teacher reads Bible passages.

TO LOVE God.Deu.5:6-21, Matt 22:36-38. - Pupils listen attentively.
2) Jesus wants us to love one - Teacher reads Bible passages where
another 1peter 4:8-9, John Jesus asks us to love one another.
15:12-14, John 13:35. - Pupils listen to Bible passages and
stories
6. JESUS COMMANDS US 1)Qualities of Christian - Teacher guides class discussion on
LOVE love.1Cor.13 Christian love.
2)Why Jesus wants us to love.1 - Pupils participate in the class
John 4:7-8 discussion on how to love.
- Teacher discusses with the pupils why

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Jesus wants us to love one another.

7. JESUS WANTS US TO 1) Meaning of obedience. - Teacher asks the Pupils to define

OBEY AND KEEP GOD’S 2) Instances of obedience to God obedience.
COMMANDMENTS Gen. 12:2-49, 22:1-12. -Pupils give their individual definition
- Teacher tells the Pupils the story of
how Abraham obeyed God.

8. JESUS WANTS US TO 1) Virgin Mary obeyed God. - Teacher reads the Bible passage and
OBEY AND KEEP GOD’S Luke1:26-38. explains to the Pupils how Virgin Mary
COMMANDEMENTS. 2) Reasons for obeying God. obeyed God.
- Pupils listen to the teacher.
- Teacher asks the Pupils why we should
obey God.
9. JESUS WANTS US TO 1) Jesus obeyed God Phil. 2:6-8. - Teacher explains how Jesus obeyed
OBEY AND KEEP GOD’S 2) The Commandments of God.
COMMANDMENTS God.Exo.20:1-17, Deut. 5:6-21. - Teacher reads the Bible passages about
God’s Commandments.
-Pupils listen and memorize them.
10. JESUS WANTS US TO 1) Rewards for obeying God. - Teacher explains to the Pupils how
OBEY AND KEEP GOD’S Phil.2:9, Gen. 12; 2-49. Jesus was rewarded by obeying God as
COMMANDMENTS 2) Moral lesson well as Abraham.
- Pupils listen to the teacher.
- Teacher asks the Pupils what lessons
they learnt from the ten
Commandments. The Pupils answer the
question.
11. JESUS WANTS US TO 1) Rewards for keeping God’s -The teacher enumerates the rewards for
OBEY AND KEEP GOD’S Commandment. Deut. 28:1-14 keeping God’s Commandments from the
COMMANDMENT scripture.
- The Pupils listen as the passage is read.
12. REVISION
13. EXAMINATION

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 SOCIAL STUDIES
1st TERM PRIMARY ONE

WEEK TOPIC/ CONTENT ACTIVITIES

1 SOCIAL STUDIES Teacher guides the pupils to explain the

Meaning of social studies meaning of Social Studies.
The study of man and how problems PUPILS: Listen and respond to questions
are solved in the environment. in class on the meaning of social studies.
LEARNING RESOURCE Pupils
textbooks, workbook and charts.
2 THE FAMILY Leads pupils to find out the meaning of the
Meaning of a family (father, mother word family and through guided questions
and children) explain the types of family.
PUPILS: Find out from home the
meaning of the word “family” and report
back to class.
LEARNING RESOURCE:Charts
3 THE FAMILY Teacher leads pupils to identify types of
Types of family. family.
The nuclear family: father, mother LEARNING RESOURCE Family
and children. photographs, cartoons, videos, CDs, RMs,
Extended family: father, mother, etc.
children, grandmother, grandfather
uncles and aunts, cousins and
nephews.
4 QUALITIES OF A GOOD FAMILY Teacher guides pupils to identify and
Qualities of a good family: honesty, explain the qualities of a good family.
contentment, not greedy, discipline, PUPILS: Role play the family showing the
not selfish, obedience, etc. qualities of a good family: honesty, love,
caring, etc.
LEARNING RESOURCE Pictures and
charts showing moral values as honesty,
contentment etc.
5 QUALITIES OF A GOOD FAMILY Explanation of other qualities of a good
Not greedy, not selfish, discipline family.
obedience etc. PUPILS: Role play the family showing the
qualities of a good family.
LEARNING RESOURCE: Pictures and
charts.
6 MEANING AND TYPES OF Through guided questions and role play,
CULTURE leads the pupils to explain the meaning of
meaning of culture e.g. peoples ways “culture”
of life that include dressing, dancing, PUPILS: Listen and respond to questions
eating, etc. in class and participate in role play.
LEARNING RESOURCE: Pictures,
charts, people from different background
7 MEANING AND TYPES Teacher guides pupils to identify material

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 OFCULTURE culture
Types of culture e.g. material culture TEACHING RESOURCE: Pictures, charts
and photographs.
8 MEANING AND TYPES Teacher leads pupils to outline non –
OFCULTURE material types of culture.
Types of culture e.g. non – material LEARNING RESOURCE: Pictures
culture showing non - material culture.
9 VALUES THAT SHOW GOOD Teacher leads pupils to identify values
MORALS IN OUR SOCIETY which show right morals in the society.
Examples of good morals.e.g. PUPILS: Demonstrate different types of
greeting, respect, loyalty, kindness, good values.
honesty, contentment, tolerance, etc. LEARNING RESOURCE: Cartoons,
posters, Rom film and video clips.

10 VALUES THAT SHOW BAD Teacher leads pupils to identify values

MORALS IN OUR SOCIETY which shows bad morals in the society
Examples of morals to show what is PUPILS: Demonstrate different types of
wrong e.g. stealing, bulling, fighting, bad values.
lying, etc. LEARNING RESOURCE: Cartoons,
posters, Rom film and photographs.

11 VALUES THAT SHOW GOOD Teacher leads pupils to role play morals,
MORALS IN OUR SOCIETY values, attitudes that are good.
Role plays morals to show what is PUPILS: Participates in the role – play of
right. good morals.
LEARNINGRESOURCE: Cartoons,
photographs, video clips.

12 VALUES THAT SHOW BAD Teacher leads pupils to dramatize values

MORALS IN OUR SOCIETY which show bad morals in the society and
Dramatize moral that shows what is attitudes that are wrong.
wrong. PUPILS: Participates in the drama of bad
values.
LEARNINGRESOURCE: Cartoons,
photographs, video clips.

13 Revision Revision
14 Examination Examination

SOCIAL STUDIES
2ND TERM PRIMARY ONE
WEE TOPIC/ CONTENT ACTIVITIES
K
1 REASONS FOR TAKING SUBSTANCES Teacher calls on the pupils to
INTO THE BODY Reasons for taking demonstrate each of the reasons.
substances into the body: stay alive, PUPILS: Demonstrateand dramatics

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 hunger, thirst, enjoyment the reason.
LEARNING REASOURCE: Posters,
charts and pictures.

2 REASONS FOR TAKING SUBSTANCES Use Drama to showthe reasons for

INTO THE BODY Imitation, curiosity, taking substances into the body.
availability, etc. PUPILS: Listen to the teacher’s
stories and make comments.
LEARNING RESOURCE Charts,
pictures, posters and materials.
3 REASONS FOR TAKING SUBSTANCES Teacher uses stories to highlight and
INTO THE BODY Effects of taking effects of taking substance into the
substances into the body e.g. stomach body PUPILS: Narrate their own
pain, vomiting, stooling, and experiences of taking substances into
sleeplessness. the body, if any.
LEARNING RESOURCES: Charts,
pictures, posters and drawing
materials.
4 REASONS FOR TAKING SUBSTANCES Teacher asks pupils to narrate their
INTO THE BODY Effects of taking experiences of taking substances into
substances into the body continues: e.g. the body.
restlessness, dullness dizziness, nausea, LEARNING REASOURCE Posters,
fainting, death etc. charts and pictures of effects.
5 REASONS FOR TAKING SUBSTANCES Teacher guides pupils on Drama
INTO THE BODY Drama presentation to showing the reasons for taking
show the reasons for taking substances substances into the body
into the body PUPILS: Participate in the drama as
actors, actresses
LEARNING REASOURCE: Video
clip, stage, microphone.
6 OVERDOSE Teacher leads pupils to identify and
Meaning of overdose: too much eating, explain meaning of overdose.
drinking or smoking. LEARNING REASOURCE:
textbooks, charts etc.

7 OVERDOSE Teacher presents drawings and

Causes and observable sign/symptoms of paintings of sad faces, protruding
overdose e.g. coughing, fainting, stooling, stomach to emphasize the effects of
etc overdose.
PUPILS: Pupils study pictures
showed by the teacher.
LEARNING RESOURCE: Charts,
pictures, and drawing materials.
8 OVERDOSE LEARNING RESOURCE: Charts,
Effects of too much eating and drinking: pictures, and drawing materials.
frequent urination, bed wetting,
intoxication

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 9 OVERDOSE Teacher shows picture of people
Effects of inhaling too many substances exhibiting these Symptoms or signs.
e.g. smoke: watery eyes, coughing, LEARNING RESOURCE: Charts
chocking, fainting, dizziness, loss of and pictures,
memory.

10 OVERDOSE (how to help people Teacher shows drawings and

suffering from food or drug overdose) paintings of sad faces, pictures of
Dramatization to demonstrate the people exhibiting these signs and
behaviours looks of people who eat, drink symptoms.
and smoke too much and how to help LEARNING RESOURCE: Posters of
them. people helping sufferers.

11 Revision Revision
12 Examination Examination

SOCIAL STUDIES
3rd term PRIMARY ONE

WEEK TOPIC/ CONTENT ACTIVITIES

1 FOOD Teacher leads pupils to define

Meaning of food: food is anything that we food.PUPILS: Bring food items from
eat, drink or take into our body to give us homes and participate in identifying
energy and help us grow. the food items.
LEARNING RESOURCE:
1. Real food items e.g. rice yam,
tomatoes etc
2. Pictures of types of foods.
2 FOOD Teacher asks pupils to find out or
Foods eaten in the locality ( bread, eggs, identify the food they brought from
yam, garri, fish, meat, tuwo etc) home. PUPILS: Participate in the
discussion on the meaning of food
and identification of the food items.
LEARNING RESOURCE: Pictures of
types of food.
3 FOOD Teacher asks pupils to find out the
Sources of food in the locality: farms, sources of food they eat.
markets, rivers, etc. PUPILS: Find out from home sources
of food in their locality.
LEARNING RESOURCE: Video clips
on food, pictures of farms and
markets where food items are sold,
produced.
4 FOOD SAFETY Teacher leads pupils to define food

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 1. Meaning of food safety, how to ensure safety
that what we eat or drink is not harmful to PUPILS: Define food safety.
our health. LEARNING RESOURCE: Pupils’
textbooks, charts, etc.
5 FOOD SAFETY Teacher asks questions to lead
2. Guide to food safety: pupils to identify ways of making sure
-Reading food labels that Food is safe. PUPILS:
-Observe signs of food spoilage and Participate in mentioning ways of
causative organisms. ensuring food safety.
-Wash your hand before and after food LEARNING RESOURCE: Pictures
preparation. showing different ways of making
food safe.
6 RISK FACTORS IN FOOD Leads pupils to identify and explain
1. Meaning of Risk factor: those factor risk factor.
that drive the occurrence of a PUPILS: Explain risk factors.
hazard. LEARNING RESOURCE: Pupils
textbooks, charts
7 RISK FACTORS IN FOOD Present pictures/photo graphs of risk
2. Examples of risk factors in food: - factors in food distribution and
Adulteration, preparation.
-Food risk incidences PUPILS: Participate in class
-Agro chemical induced death etc. discussion on risk factors associated
with food distribution and preparation.
LEARNING RESOURCE: Video clip
on risk factors in food.
8 RISK FACTORS IN FOOD Teacher guides pupils to state risk
3.Risk factors in food distribution and factors in food distribution and
preparation: preparation
-Poor storage conditions LEARNING
-Poor handling RESOURCEPhotographs of risk
-Poor hygiene factors in food distribution and
-Other factors. preparation.

9 SOURCES AND USES OF WATER Teacher leads pupils to discuss

1.Sources of water supply in the locality: sources of water supply
stream, spring, river, tap, bore hole, well, LEARNING RESOURCE: Pictures
rainfall. depicting sources of water.

10 SOURCES AND USES OF WATER Teacher uses pictures and questions

to guide pupils in enumerating the
2.uses of water: sources of water in homes.
-Drinking, PUPILS: Enumerate the sources and
-Washing uses of water supply in homes.
-Cooking etc. LEARNING RESOURCE: Pictures
showing domestic uses of water.

11 CONCEPT OF SECURITY Teacher guides pupils to explain the

1. Meaning of security of life and property. meaning of security.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2. Teacher guides pupils to identify
2. Sources of danger and insecurity e.g. sources of danger and insecurity.
road accidents, fire outbreak, kidnapping, 3. Teacher directs the role-playing of
relationship with strangers, eating unsafe fire outbreak/road accidents.
Food, fake drugs intake etc. PUPILS: 1. Contribute ideas to the
meaning.
2. Find out other sources of
insecurity.
3. Dramatize fire outbreaks and
appropriate response.
LEARNING RESOURCE: Textbooks,
charts and pictures of road accident
and fire out - breaks
12 Revision Revision
13 Examination Examination

CIVIC EDUCATION
PRIMARY ONE 1ST TERM

WEEK TOPIC/ CONTENT ACTIVITIES

PEOPLE, PLACES AND OBJECTS TEACHER
1-3 TO RESPECT 1. Tells pupils stories why we should
1. Meaning of Respect: respect elders and leaders
a) Feeling of admiration for 2. Demonstrates how they can show
something or somebody because of respect in their localities.
their good qualities or achievement. 3. Shows pupils charts and pictures of a
b) Polite behaviour towards or care mosque, church, palace etc flag, shield,
for somebody/thing/place you think is mace and the Nigerian Constitution
important. PUPILS
1. Listen to the stories and participate in
class discussion.
2. Look and interpret the pictures and
regalia.
3. Listen and ask questions.
4. Demonstrate how to respect people,
places, things and time.
INSTRUCTIONAL RESOURCES
1. Charts of children greeting their
elders in their localities.
2. Charts and pictures of Mosque,
Church and Palace, etc.
3. Pictures of Government properties.
4. Cartoons, textbooks, posters, Video
clips.
5. Visit to important places e.g. a king’s
palace, mosque, church, museum,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 National Assembly.
4-6 2. People to Respect: TEACHER
Traditional Rulers, Parents, Leaders 1. Tells pupils stories why we should
e.g. prefects, principals, Ministers, respect elders and leaders
Commissioners etc; Politicians, 2. Demonstrates how they can show
Religious Leaders. respect in their localities.
3. Shows pupils charts and pictures of a
mosque, church, palace etc flag, shield,
mace and the Nigerian Constitution
PUPILS
1. Listen to the stories and participate in
class discussion.
2. Look and interpret the pictures and
regalia.
3. Listen and ask questions.
4. Demonstrate how to respect people,
places, things and time.
INSTRUCTIONAL RESOURCES
1. Charts of children greeting their
elders in their localities.
2. Charts and pictures of Mosque,
Church and Palace, etc.
3. Pictures of Government properties.
4. Cartoons, textbooks, posters, Video
clips.
5. Visit to important places e.g. a king’s
palace, mosque, church, museum,
National Assembly.
7-8 3. Place/Things to Respect: TEACHER
-Time, Public properties, Constitution, 1. Tells pupils stories why we should
mace, public building, national flags, respect elders and leaders
palaces, and utilities 2. Demonstrates how they can show
respect in their localities.
3. Shows pupils charts and pictures of a
mosque, church, palace etc flag, shield,
mace and the Nigerian Constitution
PUPILS
1. Listen to the stories and participate in
class discussion.
2. Look and interpret the pictures and
regalia.
3. Listen and ask questions.
4. Demonstrate how to respect people,
places, things and time.
INSTRUCTIONAL RESOURCES
1. Charts of children greeting their
elders in their localities.
2. Charts and pictures of Mosque,

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 Church and Palace, etc.
3. Pictures of Government properties.
4. Cartoons, textbooks, posters, Video
clips.
5. Visit to important places e.g. a king’s
palace, mosque, church, museum,
National Assembly.
9-10 4. Respecting people e.g. greetings, TEACHER
running errands, respecting things 1. Tells pupils stories why we should
e.g. standing for the national Anthem. respect elders and leaders
2. Demonstrates how they can show
respect in their localities.
3. Shows pupils charts and pictures of a
mosque, church, palace etc flag, shield,
mace and the Nigerian Constitution
PUPILS
1. Listen to the stories and participate in
class discussion.
2. Look and interpret the pictures and
regalia.
3. Listen and ask questions.
4. Demonstrate how to respect people,
places, things and time.
INSTRUCTIONAL RESOURCES
1. Charts of children greeting their
elders in their localities.
2. Charts and pictures of Mosque,
Church and Palace, etc.
3. Pictures of Government properties.
4. Cartoons, textbooks, posters, Video
clips.
5. Visit to important places e.g. a king’s
palace, mosque, church, museum,
National Assembly.
11 - 12 Revision / Examination

CIVIC EDUCATION
PRIMARY ONE –2ND TERM

WEEK TOPIC/ CONTENT ACTIVITIES

RULES AND REGULATIONS IN THE TEACHER
1-3 SOCIETY 1. Leads class discussion on the
1. Meaning of rules and regulations meaning of rules and Regulations.
- do’s and don’ts that guide social 2. Shows pictures/video clips of children
behaviour. receiving gifts and guides discussion on
the various gains for obeying rules.
3. Presents pictures of children suffering

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 from the results of disobeying rules and
regulations and leads class discussion
on the pictures.
4. Discusses the NAFDAC rules and
regulations on food and drug control.
PUPILS
1. Participate in class discussion on
rules and regulations.
2. Interpret the pictures on children
receiving gifts and participate in
discussion.
3. Describe pictures of children suffering
from the results of disobeying laws.
INSTRUCTIONAL RESOURCES
1. Pupils’ textbooks
2. Pictures of children receiving gifts.
3. Video clips
4. Pictures of children suffering from
the consequences of disobedience.
5. Food and Drug packs and
instructional leaflets.
6. Pictures and Diagrams of different
foods and drugs.
4-6 2. Gains of obeying rules and TEACHER
regulations e.g. love by elders, Gifts 1. Leads class discussion on the
from elders and friends, Praise, etc. meaning of rules and Regulations.
2. Shows pictures/video clips of children
receiving gifts and guides discussion on
the various gains for obeying rules.
3. Presents pictures of children suffering
from the results of disobeying rules and
regulations and leads class discussion
on the pictures.
4. Discusses the NAFDAC rules and
regulations on food and drug control.
PUPILS
1. Participate in class discussion on
rules and regulations.
2. Interpret the pictures on children
receiving gifts and participate in
discussion.
3. Describe pictures of children suffering
from the results of disobeying laws.
INSTRUCTIONAL RESOURCES
1. Pupils’ textbooks
2. Pictures of children receiving gifts.
3. Video clips
4. Pictures of children suffering from

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 the consequences of disobedience.
5. Food and Drug packs and
instructional leaflets.
6. Pictures and Diagrams of different
foods and drugs.
7-8 3. Results of disobeying rules and TEACHER
regulations e.g. unhappiness, 1. Leads class discussion on the
punishment, denial of privileges such meaning of rules and Regulations.
as food, playing with mates, etc.; 2. Shows pictures/video clips of children
rejection by loved ones. receiving gifts and guides discussion on
the various gains for obeying rules.
3. Presents pictures of children suffering
from the results of disobeying rules and
regulations and leads class discussion
on the pictures.
4. Discusses the NAFDAC rules and
regulations on food and drug control.
PUPILS
1. Participate in class discussion on
rules and regulations.
2. Interpret the pictures on children
receiving gifts and participate in
discussion.
3. Describe pictures of children suffering
from the results of disobeying laws.
INSTRUCTIONAL RESOURCES
1. Pupils’ textbooks
2. Pictures of children receiving gifts.
3. Video clips
4. Pictures of children suffering from
the consequences of disobedience.
5. Food and Drug packs and
instructional leaflets.
6. Pictures and Diagrams of different
foods and drugs.
9-10 4. NAFDAC laws and Regulations on TEACHER
Food and Drugs Control e.g. Quality 1. Leads class discussion on the
Control laws; Laws on sale and use meaning of rules and Regulations.
of foods, medicines and cosmetics; 2. Shows pictures/video clips of children
Laboratory Law; Product Registration receiving gifts and guides discussion on
laws; Importation Laws, etc. the various gains for obeying rules.
3. Presents pictures of children suffering
from the results of disobeying rules and
regulations and leads class discussion
on the pictures.
4. Discusses the NAFDAC rules and
regulations on food and drug control.
PUPILS

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 1. Participate in class discussion on
rules and regulations.
2. Interpret the pictures on children
receiving gifts and participate in
discussion.
3. Describe pictures of children suffering
from the results of disobeying laws.
INSTRUCTIONAL RESOURCES
1. Pupils’ textbooks
2. Pictures of children receiving gifts.
3. Video clips
4. Pictures of children suffering from
the consequences of disobedience.
5. Food and Drug packs and
instructional leaflets.
6. Pictures and Diagrams of different
foods and drugs.
11-12 Revision / Examination

CIVIC EDUCATION
PRIMARY ONE –3RD TERM

WEEK TOPIC/ CONTENT ACTIVITIES

IMPORTANCE OF CIVIC TEACHER
1-3 EDUCATION Guides discussion on the need for Civic
1. Why study Civic Education: Education.
- understand democratic and Civic PUPILS
rights and responsibilities. 1. Listen to teacher’s explanations.
- nurture and sustain democracy, etc. 2. Contribute to discussions.
INSTRUCTIONAL RESOURCES
1. Textbooks
2. Pictures of a democratic activity and
citizens performing some Civic
responsibilities in a democracy e.g.
senate in session and people voting and
campaign.
3. Video clips on democratic activities
4. Radio Jingles
4-7 2. Topics and Importance of Civic TEACHER
Education: 1. Guides discussion on the need for
- learn about systems and institutions Civic Education.
of government, democratic 2. Leads pupils to mention the topics
processes, etc. and specific benefits of learning Civic
-acquire skills such as active Education.
citizenship, inquiry, cooperation, etc.
-stimulation of civic engagement in PUPILS
the political, social and economic 1. Listen to teacher’s explanations.
processes. 2. Contribute to discussions.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 -citizens are educated on their INSTRUCTIONAL RESOURCES
multiple roles in society, e.g. as 1. Textbooks
producers and consumers, of goods 2. Pictures of a democratic activity and
and services etc. citizens performing some Civic
responsibilities in a democracy e.g.
senate in session and people voting and
campaign.
3. Video clips on democratic activities
4. Radio Jingles

8-10 3. Public Health Enlightenment TEACHER

Campaigns on: Guides the class to identify some ways
-HIV/AIDS Education, of public health enlightenment
-Drugs Abuse Education, etc. campaigns as part of civic education.
PUPILS
1. Listen to teacher’s explanations.
2. Contribute to discussions.
3. Identify ways of public health
enlightenment campaigns as part of
Civic Education.
INSTRUCTIONAL RESOURCES
1. Textbooks
2. Video clips.
3. Posters and pictures of Public Health
Enlightenment Campaigns.
11-12 Revision / Examination

HISTORY TEACHING SCHEME

PRIMARY SCHOOL

History:
Pri. 1 First Term Scheme of Work
WK TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
S ACTIVITIES
1 History Meaning of History Guides the pupils to state State the meaning of
the meaning of History History
2 Meaning of State the meaning of Tells the pupils a brief Listen carefully to the
History History History of his/her own story about the
Describe Family Family so that they can teacher’s family
History understand the concept of history.
Family history.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

3 Peoples and Peoples in the Explain to the pupils that Listen to the teacher’s
places in the community where the there are different groups explanation
community school is located of people in the
community and that they
can be identified by their
language and culture.
4 Peoples and People in the local Guides the pupils to Identify the different
places in the Government Area identify the different groups of people in
community where the school is groups of people that live the community
located in their community by
asking questions
5 Peoples and Important places in Shows the pupils pictures Observe the pictures
places in the the community where of the different peoples in shown by the teacher.
community the schools are the local Government Identifies the peoples
located: Area and asks them to in the pictures
- Markets Identify the peoples in the
- Schools pictures
- Hospitals
- Places of
worship.
- Palace
- Village Square
etc.
6 Peoples and Important places in Guides the pupils to Mention the different
places in the the Local mention the different places in their
community Government Area places in the community community and local
where the school are and the Local Government Government Area.
located. Area. Ask their
Police station Ask the pupils to tell their parents/guardians to
Local Government parents/guardians to take take them to visit
Secretariat them to visit some important places in
Palace e.t.c important places in the their community
community
7 Heroes and Meaning of Heroes Leads the pupils to state State the meaning of
Heroines in the and Heroines in the the meaning of heroes and heroes and heroines
community community heroines by telling them
stories about local heroes
and heroines
8 Heroes and Names of Heroes and Guides the pupils to Name some heroes
Heroines in the Heroines in the mention the names of and heroines in the
community community where the some heroes and heroines community
school is located in the community where
the school is located
9 Heroes and Achievements of Guides the pupils to Mention some
Heroines in the heroes and heroines mention the achievements achievements of
community in the community of heroes and heroines in heroes and heroines in

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 the community where the the community.
school is located
10 Traditional Meaning of a Explain the meaning of a Say what they
rulers Traditional ruler traditional ruler understand by
traditional rulers in
their own words.
11 Traditional The name of the Guides the pupils to Mention the name(s)
rulers traditional ruler in mention the name(s) of of the traditional
the community where traditional ruler(s) in the ruler(s) in the
the school is located community where the community where the
school is located school is located.
12 Traditional The Roles of a Guides the pupils to State the roles of
rulers traditional ruler Identify the roles of traditional rulers.
traditional rulers

History:
Pri. 1 Second Term Scheme of Work
WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
ACTIVITIES
1 Title Holders Meaning of a title Guides pupils to explain Explain the meaning
holder. the meaning of Title of title holder in their
holder own words

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

2 Title Holders Various traditional Guides pupils to identify Identify the various
title holders in the the various traditional traditional title
community title holders in the holders in the
community community

3 Title Holders Duties of various title Guides the pupils to Mention the duties of
holders in the mention the duties of title title holders in the
community holders in the community
community
4 Title Holders Duties of traditional Invites the traditional Observe the dressing
title holders title holder to come and of the traditional titles
talk to pupils holder
5 Title Holders Duties of the villages Guides the pupils to Mention the duties of
head. identify the duties of the the village head.
village head.
6 Title Holders Duties of the head of Guides the pupils to Mention some of the
family i.e Father mention the duties of the Duties of the Father
father.
7 Title Holders Duties of the Mother Guides the pupils to State the duties of the
identify the duties of the Mother
Mother
8 Title Holders Duties of the District Guides the pupils to Mention the duties of
Head. mention the duties of the the District Head.
District head.
9 Title Holders Duties of an Emir as a Guides pupils to mention Mention the duties of
title holder in the the duties of Emir as title an Emir as a title
community holder in the community holder in the
community

10 Title Holders Local Government Guides the pupils to Identify the duties of
Chairman as a title identify the duties of the the local Government
Local Government Chairman.
Chairman as a title
holder
11 Revision Revision Revision Revision

12 Examination

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

History:
Pri. 1 Third Term Scheme of Work
WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
ACTIVITIES
1 The Local Explains the meaning Guides the pupils to Explain the meaning o
Government of Local Government explain the meaning of Local Government
Chair person Chair person Local Government Chair Chair Person
person
2 The Local The name of the Local Guides the pupils to Mention the name of
Government Government Chair mention the name of local the local Government
Chair person person Government Chair person Chair person

3 The Local Name of the Local Guides the pupils to state State the name of the
Government Government Area the name of the local local Government
Chair person where the school is Government Area where Area where the school
located the school is located is located
4 The Local Name of the Local Guides the pupils to Mention the name of
Government Government Chair mention the name of the the local Government
Chair person person local Government Chair chairperson
person
5 The Local Duties of the Local Leads the pupils to Mention the duties of
Government Government Chair mention the duties of the he Local Government
Chair person person local Government Chair Chair Person.
person.
6 The Local Peoples in the Local Explains to the pupils that Listen to the teacher’s
Government Government Area there are different groups explanations
Chair person of people in the local
Government.
7 The Local Peoples in the Guides the pupils to Identify the different
Government community of local identify the different groups of people in th
Chair person Government Chair groups of peoples that community
person. live in the community
8 The Local Important places in the Shows the pupils pictures Observe the pictures
Government local Government of the different places in shown by the teacher.
Chair person chair person the community of the
local Government chair
person.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

9 The Local Important places in the Guides the pupils to Mention the importan
Government community of the local mention the important places in the
Chair person Government Chair places in the community community.
person
10 – Revision Revision Revision Revision
12

13 Examination

SECURITY EDUCATION
PRIMARY ONE 1ST TERM

WEEK TOPIC/ CONTENT ACTIVITIES

Concept of Security: TEACHER
1 – 10 1. Meaning of security of life and 1. Guides pupils to explain the meaning
property. of security.

2. Guides pupils to identify sources of

danger and insecurity.

PUPILS
1. Contribute ideas to the meaning of
security

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 2. Find out other sources of insecurity.

INSTRUCTIONAL RESOURCES
Textbooks, pictures on road accidents
and fire outbreaks.
11 – 13 Revision / Examination

SECURITY EDUCATION
PRIMARY ONE 2ND TERM

WEEK TOPIC/ CONTENT ACTIVITIES

Concept of Security TEACHER
1 – 10 2. Sources of danger and insecurity Directs the role-playing fire
e.g. road accidents, fire outbreaks, outbreaks/road accidents.
relationship with strangers,
kidnapping, eating unsafe food, fake PUPILS
drugs intake, etc. Dramatize fire outbreaks/road accidents
and appropriate response.

INSTRUCTIONAL RESOURCES
Textbooks, pictures on road accidents
and fire outbreaks.
11 – 13 Revision / Examination

SECURITY EDUCATION
PRIMARY ONE 3RD TERM

REVISION OF 1ST AND 2ND TERM WORK

CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS

PRIMARY ONE 1ST TERM

WEE TOPIC/CONTENT ACTIVITY

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 K
1 MEANING OF ART AND CULTURE. -Teacher explains meaning and
1. Definition of art and culture. branches of art and culture
2.Branches of art:Drama,painting,drawing,music -Pupils mention and write the
etc. branches of art.
-Teaching
resources:Pictures,text books.
2 ART MATERIALS -Teacher lists and teaches the
1.Identification of art materials uses of each one
2.Uses of each -Teacher draws them on the
3.Drawing of art materials board.
-Pupils mention and write the
materials.
-Teaching resources:pencil,
ruler,crayons,water
colour,drawing books.
3 FUNCTIONAL ARTS -Teacher explains what
-Definiton of functional art functional art is
-Types of functional arts e.g.woven items like -Shows illustrations of functional
mats,baskets,hand fans. art works found at home
-Puplis identify defferent types
of woven art works.
-Teaching resources:pictures,
real art works.
4 DRAWING OF FUNCTIONAL ART WORKS -Teacher draws on the board
FOUND AT HOME and she shows what to be draw
Drawing of baskets,hand fans,mats. to pupils.
- pupils draw in their drawing
books.
-Teaching resources real woven
art material pictures.
5 PAINTING OF CARVED OBJECT:CALABASH -Teacher shows pupils real
PAINTING calabash.
She guides them to paint
-pupils draw and paint a carved
calabash
-Teaching resources pencil,
calabash, crayon paper.
6 MEANING OF CRAFT -Teacher defines craft.
1.Definition of craft -teacher writes the types of craft
2.Identification of craft e.g. Embroidery
works:Embroidery,knitting,pottery,leather work -pupils write the meaning of craft
e.t.c. and types.
-teaching resources:wall
hanging,table cover e.t.c.
7 LOCATION OF CRAFT WORK -Teacher teaches pupils the
1.Area or state/town where these craft work are town where the do these as their
common: occupation
weaving of aso oke:Iseyin -Teacher shows them pictures
2.pot making:Abuja e.t.c. of people working.
-Pupils writes where they
practice all these craft works.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 -Teaching resources:pictures of
people weaving aso oke in oyo
state.
8 PREPARATION OF CLAY FOR MOULDING POT. -Teacher teaches pupils by
1.Collection of clay demonstrating on how to
2.knealing of clay prepare clay.
3.removal of impurities in clay. -Teacher writes the steps for
pupils
-pupils watches teacher on how
to prepare clay.
-pupils prepare their own clay.
-Teaching
resources:clay,bowl,water,nylon.

9 MODELING -Teacher shows pupils

Moulding a pot examples of different types of
(practical) pot.
-Teacher moulds pot by using
coiling method.
-pupils watch the teacher
moulding.
-pupils mould their own pots
-Teaching resources:clay,
spatulars,water,bowl,nylon.
10 DRAWING AND PAINTING OF CRAFT WORKS -Teacher draws basket and
Painting to craft works:basket and sleeping mats mats.
-Teachers guides pupils to paint
basket and mat,crayon,pencil.
11 EXHIBITION -Teacher asks pupils to bring
Display of all craft works that’s that can be found in some craft works with the ones
the school and home they produced in schooling for
study.
-pupils bring craft works and
their own works for exhibitions.
-Teaching resources:all craft
works brought by pupils and
pictures.
12 SINGING: -Teacher teaches pupils
Christmas carol different types of carol songs
-Teacher teaches them the
reasons for Christmas.
-pupils sing Christmas carols.
-Teaching
resources:manager,baby
doll,candles
13 REVISION
14 EXAMINATION.

CULTURAL AND CREATIVE ARTS

PRIMARY ONE 2ND TERM

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 WEEK TOPIC/CONTENT ACTIVITY

1 RESUMPTION AND TEST Revision of last term and test

2 DRAWING AND PAINTING -Teacher guides pupils to paint
DRAWING AND PAINT OF CRAFT the works drawn
WORK e.g BASKET,POT,CALABASH -pupils draw and pain different
types of craft works.
-Teaching resources:pencil,
drawing books,crayon.
3 BEADS DECORATION(PRACTICAL) Teacher shows pupils different
-IDENTIFICATION OF BEADS FOR types of beads.
DIFFERENT OCCASIONS . -Teacher explains the uses and
-USES OF BEADS shows them how to make
-MAKING DIFFERENT TYPES OF BEAD. beads of how to make beads of
different kinds.
4 WOVEN CLOTHES Teacher describes different
IDENTIFICATION OF DIFFERENT types of woven clothes and
TYPES OF WOVEN CLOTHES e.g.ASO shows them to pupils
OKE, AKWUETE,SAKI,KENTE.

5 MEANING OF RYTHMES Teacher explains rythmes and

DEFINITION OF RHYMES:TYPES types of rythmes
RYTHEMS Teacher recities so many
e.g.TRADITIONAL,CHILDREN, rythmes
OCCASIONAL RYTHMES e.g. rain ,rain Pupils copy some rythmes and
go away. recites them.
-Teacheing resources picture
books and rythme books.
6 RECITATION OF RYTHMES AND THE -Teacher recities rythmes for
LYRICS OF A RYTHMES. pupils.
-pupils recite rhymes taught by
the teacher and they learn the
lyrics of rhymes.
-Teacher plays C.D. for pupils
on rhymes and allows them to
recite in groups.
-pupils listen to C.D. or tape
recorder.
-They recite in group.
7 RECITATION OF RHYMES.
Recitation of rhymes from a tape -Teacher plays C.D. for pupils
recorder or C.D. on rhymes and allows them to
-Recitation of rhymes in groups recite in groups.
-pupils listen to C.D. or tape
recorder.
-They recite in group.
8 RECITATION TO ROLE PLAY -Teacher teaches pupils
-Meaning of role play rhymes in different languages.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 -name of some actors and actresses in -pupils recite rhymes in their
Nigerian movies languages.

9 Introduduction to role play. Teacher defines role play and

-meaning of role play. mentions some people taking
-names of somes actors and actresses part in a play called actors and
in Nigeria movies. actresses.

10 INTRODUCTION TO A FOLK -Teacher explains what is folk

TALE)STORY tales or story
-Meaning of folk talk or story -Teacher demonstrates the
-Demonstration of a character in a story characters in the story.
book or folk tales e.g.Tortoise,rabbit -pupils listens and the
demonstrates characters.
-Teaching resources:story
books.

11 REVISION

12 EXAMINATION

CULTURAL AND CREATIVE ARTS

PRIMARY ONE 3RD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 RESUMPTION AND TEST -Teacher asks questions on the

REVISION OF LAST TERM exams of last term and gives them test
WORKS AND TEST -pupils answer the questions on last
term.
-Teaching resources:last terms
question paprs.
2 CHARACTERS IN THE Teacher describes to pupils how obi
TEACHER’S STORY BOOK was a hard working boy in the story.
-Demonstration of a character in a -pupils listen and they act like obi in
story book that was read e.g.obi as a the story book.
hard working boy in a story book. -teaches resources:story books and
costumes.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 3 STORY TELLING -Teacher tells stories based on these
-Creation of stories using these themes.
themes :Tolerance, service to the -Teacher groups pupils on each of
nation,respect,obidence. these themes to tell their own stories .
-Teaching resources:story books.`
4 STORY TELLING -Teacher tells pupikls stories from
-Stories on environment or in the television or event from environment
media. -pupils tell their own stories from their
environmental experiences
5 CEREMONIES -Teacher explains types of
-Stories on environment or in the ceremonies
media. -pupils listen and mention types of
-Types of ceremonies:Traditional, ceremonies in their local area
religious,festivals,carnivals, national -Teaching resources pictures of
ceremonies eg. May day,Democracy different types of ceremonies.
day,children’s day.

6 IMPORTANCE OF CEREMONIES: -Teacher teaches pupils the reasons

-Ceremonies bring for ceremonies.
unity,remembrance,joy, peace. -Teacher writes the importance for
children pupils write in the books.
7 TRADITIONAL CEREMONIES -Teacher explains traditional
Traditional ceremonies include: ceremonies and gives
naming,fishing,durbar,yam example.marraiges, yam , festivial.
festival,marriage. -pupls listen and they say the
ceremonies they have witnessed.
-Teaching resources:pictures of
different ceremonies.
8 RELIGIOUS CEREMONIES -Teacher teaches pupils meaning of
-Christmas , sallah,easter. these religious ceremonies.
-Teacher cals pupils to say how they
cerebrate each of these religious
ceremomies.
-pupils explain how these are
celebrated in their area.
-Teaching resources pictures of Jesus
in a manager.
9 NATIONAL ART AND CULTURE -Teacher teaches pupils different
FESTIVEALS- culture in a locality and shows them
1.Egungun festival in oyo state pictures of these festivals.
2. Abuja carnival -Teacher teaches them why these are
3.Atilogwu dancers in Anambra state celebrated every year .
4.Eyo masquerade in lagos. -pupils listen and say how these
festivals are performed in their
area.Teaching resources pictures.
10 DRAWING AND PAINTING -Teacher shows pupils pictures of
FESTIVALS AND CARNIVALS these festivals and guides pupils to
-Eyo masquerade paint them.

FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION

 -carnivals -pupils observe these pictures and
-Atilogwu dancers apply colours into their drawings.
-Teaching resources :pictures of
different festivals.
11 THINGS ASSOCIATED WITH -Teacher teaches dressing for
CEREMONIES ceremonies e.g hairdo-bob marley
-Body decoration, hair styles, make wigs,shuku
ups, clothes Pupils write in their books and they
mention more of body decorations e.g
lalle ,tattoos etc.
-Teaching resources e.g. tangle, tiro,
white, chalk, powder.
12 REVISION
13 EXAMINATION

ARABIC LANGUAGE (AL)

‫المنهج الدراسي للسنة األولى اإلبتدائية‬

SCHEME OF WORK FOR PRIMARY ONE
FIRST TERM ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
,‫مثل السالم عليكم ورحمة اهلل وبركاته‬ ‫التحايا‬ ‫األول‬
‫ ونهار الخير ومساء الخير‬,‫وصباح الخير‬

‫ وعليكم السالم‬.‫مثل السالم عليكم ورحمة اهلل‬ ‫التحايا مع المحادثة‬ ‫الثانى‬

‫ورحمة اهلل وبركاته‬.
‫صباح الخير؟ صباح النور‬
‫نهار الخير؟ نهار النور أو نهار السعيد‬
‫مساء الخير؟ مساء النور‬
FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION
 ‫مثل‪ .‬س‪ :‬مااسمك يا أخى؟‬
‫‪ ..........‬ج‪ :‬إسمى‬ ‫التعارف‬ ‫الثالث‬
‫س‪ :‬مااسم أبيك؟‬
‫‪.........‬ج‪ :‬إسم أبى‬
‫س‪ :‬مااسم أمك؟‬
‫‪........‬ج‪ :‬إسم أمى‬
‫التعريف باآلشياء فى المدرسة مثل‪ :‬سبورة‪,‬‬
‫ممسحةز التعريف باآلشياء فى المستشفى‬ ‫التعريف باألشياء‬ ‫الرابع‬
‫مثل‪ :‬حقنة‪ ,‬سرير‪ ,‬بطانية‪ ,‬سماعة‬
‫مثل‪ :‬أ ‪ ,‬ب ‪ ,‬ت ‪ ,‬ث ‪ ,‬ج ‪ ,‬ح ‪ ,‬خ ‪ ,‬د ‪ ,‬ذ‪,‬‬
‫ر‪,‬ز‬ ‫اآلصوات العربية بالترتيب‬ ‫الخامس‬
‫ب‪ ,‬ج‪ ,‬د‪ ,‬ت‪ ,‬ر‪ ,‬ث‪ ,‬أ‪,‬ح ذ‪ ,‬خ‬
‫مثل‪ :‬أ ع‪ ,‬د‪ ,‬ذ‪ ,‬ث‬ ‫اآلصوات العربية بدون الترتيب‬ ‫السادس‬
‫مثل‪ :‬من ألف إلى راء‬ ‫اآلصوات المتشابهة فى النطق‬ ‫السابع‬
‫‪ .....‬مثل‪ :‬قطتى صغيرة ‪ #‬إلى‬ ‫قرأة بعض الحروف الهجائية‬ ‫الثامن‬
‫من واحد إلى عشر‬ ‫األناشيد العربية‬ ‫التاسع‬
‫كتابة الحروف فى الهواء وعلى األرض ثم‬ ‫نطق األرقام العربية‬ ‫العاشر‬
‫الكراسة‬ ‫الخط العربية‬ ‫الحادى عشر‬
‫للدروس السابقة‬
‫المراجعة العامة‬ ‫الثانى عشر‬
‫اإلمتحان‬ ‫الثالث عشر‬
‫والتصحيح‬ ‫والرابع عشر‬

‫المنهج الدراسي للسنة األولى اإلبتدائية‬

‫‪SCHEME OF WORK FOR PRIMARY ONE‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫التحية الزمنية العادية‬ ‫الفرق بين التحيات‬ ‫األول‬

‫س‪ :‬متى جئت؟ كم الساعة؟‬ ‫التعارف باألزمنة‬ ‫الثانى‬

‫ج‪ -‬جئت فى الساعة السابعة صباحا أو‬
‫مساءا أو نهارا‬
‫من زاي إلى فاء‬ ‫قراءة بعض الحروف الهجائية‬ ‫الثالث‬

‫أمى أمى الخ‬ ‫األناشيد العربية المختارة‬ ‫الرابع‬

‫‪FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬

 ‫من ‪ ١١‬إلى ‪٢٠‬‬ ‫نطق األرقام العربية‬ ‫الخامس‬
‫رسم األشياء بلونها مثل‪ :‬جبل‪ ,‬كرة‪ ,‬شجرة‪,‬‬ ‫الرسم‬ ‫السادس‬
‫‪.‬كلب‬
‫كتابة الحروف واألرقام فى الهواء وعلى‬ ‫الخط العربى‬ ‫السابع‬
‫‪.‬األرض ثم الكراسة مثل‪ :‬ب‪ ,‬ف‪٣ ,٢ ,١ ,‬‬
‫‪.‬التمييز بين ح خ فى الكلمة مثل‪ :‬حبل وخيل‬ ‫األصوات المتشابهة‬ ‫الثامن‬

‫‪....‬مدرستى مدرستى‬ ‫األناشيد العربية المناسبة‬ ‫التاسع‬

‫للدروس السابقة‬ ‫المراجعة العامة‬ ‫العاشر‬

‫اإلمتحان والتصحيح‬ ‫الحادى عشر‬

‫والثانى عشر‬

‫‪FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬

 ‫المنهج الدراسي للسنة األولى اإلبتدائية‬
‫‪SCHEME OF WORK FOR PRIMARY ONE‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫من بعض الحروف الهجائية‬ ‫اإلمالء‬ ‫األول‬

‫كيفية التحية واإلجابة مثل‪ :‬السالم عليكم‬ ‫المحادثة‬ ‫الثانى‬

‫‪.‬ورحمة اهلل‪ .‬وعليكم السالم ورحمة اهلل‬
‫كيف س‪ -‬أنت؟ ج‪ -‬أنا بخير‬

‫فى الشكل واللون مثل‪ :‬رسم الكتاب والقلم‬ ‫التعارف باألشياء‬ ‫الثالث‬
‫والمسطرة‬
‫من قاف إلى ياء على األرض قم فى‬ ‫الخط العربى‬ ‫الرابع‬
‫‪.‬الكراسة‬
‫القصص القصيرة المفيدة المشتملة على‬ ‫المطالعة‬ ‫الخامس‬
‫‪.‬األمانة والصدق والتواضع وبر الوالدين‬
‫من األشياء الموجودة فى المدرسة مثل‪:‬‬ ‫الرسم‬ ‫السادس‬
‫طباسير‪ ,‬مسطرة‪ ,‬فصل الخ‬

‫ياإلهى ياإلهى ‪ #‬يامجيب الدعوات‬ ‫اآلناشيد العربية‬ ‫السابع‬

‫‪ # ...........‬إجعل اليوم سعيدا‬
‫معرفة الحروف الهجائية عن طريق الشفهى‬ ‫القراءة والفهم‬ ‫الثامن‬
‫مثل‪ :‬ما هو الحرف األول؟ وما هو الحرف‬
‫األخير؟‬
‫من ‪ ٢٠‬إلى ‪٣٠‬‬ ‫نطق األرقام العربية‬ ‫التاسع‬
‫القصص القصيرة المفيدة المشتملة على العدل‬
‫‪.‬واإلحسان ووفاء العهد‬ ‫المطالعة‬ ‫العاشر‬

‫للدروس السابقة‬ ‫المراجعة العامة‬ ‫الحادى عشر‬

‫اإلمتحان‬ ‫الثانى عشر‬

‫والتصحيح‬ ‫والثالث عشر‬

‫‪FCT PRIMARY SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬