# Primary One Scheme Of Work First , Second And Third Term

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ENGLISH STUDIES

ENGLISH STUDIES

PRIMARY ONE 1ST TERM

ENGLISH STUDIES

PRIMARY 1 SECOND TERM

ENGLISH STUDIES

PRIMARY 1 THIRD TERM

MATHEMATICS

GENERAL MATHS

FIRST TERM PRIMARY 1

GENERAL MATHS

SECOND TERM PRIMARY 1

 WEEK TOPIC / CONTENT ACTIVITIES 1 ADDITIION AND SUBTRACTION i. simple word problems leading to addition ii. Simple word problems leading to subtraction. Teacher: i. Guides pupils to count sets of numbers together ii. Guides pupils to count all the objects together and take away. 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 i. Recognition of Nigerian Coins e.g. 25k, 10k, 5k, 1k, and ½ k ii. Sum of two or three coins. Teacher: Leads pupils through suitable activities to recognize the different Nigerian currencies. Pupils: Engage in sorting out the denominations and identify them. Instructional Resources: Actual coins, paper money etc. 3 MONEY i. Shopping with a 10k pieces and receiving change ii. Tracing of coins. Teacher: i. Guides pupils to establish shopping corner in the class 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 i. The idea of length ii. The unit of measuring length iii. Comparison of length of two or more objects to develop the idea of “longer than and “shorter than”. Teacher: i. Directs pupils to move using steps to measure the length ii. Guides pupils to use arm length to measure the width of the classroom. iii. Use sticks of different length. 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: Pencil, sticks, classroom, pupils themselves. 5 LENGTH i. Ordering of lengths of objects ii. Measuring the length of objects using natural units such as hand span, steps, arms length, stride etc. Teacher: i. Directs pupils to gather objects of different lengths ii. Arrange them in order of magnitude iii. To measure these objects with stripes, 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 i. Value of length ii. Ordering of length Teacher: i. Guides pupils to identify value 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 i. Idea of capacity as way of measuring liquid, grains, sand etc. ii. Units of measuring capacity iii. Identifying different sizes of Teacher: i. Directs pupils to gather contains of different sizes and volume ii. Fetch water. Pupils: i. Gather containers of different sizes ii. Fetch water to fill the containers. Instructional Resources: Cans of different sizes, water. 8 CAPACITY i. Comparison of capacity of container. ii. Ordering of capacity of container iii. Value of capacity Teacher: i. Guide pupils to say the uses of the empty containers. ii. Guides pupils to arrange the containers according to the size and things it can 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 i. Idea and unit of weight ii. Ordering of weight of objects iii. Lifting objects iv. Estimating weight of objects i.e. heavier than or lighter than. v. Comparing weight of objects. Teacher: i. Have idea of weight and unit of weight. ii. Order the weight of objects iii. lift two different objects iv. Compare the weight of the two objects. Pupils: i. Same as above. Instructional Resources: Weight balance – see saw etc.
 10 TIME i. Concept and unit of time ii. identifying activities suitable for different time of day e.g. morning, afternoon and evening. iii. Days when certain activities are taken e.g. today, yesterday. Teacher: i. Guides pupils toward the movement of hand of wall clock. ii. State the time when certain things are done e.g. sleep, go to school. iii. Play a drama on time and events to do 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 PRIMARY 1

NIGERIAN LANGUAGE (NL)

HAUSA LANGUAGE PRIMARY ONE FIRST TERM
ZANGO NA DAYA AJI DAYA

HAUSA LANGUAGE PRIMARY ONE AJI DAYA
ZANGO NA BIU SECOND TERM

 MAKO JIGO/MAKASUDI AYYUKA 1 Maimaita ayyukan baya 2 HARSHE: Karatu kafin fara babbaku misali. Tantance sunaye da hotune Jagoranci Bayani Tambayoyi 3 ADABI: Wakokin yara: ma’anar waka, ire-iren waƘoƘi. Jagoranci Kawo rabe-rabe waka Rerawan da sauransu 4 ADABI: WaƘoƘin yara: Yara mata Yara maza Jagoranci Kawo rabe-rabe waka Rerawan da sauransu 5 AL’ADU: Kulawa da iyali misali uwa da uba Bayani a yada ake kulawa da iyali da tambayoyi 6 AL’ADU: Kulawa da iyali: Yin biyeya, ayyukan uwa da uba Jagoranci Bayani da Tambayoyi 7 HARSHE; Karatun babbuka misali b, ɓ, c, d, ɗ, da sauran su Jagoranci Rubuta bakake allo Tambayoyi 8 HARSHE: Karatun babbaku: Jagoranci Bayani da rubuta bakake a allo 9 AL’ADU: Kulawa da iyali misali inna da goggo Jagoranci Bayani akan iyali 10 AL’ADU: Kulawa da iyali misali kawu, yaya, kaka da sauransu. Jagoranci Bayani 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: Rubutu kafin fara babbuka Jagoranci Bayani Tambayoyi 3 HARSHE: Rubutun babbaku Jagoranci da bayani 4 ADABI: A.Tatsuniya: Ma’anar tasuniya b. Ƙwatanci tasuniya Jagoranci da Bayani tsuniya Tambayoyi 5 ADABI: Tasuniya: Ire-ire tasuniya. Jagoranci Bayani Ire-iren tasuniya Tambayoyi 6 ADABI: Tasuniya: muhimancin tasuniya Jagoranci Bayani akan muhimanci tasuniya Tambayoyi 7 AL’ADU: Lisafa kayayyakun al’adu. Jagoranci Misalen kayan al’adu Tambayoyi 8 Misalin kayayyakun al’adu Jagoranci Misalen kayan al’adu Tambayoyi 9 HARSHE: Rubutu babbaku Jagoranci Bayani da Tambayoyi 10 HARSHE: Rubuta wasullan hausa. Misali I,e,a,o,u. Jagoranci Bayani da Tambayoyi 11 Maimaita ayyukan baya 12 Jarabawa.

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PRAỊMARỊ 1 TAM NKE MBỤ

 IZUỤKA 1. 2.   3. 4.   5.   6. 7.   8.     9.   10.   11. 12. IZUỤKA 2. 3. 4. IZUỤKA 5. 6. 7. 8. 9. 10. 11. 12. 13. ISIOKWU/ NDỊNISIOKWU MKPỤRỤEDEMEDE IGBO (Abịdịị) Mkpọpụta na ọdide abịdịị Igbo ndị nnukwu MMAKỌ MKPỤRỤEDEMEDE NDỊ NNUKWU NA NDỊ OBERE Iji mkpụrụ Abịdịi mepụta mkpụrụokwu dịka: A = Aka, B = Bọọlụ, Ch = Oche, dgz. IME IHE E KWURU Okwu ndị na-egosị ihe a ga-eme dịka: nọdụ, kwụrụ ọtọ, gbaa, kụọ aka, kpudo isi dgz. EKWUMEKWU: 1. Ịkpọgasị ihe aha dịka akụkụ ahụ mmadụ 2. Ịkwọwa/ikwu ọdịdị ihe ndị dị na gburugburu 3. Ụda ndị a nụrụ na gburu- gburu ISIOKWU/NDINISIOKWU ABỤ ỤMỤAKA 1. Abụ ụmụaka dị iche iche dịka abụ ndị e ji eku nwa 2. Uru dị n’abụ ụmụaka/abụ e ji eku nwa EKELE 1.Ekele utụtụ, ehihie na anyasị 2. Oge e ji ekele ekele ndị a 3. Etu e si ekele ekele ndị a. ONỤỌGỤGỤ (0-20) 1. Mkpọpụta ọnụọgụgụ 2. Ngụtalị ọnụọgụgụ 3. Odide ọnụ ọgụgụ 4. Igwu egwuregwu ọnuọgụgụ: otu, abụọ tụtụrụ akị, atọ anọ tipịa ya, ise, isii tụba n’ọnụ, asaa, asatọ tapịa ya, toolu, iri, loo mmiri ya dgz. EZIAGWA 1. Agwa ndị ziri ezi dịka: ikwu eziokwu, ịkele ekele, ịsọpụrụ ndị tọrọ gị, ịbịa akwụkwọ n’oge dgz. 2. Uru na ọghọm dị n’ịkpa na akpaghị eziagwa ONỤỌGỤGỤ (21-40) 1. Mkpọpụta ọnụọgụgụ 2. Ngụtalị ọnụọgụgụ 3. Odide ọnụ ọgụgụ ỌGỤGỤ ESERESE DỊ N’AKWỤKWỌ ỌGỤGỤ HA 1. Ịhụta na ịhụba ihe ama 2. Ịhụta ihe ndị dị n’eserese 3. Ịgụpụta/ịkọwapụta ihe eserese na-egosi 4. Nkọwa eserese EKWUMEKWU: Ihe mere n’oge ụtụtụ n’ụlọ ha nakwa n’ama egwuregwu MMỤGHARỊ IHE A KỤZIRI NA TAM ULE IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 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. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ mkpụrụedemede ndị nnukwu na ndị obere 2. Idepụta ha 3. Igosipụ nke bụ nke 4. Iji ha mepụta mkpụrụokwu IHE ỤMỤAKWỤKWỌ GA-EME 1. Ime ihe ekwuru 2. Isịrịta onwe ha mee ihe e kwuru. 3. ide ihe odide NGWA NKỤZỊ Eserese, kaadị mgbubam (flash card), akwụkwọ ọgụgụ, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkpọpụtasị na ịrụgọsị akụkụ ahụ mmadụ ụfọdụ 2. Ịkpọgasị aha ihe ndị ha hụrụ na gburugburu ha 3. Ịkọwa ihe ha hụrụ/nụrụ na gburugburu ha 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. IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ abụ 2. Ikwe abụ n’isi 3. Ịjụ na ịza ajụjụ 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. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ikwu ekele dị iche iche ha na-ekele 2. Ikelerita onwe ha 3. Ịgụ uri /egwu na-eso ekele NGWA NKỤZI Eserese onye/ndị na-ekele ekele dị iche iche, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, tepụ rekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọpụta ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ 4. Idetalị ọnụọgụgụ NGWA NKỤZI Chaatị, akwụkwọ ọgụgụ, okwuchi karama, mkpụrụokwe dị iche iche. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị na ịza ajụjụ 2. Ikwupụta agwa ndị ziri ezi 3. Ikwu uru na ọghọm dị n’ịkpa maọbụ akpaghị ezi agwa NGWA NKỤZI Ụmụaka n’onwe ha, akwụkwọ ọgụgụ, tepụ redio, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọpụta ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ 4. Idetalị ọnụọgụgụ NGWA NKỤZI Chaatị, akwụkwọ ọgụgụ, okwuchi karama, mkpụrụokwe dị iche iche. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ihe ha chere na-eme na-eserese 2. Ịgụpụta ihe eserese na-egosi 3. Ịkparịtaụka gbasara ihe ha chere na-eme n’eserese. NGWA NKỤZI Eserese/foto, tivii na akwụkwọ ọgụgụ. IHE ỤMUAKWỤKWỌ GA-EME: 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.

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PRAỊMARỊ 1 TAM NKE ABỤỌ

 IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI 1 ỌGỤGỤ ESERESE: i. Ịmụbawanye Mkpụrụokwu ii.Ikwu okwu were were n’usoro akwụkwọ ọgụgụ IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụpụta mkpụrụokwu 2. Ịrụgosi mkpụrụokwu 3. Idepụta mkpụrụedemede 4. Iji mkpụrụokwu mepụta ahịrị- okwu NGWA NKỤZỊ Akwụkwọ ọgụgụ, kaadi mgbubam, tepụ rekọda, ụgbọ ojii, dgz. 2 MKPỤRỤEDEMEDE IGBO (ABỊỊDỊ) i. Ịchọpụta nke bụ nke ii. Ịgụpụta mkpụrụedemede IHE ỤMỤAKWỤKWỌ GA-EME: 1.Ịkpọpụta mkpụrụabịịdị 2. Ịrụgosi mkpụrụabịịdị 3. Ịgụpụta mkpụrụedemede 4. Idepụta mkpụrụabịịdị NGWA NKỤZI: Eserese/foto, ngwa mmetụaka, ụgbọ odee, tepụ rekọda na televishọnụ. 3 EKWUMEKWU: IDEBE GBURUGBURU ỌCHA i. Nkọwa na ikwu ụzọ dị iche iche e si edebe gburugburu ọcha ii. Ngwa ndị e ji edebe gburu- gburu ọcha ii. Mkpa ọ dị idebe gburugburu ọcha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ikwu ụzọ ha si edebe gburu- gburu ha ọcha 2. Ịkpọsịta ngwa ndị e ji edebe gburugburu ọcha 3. Ikwu mkpa ọ dị idebe ebe ha ọcha NGWA NKỤZI Akwụkwọ ọgụgụ, ụmụaka n’onwe ha, ngwa ndị e ji edebe gburugburu ọcha, kaadị mgbubam. 4 ỌGỤGỤ NA ODIDE MKPỤRỤOKWU SITE N’AKWỤKWỌ ỌGỤGỤ i. Nkọwa eserese ii. Odide mkpụrụokwu IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọpụta mkpụrụokwu 2. Ịrụgosi mkpụrụokwu 3. Idepụta 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. 5 NKỌWA ONWE: AKỤKỤ AHỤ DỊ ICHE ICHE i. Ịkpọpụta akụkụ ahụ dị iche iche ii. Ikwu ọrụ akụku ndị a na-arụ IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịrụgosi akụkụ ahụ dị iche iche 2. Ịkpopụta aha akuku ahụ 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- REGWU: i. Ịgụ abụ ndị ahụ ii.Ije ejije dị n’abụ iii.Izipụta mmasi na obiụtọ n’ịgụ ha site n’isonye n’ịgụ abụ IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ abụ 2. Igwu egwuregwu 3. Iji ejije dị n’abụ NGWA NKỤZI Akwụkwọ ọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz. 7 ỊGỤ ỌNỤỌGỤGỤ (40-60) i. Mkpọpụta ọnụ ọgụgụ ii. Nchọpụta nke bụ nke iii. Ndepụta nke ọ bụla n’ime ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ abụ 2. Igwu egwuregwu 3. Iji ejije dị n’abụ NGWA NKỤZI Akwụkwọ ọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz. 8 EKWUMEKWU: EZINỤLỌ i. Nkọwa ezinụlọ ii. Ndị mebere ezinụlọ IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ọnụọgụgụ 2. Ịrụgosi ọnụọgụgụ 3. ịdepụta ọnụọgụgụ NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, chaatị, osisi, okwuchi karama, mkpụrụokwe, dgz. 9 ỊGỤ ỤBỌCHỊ: i) ỊGỤPỤTA ỤBỌCHỊ DỊ N’IZUỤKA ii) Iji ụbọchị ndị mebe ahịrịokwu iii) Ikwu ihe ha na-eme n’ụbọchị dị iche iche. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsta ndị ha na-ahụgasị n’ezinụlọ ha 2. Ịrụgosi n’eserese ndị nọ ezinụlọ 3. Ịjụ na ide ihe odide NGWA NKỤZI Eserese, akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam. 10 EKWUMEKWU: Akụkọ ifo maka ụmụanụmanụ dị iche iche. – Ihe mmụta si n’ime nke ọ bụla NGWA NKỤZI Kalenda Igbo, akwụkwọ ọgụgụ, ụgbọ 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 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ISIOKWU / NDỊNISIOKWU IDEBE GBURUGBURU ỌCHA 1. Ebe ndị bụ gburugburu anyị dịka: i) Ụlọakwụkwọ ii) Ụlọ obibi iii) Okporoụzọ 2. Ụzọ dị iche iche e si edobe gburu- gburu ọcha IDEBE GBURUGBURU ỌCHA 1. Mkpa ọ dị idobe gburu gburu ọcha 2. Nsogbu na-apụta n’edobeghi gburu gburu ọcha.Ọmụmaatụ,ọnwụ, ọrịa. ỌGỤGỤ MKPỤRỤEDEMEDE (Abịchịị) 1. Mkpọpụta Mkpụrụedemede nke nnukwu na nke obere 2. Mmakọ mkpụrụedemede ndị nnukwu na ndị obere ODIDE MKPỤRỤEDEMEDE (Abịchịị) 1. Ịkpọ mkpụrụedemede 2. Ndepụta mkpụrụedemede nnukwu ODIDE MKPỤRỤEDEMEDE (Abịchịị) 1. Ndepụta mkpụrụedemede 2. Mmakọ mkpụrụ edemede na ụda ya Ịmatụ: n +a= na, g+a= ga, b+a= ba EKWUMEKWU Ịkpọgasị ihe aha: Ọmụmaatụ akụkụ ahụ mmadụ ụfọdụ ỌNỤỌGỤGỤ (60-80) 1. Ngụtalị ọnụọgụgụ 2. Odide ọnụọgụgụ AKỤKỌ IFO DỊ ICHE ICHE Dịka 1. Nke metụtara mmadụ na mmadụ ibe ya 2. Nke metụtara mmadụ na anụmanụ 3. Akụkọ ifo nke na-akụzi ezi omume /ezi agwa AKỤKỌ IFO Ọ BỤLA NA IHE MMỤTA SỊ N’AKỤKỌ IFO 1. Nke metụtara anụmanụ na anụmanụ 2. Akụkọ ifo nke na-akụzi ajọ omume na ọghọm ya. 3. Akụkọ ifo metụtara ezi omume na uru ya   EGWU (URI) Uri dị iche iche dịka egwu ọnwa na egwu mmemme dị iche iche MMỤGHARỊ NA ULE ULE NA MMECHI IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: i. Ikwu banyere idebe gburu- gburu ọcha ii. ịkparịtaụka gbasara ụzọ ha ga- esi edebe ebe ha ọcha. iii. Ijụ na ịza ajụjụ. NGWA NKỤZỊ Eserese ngwa ndị e ji ekpocha/edebe gburugburu ọcha dịka azịza, ọgụ, mma, reki, nkọala, hedipanụ dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikwu mkpa ọ dị idebe gburu- gburu ọcha 2. Ịkọwapụta nsogbu na-apụta n’edobeghị gburugburu ọcha NGWA NKỤZI: Eserese dị iche iche, tepụ redio, akwụkwọ ọgụgụ, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọpụta mkpụrụedemede ndị nnukwu na obere 2. Ndepụta mkpụrụedemede nke nnukwu 3. Ịmakọ mkpụrụedemede ndị nnukwu na ndị obere NGWA NKỤZI Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam. aja ụrọ dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọ mkpụrụedemede nnukwu 2. Ịrụgosị mkpụrụedemede na ụda ya NGWA NKỤZI Ụmụaka n’onwe ha, kaadị mgbu-bam, akwụkwọ ọgụgụ, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Idepụta mkpụrụedemede 2. Ịrụgosị mkpụrụedemede na ụda ya. NGWA NKỤZI Ụgbọ ojii, akwụkwọ ọgụgụ, kaadị mgbubam, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME 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. HE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọpụta ọnụọgụgụ 2. Ịgụpụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ 4. Idepụta ọnụọgụgụ NGWA NKỤZI Chaatị, kaadị mgbubam, mkpụrụ okwe, okwuchi karama, akwụkwọ ọgụgụ, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọ akụkọ ifo nke ha 3. Ije ejije dị n’akụkọ 4. Ikwu ihe akụkọ ifo na-akụzi NGWA NKỤZI Eserese, akpụrụakpụ, akwụkwọ ọgụgụ, tepụ rekọda, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọ akụkọ ifo nke ha 3. Ije ejije 4. Ịjụ na ịza ajụjụ NGWA NKỤZI Ụmụaka n’onwe ha, akwụkwọ ọgụgụ, eserese, tepụ rekọda, dgz. IHE ỤMỤKWỤKWỌ GA-EME 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.

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 ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË 1. ÀŚÀ: Ìkíni ní ilê Yorùbá ÀKÓÓNÚ IŚË 1. ìkíni àti ìdáhùn fún ôjö 2. ìkíni ní onírúurú iśë. Bí àpççrç iśë àgbê, iśë awakõ abbl OLÙKÖ 1. Darí akëkõö láti fi bí a śe ń kí ni śeré. 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö. AKËKÕÖ 1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö. 2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí OHUN-ÈLÒ ÌKÖNI Àwòrán ènìyàn tó ń kí ara wôn 2. ÁLÍFÁBËÊTÌ ÈDÈ YORÙBÁ ÀKÓÓNÚ IŚË Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé OLÙKÖ 1. Kô álífábëêtì Yorùbá sí ara pátákó 2. Ka àwôn álífábëêtì Yorùbá náà sí etígbõö 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) ÀKÓÓNÚ IŚË Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti A – K Kô bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç A- ajá, B – bàtà, D – dòjé, Ç – çyç abbl OLÙKÖ 1. Kô álífábëêtì Yorùbá láti A – K sí ara pátákó 2. Ka àwôn àpççrç õrõ tí a śêdá náà sí etígbõö àwôn akëkõö 3. Ka àwôn àpççrç náà kí akëkõö máa pèé 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 õrõ tí a śêdá náà lára pátákó 3. Ka têlé olùkö bí ó śe ń kà á. OHUN-ÈLÒ ÌKÖNI Pátákó ìkõwé Káàdì aláfihàn 4. SÍŚÊDÁ ÕRÕ PÊLÚ ÁLÍFÁBËÊTÌ (L – Y) ÀKÓÓNÚ IŚË 1. Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti L – Y. 2. kíkö bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç; L – Labalábá, M – Màlúù abbl OLÙKÖ 1. Kô álífábëêtì Yorùbá láti L – Y sí ara pátákó 2. Ka àpççrç àwôn õrõ tí a śêdá náà sí etígbõö àwôn akëkõö 3. Ka àpççrç àwôn náà kí akëkõö máa pè é têlé e 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 ÀKÓÓNÚ IŚË 1. Kín ni òýkà? 2. Ìlò òýkà 3. Kíka òýkà 4. Śíśe ìdámö fígõ òýkà OLÙKÖ 1. Śàlàyé ohun tí òýkà jë 2. Tö akëkõö sönà láti ka òýkà 3. pe akëkõö láti töka sí fígõ òýkà AKËKÕÖ 1. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê. 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 3. àwôn ohun tó śe é kà ìdérí ìgò ôtí, òkúta, ôsàn, igi wëwë, igi ìsáná abbl. 6. MÍMÔ ÊYÀ ARA ÀKÓÓNÚ IŚË 1. kíka àwôn êyà ara wa. Àpççrç ojú, orí, etí, apá abbl 2. Orin kíkô nípa êyà ara wa. OLÙKÖ 1. Ka êyà ara wa sí etígbõö àwôn akëkõö 2. Ka êyà ara náà kí akëkõö máa pè é têlé e 3. Pe akëkõö láti fôwö kan êyà ara kõõkan 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 ÀKÓÓNÚ IŚË 1. ìtöjú ara 2. ohun èlò ìtöjú ara. Àpççrç (a) ôsç ìfôyín (b) ìpara abbl. OLÙKÖ 1. Śe àlàyé lórí ìmötótó 2. Fi orin àti ewì tó jçmö imötótó fa pàtàkì rê yô fún akëkõö 3. Śàlàyé bí a śe lè töjú ara çni 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 ÀKÓÓNÚ IŚË i. Bí a śe ń lo ohun èlò kõõkan fún ìtöjú ara ii. Ewu tí ó wà nínú àìtöjú ara çni OLÙKÖ 1. Śàlàyé bí a śe lè töjú ara çni 2. Śàlàyé bí a śe ń lo àwôn ohun èlò ìtöjú ara 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 ÀKÓÓNÚ IŚË Bíbéèrè ìbéèrè láti õdõ akëkõö sí olùkö Láàrin akëkõö sí ara wôn OLÙKÖ 1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö. 2. Jë kí akëkõö béèrè ìbéèrè löwö 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 ÀKÓÓNÚ IŚË Orin eré ìdárayá. Àpççrç “çyç mëta wáyé tolongo” abbl OLÙKÖ 1. Śe àlàyé lórí eré ìdárayá 2. kô oríśiríśi àwôn eré ìdárayá tí ó wà. 3. Śàlàyé àkókò tí a máa ń śe eré ìdárayá 4. Kô orin àti ewì tí ó jçmö eré ìdárayá AKËKÕÖ 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 ÀKÓÓNÚ IŚË i. Kín ni à ń pè ní ìwà rere? ii. Báwo ni a śe lè dá ômôlúàbí mõ. OLÙKÖ 1. Sô oríśiríśi õnà tí a lè fi jé oníwà rere 2. Töka sí àwôn ìwà tí kò fi ìwà rere hàn 3. Kô orin aköniníwà fún akëkõö 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 ÀKÓÓNÚ IŚË Àwôn ìgbà tó wà nínú ôdún: ìgbò òjò, ìgbà êêrùn, ìgbà oorun, ôyë abbl OLÙKÖ 1. śàlàyé ohun tí ìgbà ôdún jë 2. kô àwôn ìgbà ôdún náà ní orin 3. pe akëkõö láti sô ohun tí à ń pè ní ìgbà ôdún. AKËKÕÖ 1. Tëtí sí àlàyé olùkö lórí ôdún kõõkan 2. ka ìgbà ôdún náà láti orí OHUN-ÈLÒ ÌKÖNI Àwòrán òjò tó ń rõ 13. ÀTÚNYÊWÒ ÊKÖ 14. ÌDÁNWÒ

YORÙBÁ PRIMARY 1 TÁÀMÙ KEJÌ

 ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË 1. ÌTÊSÍWÁJÚ LÓRÍ ÌMÖTÓTÓ ÀKÓÓNÚ IŚË 1. ìtöjú àyíká ilé-çni 2. Ìtöjú àyíká ilé-ìwé àti gbígbá àyíká 3. Kíkô orin tí ó bá ìmötótó lô 4. Gbíngbin òdòdó sí àyíká wa OLÙKÖ 1. Śe àlàyé ní êkúnrërë nípa ìmötótó ní àyíká ilé àti ilé-êkö. 2. Fi àwôn ohun èlò fún ìmötótó ilé àti àyíká hàn 3. kô orin tí àìtöjú àyíká çni lè fà 4. Tö akëkõö sönà láti śe àkíyèsí àyíká kí wön sì śe àtúnśe rê 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 ÀKÓÓNÚ IŚË 1. Kíkô álífábëêtì Yorùbá elégeé sí ara pátákó 2. Dídá álífábëêtì kõõkan mõ, àpççrç – A B D E Ç abbl OLÙKÖ 1. Tó álífábëêtì Yorùbá elégèé sí ara pátákó 2. Pe akëkõö láti fi çfun kô álífábëêtì Yorùbá elégèé tí olùkö kô sí ojú pátákó AKËKÕÖ 1. fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà 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 ÀKÓÓNÚ IŚË Mímô ohun tí ó wà nínú kíláásì bí i àga, tábìlì, pátákó ìkõwé, àwòrán ara ògiri abbl OLÙKÖ 1. Darí akëkõö láti śe ìdámõ àwôn nýkan tó wà nínú kíláásì 2. Tö wôn sönà láti dárúkô àwôn nýkan náà 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 – ILÉ-ÌWÉ ÀKÓÓNÚ IŚË Orúkô àwôn nýkan tí ó wà ní àyíká: Bëêdì, òdòdó, ewúrë, igi, àga, amóhúnmáwòrán, ilê, ôkõ abbl OLÙKÖ 1. pe akëkõö láti dárúkô àwôn ohun tí ó wà ní àyíká rç. 2. sô ìwúlò àwôn ohun tí ó wà ní àyíká 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kôrin 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 ÀKÓÓNÚ IŚË Àwôn orúkô nýkan tó wà ní àyíká akëkõö Ilé – tçlifísàn, rédíò, bëêdì, àga abbl Ilé-ìwé – çfun, aga àti tábìlì, rúlà, bírò abbl Ôjà – ata, iśu, èso, èlùbö, çran abbl OLÙKÖ 1. Pe olùkö láti dárúkô àwôn ohun tí ó wà ní àyíká rê 2. sô ìwúlò tàbí àýfààní wôn 3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kô orin 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 ÀKÓÓNÚ IŚË Pípa àśç – àpççrç Dìde, jókòó, dúró, wá, jáde, wôlé, dákë, pàtëwö abbl OLÙKÖ Olùkö tö akëkõö sönà pé kí wön dìde, dúró, jókòó, wôlé, wá, jáde pàtëwö abbl AKËKÕÖ 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 ogún ÀKÓÓNÚ IŚË 1. Òýkà láti óókànlá dé ogún 2. Śíśe ìdámõ fígõ óókànlá dé ogún OLÙKÖ 1. Tö akëkõö sönà láti ka òýkà láti ôökànlá dé ogún 2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti ôökànlá dé ogún AKËKÕÖ 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 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 ÀKÓÓNÚ IŚË 1. Dídá orúkô ôjö inú õsê mõ: Sunday – Àìkú, Monday – Ajé, Tuesday – Ìśëgun abbl 2. Sô di orin – Àiku ajé ìśëgun ôjörú ôjöbõ çtì àbámëta. OLÙKÖ 1. Śàlàyé ohun tí ôjö jë 2. Kô àwôn ôjö náà ní orin 3. Pe akëkõö láti sô òun tí a pe ôjö Monday abbl ní èdè Yorùbá. 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 ÀKÓÓNÚ IŚË 1. Àlàyé àti ìtàn nípa ôjö kõõkan: i. Ôjö Àìkú jë ôjö ayõ ó dára láti śe ohun rere. ii. Ôjö Ajé – ôjö rere láti bêrê òwò śíśe tàbí ôjà títà, Ilé kíkö. 2. Kíkô ní orin. OLÙKÖ 1. Śàlàyé ìtumõ àwôn ôjö wõnyí 2. Pe akëkõö láti sô ìtumõ ôjö kõõkan AKËKÕÖ 1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan 2. Pè wön têlé olùkö. OHUN-ÈLÒ ÌKÖNI Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí. 10. ÒÝKÀ OWÓ NÁÍRÀ ÀKÓÓNÚ IŚË 1. Àlàyé lórí kíka owó náíra 2. Ìlò owó náírà 3. Śíśe idámõ owó náírà kõõkan OLÙKÖ 1. Śàlàyé ohun tí owó náíra jë 2. Tö akëkõö sönà láti ka owó náírà 3. Pe akëkõö láti töka sí owó náírà AKËKÕÖ 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

YORÙBÁ PRIMARY 1 TÁÀMÙ KËTA

 ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË 1. ÌKÍNI: Ìkíni ní onírúurú ìgbà ÀKÓÓNÚ IŚË 1. Ìkíni ní onírúurú ìgbà tó wà nínú ôdún. Ìkíni ní ìgbà òjò, ìgbà êrùn tàbí õgbçlê, ìkíni ní ìgbà ôyë abbl. B.a, Ç kú òjò, ç kú õgbçlê, ç kú ôyë OLÙKÖ 1. Darí akëkõö láti fi bí a śe ń kí ni śeré 2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö AKËKÕÖ 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 ÀKÓÓNÚ IŚË i. Kín ni à ń pè ní ìwà rere tàbí ômôlúàbí? ii. Báwo ni a śe lè dá ômôlúàbí mõ? Àpççrç – ìsòdodo, sùúrù, õyàyà, ìmúra, ìkónimöra, ìwà pêlë abbl. OLÙKÖ 1. Lo ewì, owe, àśàyàn õrõ, orin àti ìtàn láti fi töka sí àýfààní tí ó wà nínú ìwà rere. B.a “Töjú Ìwà rç õrë mi”. 2. Śàlàyé ojúśe ômôlúàbí sí òbí, ômônìkejì, ìjôba, àwùjô 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 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 ÀKÓÓNÚ IŚË Ìbõwõ fágbà:- kíkö nípa bí a śe ń bá àgbà sõrõ, dídõbálê, kíkúnlê abbl OLÙKÖ 1. Sô oríśiríśi õnà tí a lè fi jë oníwà rere 2. Töka sí àwôn ìwà tí ó fi ìwà rere hàn 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) ÀKÓÓNÚ IŚË 1. kín ni ojúśe? 2. ojúśe çnìkõõkan nínú ìdílé – ômô sí òbí, êgbön sí àbúrò, òbí sí ômô. OLÙKÖ 1. Sô ìtumõ ojúśe 2. Śàlàyé ojúśe çnìkõõkan nínú ìdílé 3. Jë kí akëkõö fi ìbõwõ fágbà òbí śeré 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 ÌDÍLÉ) ÀKÓÓNÚ IŚË 1. Ojúśe ômô nínú ilé – bí àpççrç; fô abö, jë iśë tí wôn bá rán-an. 2. Òbí sí ômô, b.a san owó ilé-ìwé, ra aśô fún ômô, pèsè ìwòsàn nígbà àìsàn, wá oúnjç abbl 3. Êgbön sí àbúrò – śe ìtöjú àbúrò rê, dáàbòbò ó abbl OLÙKÖ 1. Sô ìtumõ ojúśe 2. Śàlàyé ojúśe òbí sí ômô, ômô sí òbí, êgbön sí àbúrò nínú ìdílé 3. Jë kí akëkõö fi ìbõwõ fún òbí śeré AKËKÕÖ 1. Sô ìtumõ têlé olùkö 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 ÀKÓÓNÚ IŚË 1. Ìbánisõrõ láàrin akëkõö méjì lórí bíbéèrè orúkô ara wôn àti orúkô òbí wôn. OLÙKÖ 1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö 2. Jë kí akëkõö béèrè ìbéèrè löwö ara 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 ÀKÓÓNÚ IŚË Dídárúkô oríśiríśi èso òrombó, õgêdê, àgbálùmõ abbl. Oúnjç: ìrçsì, êwà, iśu, gààrí abbl Ewébê: êfö, amúnútutù, ewédù, êfö têtê abbl OLÙKÖ 1. Pe akëkõö láti dárúkô àwôn èso, oúnjç àti ewébê. 2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe ara AKËKÕÖ 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 ÀKÓÓNÚ IŚË 1. Kíkô fáwëlì àti köńsónáýtì èdè Yorùbá b, d, f, g, gb, h, j, k, l, m, n, p, r, s, ś, t, w, y. 2. Fáwëlì àìránmúpè: a, e, ç, i, o, ô, u. 3. Fáwëlì aránmúpè: an, ôn, çn, un, in. OLÙKÖ 1. Kô álífábëêtì Yorùbá sókè fún àwôn akëkõö 2. Kô àwôn lëtà tí ó dúró fún ìró õrõ köńsónáýtì, fáwëlì àìránmúpè lötõõtõ sójú pátákó. 3. Pè wön lökõõkan fún akëkõö köńsónáýtì 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 ÀKÓÓNÚ IŚË 1. Ooru mú mi – ìgbà oorùn 2. Otútù mú mi – ìgbà òjò tàbí ìgbà ôyë abbl OLÙKÖ 1. Pe akëkõö láti sô ìmõlára rê ní àkókò tí ó wà 2. Bíbéèrè löwö akëkõö ohun tí ó śe é tí ojú rê fi körë löwö. 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 ÀKÓÓNÚ IŚË 1. Àròkô nípa oúnjç. Àpççrç; oúnjç tí mo fëràn jù 2. Àròkô nípa orúkô ènìyàn OLÙKÖ 1. Tö akëkõö sönà láti jíròrò lórí àkôlé kan tí wön báyàn. 2. Darí akëkõö láti śe ìlapa èrò. 3. Tö akëkõö sönà láti kô àròkô AKËKÕÖ 1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìlànà olùkö. 2. Kópa nínú śíśe ìlapa èrò àti àtúntò rê. 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

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE

PRIMARY ONE 1ST TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 – 2 EXPLORING YOUR ENVIRONMENT Things in and around the classroom, school and home. TEACHER Takes pupils on a study walk around and outside the school. PUPILS Pupils observe and list things in the school environment. INSTRUCTIONAL RESOURCES 1. Objects in the classroom, round the school and home. 2. Charts and models. 3. Drawing materials. 3 – 4 EXPLORING YOUR ENVIRONMENT Types of roads within and outside the school. TEACHER Demonstrates walking safely along the road and crossing the road. PUPILS Draw some of the things around the school. INSTRUCTIONAL RESOURCES 1. Objects in the classroom, round the school and home. 2. Charts and models. 3. Drawing materials. 5- 6 EXPLORING YOUR ENVIRONMENT Walking along the road and crossing the road. TEACHER Encourages pupils to observe and list things in the home. PUPILS Demonstrate walking safely along the road. INSTRUCTIONAL RESOURCES 1. Objects in the classroom, round the school and home. 2. Charts and models. 3. Drawing materials. 7-10 SOIL, AIR AND WATER Other parts of the surrounding (e.g. soil, water, air). TEACHER 1. Guides pupils to identify soil, air and water as other components of the surrounding. 2. Demonstrates the existence of air using paper or hand fan. 3. Demonstrates that air occupies space by inflating balloons. 4. Takes pupils on a tour of nearby water sources. PUPILS 1. Touch and feel soil in the playground. 2. Create air currents by blowing with the mouth or using hand or paper fan. 3. Inflate balloons, polythene bags etc. 4. Mention sources of water. 5. Recite a poem about water. INSTRUCTIONAL RESOURCES Soil, Newspaper, Paper fan, Hand fan, Balloons, Polythene bags, Water, Pictures of sources of water. 11 – 13 Revision/Examination

BASIC SCIENCE

PRIMARY ONE 2ND TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 – 3 COLOUR (IDENTIFICATION) Colours of objects. TEACHER Uses the colour chart to guide pupils to identify colours. PUPILS Identify colours of objects provided by teacher. INSTRUCTIONAL RESOURCES Flowers, Leaves, Colour, Containers of various colours, Lego sets/bricks. 4 – 6 COLOUR (IDENTIFICATION) Road traffic light signs TEACHER 1. Gives pupils different materials to identify different colours. 2. Separates colour using ‘lego’ materials with different colours for modeling. PUPILS Observe road traffic signs. INSTRUCTIONAL RESURCES Flowers, Leaves, Colour, Containers of various colours, Lego sets/bricks. 7 – 10 COLOUR (IDENTIFICATION) Road markings TEACHER 1. Draws road traffic signs for pupils to observe. 2. Takes pupils to observe various road traffic signs in their location. 3. Supervises pupils in drawing and painting of road traffic signs. PUPILS Match the colours of road traffic light with their functions. INSTRUCTIONAL RESOURCES Containers of various colours, Lego sets/bricks. 11- 13 Revision/Examination

BASIC SCIENCE

PRIMARY ONE 3RD TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 – 3 LIVING THINGS Living things in the school environment. TEACHER Uses pictures and charts to guide pupils to identify living things in the school environment and home. PUPILS Identify from pictures and charts living things. INSTRUCTIONAL RESOURCES 1. Charts and pictures of animals and plants. 2. People in the classroom and in the school compound. 4 – 6 LIVING THINGS Living things in the home. TEACHER Guides pupils to explore the school surroundings identifying living things (to include themselves). PUPILS 1. Identify self as a living thing. 2. Identify other living things at school and home. INSTRUCTIONAL RESOURCES 1. Charts and pictures of animals and plants. 2. People in the classroom and in the school compound. 7 – 10 NON-LIVING THINGS Non – Living things in the classroom, school and at home. TEACHER 1. Uses pictures and charts to identify non-living things in the classroom, school and at home. 2. Guides pupils to identify non-living things in the classroom and school. PUPILS 1. Identify from pictures and charts non-living things 2. Identify non-living things in the classroom and school. 3. Identify air, soil and water as non-living things. 11-14 Revision / Examination

BASIC TECHNOLOGY

PRIMARY ONE 1ST TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 – 5 SIMPLE MACHINES Meaning of: Simple machine (a device that makes work easy e.g. Broom, Spoon, See-saw/swing, Hoe, Cutlass etc.) TEACHER 1. Provides samples of simple machines in the home and school. 2. Leads pupils to use some simple 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 The safe use of simple machines. TEACHER 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

BASIC TECHNOLOGY

PRIMARY ONE 2ND TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 – 5 ENERGY 1. Meaning of energy as exemplified by people doing some work. TEACHER Guides pupils to identify themselves 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 energy. TEACHER 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

REVISION OF 1ST AND 2ND WORK

PHYSICAL AND HEALTH EDUCATION

PRIMARY ONE, FIRST TERM

 WEEK TOPIC/CONTENT ACTIVITIES 4. MOVING OUR BODY PARS /LEAPING, WALKING, RUNNING, HOPPING ETC -Teacher: Demonstrates the techniques in locomotors, movement, -Supervises and offers assistance to pupils -Pupils: Practice the techniques of leaping, walking, running etc. 5. MOVING OUR BODY PARTS / THROWING, CATCHING, KICKING OF OBJECTS. -Teacher demonstrates the non- Locomotors movements, Supervise and offer assistance to pupils. -Pupils practice the non- Locomotors movements. 6. HEALTH AND HYGIENIC CARE OF THE BODY, SKIN, HAIR, TEETH. -Teacher guides the pupils by demonstrate how to wash the skin, hair, hands etc. -Pupils participate by demonstrating how to bath, wash hands etc

PHYSICAL AND HEALTH EDUCATION

PRIMARY ONE, SECOND TERM

 WEEK TOPIC/CONTENT ACTIVITIES 4. ATHLECTICS SPRINTS 50 METRE DASH. -The teacher explains and demonstrates the: 1. Start –on your mark, set and Go. 2. Finish – breasting the tape. -Pupils: Listen and watch the teacher then practice the activity. -Learning materials –whistle, thread.etc 5. ATHLETICS- LONG JUMP. The teacher explains and Demonstrates the: 1. Run, 2. Take off and landing. -Pupils listen and practice the activities. -Leaning materials: long jump pit.

PHYSICAL AND HEALTH EDUCATION

PRIMARY ONE, THIRD TERM

 WEEK TOPIC/CONTENT ACTIVITIES 4. FIRST AID / SIMPLE DEFINITION. -Teacher explains what first aid is: Give simple definition e.g. Help given to sick or injured person before a doctor is called. -Pupils listen to the teacher and attempt defining first aid. 5. FIRST AID /OBJECTIVES OF FIRST AID BOX. -Arrest bleeding -Save life -Prevent injury from becoming worst. -Teacher explains the objectives of first aid and guides pupils list and explain some objectives of first aid. -Pupils state the objectives of first aid. 6. FIRST AID ITEMS IN A FIRST AID BOX, COTTON WOOL, BANDAGE, LINEMENT, METHOLATED SPIRIT,IODINE, SCISSORS, RAZOR BLADE ETC. -Teacher list and explain the items found in a first box. -Pupils listen attentively to the teacher, then attempt listing the items found in a first aid box. -Teaching / leaning materials. -first aid box.

BASIC SCIENCE AND TECHNOLOGY

COMPUTER STUDIES

PRIMARY ONE FIRST TERM

 WEEK TOPIC/CONTENT ACTIVITIES 1 DESCRIPTION OF COMPUTER 1. Definition of computer 2.Parts of computer 3. Drawing of computer parts. -Teacher takes the pupils to the computer system. -Teacher guides the pupil to identify 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.

BASIC SCIENCE AND TECHNOLOGY

COMPUTER STUDIES

PRIMARY ONE SECOND TERM

 WEEK TOPIC/CONTENT ACTIVITIES 1. SECOND TERM TOPIC/ CONTENT USES OF CUMPUTER 1. Using the computer to play games. -Teacher guides the pupils on how to use the computer to play games. Pupil’s response to teacher’s instruction. . 2. Using the computer to type text and to store information. -Teacher guides pupils to learn how To type test and to store information. 3. Using the computer to watch educational films. -The teacher shows the pupils how 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

 WEEK TOPIC/CONTENT ACTIVITIES 1. COMMON INFORMATION TECHNOLOGY DEVICES. -Teacher mention the full meaning of (I T): 1.Common I T devices: -GSM,(Global system for mobile communication). -Calculators Information technology. -Teacher displays on the table IT related objects such as GSM. -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: –Digital wristwatch -Teacher mention other 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 DEVICES. -GSM as related devices. -Teacher guides the pupils on how to draw GSM and color it. -Pupils draw and color GSM, calculator and digital wristwatch as IT related devices.

PRE-VOCATIONAL STUDIES (PVS)

HOME ECONOMICS

1st TERM PRIMARY 1

 11 Care of hand and feet (I) when to wash hand and feet. Teacher asks the pupils do you wash your hands before eating food? Do you 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 hand and feet Teacher asks the pupils if you don’t 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. 12 Care of hands and feet(practical) (I)Reasons for keeping the nails well trimmed and clean. Teacher check the pupils finger nails Teacher explain some reasons for keeping the nails well trimmed and clean .e.g. Dirt will not hide in your finger. You cannot wound yourself if your nails is well trimmed

HOME ECONOMICS

2nd TERM PRIMARY 1

HOME ECONOMICS

3rd TERM PRIMARY 1

AGRICULTURAL SCIENCE

PRIMARY ONE – 1ST TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 SUN AND ITS USES Description of Sun i) The sun shines above the earth ii) An object far away from the earth iii) Sends its hot rays to the earth. TEACHER: Takes the pupils out to see the sun. 2 SUN AND ITS USES Uses of sun to the plants i) To generate heat for germination ii) It helps the proper growth of plants iii) It is used in drying grains iv) It provides day light v) Light and sources of vitamin to animals. TEACHER Shows sample of plant parts and products dried with the aid of the sun. PUPILS observe 3 AIR AND ITS USES Description of Air i) Air cannot be seen ii) Its presence can be felt iii) It occupies space e.g. balloon, bicycle or motor tubes. iv) It has weight. TEACHER Makes pupils feel the effects/presence of the air by trapping in a balloon. PUPILS: Participate INSTRUCTIONAL RESOURCES: Balloons 4 AIR AND ITS USES Uses of Air i) It is used for respiration ii) It is used for pumping bicycle and motor tubes. iii) It cools the bodies of farm animals. TEACHER Demonstrates respiration process by breathing in and out. PUPILS: Participate 5 WATER AND ITS USES Sources of Water i) Streams, river, lakes, ponds, dug-up wells, rain TEACHER Displays sample of water in a container. PUPILS: Observe and ask questions INSTRUCTIONAL RESOURCES 6 WATER AND IS USES Uses of Water i) It is used for drinking ii) Plant growth iii) Fishing iv) Washing v) Transportation vi) Some animals live in water TEACHER Show charts of someone using water to wash or boat on water. PUPILS INSTRUCTIONAL RESOURCES 7 FOOD Meaning of Food i) Items or things taken in (eaten) to sustain lives and stay healthy. TEACHER Show food items to pupils. PUPILS INSTRUCTIONAL RESOURCES 8 FOOD Sources of Food Plant e.g. tuber crops, grains, fruits. TEACHER Show food items to pupils. PUPILS INSTRUCTIONAL RESOURCES 9 FOOD Food items for animals, meat, milk, vegetables, fish insects etc. TEACHER PUPILS INSTRUCTIONAL RESOURCES 10 FOOD Food items for plants Minerals (manure and fertilizer) TEACHER PUPILS INSTRUCTIONAL RESOURCES 11 Revision 12 – 13 Examination

AGRICULTURAL SCIENCE

PRIMARY ONE – 2ND TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 PLANTS Meaning of Plants Plants are living things that grow on the soil. The two type of plants (flowering and non – flowering plants). TEACHER: Show pupils different types of plants PUPILS INSTRUCTIONAL RESOURCES 2 Examples of common plants Mango tree Orange tree TEACHER: Displays samples of common plants. PUPILS: Observe common plants INSTRUCTIONAL RESOURCES Samples of mango and orange trees 3 Parts of typical plant -Roots -Stem -Leaves -Flowers -Branches & fruits TEACHER: Shows pupils different parts of plant INSTRUCTIONAL RESOURCES Root, stem, leaves, flowers, branches and fruits. 4 DRAWING OF A TYPICAL PLANT Draw and label the parts of a typical plant. TEACHER Shows or draws a plant for the pupils INSTRUCTIONAL RESOURCES A typical plant 5 USES OF PLANTS Uses of plant Food for man Food for farm animals Medical uses TEACHER Explains uses of plants INSTRUCTIONAL RESOURCES Samples of plants 6 For building Sold to make money For decoration e.g. flower TEACHER Explains uses of plants INSTRUCTIONAL RESOURCES Samples of plants 7 LAND AND IT USES Meaning of Land Land is the solid part of the earth Types of Land – Rocky Land, Flat Land, Swampy Land, Dry Land. TEACHER Take the pupils out to see the open land in the school compound INSTRUCTIONAL RESOURCES An open land in the school compound 8 USES OF LAND Land is used for the cultivation of crops For grazing (rearing animals) Road construction TEACHER Takes pupils to see a cultivated land, a constructed road. INSTRUCTIONAL RESOURCES Cultivated land, constructed road. 9 USES OF LAND Used for the construction of farm structures Used for building construction TEACHER Takes pupils to see a cultivated land, a constructed road. INSTRUCTIONAL RESOURCES Cultivated land, constructed road. 10 Revision 11 – 12 Examination

AGRICULTURAL SCIENCE

PRIMARY ONE – 3RD TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 FARM ANIMALS Meaning of farm animals e.g. goats, chicken, rabbit, cow, sheep, fish, etc. TEACHER Takes pupils to visit a poultry farm in or near the school. INSTRUCTIONAL RESOURCES Some farm animals, chart. 2 FARM ANIMALS Animals and their young ones, e.g. Cow-calf, Dog – puppy etc. TEACHER Takes pupils to visit a poultry farm in or near the school. INSTRUCTIONAL RESOURCES Some farm animals, chart. 3 THEIR HOMES Water and land TEACHER Takes pupils to visit a poultry farm in or near the school. INSTRUCTIONAL RESOURCES A dog, chicken, fish etc. 4 FARM ANIMALS Examples of animals that live n land e.g. goat, rabbit, poultry, etc. Examples of animals that live in water e.g. fish, snails etc. TEACHER Show pupils chart of farm animals INSTRUCTIONAL RESOURCES Chart. 5 USES OF FARM ANIMALS Animals used for food e.g. chicken, goats, rabbit etc. TEACHER Takes pupils to a nearby animal farm INSTRUCTIONAL RESOURCES Chart of farm animals. 6 USES OF FARM ANIMALS i. Animals used for transportation e.g. donkey, camel. ii. Animals used for security e.g. dog, cat. TEACHER Shows pupils a chart of animals used for transportation and security. INSTRUCTIONAL RESOURCES Some farm animals, chart. 7 USES OF FARM ANIMALS Animals kept as pets, e.g. cats, dogs and parrots. TEACHER Takes pupils to visit animal farm INSTRUCTIONAL RESOURCES Chart of farm animals. 8 Animals used for hunting e.g. dogs. Animals used for sport e.g. horse TEACHER Shows pupils animals used for hunting and sports. INSTRUCTIONAL RESOURCES Chart and pictures. 9-10 Revision 11-12 Examination

RELIGIOUS AND VALUE EDUCATION (RVE)

ISLAMIC RELIGIOUS STUDIES

PRIMARY 1 FIRST TERM

ISLAMIC RELIGIOUS STUDIES

PRIMARY 1 SECOND TERM

 WEEK TOPIC CONTENT ACTIVITES/TEACHING GUIDE 1 Suratul Falaq Chapter 113 Verse 1-5 Reading / memorisation of the Arabic text of the surah. 2 Water suitable for ablution. Pure water sources of water, tap, well stream etc. Give examples 3 Obedience to Allah and His Messengers Ways of showing obedience to Allah and His messengers various ways of Allah’s blessings to His creature Give examples 4 Names of 5 most important Prophets. Writing the names of the five Prophets ( Nuhu, Ibrahim, Musa, Isa, and Prophet Muhammad (S.A.W) Reading and memorization 5 Suratul Ikhlas Chapter (112) verse (1-4) Reading 6 Al-wudu’u (Ablution) How to perform ablution. Why ablution is performed. What is required for performing it? Demonstrate 7 Arabic alphabets Huruf – Arabic alphabets Reading the following alphabets by the teacher to be followed by the pupils. 8 Articles of Faith. Belief in the Prophets of Allah. Explain 9 The names of Allah. From 6-10 Reading the glorified Names of Allah (S.W.T.) by the teacher and the children to follow. 10 Cleanliness (Purification) Why should we clean ourselves? When do we clean ourselves? 11 Revision Revision Revision 12 Revision. Revision. Revision. 13 Exams. Exams. Exams.

ISLAMIC RELIGIOUS STUDIES

PRIMARY 1 THIRD TERM

 WEEK TOPIC CONTENT ACTIVITES/TEACHING GUIDE 1 Suratul Masad. Chapter 111 Verse (1-3) Reading / memorisation. Reciting of the Arabic text of the surah by the teacher and students. 2 What spoils ablution? The things that spoils ablution: Stool, urine, passing wind, deep sleeping, unconsciousness. Showing practical example to be demonstrated by the teacher and the pupils. 3 Arabic Alphabets. Writing of Arabic alphabets Reading the alphabets by the teacher to be followed by the students. 4 Place of worship (Mosque). Introduction to place of worship (mosque): Time of Adhan ( call to prayer) Reason for adhan Picture showing mosques. 5 Islamic rules of conduct. Rules of conduct relating to : Table manners, sneezing, visiting toilet, greeting etc. To be demonstrated by the teacher to the pupils 6 The names of Allah. (11- 15) Reading/memorisation. Recitation by the teacher and students to follow after him. 7 The five daily prayers. Listing the five daily prayers: Zuhur, Asr, Magrib, Ishai, and Subh Chart showing times for prayer 8 Arabic alphabets. Writing Reading/memorisation. 9 Times of prayers. Time of prayers (salat) Mukhtar and Daruri Importance of observing prayers on time. Picture showing mosque with people praying. 10 Arabic Vowels. Introduction of vowels. Fataha Kasra and Dhumma Chart showing Arabic alphabets with vowels 11 Revision Revision Revision 12 Examination Examination Examination

CHRISTIAN RELIGIOUS STUDIES

PRIMARY ONE FIRST TERM

 WEEK TOPIC CONTENT 1 PRE RESUMPTION TEST Pre resumption test Invisible Spirit All powerful (john 4:26) 2 GOD THE CREATOR God made all things (gen)1:1—27 ) 4 THING THAT GOD CREATED Sun, moon, stars. Plants animal and human being etc (genesis 1:1-27 5 WHY GOD CREATED THINGS For his glory and honor That we might serve him and worship him To reproduce Genesis 1:28 6 WHY GOD CREATED HUMAN BEING To serve and worship him To take care of everything he has made 7 THINGS THAT WERE CREATED BY HUMAN BEING Things by human being are Toys, cars, table, etc 8 THE BIRTH OF JESUS The angelic visit to Mary (Luke 1:26- 38 9 THE BIRTH OF JESUS COUNT How where and why Jesus was born (Luke 2:1-7,mattew2:1-6,john3:16 10 THE SIGNIFICANCE OF CHRISTMAS Christmas help to remember Jesus 11-12 WAYS OF PROTECTION Shoe ways in which God our parent and government to protect us 13 Revision Revision 14 Examination Examination

CHRISTIAN RELIGIOUS STUDIES

PRIMARY ONE SECOND TERM

 WEEK TOPIC CONTENT 1 Review of last term work Review of last term work 2 THE LIFEOF JESUS Jesus call little children to come to him (mat 19:13- 15 3 THE TWELVE DISCIPLE Jesus call his disciples friends (John 15 13—15 4 JESUS FEEDS 5000 PEOPLE Jesus feeds 5000 people with food from a little child who was willing to share (john 6:1—13 5 THE PROVISION OF FOOD Ways God provide for us 6 THE DEATH AND RESURRECTION OFJESUS The definition of Jesus the death and resurrection of Jesus 7 JESUS WAS CRUCIFIED How and why Jesus had to die (matt 27:27—50 ,28:1—8 8 THE POWER OF DEATH God’s power over death suffering and evil power who want to harm us 9 WAYS OF SACRIFICE obeying parent keeping your home and classroom clean forgiving others 10 Revision Revision 11 Examination Examination

CHRISTIAN RELIGIOUS STUDIES

PRIMARY ONE THIRD TERM

 WEEK TOPIC CONTENT 1 Review of the last term work Review of the last term work 2 Who is a Christian Definition of a Christian Activities: Teacher reads and explain the bible passages. Pupils: listen and ask questions Instructional materials: Bible list steps to become a Christian (Acts 2:37-39) 3 How can you become a Christian Activities teacher discuss some good things people should do like obeying parent, teacher and law of Nigeria. Pupils: mention good things they have done in the past. 4 Our good work Explain why our good work cannot save us from god’s eternal punishment Activities teacher give pupils the opportunities to accept Jesus as their lord and savior. Pupils: pray to become a Christian if they want Instructional resources: picture of people praying to god. 5 What a Christian does Some things child of God should do (Deut 6: 2 Lk 10:25—28 )love God and one another, obeying God parents and the Government Activities: leads in discussing why we should love and obey God Pupils articulated in discussion on why we should obey God Instructional resources’ :- showing for obedience 6 What a Christian does not do Things a Christian should not do (exodus 20 :1-17 Activities the teacher should counsels pupils to obey the law of the land or nation Pupils play a role to report lost item an punishments for stealing instructional resources picture of a prisoner 7 How a Christian should relate to other people Importance of working together Activities read and explain the bible passage Pupil – pupil participated instructional resources picture of pupils praying together 8 Talking to god in prayer The importance of praying together Activities :teacher reads and explain the bible passages Pupils : pupils participated instructional resources picture of people praying together 9 Sharing with one another Importance of sharing together Activities discuss the benefit and joy of sharing things with one another Pupils : carry out group projects e.g sweeping ,cleaning, games, etc 10-11 Benefit of relating together with God Gods provision, Human being provision, government provision, Parent provision 12 Revision Revision 13 Examination Examination

SOCIAL STUDIES

1st TERM PRIMARY ONE

SOCIAL STUDIES

2ND TERM PRIMARY ONE

 WEEK TOPIC/ CONTENT ACTIVITIES 1 REASONS FOR TAKING SUBSTANCES INTO THE BODY Reasons for taking substances into the body: stay alive, hunger, thirst, enjoyment Teacher calls on the pupils to demonstrate each of the reasons. PUPILS: Demonstrate and dramatics the reason. LEARNING REASOURCE: Posters, charts and pictures. 2 REASONS FOR TAKING SUBSTANCES INTO THE BODY Imitation, curiosity, availability, etc. Use Drama to showthe reasons for taking substances into the body. PUPILS: Listen to the teacher’s stories and make comments. LEARNING RESOURCE Charts, pictures, posters and materials. 3 REASONS FOR TAKING SUBSTANCES INTO THE BODY Effects of taking substances into the body e.g. stomach pain, vomiting, stooling, and sleeplessness. Teacher uses stories to highlight and effects of taking substance into the body PUPILS: Narrate their own experiences of taking substances into the body, if any. LEARNING RESOURCES: Charts, pictures, posters and drawing materials. 4 REASONS FOR TAKING SUBSTANCES INTO THE BODY Effects of taking substances into the body continues: e.g. restlessness, dullness dizziness, nausea, fainting, death etc. Teacher asks pupils to narrate their experiences of taking substances into the body. LEARNING REASOURCE Posters, charts and pictures of effects. 5 REASONS FOR TAKING SUBSTANCES INTO THE BODY Drama presentation to show the reasons for taking substances into the body Teacher guides pupils on Drama showing the reasons for taking substances into the body PUPILS: Participate in the drama as actors, actresses LEARNING REASOURCE: Video clip, stage, microphone. 6 OVERDOSE Meaning of overdose: too much eating, drinking or smoking. Teacher leads pupils to identify and explain meaning of overdose. LEARNING REASOURCE: textbooks, charts etc. 7 OVERDOSE Causes and observable sign/symptoms of overdose e.g. coughing, fainting, stooling, etc Teacher presents drawings and paintings of sad faces, protruding stomach to emphasize the effects of overdose. PUPILS: Pupils study pictures showed by the teacher. LEARNING RESOURCE: Charts, pictures, and drawing materials. 8 OVERDOSE Effects of too much eating and drinking: frequent urination, bed wetting, intoxication LEARNING RESOURCE: Charts, pictures, and drawing materials. 9 OVERDOSE Effects of inhaling too many substances e.g. smoke: watery eyes, coughing, chocking, fainting, dizziness, loss of memory. Teacher shows picture of people exhibiting these Symptoms or signs. LEARNING RESOURCE: Charts and pictures, 10 OVERDOSE (how to help people suffering from food or drug overdose) Dramatization to demonstrate the behaviours looks of people who eat, drink and smoke too much and how to help them. Teacher shows drawings and paintings of sad faces, pictures of people exhibiting these signs and symptoms. LEARNING RESOURCE: Posters of people helping sufferers. 11 Revision Revision 12 Examination Examination

SOCIAL STUDIES

3rd term PRIMARY ONE

CIVIC EDUCATION

PRIMARY ONE 1ST TERM

CIVIC EDUCATION

PRIMARY ONE –2ND TERM

CIVIC EDUCATION

PRIMARY ONE –3RD TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1-3 IMPORTANCE OF CIVIC EDUCATION 1. Why study Civic Education: – understand democratic and Civic rights and responsibilities. – nurture and sustain democracy, etc. TEACHER Guides discussion on the need for Civic Education. PUPILS 1. Listen to teacher’s explanations. 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 Education: – learn about systems and institutions of government, democratic processes, etc. -acquire skills such as active citizenship, inquiry, cooperation, etc. -stimulation of civic engagement in the political, social and economic processes. -citizens are educated on their multiple roles in society, e.g. as producers and consumers, of goods and services etc. TEACHER 1. Guides discussion on the need for Civic Education. 2. Leads pupils to mention the topics and specific benefits of learning Civic Education. PUPILS 1. Listen to teacher’s explanations. 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 8-10 3. Public Health Enlightenment Campaigns on: -HIV/AIDS Education, -Drugs Abuse Education, etc. TEACHER Guides the class to identify some ways of public health enlightenment 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

SECURITY EDUCATION

PRIMARY ONE 1ST TERM

 WEEK TOPIC/ CONTENT ACTIVITIES 1 – 10 Concept of Security: 1. Meaning of security of life and property. TEACHER 1. Guides pupils to explain the meaning of security. 2. Guides pupils to identify sources of danger and insecurity. PUPILS 1. Contribute ideas to the meaning of security 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 1 – 10 Concept of Security 2. Sources of danger and insecurity e.g. road accidents, fire outbreaks, relationship with strangers, kidnapping, eating unsafe food, fake drugs intake, etc. TEACHER Directs the role-playing fire outbreaks/road accidents. PUPILS 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

 WEEK TOPIC/CONTENT ACTIVITY 1 MEANING OF ART AND CULTURE. 1. Definition of art and culture. 2.Branches of art:Drama,painting,drawing,music etc. -Teacher explains meaning and branches of art and culture -Pupils mention and write the branches of art. -Teaching resources:Pictures,text books. 2 ART MATERIALS 1.Identification of art materials 2.Uses of each 3.Drawing of art materials -Teacher lists and teaches the uses of each one -Teacher draws them on the board. -Pupils mention and write the materials. -Teaching resources:pencil, ruler,crayons,water colour,drawing books. 3 FUNCTIONAL ARTS -Definiton of functional art -Types of functional arts e.g.woven items like mats,baskets,hand fans. -Teacher explains what functional art is -Shows illustrations of functional 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 FOUND AT HOME Drawing of baskets,hand fans,mats. -Teacher draws on the board and she shows what to be draw to pupils. – pupils draw in their drawing books. -Teaching resources real woven art material pictures. 5 PAINTING OF CARVED OBJECT:CALABASH PAINTING -Teacher shows pupils real calabash. She guides them to paint -pupils draw and paint a carved calabash -Teaching resources pencil, calabash, crayon paper. 6 MEANING OF CRAFT 1.Definition of craft 2.Identification of craft works:Embroidery,knitting,pottery,leather work e.t.c. -Teacher defines craft. -teacher writes the types of craft e.g. Embroidery -pupils write the meaning of craft and types. -teaching resources:wall hanging,table cover e.t.c. 7 LOCATION OF CRAFT WORK 1.Area or state/town where these craft work are common: weaving of aso oke:Iseyin 2.pot making:Abuja e.t.c. -Teacher teaches pupils the town where the do these as their occupation -Teacher shows them pictures of people working. -Pupils writes where they practice all these craft works. -Teaching resources:pictures of people weaving aso oke in oyo state. 8 PREPARATION OF CLAY FOR MOULDING POT. 1.Collection of clay 2.knealing of clay 3.removal of impurities in clay. -Teacher teaches pupils by demonstrating on how to prepare 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 Moulding a pot (practical) -Teacher shows pupils examples of different types of 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 Painting to craft works:basket and sleeping mats -Teacher draws basket and mats. -Teachers guides pupils to paint basket and mat,crayon,pencil. 11 EXHIBITION Display of all craft works that’s that can be found in the school and home -Teacher asks pupils to bring some craft works with the ones 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: Christmas carol -Teacher teaches pupils 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

 WEEK TOPIC/CONTENT ACTIVITY 1 RESUMPTION AND TEST Revision of last term and test 2 DRAWING AND PAINTING DRAWING AND PAINT OF CRAFT WORK e.g BASKET,POT,CALABASH -Teacher guides pupils to paint the works drawn -pupils draw and pain different types of craft works. -Teaching resources:pencil, drawing books,crayon. 3 BEADS DECORATION(PRACTICAL) -IDENTIFICATION OF BEADS FOR DIFFERENT OCCASIONS . -USES OF BEADS -MAKING DIFFERENT TYPES OF BEAD. Teacher shows pupils different types of beads. -Teacher explains the uses and shows them how to make beads of how to make beads of different kinds. 4 WOVEN CLOTHES IDENTIFICATION OF DIFFERENT TYPES OF WOVEN CLOTHES e.g.ASO OKE, AKWUETE, SAKI, KENTE. Teacher describes different types of woven clothes and shows them to pupils 5 MEANING OF RYTHMES DEFINITION OF RHYMES:TYPES RYTHEMS e.g.TRADITIONAL,CHILDREN, OCCASIONAL RYTHMES e.g. rain ,rain go away. Teacher explains rythmes and types of rythmes Teacher recities so many rythmes Pupils copy some rythmes and recites them. -Teacheing resources picture books and rythme books. 6 RECITATION OF RYTHMES AND THE LYRICS OF A RYTHMES. -Teacher recities rythmes for 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 recorder or C.D. -Recitation of rhymes in groups -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. 8 RECITATION TO ROLE PLAY -Meaning of role play -name of some actors and actresses in Nigerian movies -Teacher teaches pupils rhymes in different languages. -pupils recite rhymes in their languages. 9 Introduduction to role play. -meaning of role play. -names of somes actors and actresses in Nigeria movies. Teacher defines role play and mentions some people taking part in a play called actors and actresses. 10 INTRODUCTION TO A FOLK TALE)STORY -Meaning of folk talk or story -Demonstration of a character in a story book or folk tales e.g.Tortoise,rabbit -Teacher explains what is folk tales or story -Teacher demonstrates the characters in the story. -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 REVISION OF LAST TERM WORKS AND TEST -Teacher asks questions on the exams of last term and gives them test -pupils answer the questions on last term. -Teaching resources:last terms question paprs. 2 CHARACTERS IN THE TEACHER’S STORY BOOK -Demonstration of a character in a story book that was read e.g.obi as a hard working boy in a story book. Teacher describes to pupils how obi was a hard working boy in the story. -pupils listen and they act like obi in the story book. -teaches resources:story books and costumes. 3 STORY TELLING -Creation of stories using these themes :Tolerance, service to the nation,respect,obidence. -Teacher tells stories based on these themes. -Teacher groups pupils on each of these themes to tell their own stories . -Teaching resources:story books.` 4 STORY TELLING -Stories on environment or in the media. -Teacher tells pupikls stories from television or event from environment -pupils tell their own stories from their environmental experiences 5 CEREMONIES -Stories on environment or in the media. -Types of ceremonies:Traditional, religious,festivals,carnivals, national ceremonies eg. May day, Democracy day,children’s day. -Teacher explains types of ceremonies -pupils listen and mention types of ceremonies in their local area -Teaching resources pictures of different types of ceremonies. 6 IMPORTANCE OF CEREMONIES: -Ceremonies bring unity,remembrance,joy, peace. -Teacher teaches pupils the reasons for ceremonies. -Teacher writes the importance for children pupils write in the books. 7 TRADITIONAL CEREMONIES Traditional ceremonies include: naming,fishing,durbar,yam festival,marriage. -Teacher explains traditional ceremonies and gives example.marraiges, yam , festivial. -pupls listen and they say the ceremonies they have witnessed. -Teaching resources:pictures of different ceremonies. 8 RELIGIOUS CEREMONIES -Christmas , sallah,easter. -Teacher teaches pupils meaning of 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 FESTIVEALS- 1.Egungun festival in oyo state 2. Abuja carnival 3.Atilogwu dancers in Anambra state 4.Eyo masquerade in lagos. -Teacher teaches pupils different culture in a locality and shows them pictures of these festivals. -Teacher teaches them why these are celebrated every year . -pupils listen and say how these festivals are performed in their area.Teaching resources pictures. 10 DRAWING AND PAINTING FESTIVALS AND CARNIVALS -Eyo masquerade -carnivals -Atilogwu dancers -Teacher shows pupils pictures of these festivals and guides pupils to paint them. -pupils observe these pictures and apply colours into their drawings. -Teaching resources :pictures of different festivals. 11 THINGS ASSOCIATED WITH CEREMONIES -Body decoration, hair styles, make ups, clothes -Teacher teaches dressing for ceremonies e.g hairdo-bob marley wigs,shuku 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 الأولى الإبتدائية

SCHEME OF WORK FOR PRIMARY ONE

FIRST TERM الفترة الأولى

 المحتويات الموضوع الأسبوع مثل السلام عليكم ورحمة الله وبركاته, وصباح الخير, ونهار الخير ومساء الخير مثل السلام عليكم ورحمة الله. وعليكم السلام ورحمة الله وبركاته. صباح الخير؟ صباح النور نهار الخير؟ نهار النور أو نهار السعيد مساء الخير؟ مساء النور مثل. س: مااسمك يا أخى؟ ج: إسمى ………. س: مااسم أبيك؟ ج: إسم أبى……… س: مااسم أمك؟ ج: إسم أمى…….. التعريف بالآشياء فى المدرسة مثل: سبورة, ممسحةز التعريف بالآشياء فى المستشفى مثل: حقنة, سرير, بطانية, سماعة مثل: أ , ب , ت , ث , ج , ح , خ , د , ذ, ر , ز ب, ج, د, ت, ر, ث, أ,ح ذ, خ مثل: أ ع, د, ذ, ث مثل: من ألف إلى راء مثل: قطتى صغيرة # إلى ….. من واحد إلى عشر كتابة الحروف فى الهواء وعلى الأرض ثم الكراسة للدروس السابقة التحايا التحايا مع المحادثة التعارف التعريف بالأشياء الآصوات العربية بالترتيب الآصوات العربية بدون الترتيب الآصوات المتشابهة فى النطق قرأة بعض الحروف الهجائية الأناشيد العربية نطق الأرقام العربية الخط العربية المراجعة العامة الإمتحان والتصحيح الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر الثالث عشر والرابع عشر

المنهج الدراسي للسنة الأولى الإبتدائية

SCHEME OF WORK FOR PRIMARY ONE

SECOND TERM الفترة الثانية

 المحتويات الموضوع الأسبوع التحية الزمنية العادية س: متى جئت؟ كم الساعة؟ ج- جئت فى الساعة السابعة صباحا أو مساءا أو نهارا من زاي إلى فاء أمى أمى الخ من ١١ إلى ٢٠ رسم الأشياء بلونها مثل: جبل, كرة, شجرة, كلب. كتابة الحروف والأرقام فى الهواء وعلى الأرض ثم الكراسة مثل: ب, ف, ١, ٢, ٣. التمييز بين ح خ فى الكلمة مثل: حبل وخيل. مدرستى مدرستى…. للدروس السابقة الفرق بين التحيات التعارف بالأزمنة قراءة بعض الحروف الهجائية الأناشيد العربية المختارة نطق الأرقام العربية الرسم الخط العربى الأصوات المتشابهة الأناشيد العربية المناسبة المراجعة العامة الإمتحان والتصحيح الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر والثانى عشر

المنهج الدراسي للسنة الأولى الإبتدائية

SCHEME OF WORK FOR PRIMARY ONE

THIRD TERM الفترة الثالثة

 المحتويات الموضوع الأسبوع من بعض الحروف الهجائية كيفية التحية والإجابة مثل: السلام عليكم ورحمة الله. وعليكم السلام ورحمة الله. كيف س- أنت؟ ج- أنا بخير   فى الشكل واللون مثل: رسم الكتاب والقلم والمسطرة من قاف إلى ياء على الأرض قم فى الكراسة. القصص القصيرة المفيدة المشتملة على الأمانة والصدق والتواضع وبر الوالدين. من الأشياء الموجودة فى المدرسة مثل: طباسير, مسطرة, فصل الخ ياإلهى ياإلهى # يامجيب الدعوات إجعل اليوم سعيدا # ……….. معرفة الحروف الهجائية عن طريق الشفهى مثل: ما هو الحرف الأول؟ وما هو الحرف الأخير؟ من ٢٠ إلى ٣٠ القصص القصيرة المفيدة المشتملة على العدل والإحسان ووفاء العهد. للدروس السابقة الإملاء المحادثة التعارف بالأشياء الخط العربى المطالعة الرسم الآناشيد العربية القراءة والفهم   نطق الأرقام العربية المطالعة المراجعة العامة الإمتحان والتصحيح الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر والثالث عشر

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