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Civic Education Scheme of Work for Primary 5 Lagos State

Government of Lagos State Ministry of Education. Civic Education Scheme of work for Primary 5/Basic 5. National Value Education Curriculum.

PRIMARY FIVE CIVIC EDUCATION FIRST TERM SCHEME

SUBJECT: Civic Education

TOPIC: Readiness test / loyalty

• Meaning of loyalty
• Evidence of loyalty

LEARNING OBJECTIVES

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

• Describe loyalty and show evidence of loyalty to family, school and the society as a whole
• Discuss the consequences of disloyalty
• Identify national services that shows loyalty

LEARNING ACTIVITIES

• Pupils as a class are guided on the meaning of loyalty
• Pupils in small groups discuss the consequences of disloyalty
• Pupils in pairs identify national service that shows loyalty

EMBEDDED CORE SKILLS

• Critical thinking and problem solving.
• Communication and collaboration, leadership and personal development
• Citizenship, Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

WEEK:  2

SUBJECT: CIVIC EDUCATION

TOPIC: LOYALTY IN RELATIONSHIP AND EXAMPLES

• demonstrate how to show loyalty to friends and families
• compare examples of loyal individuals they know
• Pupils in small groups present a role play on ways through which loyalty can be shown to friends and family;
• Pupils in pairs highlight examples of people of loyalty they know within their school and immediate environment

AUDIO VISUAL RESOURCE15

• Pictures, and charts

TOPIC: • IMPORTANCE OF LOYALTY

• Consequences of disloyalty

• Explain the meaning of disloyalty
• Analyze and explain the importance of loyalty
• Pupils as a class discuss the meaning of loyalty;
• Pupils in small groups enumerate the importance of loyalty;
• Pupils in pairs highlight the consequences of disloyalty.

AUDIO VISUAL RESOURCES:

• Charts and flash cards

TOPIC: NATIONAL SERVICE THAT SHOWS LOYALTY

• suggest loyal services that can be rendered to the family
• demonstrate loyal services that can be rendered to the school
• identify the services that requires loyalty to the nation
• Pupils as a class are guided to mention loyal services that can be rendered to the family
• Pupils in small groups demonstrate loyal services that can be rendered to the school
• Pupils as a class brainstorm on services that requires loyalty to the nation

TOPIC: LEADERSHIP

• meaning of leadership

• Types of leadership

• explain the term leadership
• identify who a leader is
• mention the types of leadership
• analyze the types of leadership
• pupils as a class discuss the meaning of leadership;
• Pupils as a class individually mention who the leader in the class, school and home is;
• Pupils in small groups explains the types of leadership

TOPIC: qualities of a good leader

• Pictures of a good leader in the nation and a locality

• identify qualities of a good leader;
• describe the qualities of a good leader;
• highlight examples of a good leader;
• Pupils as individual mention the qualities of a good leader
• Pupils in small groups illustrate the qualities of a good leader.
• Pupils as an individual mention examples of a good leader
• Picture showing the administrative block of the school

WEEK: 7 MID TERM BREAK

TOPIC: LEADERSHIP FUNCTIONS

• Highlight different function of a leader
• Explain the different levels of leadership i.e. Religious and political leader
• Discuss their roles
• Pupils in small groups state the different functions of a leader
• Pupils as a class
• Resource person

TOPIC: LEADER STYLE E.G DEMOCRACY, DICTATORSHIP AND LIESSER FAIRE

• identify leadership style
• discuss leadership styles
• give examples of leadership styles
• Pupils as individual mention leadership styles
• Pupils peer up to discuss leadership styles
• Pupils as an individual mention examples of leadership styles

AUDIOVISUAL RESOURCES:

WEEK 10 – 12

REVISION AND EXAMINATION

PRIMARY FIVE CIVIC EDUCATION SECOND TERM SCHEME

WEEK:  1

TOPIC: Revision /Characteristics of a bad leader

Topic: definition and meaning of government.

• Define government
• Explain the meaning of government
• Identify the form of government practiced in Nigeria
• Pupils as an Individual define government
• Pupils as a class discuss the meaning of government
• Pupils in groups identify the forms of government

TOPIC: ARMS OF GOVERNMENT

• identify the three arms of government e,g executive, legislative and judiciary
• explain the arms of government
• mention the head of each arm of government
• Pupils in peer identify the three arms of government
• Pupils as a class discuss the arms of government
• Pupils as an individual mention the head of each arm of government
• Nigeria constitution

TOPIC: FUNCTIONS OF THE ARMS OF GOVERNMENT

• mention some of the functions performed by the arms of government
• explain functions of each of the arms of government
• Pupils as an individual mention some of the functions performed by the arms of government
• Pupils in small groups are guided by the teacher to explain the function of each arm of government

TOPIC: IMPORTANCE OF THE ARMS OF GOVERNMENT

• list importance of each arm of government
• discuss the importance of each arm of government
• Pupils in peer list the importance of each arm of government
• Pupils in small groups discuss the importance of each arm of government

TOPIC: DIFFERENCE BETWEEN THE ARMS OF GOVERNMENT

• differentiate between, legislature, executive and judiciary
• Pupils in large groups differentiate between the legislative, executive and judicial arm of government
• Nigerian constitution

TOPIC: PRESSURE GROUPS

• meaning of pressure group and types of pressure group
• explain the meaning of pressure groups
• highlight the type of pressure groups
• mention pressure groups in the country
• Pupils as a class brainstorm on the meaning of pressure group.
• Pupils as an individual highlight the types of pressure group.
• Pupils in peers mention pressure groups in the country

TOPIC: REVISION

Examination

PRIMARY FIVE CIVIC EDUCATION THIRD TERM SCHEME

Topic: advantages and disadvantages of pressure group.

• Identify the advantages of pressure groups
• Mention the disadvantages of pressure groups
• Pupils in small groups are being guided by the teacher to identify the advantages of pressure groups
• Pupils as a class brainstorm and mention the disadvantages of Pressure groups

TOPIC: MEANING AND DEFINITION OF VALUES

• Explain value
• mention the types of value
• discuss the types of value
• Pupils as a class brainstorm to explain the term value
• Pupils in pairs are guided to mention the types of value

TOPIC: VALUES THAT PROMOTE PEACE

• Explain the values that promotes peace
• Identify values that promotes peace
• Discuss the values that promotes peace
• Pupils as a class brainstorm on the values that promotes peace
• Pupils as an individual identify values that promotes peace
• Pupils in small groups go on a gallery walk to discuss the values that promotes peace

TOPIC: CONCEPT OF SOCIAL INJUSTICE

• Define social injustice
• Pupils as a class with guidance from of the teacher defines the term social justice
• Photos of workers demonstration

TOPIC: SOCIAL INJUSTICE CONTINUE

• Give examples of social injustice
• Explain the examples of social injustice
• Pupils in peer give example of social injustice
• With images of social injustice from a newspaper pupils as class are guided to explain social injustice

TOPIC: TYPES OF SOCIAL INJUSTICE

• Identify the types of social injustice
• Discuss the types of social on justice
• Pupils as an individual with the aid of photos identify types of social injustice
• Pupils in small groups discuss the types of social injustice as seen in the photos

WEEK: 10 – 12

REVISION/EXAMINATION

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Civic Education Primary 5

On this page, get all Civic Education Primary 5 topics from First Term to Third Term. Find them below, study them, and excel in your examination!

Course Information

Categories: Primary 5

Course Instructor

Student Enrollment

Our values ii, values in house construction, government’s main service, consequences of poor service, problems created by bad leadership, attitude of victims of natural disaster, some common natural disaster, effects of natural disaster on life and property, ways of assisting people affected by disaster, second term, meaning and components of civic education, why we study civic education, importance of civic education, consequences of disloyalty, government: arms of government, government ii, government iii, functions of government, our duties and obligation to the government, duties and obligation of citizens to the government, pressure groups, pressure groups ii, attitude to work, civil society and moral education , civil society and moral education ii, share this lesson with your friend.

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Civic Education Scheme Of Work For Primary Five In Nigeria (Govt Approved).

Scheme of work is a general guideline designed to cover the major themes and concepts in various subjects. It gives the teachers, pupils and students alike clear direction on the way to go in their academic work.

This scheme of work covers various topics and skills throughout the academic year.

Below is scheme of work for Civic Education in Primary five based on the Nigerian curriculum:

Week 1: Introduction to Civic Education

• Definition and importance of Civic Education
• Rights and responsibilities of a citizen

Week 2: National Identity

• Meaning and importance of national identity
• Nigerian national symbols (flag, coat of arms, anthem)
• Respect for national symbols

Week 3: Government and Governance

• Introduction to government and its functions
• Different levels of government (local, state, federal)
• Roles and responsibilities of government officials

Week 4: Fundamental Human Rights

• Introduction to fundamental human rights
• Examples of fundamental human rights
• The Universal Declaration of Human Rights

Week 5: Citizenship

• Meaning and importance of citizenship
• Good citizenship and civic virtues

Week 1: Rule of Law

• Meaning and importance of the rule of law
• Laws and their enforcement
• Consequences of breaking the law

Week 2: Democracy and Elections

• Introduction to democracy
• Importance of elections in a democracy
• Electoral process and its components

Week 3: Environmental Conservation

• Importance of environmental conservation
• Natural resources and their conservation
• Sustainable practices for a healthy environment

Week 4: Nigerian Constitution

• Introduction to the Nigerian Constitution
• Structure and features of the Constitution
• Fundamental rights and freedoms guaranteed by the Constitution

Week 5: National Integration and Unity

• Importance of national integration and unity
• Promoting national unity through cultural diversity
• Managing diversity and avoiding discrimination

Week 1: Citizenship Education

• Introduction to citizenship education
• Civic responsibilities and obligations
• Promoting good citizenship in the community

Week 2: Responsible Social Media Usage

• Understanding social media and its impact
• Responsible use of social media platforms
• Cyberbullying and online safety

Week 3: Child Rights and Protection

• Rights of the child
• Importance of child protection
• Reporting child abuse and seeking help

Week 4: Leadership and Good Governance

• Introduction to leadership and governance
• Qualities of a good leader
• Promoting transparency, accountability, and good governance

Week 5: Peaceful Coexistence

• Importance of peaceful coexistence
• Conflict resolution and peaceful negotiation
• Promoting tolerance and understanding among different groups

In summary, this scheme of work provides a general outline of the topics to be covered throughout the academic year. You are advised to refer to your specific curriculum and syllabus guidelines for Civic Education in Nigeria to tailor the scheme of work to meet the requirements of your school or educational institution.

Additionally, consider incorporating interactive activities, group discussions, projects and field trips to enhance student engagement and practical understanding of the subject matter.

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Edu Delight Tutors

I First Term Lesson Notes l First Term Mid Term Test  l First Term Examination I

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Second Term Revision Civic Education Primary 5 Second Term Lesson Notes Week 11

Subject: Civic Education

Class: Primary 5

Term: Second Term

Topic: Revision: Civic Education

Duration: 45 minutes

Behavioural Objectives:

• Students should be able to identify characteristics of bad leaders.
• Students should understand the meaning of government and its importance.
• Students should be able to differentiate between the arms of government and their functions.
• Students should recognize the significance of pressure groups in influencing government decisions.

Key Words: Bad leaders, government, arms of government, pressure groups.

Entry Behaviour: Students should have prior knowledge of basic concepts such as leadership, government, and civic responsibilities.

Learning Resources and Materials:

• Whiteboard and markers
• Visual aids (pictures or diagrams)
• Handouts with key concepts
• Reference books: Lagos State Scheme of Work for Civic Education

Building Background/Connection to Prior Knowledge: Review previous lessons on leadership qualities, the role of government, and the functions of the arms of government. Connect these concepts to everyday examples to reinforce understanding.

Embedded Core Skills: Critical thinking, decision-making, civic responsibility, and social awareness.

Instructional Materials:

• Introduction to the topic
• Presentation of key concepts
• Interactive activities
• Assessment tools

Revision Topics in Civic Education for Second Term:

• Selfishness: They prioritize their own interests over the needs of the people.
• Dishonesty: They lie and deceive the public for personal gain.
• Corruption: They misuse public resources for personal enrichment.
• Oppression: They suppress the rights and freedoms of citizens.
• Incompetence: They lack the skills and knowledge to govern effectively.
• Example: A leader who steals money meant for building schools instead of using it for its intended purpose. 🚫💰
• Government is a system or organization that has the authority to make and enforce laws for a country or community.
• It provides leadership, maintains order, and protects the rights and welfare of citizens.
• Example: The government ensures that roads are built and maintained for safe transportation. 🏛️🛣️
• Legislative: Makes laws.
• Executive: Implements laws.
• Judiciary: Interprets laws and ensures justice.
• Example: The National Assembly (Legislative), the President (Executive), and the Supreme Court (Judiciary). 📜👨‍⚖️💼
• Legislative: Passes laws, approves budgets, and represents the people.
• Executive: Implements laws, manages government agencies, and conducts foreign affairs.
• Judiciary: Interprets laws, resolves disputes, and ensures justice.
• Example: The President signs bills into law (Executive function). 📝✅
• Ensure checks and balances to prevent abuse of power.
• Protect citizens’ rights and freedoms.
• Maintain law and order in society.
• Example: The judiciary ensures that everyone is treated fairly under the law. ⚖️👥
• Legislative makes laws, Executive implements laws, Judiciary interprets laws.
• Legislative is made up of elected representatives, Executive is headed by the President, Judiciary is composed of judges.
• Example: The President cannot pass laws; that is the role of the Legislature. 📝👨‍⚖️
• Groups of people who come together to influence government policies and decisions.
• They advocate for specific causes or interests, such as environmental protection or human rights.
• Example: A group of citizens protesting peacefully for better healthcare facilities. 📢✊

Evaluation :

• Answer: Bad leaders are selfish, dishonest, corrupt, oppressive, and incompetent.
• Answer: Government is a system that makes and enforces laws for a country or community.
• Answer: The arms of government are the Legislative, Executive, and Judiciary.
• Answer: The Legislative arm makes laws and represents the people.
• Answer: The Executive arm implements laws and manages government activities.
• Answer: The Judiciary interprets laws, resolves disputes, and ensures justice.
• Answer: They maintain law and order, protect citizens’ rights, and prevent abuse of power.
• Answer: Each arm has different roles: making laws, implementing laws, and interpreting laws.
• Answer: Pressure groups are people who work together to influence government decisions on specific issues.
•  Can you give an example of a pressure group?
• Answer: A group protesting for better healthcare is an example of a pressure group.
• c) buildings
• d) hardworking
• c) drawings
• a) government
• d) friend’s
• a) Legislative
• b) educational
• d) projects

Presentation:

Step 1: Revision of Previous Topic

• Recap the characteristics of bad leaders discussed in previous lessons.
• Discuss examples of bad leadership and its consequences.

Step 2: Introduction of New Topic

• Introduce the concept of government and its role in society.
• Define the arms of government: Legislative, Executive, and Judiciary.
• Explain the functions of each arm of government.

Step 3: Interactive Discussion

• Allow students to share their understanding of government and its importance.
• Discuss the significance of pressure groups in influencing government decisions.
• Encourage students to give examples of pressure groups and their objectives.

Teacher’s Activities:

• Facilitate discussions and provide explanations.
• Use visual aids to enhance understanding.
• Correct misconceptions and clarify doubts.

Learners’ Activities:

• Participate in discussions and activities.
• Ask questions and seek clarification.
• Engage in group discussions and presentations.

Assessment:

• Observation of students’ participation and understanding during discussions.
• Written quizzes or worksheets to assess knowledge retention.
• Group presentations on the roles and functions of the arms of government.

Evaluation Questions:

• What are the characteristics of bad leaders?
• Define government and its importance in society.
• Name the three arms of government and their functions.
• How do pressure groups influence government decisions?
• Give an example of a pressure group and its objectives.
• Why is it important for citizens to understand the role of government?
• Describe the function of the Legislative arm of government.
• How does the Executive arm implement laws?
• What is the role of the Judiciary in interpreting laws?
• Discuss the consequences of bad leadership on society.

Conclusion:

• Review key concepts covered during the lesson.
• Provide feedback on students’ performance and understanding.
• Assign homework or additional reading on civic responsibilities and citizenship.
• Encourage students to apply their knowledge in real-life situations.

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Scheme of Work for Primary 5

Henry Divine Leave a comment

Table of Contents

What is Scheme of Work?

Scheme of work is a plan that outlines all the learning to be covered in first term, second term and third term of a particular grade or level especially in primary schools. Usually , it is the UBE (Universal Basic Education ) that prepares the scheme of work. The UBE is an agency of the government under the Ministry of Education.

There are many subjects that pupils in primary schools offer. Each of these subjects has its own separate scheme of work. The Universal Basic Education expects every teacher to teach the pupils according to the scheme of work. The teachers are also expected to cover all the topics in the scheme of work for each term but not to go beyond it.

The reason is because there are learning objectives for every age or age bracket. So teachers are to limit themselves within the boundaries set by the scheme of work.

What is the Difference Between Scheme of Work and Lesson Plan?

Teachers should not confuse scheme of work with lesson plan. They are not the same although they are closely related.

Scheme of work is the document that gives the list of topics to be taught and learned in a term or session. The government agency draws the scheme of work from the syllabus and breaks it down into pieces to be taken on a termly basis.

However , a lesson plan is a further breaking down of work to be done.

Read Also: Scheme of Work for Primary 1

What is the Difference Between Scheme of Work and Syllabus?

A syllabus is a document that contains information about everything pertaining to a course or subject and specifies the learning objectives , expectations and responsibilities.

However, a scheme of work is designed around a syllabus but it gives more details.

Primary 5 is the class that some schools now refer to as Grade 5 or Basic 5. Whichever name the class goes by in your school (or your ward’s school), it’s all the same thing.

Of course, you know that Primary 5 is completed in one academic session and a session has three terms. That is, first term, second term and third term.

For each of the three terms, there is a primary 5 scheme of work. Actually, it’s more correct to say that there are schemes of work . This is because each subject also has its own specific scheme of work.

Read Also: Scheme of Work for Primary 2

First Term Scheme of Work for Primary 5

You can check out the first term scheme of work for primary 5 for each of the following subjects. Just click on any of the links:

• English First Term Scheme of Work for Primary 5
• Mathematics First Term Scheme of Work for Primary 5
• Basic Science and Technology First Term Scheme of Work for Primary 5
• Physical and Health Education First Term Scheme of Work for Primary 5
• Information Technology First Term Scheme of Work for Primary 5
• National Value Education First Term Scheme of Work for Primary 5
• Social Studies First Term Scheme of Work for Primary 5
• Civic Education First Term Scheme of Work for Primary 5
• Security Education First Term Scheme of Work for Primary 5
• Pre-Vocational Studies First Term Scheme of Work for Primary 5
• Agricultural Science First Term Scheme of Work for Primary 5
• Home Economics First Term Scheme of Work for Primary 5
• Cultural and Creative Arts (CCA) First Term Scheme of Work for Primary 5
• Christian Religious Studies First Term Scheme of Work for Primary 5
• Islamic Religious Studies First Term Scheme of Work for Primary 5

Second Term Scheme of Work for Primary 5

You can check out the Primary 5 scheme of work for second term for each of the following subjects. Just click on any of the links:

• English Second Term Scheme of Work for Primary 5
• Mathematics Second Term Scheme of Work for Primary 5
• Basic Science and Technology Second Term Scheme of Work for Primary 5
• Physical and Health Education Second Term Scheme of Work for Primary 5
• Information Technology Second Term Scheme of Work for Primary 5
• National Value Education Second Term Scheme of Work for Primary 5
• Social Studies Second Term Scheme of Work for Primary 5
• Civic Education Second Term Scheme of Work for Primary 5
• Security Education Second Term Scheme of Work for Primary 5
• Pre-Vocational Studies Second Term Scheme of Work for Primary 5
• Agricultural Science Second Term Scheme of Work for Primary 5
• Home Economics Second Term Scheme of Work for Primary 5
• Cultural and Creative Arts (CCA) Second Term Scheme of Work for Primary 5
• Christian Religious Studies Second Term Scheme of Work for Primary 5
• Islamic Religious Studies Second Term Scheme of Work for Primary 5

Third Term Scheme of Work for Primary 5

You can check out the third term scheme of work for primary 5 for each of the following subjects. Just click on any of the links:

• English Third Term Scheme of Work for Primary 5
• Mathematics Third Term Scheme of Work for Primary 5
• Basic Science and Technology Third Term Scheme of Work for Primary 5
• Physical and Health Education Third Term Scheme of Work for Primary 5
• Information Technology Third Term Scheme of Work for Primary 5
• National Value Education Third Term Scheme of Work for Primary 5
• Social Studies Third Term Scheme of Work for Primary 5
• Civic Education Third Term Scheme of Work for Primary 5
• Security Education Third Term Scheme of Work for Primary 5
• Pre-Vocational Studies Third Term Scheme of Work for Primary 5
• Agricultural Science Third Term Scheme of Work for Primary 5
• Home Economics Third Term Scheme of Work for Primary 5
• Cultural and Creative Third (CCA) First Term Scheme of Work for Primary 5
• Christian Religious Studies Third Term Scheme of Work for Primary 5
• Islamic Religious Studies Third Term Scheme of Work for Primary 5

So here’s where we end this informative article. We trust that it is helpful.

Kindly help us to reach others with this post by sharing with friends on Social Media . Just scroll down to see the Facebook and Twitter and WhatsApp buttons. Thank you so much!

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Civic Education Scheme of Work For Primary 6

Civic Education Scheme of Work For Primary 6 further deepens students’ understanding of citizenship, democratic principles, and civic engagement. This grade level builds upon the foundation laid in previous years, focusing on critical thinking, ethical decision-making, and active participation in society.

First Term Civic Education Scheme of Work For Primary 6

Civic Education Scheme of Work for Primary 1

Civic Education Scheme of Work for Primary 2

Civic Education Scheme of Work for Primary 3

Second Term Civic Education Scheme of Work For Primary 6

Third term civic education scheme of work for primary 6.

Civic Education Scheme of Work for Primary 4

Civic Education Scheme of Work for Primary 5

Important Tips On Civic Education Scheme of Work For Primary 6

Learning outcomes on civic education scheme of work for primary 6.

By the end of the academic year, students should be able to:

• Analyze complex civic issues and propose solutions.
• Demonstrate an understanding of global citizenship and its responsibilities.
• Evaluate the role of media and technology in shaping civic discourse.
• Apply critical thinking skills to ethical dilemmas in civic life.
• Engage in informed discussions about environmental sustainability and social justice.
• Participate in community action projects and advocate for positive change.

Assessment Methods On Civic Education Scheme of Work For Primary 6

Assessment strategies will include a combination of formative and summative approaches. Formative assessment will involve debates, case studies, and project-based activities that encourage critical thinking and application of concepts. Summative assessment will encompass written exams, presentations, and reflective essays to evaluate overall understanding and analytical skills.

Curriculum Content on On Civic Education Scheme of Work For Primary 6

• Understanding the concept of global citizenship.
• Exploring interconnectedness in a globalized world.
• Identifying global issues and their impact on local communities.
• Analyzing ethical dilemmas in civic life.
• Applying ethical decision-making frameworks.
• Discussing the consequences of ethical and unethical choices.
• Understanding the role of media in shaping public opinion.
• Evaluating sources of information for credibility and bias.
• Promoting responsible and critical media consumption.
• Exploring environmental challenges (e.g., climate change, pollution).
• Discussing sustainable practices and their impact on the planet.
• Identifying ways individuals and communities can contribute to environmental conservation.
• Analyzing issues related to social justice (e.g., poverty, discrimination).
• Discussing the importance of equality and inclusivity.
• Exploring historical and contemporary figures who advocated for social change.
• Identifying community issues and needs.
• Planning and executing community action projects.
• Advocating for positive change through various channels.

Teaching Strategies On Civic Education Scheme of Work For Primary 6

• Debates and Discussions: Engage students in debates and discussions to explore diverse viewpoints on civic issues.
• Case Studies: Analyze real-world case studies to develop critical thinking and problem-solving skills.
• Project-Based Learning: Assign projects that require students to address local community issues through research and action.
• Role-Playing: Use role-playing activities to simulate civic engagement scenarios.
• Field Trips: Organize visits to relevant community organizations or government institutions to provide practical insights.

Resources and Materials On Civic Education Scheme of Work For Primary 6

• Articles and research materials on global citizenship and ethical decision-making.
• Media literacy resources, including articles and videos.
• Environmental documentaries and educational materials.
• Literature and biographies related to social justice and advocacy.
• Online platforms and tools for collaborative project work.

Feedback and Support On Civic Education Scheme of Work For Primary 6

Continuous feedback will be provided to students through class discussions, project assessments, and individualized guidance. Students who require additional support will have access to personalized tutoring and resources to enhance their understanding of complex topics.

In conclusion, the Primary 6 Civic Education scheme of work aims to equip students with the skills and knowledge necessary to be informed, responsible, and active citizens. By exploring global citizenship, ethical decision-making, media literacy, environmental responsibility, social justice, and civic action, students will be prepared to contribute positively to their communities and engage with the broader world in a meaningful way.

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SECOND TERM SCHEME OF WORK FOR CIVIC EDUCATION JSS 3(BASIC 9)

Junior secondary school curriculum scond term jss3- edudelight.com, ube cirriculum for civic education, second term jss3 civic education curriculum lagos state.

• Nigerian Constitution- functions of a constitution, features of the constitution; features of 1999 constitution; roles of citizens in constitutional development
• Peace and Conflicts
• National Economic Life

SECOND TERM SCHEME OF WORK FOR CIVIC EDUCATION JSS 3 (BASIC 9)

WEEK             TOPIC

• Types of Elections

2.                     Importance of Election in Democratic Society

3.                     Electoral Bodies in Nigeria

• Composition and Roles

4.                     Free and Fair Elections

• Importance/Need for Free and Fair Elections

5.                     Electoral Malpractices in Nigeria

• Meaning of Electoral Malpractices
• Forms of Electoral Malpractices
• Causes of Electoral Malpractices

6.                     Ways of Preventing Electoral Malpractices in Nigeria

7.                     Democratic Process

• Voters Registration
• Process of Voting
• Importance of Voting

8.                     Revision

9.                     Examination

SECOND TERM SCHEME OF WORK FOR CIVIC EDUCATION JSS 3 (BASIC 9) – MODIFIED II

WEEKS                                     TOPICS

• Revision of Last Term’s Work
• Voter Education
• Meaning of voting
• Voters Registration and related rules

3. Voter education

• Process of voting
• Importance of voting

4. Election

• Importance of election

5. Electoral Bodies in Nigeria

• Composition and roles

6. Free & Fair Elections

7. Electoral malpractice

• Meaning & Forms
• Ways of preventing electoral malpractice

8. Planning for results

• Need for planning
• Consequences of not planning

9. The current Nigerian constitution

• Sources of Nigerian constitution

10- 11. The current Nigerian

• Constitution

12 & 13  Test & Examination

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SECOND TERM PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK FOR JSS 3 (BASIC 9)

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First Term Examination Civic Education Primary 5 (Basic 5) Exam Questions

Civic education (nve) .

FIRST TERM EXAMINATION 

PRIMARY 5 (BASIC 5) 

VOLUME 1 – CIVIC EDUCATION EXAM QUESTIONS (NEW) 

Section a – multiple choice .

INSTRUCTION – Answer all the questions in this section in this section.

1. Loyalty means showing ______.

[a] devotion

[b] arrogance

2. ______ is an evidence of loyalty in the family.

[a] Obedience to parent

[b] Causing quarrel

[c] Selfishness

3. Lying is a ______ behavior.

4. ______ means unfaithfulness to your country.

[a] Disloyalty

[b] Loyalty

5. ______ is a loyal service to the Nation.

[c] Boko haram

6. ______ is a person who others follow.

[a] Leader [b] Commander [c] Police van

7. Being responsible is quality of a good ______.

[c] saviour

8. ______ leadership is a type of leadership.

[a] Banditry

[b] Political

[c] Thuggery

9. ______ is a leadership style.

[a] Autocratic

[b] Olymaric

10. Leadership style which centralizes power and authority in itself is called ______.

[a] Laissez – fare

[b] Autocratic

[c] Democratic

11. Being accountable is a ______ of a good leader.

[a] quality

[b] quantity

12. A leader should do the following except ______.

[a] embezzle funds

[b] not be partial

[c] be fair

13. NYSC means National Youth Service ______.

14. ______ means showing support.

15. ______ can affect a relationship badly.

[b] Distrust

SECTION B – THEORY 

INSTRUCTION – Attempt all the question in this section. 

A. What is Loyalty?

B. List two evidences of loyalty.

A. Give two importance of loyalty.

B. Mention four consequences of disloyalty.

A. Write 5 institutions that show loyalty.

B. What are the full meaning of these acronyms?

III. NAFDAC

A. What is leadership?

B. List four qualities of a good leader

VOLUME 2 – CIVIC EDUCATION EXAM QUESTIONS (FORMER) 

INSTRUCTION – Answer all the questions in this section in this section. 

1. A ______ is a building for people to live in, usually for a family.

[a] Workshop

[b] Stadium

2. Who among these people builds the wall of a house?

[a] Surveyor

[b] Architect

[c] Bricklayer

3. A ______ roofs houses.

[a] Carpenter

[b] Bricklayer

4. ______ workers should be employed in house construction.

[b] Professional

5. The government should always provided ______ services.

[a] inferior

[c] quality

6. A disaster is ______.

[a] a good happening

[b] great or sudden misfortune

[c] Good news

7. Which of these agencies is in charge of natural disasters in Nigeria?

8. Natural disasters affect ______ in a country.

[a] many people

[b] a person

[c] few people

9. We should show ______ towards victims of natural disasters.

10. Shelter, food and ______ are basic necessities of life.

[a] jewelry

[c] clothing

11. Regular payment of taxes can also help the government in the provision of services.

12. Which of these is not a reason why government is unable to provide service?

[a] Over population

[b] Poor revenue generation

[c] Low population

13. Poor services would make people ______.

[b] unhappy

[c] patriotic

14. Provision of social amenities is the sole responsibility of the ______.

[b] government

[c] foreigners

15. ______ is not a quality of a good leader.

[a] Honesty

[b] Financial

[c] Corruption

SECTION B – MULTIPLE CHOICE 

INSTRUCTION – Attempt all the following questions in this section. 

A. Enumerate 5 problem created by bad leadership in Nigeria.

B. Mention 2 ways bad leaders can be checked.

A. Define Natural disaster.

B. List 4 effect of natural disasters.

QUESTION 3. State 3 help toward the victims of natural disasters.

QUESTION 4. Mention 3 ways we can help government to provide services.

A. What is a house?

B. Give 2 reasons why some people did not own house?

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