LAGOS STATE GOVERNMENT MINISTRY OF EDUCATIONUNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS | ||
Physical and Health Education Scheme of Work for Primary/Basic 2 | ||
CLASS | Primary/Basic 2 | |
SUBJECT | Physical and Health Education | |
TERM | First Term | |
WEEK | TOPICS | Learning Objectives |
1 | Movement of the body | |
2 | Movement of the body | At the end ome lesson, pupils should able to i. perform basic movement such as match past, jogging acivities, carryout galloping |
3 | Movement | At the end of the lesson. should be able to i. Perform basic such as galopping, skipping and squatting. |
4 | Movement | At the end of the lesson, pupils should be able to i. imitate movement and sounds madc by people ii. Animals iii. Machine and sound them |
5 | Safety rules in movement | At the end of the lesson, pupils should be able to: i. Identify safety rules in shooting heading, bending and stetching. |
6 | Atheletics | At the end of the lesson, pupils should be able to 1.Perform 50m dash 2.Perform 75m, showing the start and the finish |
7 | MID-TERM ASSESSMENT | |
8 | Athletics | At the end of the lesson, pupils should be able to i. list the basic skills in long jump |
9 | Safety Rules in Athletics | At the end ofthe lesson, pupils should be able to i.1ist the safety rules in athletics ii. explain the safety rules in athletics |
10 | Revision | Revision |
11 | Revision | |
12 | EXAMINATION |
CLASS | Primary/Basic 2 | |
SUBJECT | Physical and Health Education | |
TERM | Second Term | |
WEEK | TOPICS | Learning Objectives |
1 | Game | At the end of the lesson, pupils should be able to i. list the basic skills in Basket ball ii. explain some skills mentioned iii. perform the skills mentioned |
2 | Game | At the end of the lesson, pupils should be able to i.identify basket ball ii.perform the skill bouncing in basketball |
3 | Game | At the end of the lesson, pupils should be able to l.identify basket ball 2.perform the skill bouncing in basketball |
4 | Game | At the end ofthelesson, pupils should be able to: i. 1mitate movement and sounds made by people ii. Animals iiiMachine around them, |
5 | Safety in Basketball | At the end of the lesson, pupils should be able to i.state the safety rules in basket ball ii.explain the safety rules in basketball |
6 | Swimming | At the end of the lesson, pupils should be able to i. Idenüfy skills in swimming ii. exlain tie skills in swimming |
7 | MID.TERM ASSESSMENT | |
8 | Safety rules in Swimming | At the end of the lesson, pupils should be able to: Explain mainframe and super computers |
9 | Swimming | At the end of the lesson, pupils should be able to i. List the skills in swimming e.g. free style, butter fly stroke, breast stroke e,t.c ii. .Demonstrate skills in swimming |
10 | REVISION | REVISION |
11 | REVISION | |
12 | EXAMINATION |
CLASS | Primary/Basic 2 | |
SUBJECT | Physical and Health Education | |
TERM | Third Term | |
WEEK | TOPICS | Learning Objectives |
1 | Health and Hygiene | At the end of the lesson, pupils should be able to: I.Enumerate some ways of purifying water. 2-Describe some ways of purifying water. |
2 | Hygiene | At the end of the lesson, pupils should be able to i. demonstrate the process of purifying water. ii.explain how they purify water at home |
3 | Hygiene | At the end of the lesson, pupils should able to -purification of hand at home |
4 | Rest and sleep | At the end of the lesson, pupils should be able to i. identify proper way of resting and sleeping |
5 | Safety Education | At the end ofthe leson, pupils should be able i. explain the meaning of safety education ii. list the safety education condition for first aid treatment. |
6 | First Aid | At the end of the lesson, pupils should be able to: i. state conditions that requires first aid treatment ii. Decribe how to treat the treatment |
7 | Mid-Term Assessment | |
8-9 | First Aid Continue | At the end of the leson, pupils should be able to: i.explain more condition that requires first aid treatment |
10 | Road user -Meaning of road -Road users Correct use of the road | Pupils should be able to. i. say the meaning of roads; ii. identify different road users (e.g. cars, bicycles, motor cycle, humans, animals etc) iii how each user correctly use road; |
11 | REVISION | |
12 | EXAMINATION |
Supplementary(Safety Book)
Other categories.
Primary 2 scheme of work.
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Are you ready to empower young learners to lead healthy and active lives? In today's world, where physical activity is more important than ever, providing students with the tools for a well-rounded education in physical fitness, sports, and overall wellness is crucial. This is where PE schemes of work come into play. These comprehensive and innovative programs are designed to enhance physical education in primary schools, ensuring that students receive a structured and engaging curriculum that promotes lifelong health and teamwork.
In this blog, we will explore the benefits of PE schemes of work and discover how they can transform physical education in primary schools.
PE schemes of work are structured plans that outline the curriculum and activities for physical education in primary schools. They provide a framework for teachers to deliver effective and engaging PE lessons, ensuring students receive a well-rounded education in physical fitness, sports, and overall wellness. These schemes cover a range of areas, from developing fundamental movement skills to fostering a love for physical activity and teamwork.
The flexibility of PE schemes of work allows teachers to adapt the curriculum to meet the needs and abilities of their students while also ensuring a logical progression of skills and knowledge. Additionally, they offer teachers a wealth of resources, including lesson plans, assessment tools, and equipment recommendations, which saves time and effort in lesson planning.
Implementing PE schemes of work in primary schools offers numerous advantages for both teachers and students:
Structured and Coherent Curriculum: PE schemes of work provide a clear roadmap for teachers, leading to coherent and progressive lessons. This ensures that students can build upon their skills over time, resulting in better learning outcomes.
Engaging and Inclusive Lessons: Designed to be inclusive, PE schemes of work cater to students' diverse needs and abilities. They offer a variety of activities and resources, enabling all students to participate and succeed, regardless of their skill level or background.
Aligned with National Curriculum Standards: PE schemes of work align with national curriculum standards, ensuring consistency and quality in physical education across primary schools.
Promotes Fitness and Well-Being: Focusing on developing fundamental movement skills and promoting physical fitness, PE schemes of work help students develop healthy habits and improve their overall well-being.
Enhances Teamwork and Cooperation: Through activities that promote teamwork and cooperation, students learn to communicate, collaborate, and work together towards common goals.
Supports Assessment and Evaluation: PE schemes of work provide assessment tools and guidelines, facilitating the evaluation of student's progress and providing constructive feedback.
Numerous studies highlight the positive impact of PE schemes of work on physical education in primary schools:
A study by the University of Exeter reported increased student engagement and enjoyment in PE lessons in schools using PE schemes of work. Students were more motivated to participate in physical activities and showed improved attitudes towards physical education.
Research published in the British Journal of Sports Medicine found that students who received regular PE lessons through a structured scheme of work were more likely to engage in physical activity outside of school and maintain healthy habits into adulthood.
A survey by the National Association for Physical Education (afPE) revealed that teachers in schools with PE schemes of work reported increased confidence in delivering high-quality PE lessons that met national curriculum standards.
Statistics from the Department for Education demonstrated that primary schools implementing PE schemes of work witnessed improvements in students' physical fitness levels, including cardiovascular fitness, coordination, and motor skills.
To ensure an effective PE scheme of work, the following components are essential:
Clear Learning Objectives: The scheme should have clear and measurable learning objectives, providing direction for both teachers and students.
Progression and Continuity: A well-designed scheme of owrk should enable students to build upon their existing skills and knowledge, ensuring a logical flow of learning experiences.
Inclusive Activities: The scheme of work should encompass activities catering to students' diverse needs and abilities, promoting inclusivity.
Differentiation and Adaptation: Teachers should be able to modify activities and resources to suit individual student needs, fostering an inclusive learning environment.
Assessment and Feedback: A comprehensive scheme should include assessment tools and guidelines to evaluate student's progress and provide constructive feedback.
Developing a PE scheme of work may seem daunting, but with a step-by-step approach, it becomes more manageable:
Review the National Curriculum: Familiarize yourself with the national curriculum requirements for physical education in primary schools.
Identify Key Skills and Concepts: Determine the key skills and concepts you want to focus on in your PE scheme of work.
Plan for Progression: Map out the progression of skills and concepts across each key stage.
Select Activities and Resources: Choose various activities and resources that align with your learning objectives.
Adapt and Differentiate: Consider your students' diverse needs and abilities and plan for differentiation and adaptation.
Create a Lesson Plan Template: Develop a lesson plan template with key components such as learning objectives, activities, resources, assessment strategies, and differentiation options.
Trial and Refine: Pilot your PE scheme of work with a small group of students and gather feedback.
Implement and Evaluate: Once satisfied, implement the scheme with your students, monitor its effectiveness, and make necessary adjustments.
PE schemes of work play a vital role in integrating physical education with the national curriculum. They ensure that PE lessons align with national standards and learning objectives. To achieve this integration:
Align Learning Objectives: Ensure that the activities and resources in the scheme address the learning objectives specified in the national curriculum.
Meet Content Expectations: Cover the required content areas specified in the national curriculum, including fundamental movement skills, various physical activities, and healthy lifestyles.
Adapt to Key Stages: Tailor the scheme to meet the developmental needs of students at different key stages.
Assessment and Reporting: Incorporate assessment tools and guidelines aligned with the national curriculum's requirements.
Successful Implementation of PE Schemes of Work in Primary Schools: Several case studies demonstrate the successful implementation of PE schemes of work in primary schools:
Oakwood Primary School: Increased student engagement and enjoyment in PE lessons, improved coordination, motor skills, and fitness levels.
Willowbrook Academy: Enhanced student motivation, better problem-solving skills, and critical thinking abilities through cross-curricular activities.
Maplewood Primary School: Improved social skills, increased confidence, and self-esteem through team sports and group activities.
To ensure the effectiveness of PE schemes of work, adopt these evaluation and assessment strategies:
Student Assessments: Regularly assess students' progress and achievement in physical education.
Student Surveys and Feedback: Gather feedback from students about their experiences in PE lessons.
Teacher Observations and Reflections: Observe teachers delivering PE lessons and provide constructive feedback.
Parent and Community Feedback: Engage parents and the community in the evaluation process.
Data Analysis and Comparison: Analyse data collected from assessments, surveys, and observations.
PE schemes of work are transformative tools that unlock the potential of physical education in primary schools. Their structured and comprehensive approach promotes students' fitness, teamwork, and overall well-being. The positive impact of PE schemes of work is supported by research and real-world case studies, making them indispensable in today's education landscape.
By following the step-by-step guide, integrating the scheme with the national curriculum, and continuously evaluating its effectiveness, schools can ensure that their PE programs empower young learners to lead healthy, active, and fulfilling lives. Let's join hands and make physical education a way of life for the next generation!
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PHYSICAL AND HEALTH EDUCATION
SECOND TERM PLAN LESSON NOTES
ACCORDING TO THE LAGOS STATE
SCHEME OF WORK FOR PRIMARY 4 (BASIC 4)
WEEKS/CONTENT LINKS WEEK 1 – Importance of Community Efforts for Health Promotion
WEEK 2 – Community Efforts for Health Promotion
WEEK 3 – Meaning and Types of Waste Disposal
WEEK 4 – Meaning of Physical Fitness Exercise
WEEK 5 – Performing Physical Fitness Exercises
WEEK 6 – Importance of Physical Fitness
WEEK 7 – Basic Movements in Gymnastic I
WEEK 8 – Basic Movements in Gymnastic II
WEEK 9 – Basic Movements in Gymnastic with Apparatus
WEEK 10 – Meaning and Importance of Food Nutrition
WEEK 11 – Nutritional deficiency and Diseases
WEEK 12 – Safety at Home (to and fro school)
SECOND TERM EXAMINATION – Second Term Examination Physical and Health Education Basic 4
DOWNLOAD – Basic Science and Technology (BST) – New Lagos State Unified Scheme of Work for Primary 4 – 6 2021 Edition NEXT TERM Third Term Physical and Health Education Plan Lesson Notes for Primary 4 (Basic 4)
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Uses and importance of water (primary 1).
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Lagos State Scheme of Work for Physical and Health Education, First Term Physical and Health Education Curriculum - Edudelight.com Scheme…
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Physical and Health Education for Junior Secondary Schools in Nigeria. JSS2 PHE Scheme of Work – Schemeofwork
Subject: BST (PHE)
TOPIC: Revision /Welcome Test
Learning Objectives:
Students should be able to:
1. Revises the last term work on Athletics (Track and Field Events).
2. Summarizes the last term work on Ball Games e.g (Volleyball and Soccer).
Learning Activities:
1. Students in pairs analyze Track and Field event.
2. Students in small group demonstrate different skills in Volleyball and Soccer at each station until the whole task is executed.
Embedded Core Skills:
1. Digital Literacy.
2. Collaboration & Communication.
3. Student Leadership & Personal Development.
4. Critical Thinking & Problem Solving
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=nSS_qd_10GE
https://www.youtube.com/watch?v=xoi6bqVYDzg
https://www.youtube.com/watch?v=0mVGn-ZIavQ
https://www.youtube.com/watch?v=nwT_aryIP3Y
Website Resource:
https://www.slideshare.net/mobile/CaseyBanugan/track-and-field-events-63697116
https://www.slideshare.net/mobile/Juanigarciacervigon/ppt-athletics
https://www.slideshare.net/cbpilar/volleyball-60244420
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
TOPIC:
1. Explain the concept of recreation and Leisure.
2. Classify the types of recreational activities.
3. Distinguish between indoor and outdoor activities with examples. (Indoor: Ludo, Watching film show, Playing music, sewing etc. Outdoor: Camping, Excursion, Football, Tennis etc)
1. Students as a class will discuss recreation and leisure.
2. Students in pairs will classify the type of recreational activities.
3. Students in small group differentiate between indoor and outdoor activities.
4. Students in group demonstrate recreational activities such as table tennis, ludo and soccer.
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy.
4. Critical Thinking & Problem Solving.
5. Creativity & imagination.
Video Resource:
https://www.youtube.com/watch?v=YkeIkmzYSz4
https://forestrypedia.com/recreation-and-recreation-management-concept-need-and-importance/
https://www.slideshare.net/anasomoray/recreation-leisure
Learning Objectives:
Students should be able to:
1. Explain the concept of Dance and Rhythm.
2. Classify the types of Dance with examples.
3. Deduce the values of Dance / Rhythmic activities.
1. Students as a class discuss the concept of Dance and Rhythm.
2. Students in pairs classify the type of Dance with examples.
3. Students in group analyze the values of Dance / Rhythmic activities.
1. Collaboration & Communication.
3. Creativity & Imagination.
4. Digital Literacy
5. Critical Thinking & Problem Solving.
https://www.youtube.com/watch?v=Hdl7myUxXSI
https://www.youtube.com/watch?v=IIphUpa0vko
https://www.youtube.com/watch?v=Cw-tHBLMr4U
https://www.youtube.com/watch?v=MlImgiky-sQ
https://www.youtube.com/watch?v=1zVHq2Gzuu8
https://www.youtube.com/watch?v=syM-CDe5Rzc
https://www.youtube.com/watch?v=uiGgYgXXhHM
https://www.britannica.com/art/dance
https://en.m.wikipedia.org/wiki/Dance
https://www.slideshare.net/mobile/dgurlwholovesherlyf/introduction-to-dance-78217448
Different Dance Costumes
1. Demonstrate different dancing steps in Atilogwu.
2. Dramatize different dancing steps in Bata.
3. Perform different dancing steps in Pokiti.
1. Students in small group demonstrate different dancing step in Atilogwu
2. Students in group dramatize different dancing steps in Bata.
3. Students in small group perform different dancing steps in Pokiti.
Embedded Core Skills:
3. Digital Literacy
https://www.youtube.com/watch?v=s6UYat3YLI8
4. Different Dance Costumes
1. Explain First Aid
2. Classify the objectives of First Aid.
3. Discover the qualities of a First Aider.
4. Show the content of a First Aid box and uses.
5. Determine the basic principles of First Aid.
1. Students as a class discuss the concept of First Aid.
2. Students in pairs classify the objectives of First Aid.
3. Students in small group identify the qualities of a First Aider.
4. Students in group identify the content of a First Aid box.
5. Students as a class determine the principles of First Aid.
CLASS PROJECT
Students in small groups construct a first box with the use of a cardboard, shoe box
4. Critical Thinking.
5. Creativity & Imagination.
https://www.youtube.com/watch?v=SKxQr49LV0Y
https://www.youtube.com/watch?v=gn6xt1ca8A0
http://www.gputtawar.edu.in/downloads/first-aid.pdf
https://www.cartercenter.org/resources/pdfs/health/ephti/library/lecture_notes/health_extension_trainees/LN_HEW_First_Aid_Mgmt_final.pdf
4. First Aid box
5. Charts
1. Compare the concept of Safety, Safety Education, and Accident.
2. Differentiate the Classification of Accident. (Home/Domestic, School, Transportation and Workplace).
3. Investigate the causes and prevention of Accident. (Home/Domestic, School, Transportation and Workplace).
4. Recommend the safety measure to be taken.
1. Students as a class discuss the concept of Safety, Safety Education, and Accident.
2. Students in small group differentiate the classification of Accident. (Home/Domestic, School, Transportation and Workplace).
3. Students in group investigate the causes and prevention of Accident.
4. Students as a class recommend the safety measure to be taken.
5. Creativity & Imagination.
https://www.youtube.com/watch?v=yeOXSOQhwto
https://www.youtube.com/watch?v=dBf6BTX1bmM
https://www.youtube.com/watch?v=fcv1BxCL3Z8
https://classhall.com/lesson/safety-safety-education-accidents/
https://www.parkerlawfirm.com/library/common-ways-children-are-injured-in-school-accidents.cfm
4. Charts
TOPIC: CONTINUOUS ASSESSMEN/MID TERM BREAK
Subject: BST (PHE)
Learning Objectives:
1. Analyze sports injuries.
2. Distinguish the common sports injuries. (Wound, Dislocation, Sprain, Strain, Fracture, Muscle fatigue, Muscle cramp, etc.).
3. Assess the common sports injuries under the following heading (causes, symptom, and treatment)
1. Students as a class analyze sports injuries.
2. Students in group discuss common sports injuries.
3. Students as a class discuss the causes, symptom, and treatment.
4. Creativity & Imagination.
https://www.youtube.com/watch?v=OcGeUdfL-s4
https://www.youtube.com/watch?v=BZMD3cfyjVI
1. Identify the equipment used for Throws and Jumps Events.
2. Construct the sectors of throw events.
3. Dramatize the basic phases in throws events (Javelin, Shot-put, and Discus)
4. Demonstrate the basic phases in Jumps events (High jump, Long jump)
5. Appraise the General rules & regulations of various throws and jumps event.
1. Students in pairs identify the equipment used for Throws and Jumps Events.
2. Students as a class construct the sectors of Throws events.
3. Students in small group dramatize the basic phases in throws events (Javelin, Shotput, and Discus).
4. Students in group demonstrate the basic phases in Jumps events (High jump, Long jump).
5. Students as a class appraise the general rules ®ulations of various Throws and Jumps event.
Video Resource:
https://www.youtube.com/watch?v=0JqdQsZqvnc
https://www.myactivesg.com/Sports/Athletics/How-To-Play/Athletics-Facts/What-are-field-events-in-athletics
http://www.sportspectator.com/fancentral/track/guide03.html
https://www.topendsports.com/sport/athletics/events.htm
https://www.dlgsc.wa.gov.au/sport-and-recreation/sports-dimensions-guide/athletics-throwing-events
https://sout.org/general-rules-field-events/
https://www.sportsrec.com/5870696/list-of-events-in-track-field
4. Diagrams
5. Javelin
6. Shotput
7. Discus
8. Upright /Crossbar
Learning Objectives :
1. Write brief history on Judo.
2. Classify the type of facilities and equipment used in Judo.
3. Demonstrate the basic skills and techniques in Judo.
4. Examine the rules and regulations in Judo.
5. Identify the Officials in Judo.
1. Student as a class discuss the history of Judo.
2. Students in pairs classify the type of facilities and equipment used in Judo.
3. Students in small group demonstrate the basic skills and techniques in Judo.
4. Students in group examine the rules and regulations in Judo.
5. Students as a class identify the officials in Judo.
1. Collaboration & Communication.
5. Critical Thinking & Problem Solving.
https://www.youtube.com/watch?v=Zy7bRVk5hP0
https://www.youtube.com/watch?v=UrjPLuNtMy0
https://www.vmanc.com/a-brief-history-of-judo/
https://sport-wiki.org/sports/judo/
https://www.slideshare.net/AfeefaMusthafa/judo-skills-and-techniques
https://www.rulesofsport.com/sports/judo.html
https://www.theukrules.co.uk/rules/sport/judo/index.html
TOPIC: REVISION
TOPIC: EXAMINATIONS
SUBJECT: BST (PHE)
TOPIC: Revision (Welcome Test)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Revises the last term work on Recreation and Dance.
2. Summarizes the last term work on First Aid, Safety Education, and Sports Injury.
3. Revises the last term work on Field event and Judo.
LEARNING ACTIVITIES:
1. Students as a class discuss the concept of recreation and dance.
2. Students in small group summarize First Aid, Safety Education, and Sports Injury.
3. Students in group engage Field event and Judo.
EMBEDDED CORE SKILLS:
2. Student Leadership &Personal Development.
LEARNING RESOURCES:
https://www.scribd.com/document/434793043/Module-1-doc
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.gputtawar.edu.in/downloads/first-
EVALUATION:
By the end of the lesson, students should be able to:
1. Write brief history on Table Tennis
2. Analyze the skills used in Table Tennis
3. Categorize the type of equipment used in Table Tennis.
1. Student as a class discuss the brief history of Table Tennis.
2. Students in pairs analyze the skills used in Table Tennis.
3. Students as a class categorize the type of equipment used in Table Tennis.
https://www.youtube.com/watch?v=24HKRrWRUMg
https://www.youtube.com/watch?v=1BgAcGWShOk
https://www.youtube.com/watch?v=9JuY98nrvLA
https://www.britannica.com/sports/table-tennis
https://www.tutorialspoint.com/table_tennis/table_tennis_tutorial.pdf
https://www.liberty.edu/media/1211/rules/IMS-Table-Tennis-Rules.pdf
https://en.m.wikipedia.org/wiki/Table_tennis
4. Racket
6. Ball
7. Table Tennis board
Practical Demonstration
1. Design a Table Tennis board.
2. Examine the basic rules and regulations in Table Tennis.
3. Identify the Officials in Table Tennis
4. Demonstrate the skills in Table Tennis (e.g. Service, Grip, Footwork, Backhand stroke/drive, Forehand stroke/drive, and Smash etc.).
1. Students in group design a Table Tennis board with sightseeing from other groups.
2. Students as a class examine the basic rules and regulations in Table Tennis.
3. Students in pairs identify the Officials in Table Tennis.
4. Students in group demonstrate the skills in Table Tennis.
1. Write brief history on Tennis
2. Categorize the Facilities and equipment used in Tennis.
3. Demonstrate the skills and techniques in Tennis.
4. Appraise the rules and regulations in Tennis.
5. Identify the officials and their duties in Tennis.
1. Students as a class discuss brief history on Tennis.
2. Students in pair’s categories the facilities and equipment used in Tennis.
3. Students in group demonstrate the skills and techniques in Tennis.
4. Students in small group examine the rules and regulations in Tennis.
5. Students as a class identify the official and their duties in Tennis.
4. Creativity & Imagination
https://www.youtube.com/watch?v=znbpWMuORa4
https://www.youtube.com/watch?v=hQ2ETdwn4-w
https://www.youtube.com/watch?v=WYdr2Dc3Z98
https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/Tennis.pdf
https://en.m.wikipedia.org/wiki/Tennis
https://www.slideshare.net/ysowryareddy/tennisnew
6. Tennis Ball
7. Canvass
1. Demonstrate the skills in Tennis (e.g. Service, Grip, Footwork, Stance, Backhand stroke/drive, Forehand stroke/drive, volley, and Smash etc.).
1. Students in group demonstrate the skills in Tennis.
1. Collaboration & Communication.
1. Student Leadership &Personal Development.
2. Digital Literacy
7. Canvas
1. Explain School Health programmer.
2. Classify the objectives of School Health programmer.
1. Students as a class discuss School Health programmer
2. Students in small group classify the objectives of School Health programmer.
4. Critical Thinking & Problem Solving .
https://www.youtube.com/watch?v=QDXeq5S_J8A
https://www.youtube.com/watch?v=AQL3TFqIBrk
https://www.legit.ng/1116069-school-health-programme-nigeria.html
http://www.ashaweb.org/about/what-is-school-health/
https://www.slideshare.net/ShivrajDandgi/school-health-services-14665433
https://www.slideshare.net/sameekshabhardwaj1/school-health-services-85767276
http://unesco.org.pk/education/documents/publications/School%20Health%20Programme.pdf
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
Analyses the components of school health programmer
Students in small groups exhibit the components of school health programmed
4. Critical Thinking &Problem Solving.
1. Write short note on Environmental Pollution.
2. Categorize the types of Environmental Pollution.
1. Students as a class discuss Environmental Pollution.
2. Students in small group categorize the types of Environmental Pollution.
https://www.youtube.com/watch?v=L5B-JMnBIyQ
https://www.youtube.com/watch?v=OqHp03RRTDs
https://www.slideshare.net/mobile/waseemkhanpbn/environmental-pollution-and-its-types
https://www.researchgate.net/publication/327779390_Environmental_Pollution_and_Its_Control
https://www.interesjournals.org/articles/environmental-pollution-and-sustainability.pdf
1. Determine the sources and causes of environmental pollution.
2. Investigate the effects of environmental pollution.
3. Recommend the preventive measures on environmental pollution.
1. Students in small group determine the sources and causes of Environmental Pollution.
2. Students in group investigate the effects of Environmental Pollution.
3. Students as a class recommend the preventive measures on Environmental Pollution.
TOPIC: R EVISION
TOPIC: EXAMINATIONS
1. Revises the last term work on Table Tennis, and Tennis.
2. Summarizes the last term work on School and Community Health, and Environmental Pollution.
1. Students in small group demonstrate skills and techniques in Table Tennis and Tennis.
2. Students in group summarize School & Community Health and Environmental Pollution.
5. Pictures
1. Explain Non-Communicable Disease.
2. Categorize the examples of non-communicable disease (E.g., Epilepsy, Asthma, Sickle cell, Obesity, Kwashiorkor).
3. Determine the causes of non-communicable disease.
4. Classify the types of non-communicable diseases.
5. Recommend the ways of preventing non-communicable diseases.
1. Student as a class explain Non-Communicable Disease.
2. Student in pairs categorize the examples of non-communicable disease.
3. Students in pairs determine the causes of non-communicable disease.
4. Students in small group classify the types of non-communicable diseases.
5. Students as a class recommend the ways of preventing non-communicable diseases.
https://www.youtube.com/watch?v=fK1_SH3X2ek
https://www.youtube.com/watch?v=uGHwpg-fJvc
https://www.healthline.com/health/non-communicable-diseases-list#list-of-noncommunicable-diseases
https://oxfordmedicine.com/view/10.1093/med/9780199661756.001.0001/med-9780199661756-chapter-237
1. Distinguish between Posture and postural defects.
2. Deduce the characteristics of good posture.
3. Prescribe the causes of postural defects e.g. Heredity, Habit, Diseases, accident etc.
1. Students in pairs distinguish between Posture and Postural defects.
2. Students in small group deduce the characteristic of good Posture.
3. Students as a class prescribe the causes of Postural defects.
https://www.youtube.com/watch?v=OyK0oE5rwFY
https://www.youtube.com/watch?v=GGeLFDbPbn0
https://www.medicinenet.com/script/main/art.asp?articlekey=9731
https://www.physio-pedia.com/Posture
https://www.slideshare.net/mobile/shimaa2022/posture-1Posture
https://www.edokita.com/common-postural-defects-types-causes-and-remedies/
1. Write on postural defects e.g. scoliosis, kyphosis, flat foot, lordships, k-leg, bowleg etc.
2. Discover the effects of poor posture on the body.
3. Recommend the ways of maintaining good posture.
1. Students in group design Postural defect with its features for sightseeing to other groups.
2. Students in small group discover the effects of poor Posture on the body.
3. Students as a class recommend the ways of maintaining good posture.
5. Creativity & Imagination
https://www.slideshare.net/mobile/shimaa2022/posture-15743459
1. Distinguish between Sports and Society.
2. Appraise the Functions and Values of Sports in the Society.
3. Design the ways sports can be used to control youth’s restiveness.
1. Students in pairs distinguish between Sports and Society.
2. Students in small group appraise the functions and values of Sports in the Society.
3. Students as a class discuss the ways sports can be used to control youth’s restiveness.
https://www.youtube.com/watch?v=3gzVin8b7Ac
https://www.youtube.com/watch?v=xw2X9LpNnXs
https://dictionary.cambridge.org/dictionary/english/sport
https://www.sciencedaily.com/terms/sport.htm
https://dictionary.cambridge.org/dictionary/english/society
http://studylecturenotes.com/what-is-society-meaning-and-definition-of-society/
https://bleacherreport.com/articles/2347988-12-ways-sports-make-a-positiveimpact
https://blog.perfectmind.com/the-many-benefits-of-youth-sports-in-your-community
https://www.eacs.wa.edu.au/2017/06/7-benefits-participating-sport/
1. Write on Human Trafficking.
2. Categorize the examples of human trafficking.
3. Determine the Causes of Human trafficking.
1. Student as a class discuss Human Trafficking.
2. Students in pairs categorize the examples of Human Trafficking.
3. Students in group determine the causes of Human Trafficking.
https://www.youtube.com/watch?v=X05nsp2gDAs
https://www.youtube.com/watch?v=35uM5VMrZas
https://www.youtube.com/watch?v=yx5sWQuxu-8
https://www.youtube.com/watch?v=MRVPgQn3SdU
https://www.iom.int/jahia/webdav/site/myjahiasite/shared/shared/mainsite/microsites/IDM/workshops/Health_and_Migration_09110604/related%20docs/background.pdf
https://www.humanrightscareers.com/issues/10-causes-of-human-trafficking/
4. Pictures
1. Discover the Health implications of human trafficking.
2. Recommend the solutions to human trafficking
1. Students in small group design health implications of human trafficking for sightseeing to other group each.
2. Students as a class recommend the solutions to human trafficking.
https://borgenproject.org/top-10-solutions-to-human-trafficking/
1. Write on the concept of Sports Law.
2. Distinguish between Tort, Negligence, and Legal Liability.
3. Examine various Assaults in Sports.
1. Students as a class discuss the concept of sports law.
2. Students in small group distinguish between Tort, Negligence, and Legal Liability.
3. Students as a class examine various Assaults in Sport.
https://www.youtube.com/watch?v=S0ZQqTJouJo
https://www.youtube.com/watch?v=aP_dkMT4pWU
https://legal-dictionary.thefreedictionary.com/sports+law
https://www.justipedia.com/definition/5305/sports-law
https://courses.lumenlearning.com/wmopen-introbusiness/chapter/tort-law-liability-and-damages/
https://courses.lumenlearning.com/suny-monroe-law101/chapter/general-law-of-torts/
http://www.leoisaac.com/law/law016.htm
https://www.molawyers.com.au/news-events/news/assault-on-sporting-field-not-fair-game
1. Explain the nature of the game in Basketball.
2. Categorize the facilities and equipment in Basketball.
3. Design and label a standard Basketball Court.
4. Demonstrate the basic skills in Basketball.
5. Appraise the rules and regulations in Basketball Game.
1. Students as a class explain the nature of the game in Basketball.
2. Students in pairs categorize the facilities and equipment in Basketball.
3. Students in group design and label a standard Basketball Court.
4. Students in small group demonstrate the basic skills in Basketball.
5. Students as a class discuss the rules and regulations in Basketball game.
https://www.youtube.com/watch?v=HKIg8_jVs1E
https://study.com/academy/lesson/basketball-skills-activities-safety.html
https://www.breakthroughbasketball.com/fundamentals/ballhandling.html
https://www.youtube.com/watch?v=QaYwcS00vSA
https://slideplayer.com/slide/7732010/
https://www.slideshare.net/vidyarai92/basketball-history-and-rules
2. The Basketball
3. The Stop Watch
4. The Whistle
5. The Score sheet/board
6. The Basketball rule Book.
7. Hand Bell.
Explain mode of Human Trafficking through their visit to the nearest NAPTIP office.
1. Students in pairs analyze mode of Human trafficking base on their observation
WEEK: 12-13
At the end of the session, students are able to;
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Nursery scheme of work lagos state, food and nutrition scheme of work for nursery classes lagos state (3 – 5 years).
Science and mathematics scheme of work, agricultural science scheme of work sss 3 lagos state.
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Lagos state Scheme of work. 2nd Term physical and Health Education Scheme of work - Edudelight.com Curriculum. THEME: PHYSICAL AND HEALTH EDUCATION. SUB- THEME: BASIC MOVEMENT. WEEK 1. TOPIC: Non locomotor movement. PERFORMANCE OBJECTIVE: Pupils should be able to: 1. demonstrates the non locomotor movements. 2. list examples of non locomotor.
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