The Primary 1 Social Studies Scheme of Work for First Term provides a carefully structured weekly breakdown of topics and learning objectives that pupils must cover during their first academic term. Education planners, under the directive of the Nigerian Educational Research and Development Council (NERDC), designed this scheme to align with national curriculum standards. They created it as a foundational guide to ensure that young learners receive a consistent and holistic introduction to Social Studies. Each week, teachers follow this roadmap to introduce age-appropriate concepts that shape pupils’ understanding of their society and cultural environment. The curriculum developers included topics that reflect the immediate social realities children encounter at home, school, and in the broader community.
Teachers rely on this scheme to structure lessons that instill basic knowledge about family life, the importance of cultural values, and the expectations of good behavior in society. These lessons help children recognize the value of living harmoniously with others, both within and outside the home. By engaging in group work, songs, storytelling, dramatization, and class discussions, pupils actively absorb these values rather than simply memorize facts. Educators reinforce these concepts through participatory teaching methods, ensuring that the children not only learn but also apply what they learn in everyday social interactions.
Parents benefit significantly from this structured scheme because it provides clarity on what their children will learn at every stage of the term. They can monitor academic progress more easily and provide support through home-based activities, moral instruction, and encouragement. For instance, parents can reinforce lessons on politeness or personal hygiene by modeling these behaviors at home. They can also help children complete assignments, prepare for assessments, and engage in simple role-playing activities that simulate respectful communication or cooperation. The scheme thus bridges the gap between classroom learning and real-life social application by promoting the same values in both school and home settings.
Pupils who follow the weekly breakdown enjoy an organized learning experience that allows for gradual cognitive and moral development. As teachers introduce topics step by step, pupils develop a sense of routine and discipline, which enhances retention and understanding. The scheme introduces foundational topics before progressing to broader societal subjects. Through this scaffolded approach, pupils build confidence as they move from familiar personal topics to wider community-related issues.
Teachers play an essential role in guiding pupils through each lesson in the scheme. They plan weekly lesson notes, prepare teaching aids, and design simple assessments that align with the stated objectives. Teachers also observe pupil participation, correct misconceptions, and provide additional explanations to ensure mastery of each topic. By sticking closely to the scheme, teachers avoid leaving out critical areas of the curriculum, especially those that directly influence the child’s attitude toward society. They also incorporate practical classroom experiences such as drawing family trees, role-playing greetings and respect rituals, or discussing local festivals and occupations. These activities promote understanding and appreciation of societal values from a young age.
The Primary 1 Social Studies First Term Scheme of Work not only supports knowledge acquisition but also nurtures the social and emotional development of young learners. It prepares children to become responsible, respectful, and cooperative members of society. The early exposure to moral instruction and cultural identity helps pupils develop empathy, discipline, and a strong sense of belonging. This foundation becomes crucial as they progress through their academic journey and interact with a more diverse society.
Primary 1 Social Studies Scheme of Work Table (Weeks 1–12)
| Week | Topic | Learning Objectives |
|---|---|---|
| Week 1 | Meaning of Social Studies | Pupils should be able to: i. Explain the meaning of Social Studies ii. List two problems of man iii. State how the problems can be solved |
| Week 2 | Meaning of a Family | Pupils should be able to: i. Explain what a family is ii. Mention some members of the family |
| Week 3 | Types of Family & Nuclear Family Structure | Pupils should be able to: i. Identify types of family ii. Explain the meaning of nuclear family |
| Week 4 | Extended Family | Pupils should be able to: i. Explain types of family ii. List members of an extended family |
| Week 5 | Qualities of a Good Family (Honesty, Discipline, Obedience, Contentment) | Pupils should be able to: i. Explain the meaning of each quality ii. Give examples from home or school |
| Week 6 | Culture – Meaning and Types | Pupils should be able to: i. Define culture ii. List and explain types of culture |
| Week 7 | Mid-Term Test / Break | Mid-term assessment activities and break |
| Week 8 | Good Moral Values – Meaning of Morals | Pupils should be able to: i. Define morals ii. Give examples such as helping elders |
| Week 9 | Examples of Good Morals (Respect, Loyalty, Kindness, Honesty) | Pupils should be able to: i. List and explain good morals ii. Demonstrate moral behaviors in school and at home |
| Week 10 | Bad Moral Values (Stealing, Lying, Fighting, Bullying) | Pupils should be able to: i. Identify bad morals ii. State their consequences and how to avoid them |
| Week 11 | Revision | General review of all topics taught in the term |
| Week 12 | Examination | First term assessment and evaluation |
Importance of the Primary 1 Social Studies Scheme of Work
The Primary 1 Social Studies Scheme of Work plays a significant role in shaping the early academic and moral development of young learners. It lays a foundation for a well-rounded understanding of their roles in the home, school, and society at large. By aligning with the Nigerian Educational Research and Development Council (NERDC) curriculum, the scheme ensures that teachers introduce age-appropriate concepts systematically and progressively. It emphasizes the importance of social relationships, cultural values, national identity, and moral consciousness all of which form the bedrock of responsible citizenship.
The scheme actively supports early civic development by helping pupils understand their responsibilities within the family and broader community. Children learn the significance of their roles as sons, daughters, siblings, and classmates. They explore how family units operate, how community structures function, and how every individual contributes to group success. This early exposure to civic responsibility empowers pupils to act with a sense of duty and belonging. Teachers use examples from pupils’ daily lives to show them how their choices impact others, reinforcing social awareness in a practical and meaningful way.
Through the scheme, teachers actively introduce moral education at an early stage. Pupils engage with values such as honesty, discipline, hard work, respect for elders, and cooperation with peers. These lessons do not remain abstract concepts; teachers weave them into daily class activities, storytelling, songs, and interactive discussions. Children develop moral reasoning as they participate in class conversations about good and bad behavior, fairness, sharing, and kindness. They learn to recognize how moral choices affect their lives and the lives of those around them. This structured moral guidance encourages a generation of responsible, respectful, and socially conscious individuals.
The scheme also enhances academic planning by providing teachers with a weekly structure for lesson delivery. Educators rely on this framework to ensure comprehensive coverage of essential topics within the term. Each week, the scheme outlines specific objectives, recommended teaching methods, and evaluation techniques. Teachers use these guidelines to prepare lesson notes, teaching aids, and class activities that support each learning goal. This consistency in delivery prevents the omission of key concepts and promotes uniform learning across schools nationwide. The clarity of the scheme also allows for effective lesson pacing, ensuring that pupils do not feel overwhelmed or left behind.
Parental involvement remains another critical advantage of this scheme. When parents understand what their children are learning each week, they can reinforce these lessons at home. The scheme acts as a bridge between school and home, encouraging parents to provide books, visuals, or real-life examples that support classroom learning.
For Teachers
Teachers play a pivotal role in bringing the Primary 1 Social Studies Scheme of Work to life. To ensure that each lesson makes a lasting impact, it’s essential to break down the weekly topics into manageable sub-lessons. For instance, when teaching about “The Family,” educators can divide the topic into types of families, roles of family members, and the importance of living in unity. By using smaller subtopics, teachers help young learners grasp ideas gradually and more effectively.
To engage pupils fully, teachers should incorporate storytelling, songs, and art into their teaching methods. Children at this age respond well to rhythm, repetition, and imagination. A short story about a helpful sibling or a song about telling the truth can reinforce values better than mere explanations. Visual aids such as drawings and pictures should also accompany lessons to help pupils make mental connections with real-life objects and people. These tools not only improve comprehension but also make learning enjoyable.
Furthermore, educators must connect every lesson to the pupils’ daily experiences and classroom behavior. When teaching about “Helping at Home,” teachers can ask pupils to describe how they help their parents or guardians. When discussing honesty, teachers can relate the topic to classroom situations, like not lying about who took another pupil’s pencil. These real-life applications turn abstract values into personal habits, helping pupils internalize what they learn and practice it beyond the classroom.
For Parents
Parents serve as a child’s first and most influential teachers. The Social Studies Scheme of Work provides a great opportunity for them to take an active role in their child’s learning journey. Parents should regularly discuss the weekly topics with their children, asking open-ended questions like “What did you learn about the family today?” or “Can you tell me about your classroom rules?” These conversations show children that learning is valuable both in and out of school.
Reinforcing moral values at home strengthens the lessons taught in class. When a child learns about honesty at school, parents can share stories or scenarios that emphasize the importance of telling the truth. Praise and positive reinforcement are powerful motivators. When a child demonstrates a good behavior like sharing toys or helping a sibling, parents should recognize it and offer simple rewards such as praise, a smile, or a favorite treat. This consistency between school lessons and home values fosters long-term character development.
Parents should also observe their children’s behavior and offer constructive feedback. By using the topics in the scheme as reference points, parents can guide behavior gently and effectively. For example, if a child acts selfishly, a parent can revisit the week’s lesson on cooperation and explain its importance in family and school life. This approach ensures the learning experience is holistic, continuous, and family-supported.
For Pupils
Pupils also carry responsibility in the learning process. To make the most of Social Studies lessons, they should listen carefully during class and not be afraid to ask questions when something is unclear. Active participation helps them understand the topics better and shows the teacher that they are interested in learning.
At home, in school, and in public, pupils should practice the good morals they learn. If a lesson teaches about respecting elders, children should greet adults politely and follow instructions without complaint. When they learn about sharing, they should apply it by taking turns with toys or offering help to classmates. These small actions develop strong habits that will serve them well throughout life.
Creative activities such as telling personal stories or drawing pictures related to the weekly topic can also enhance learning. A pupil might draw a picture of their family or narrate a story about helping a neighbor. These fun tasks allow them to reflect on their own lives while reinforcing classroom concepts. When pupils see that learning can be expressive and enjoyable, they become more eager and involved.
The Primary 1 Social Studies First Term Scheme of Work is a roadmap for nurturing well-rounded, morally upright, and socially responsible young learners. It does not simply outline topics to be covered in the classroom; rather, it fosters a partnership between teachers, parents, and pupils in shaping the character and values of future citizens. By teaching about family, community, rules, and good behavior, the scheme equips children with the knowledge and skills needed to thrive in society.
