1 GOVERNMENT OF SIERRA LEONE Ministry of Basic and Senior Secondary

Education THE NEW BASIC EDUCATION CURRICULUM FOR SIERRA LEONE (With
Effect from December 2020) Physical Health Education - PHE (Class 1
– Form 3) This subject curriculum is based on the National
Curriculum Framework and Guidelines for Basic Education (revised May
2020). It was prepared by national curriculum specialists, subject
experts, and teachers and it is based on a series of nationwide
consultations and technical workshops. UNICEF supported and
facilitated the original version of this major curriculum reform
project. Technical expertise and oversight were provided by
Redi4Change LLC, and staff of the Ministry of Basic and Senior
Secondary Education (MBSSE). 2 CONTENT 1. A Message to tell all
Teachers Implementing the New Curriculum 2. Rationale and
Justification for Physical Health Education in Basic Education. 3.
General Learning Outcomes 3.1. First Stage (Class 1- Class #) 3.2.
Second Stage (Class 4_ Class 6) 3.3. Third Stage (Form 1- Form 3) 4.
Specific Learning Outcomes by Grade (Class or Form) 4.1.First Grade
(Class 1) 4.2. Second Grade (Class 2) 4.3. Third Grade (Class 3) 4.4.
Fourth Grade (Class 4) 4.5. Fifth Grade (Class 5) 4.6. Sixth Grade
(Class 6) 4.7. Seventh Grade (Form 1) 4.8. Eighth Grade (Form 2) 5.
outline teaching Syllabus for First Stage of Basic Education 5.1
Class 1 5.2. Class 2 5.3. Class 3 6. Outline Teaching Syllabus for
Second Stage of Basic Education 6.1. Class 4 6.2. Class 5 6.3. Class
6 7. Outline Teaching Syllabus of Third Stage of Basic Education 7.1.
Form 1 (JSS 1) 3 7.2. Form 2 (JSS 2) 7.3. Form 3 (JSS 3) 8. Syllabus
Implementation Guidelines (Pacing Guide for Schools to Complete)
General Learning Outcomes (The Learning pupils should acquire by the
end of the End of Basic Education stages) The General Learning
Outcomes of a subject tells us what learners should know or
understand and what they should be able to do or demonstrate as well
as what they should be able to do or demonstrate as well as what they
should value or reflect in their attitudes /behavior. These are the
things that learners should achieve by the time they complete each of
the three stages of basic education. Teachers may use general
learning outcomes as a guide to check if the learners are on track
for success at the end of each stage of basic education. 1. First
Stage of Basic Education (Class 1 – 3) The learners will be able
to : a. Define Physical Health Education through physical activities.
b. Demonstrate some fundamental skills and techniques which will lead
to enjoyment, understanding and appreciation of games and sports. c.
Demonstrate good sportsmanship, fair play and healthy competition. d.
Acquire some good movement skills in minor games. e. Identify some
major and minor games and demonstrate how they are played. f.
Socialize with peers during play time/day. g. Develop the habit of
hand washing. h. Have a fair understanding of the food they eat and
their importance. i. Practice safety precautions to avoid/reduce
common injuries. j. Have a fair understanding of personal hygiene and
good health habits. k. Understand the importance of PHE to the body
Appreciate culture when it is introduced through traditional dance.
Understand the concept of the immune system l. Understand and value
issues of rest and sleep to the development of the body. 2. Second
Stage of Basic Education (Classes 4 – 6) Learners will be able to:
a. Define and explain the meaning of PHE. b. Perform fundamental
skills in both traditional and Modern Educational gymnastics. c. Show
basic knowledge of personal cleanliness and environmental sanitation.
d. Take care of their body parts; e.g., teeth, nails, hair, and
clothes and care of the environment. e. Differentiate the various
diseases such as Ebola, Cholera, Common cold, Corona Virus (COVID-
19), malaria, HIV/AIDS, etc f. Categorize diseases into communicable
and Non communicable. g. Show sources, effects and preventive
measures against some diseases. h. Foster movement education in
gymnastics, and through traditional activities, songs and dance. i.
List down some of body systems. 4 j. Test long term effects of
exercise on the body. k. Render first aid for minor injuries during
sporting activities. l. Demonstrate more skills and techniques in
games. m. Visit health centers and other areas connected with health
problems. n. Identify and prevent some postural defects (kicking,
walking, and other postural habits) o. Display basic knowledge of the
digestive, circulatory and nervous systems p. Understand the modes of
transmission of HIV and its prevention SPECIFIC LEARNING OUTCOMES
Specific learning Outcomes of a topic or theme indicates what
learners should know or understand and what they should be able to do
or demonstrate as well as what they should value or reflect in their
attitudes/behavior. These are the things that learners should achieve
by the time they complete the specific theme or topic. Teachers
should be guided by specific learning outcomes when planning
assessments and tests to check that learners achieve what is expected
of them. The First Grade (Class 1) Term 1 AREA/ TOPIC/THEME SPECIFIC
LEARMNING OUTCOMES 1. Meaning of Physical Health Education The
learner will be able to: a. Carry out simple Physical and Health
activities in and outside the classroom. b. Explain the meaning of
PHE through play. c. State the benefits pf PHE. 2. Fundamental
Movement The learner will be able to: a. Demonstrate simple non-
locomotor skills with their bodies. E.g. clapping, stretching,
swaying, skipping jumping, etc. b. Demonstrate simple locomotor
skills. E.g. hopping, jogging, short-runs back and forth, vaulting
etc. 3. Hygiene The learner will be able to: a. Explain some personal
hygiene practices such as keeping the body clean. b. Talk about
various ways of keeping the environment clean. c. Demonstrate good
hand washing. 4. Games The learner will be able to: a. Play
traditional games such as football, minor games like balance ball,
“Akra”, “Throwing-andCatching” etc b. Demonstrate skills in minor
games such as Chair ball, six-aside, etc Term 2 AREA/TOPIC/THEME
SPECIFIC LEARNING OUTCOMES 5. Water (Uses) The learner will be able
to: a. Use water to wash his/her hand properly b. Make water safe for
use at home and at school. 5 c. Clean homes and compounds, especially
toilets with water. 6. 9Accidents/First Aid The learner will be able
to: a. Prevent and treat common wounds, e.g., bruises, minor cuts,
etc b. Prevent and treat dog bite, snake bite, and stings from bees
and scorpions. 7. Athletics The learner will be able to: a. Run in
lanes from a starting point to a finish line. b. Run when a command
“On-your-marks”, “set” and “go” is given c. Demonstrate the
phases involved in running short distance races. d. Perform simple
jumping skills to cover distance. e. Demonstrate an aspect of relay
racing using improvised implements, e.g. short sticks, papers, etc 8.
Drugs The learner will be able to: a. Prevent poisoning through
proper storage of medicines, kerosene, etc b. Talk about useful drugs
and what they are meant for. Term 3 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 9. Foods and Nutrition The learner will be able to:
a. Identify the common foods eaten at home b. Identify some other
foods eaten in the community c. Talk about the functions and benefits
of foods to the body d. Talk about the disadvantages of poor foods
10. HIV/AIDS Education The learner will be able to: a. Describe how
the body can defend itself against infection 11. Rest and Sleep The
learner will be able to: a. Talk about the importance of rest to the
body. b. Talk about the importance of sleep to the body. 12. The
Human Body The learner will be able to: a. Name the main parts of the
human body. E.g head, hand, stomach, chest, leg, etc b. Talk about
the functions of the body parts. The Second Grade (Class 2) Term 1
AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 1. The meaning of PHE The
learner will be able to: a. Demonstrate activities to show the
meaning of PHE. E.g. exercising their body b. Demonstrate “fair
play” when playing games in school and at home. c. Talk about the
importance of exercising and taking part in physical activities. d.
Organize themselves into teams to play games of their choice. 6 2.
Fundamental movement The learner will be able to: a. Demonstrate
simple non-locomotor skills such as twisting, stretching, bending,
etc b. Demonstrate simple locomotor skills such as cartwheel, forward
roll, wheelbarrow, frog-jump, etc c. Discuss the benefits of carrying
out simple movement activities, 3. Games The learner will be able to:
a. Demonstrate skills in simple minor games such as football, balance
ball, chairball, etc b. Play games in a team with simple rules. c.
Talk about the benefits of playing games 4. Hygiene The learner will
be able to: a. Demonstrate simple hygiene practices such as washing
of the hands. b. Talk about how to keep the environment (the school,
the class, the compound, etc) clean. c. Identify objects used in
cleaning the environment. E.g. broom, soap, dust bin, dusters, towel,
cutlasses, etc. Term 2 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 5.
Foods and Nutrition The learner will be able to: a. Identify the
foods which gives them energy. E.g. rice, cassava, bread, foofoo, etc
b. Identify the foods which makes them grow well. E.g. meat, chicken,
egg, beans, benni, etc c. Identify the foods which protect their
bodies from illnesses. E.g. vegetables, garden eggs, onion, orange,
pawpaw, milk, etc d. Discuss ways of preventing foods from spoilage.
6. Water The learner will be able to: a. Identify sources of water in
the community. b. Wash their body after play and exercise. c. Talk
about how to make water safe for drinking. E.g. filtration,
sedimentation, boiling, etc 7. Accident/First Aid The learner will be
able to: a. Prevent accident and treat wounds at play. b. Give first
aid treatment for poisoning c. Give first aid treatment for diarrhea
8. Athletics The learner will be able to: a. Demonstrate running in
lanes for short distances. b. Demonstrate running in team events. E.g
relays c. Perform jumps such as standing jump, high jump, etc d.
Demonstrate throwing of implements such as improvised shots, etc Term
3 9. The Human Body The learner will be able to: a. Name the main
parts of the human body. 7 b. Talk about the functions of the parts
of the human body. c. State some common diseases associated with some
parts of the human body. 10. Drugs The learner will be able to: a.
Explain what drugs are. b. Talk about the uses of drugs. For cure,
for relief, etc c. Discuss on how to store drugs safe at home. 11.
Rest and Sleep The learner will be able to: a. Talk about the need
for rest and sleep after exercise b. Talk about the benefits of rest
and sleep to the body 12. Disease The learner will be able to: a.
Identify HIV, EVD and Covid-19 as diseases that affect humans b. Talk
about how EVD is spread c. Talk about how COVID-19 is spread d.
Discuss how to prevent HIV,, EVD, and COVID-19 The Third Grade (Class
3) Term 1 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 1. The Meaning
of PHE The learner will be able to: a. Give a simple definition of
PHE b. Talk about activities that will bring out the meaning of PHE
c. Talk about the benefits of PHE. 2. Fundamental Movement The
learner will be able to: a. Demonstrate activities that improve
running, walking, and jumping. b. Demonstrate simple traditional
gymnastic activities such as forward roll, cartwheel, handstand with
support, etc c. Demonstrate simple Modern Educational Gymnastic
activities e.g combining various ways of moving, etc d. Demonstrate
movement skills in dancing e. Identify local musical instruments and
how they are played. 3. Games The learner will be able to: a.
Demonstrate playing simple minor games. E.g. football, chairball,
Rounders, etc b. Master skills in minor games such as throwing-and-
catching, kicking, etc c. Demonstrate “fair play” through the games
been played 4. Hygiene The learner will be able to: a. Talk about
keeping the home environment clean. b. Talk about how to keep the
school environment clean. c. Discuss how to dispose refuse in their
environment. 8 Term 2 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 5.
Foods and Nutrition The learner will be able to: a. Name the types of
foods. b. Talk about (or discuss) the sources of foods. c. Define a
balance diet. d. Talk about the importance of a balance diet. 6.
Accident/First Aid The learner will be able to: a. Discuss common
causes of accidents in the home. b. Discuss common causes of
accidents in the school environment. c. Talk about first aid
treatment for bruises and cuts. 7. water The learner will be able to:
a. Discuss and state the sources of water. b. Talk about the uses of
water. c. Talk about the consequences of using unsafe water. E.g
diarrhea, cholera, typhoid, etc 8. Athletics The learner will be able
to: a. Demonstrate skills in running, walking, and jumping. b.
Identify implements used in running, and jumping activities. c.
Demonstrate the use of implements in running and jumping activities.
E.g. using batons Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES
9. The Human Body The learner will be able to: a. Name the main parts
of human body. E.g. Head, Nose, stomach, chest, foot, etc b. Identify
and discuss the organs found in the parts named. c. Talk about the
functions of some of the organs. E.g. Ear – hearing; Eyes – seeing;
Mouth – eating, etc 10. Rest and Sleep The learner will be able to:
a. Discuss the reasons (or importance) of rest and sleep. b. Talk
about the occasions (or time) for rest and sleep 11. Drugs The
learner will be able to: a. Define drugs. b. Talk about the sources
of drugs. E.g. from plants, from animals parts, from chemicals, etc
c. Discuss about the consequences of misusing drugs at home. 12. HIV
The learner will be able to: a. Understand that people living with
HIV need love and support and respect for their rights like everyone
else 9 Fourth Grade (Class – 4) Term 1 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 1. The meaning of PHE The learner will be able to:
a. Talk about the importance of PHE. b. Discuss the value of PHE E.g.
Social value. Physical value, moral value, vocational value, etc. 2.
Fundamental Movements The learner will be able to: a. Demonstrate
basic traditional gymnastics skills as in forward roll and vaults. b.
Perform traditional gymnastics with apparatus. c. Perform and
exhibits skills in traditional dances 3. Games The learner will be
able to: a. Participate in outdoor and lead-up games. E.g. football,
and chairball, Rounders. b. Demonstrate skills in lead-up games such
as kicking as in football, throwing-and-catching as in chairball etc.
4. Hygiene The learner will be able to: a. Define personal and
environmental hygiene. b. Talk about ways of enhancing personal
hygiene. c. Talk about refuse disposal methods. (drainages), etc Term
2 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 5. Foods and Nutrition
The learner will be able to: a. Talk about methods of preparing
foods. b. Talk about ways of food contamination c. Talk about methods
of food protection and preservation. 6. Water The learner will be
able to: a. Discuss sources and uses of water. b. Talk about water
contamination c. Discuss prevention of water contamination and water
related diseases. 7. Accidents/First Aid The learner will be able to:
a. Identify accident spots in the community (E.g. roads, bush paths,
etc) b. Discuss traffic rules c. Discuss first aid treatment for
burns and scalds. 8. Athletics The learner will be able to: a. Define
athletics b. State the divisions of athletics (E.g. Track and Field)
c. Discuss and demonstrate some athletic activities. E.g. running,
jumping and throwing 10 Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING
OUTCOMES 9. The Human Body The learner will be able to: a. Talk about
the functions of the organs of the body. b. Name some diseases
associated with some organs of the body. 10. Drugs The learner will
be able to: a. Define drugs. b. State (or name) some categories of
drugs. (Useful and Harmful drugs) c. Talk about the effects of
harmful drugs. 11. Rest and Sleep The learner will be able to: a.
Define rest and sleep b. Talk about the significance of rest and
sleep. 12. HIV/AIDS Education The learner will be able to: a.
Describe the modes of transmission of HIV b. Identify the names of
common STIs Fifth Grade (Class – 5) Term 1 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 1. The Meaning of PHE The learner will be able to:
a. State the importance of PHE. b. Name some PHJE activities, E.g.
athletics, games, swimming, cycling, gymnastics, etc. 2. Fundamental
Movement The learner will be able to: a. Demonstrate some gymnastic
activities with or without apparatus. b. Demonstrate movements in
skipping, hopping, vaulting, etc 3. Games The learner will be able
to: a. Demonstrate healthy participation in games. E.g. football,
chair-ball, Rounders, etc b. Organize team games and play healthy
competitions. c. Adhere to rules of games and other sports. 4.
Hygiene The learner will be able to: a. Observe rules related to
environmental sanitation. b. Talk about clothing for body protection
against bad weather. Term 2 AREA/TPOIC/THEME SPECIFIC LEARNING
OUTCOMES 5. Foods and Nutrition The learner will be able to: a.
Define the term “Nutrient”. b. Name the types and sources of
nutrients c. Discuss some food taboos 11 6. Water The learner will be
able to: a. Name some diseases associated with water. E.g. cholera,
diarrhea, typhoid, etc b. Talk about vectors and pests. c. Discuss
control of vectors and pests. E.g. flies, mosquitoes, cockroaches,
etc 7. Accidents/First Aid The learner will be able to: a. Define
first aid. b. Discuss the importance of first aid, and discuss first
aid kits. c. Talk about first aid for animal bites, and snake bites.
d. Discuss first aid treatment for insect bites and stings, fever and
fainting. 8. Athletics The learner will be able to: a. Demonstrate
skills in long jump and high jump b. Illustrate long jump and high
jump facilities and sectors c. Demonstrate skills in relay races.
E.g. baton exchange Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING
OUTCOMES 9. The Human Body The learner will be able to: a. Name and
label parts of the human body. b. Talk about functions of the parts
of the organs of the human body. c. Discuss about some postural
defects in the human body. Correct sitting and standing positions 10.
Drugs The learner will be able to: a. Name the types of drugs. E.g
useful drugs, harmful drugs, b. Talk about categories of drug use.
E.g. drug Misuse, Drug Abuse, etc c. Discuss how to control drug use.
11. Rest and Sleep The learner will be able to: a. Talk about
exercise and fatigue. b. Discuss the importance of rest and sleep
after exercise. 12. HIV/AIDS Education The learner will be able to:
a. Explain how to reduce the risk of transmitting HIV and STIs b.
Understand that HIV affects not just the person living with it but
their family and loved ones too Sixth Grade (Class – 6) Term 1
AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 1. The meaning of PHE The
learner will be able to: a. Define PHE. b. Talk about and discuss the
importance of PHE. c. Explain the value of PHE 2. Fundamental
Movement The learner will be able to: a. Demonstrate activities in
traditional gymnastics. 12 b. Demonstrate activities in Modern
Traditional Gymnastics c. Talk about the value of gymnastics 3. Games
The learner will be able to: a. Demonstrate basic skills in soccer
(kicking, dribbling, heading, etc);chairball (throwing-andcatching,
shooting, dribbling, etc); Rounders ( batting, fielding, pitching,
etc 4. Hygiene The learner will be able to: a. Discuss the causes,
signs and symptoms, prevention and treatment of airborne diseases. b.
Talk about disposal of different kinds of refuse c. Discuss control
of vectors and pests. d. Explain about the importance of Expanded
Programme of Immunization (EPI) Term 2 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 5. Foods and Nutrition The learner will be able to:
a. Define the terms “Nutrition” and “Nutrients” b. Classify foods
into ‘Go’, ‘Grow’ and ‘Glow’ foods. c. Talk about the
importance of balance diet. d. Demonstrate how to make a balanced
diet using inexpensive foods 6. Water The learner will be able to: a.
Talk about sources of water-related diseases. E.g. river blindness,
bilharzias, etc b. Discuss the causes, signs and symptoms, treatment
and prevention of river blindness, bilharzias, etc c. Talk about
typhoid, its causes, signs and symptoms, treatment and prevention. 7.
Accidents/First Aid The learner will be able to: a. Define sprain,
strain, and fractures. b. Talk about ways of caring for sprain,
strain, and fractures, c. Discuss the contents of first aid kit 8.
Athletics The learner will be able to: a. Demonstrate sprinting and
jumping events. b. Differentiate between track and field events. c.
Discuss specifications of some field events; e.g. shot put, long
jump, high jump. Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOME 9.
The Human Body The learner will be able to: a. Name the systems of
the body. E.g. skeletal, muscular, respiratory, etc b. Discuss the
organs of the body related to each system. c. Talk about some
diseases related to the various systems. 10. Drugs The learner will
be able to: 13 a. Talk about essential and non-essential drugs;
useful drugs and harmful drugs, b. Discuss drug abuse and reasons for
drug abuse 11. Rest and Sleep The learner will be able to: a. Over-
sleep, laziness and inactivity. b. Discuss the consequences of over-
sleep, laziness and inactivity. 12. HIV/AIDS Education The learner
will be able to: a. Describe HIV treatment and support b. Identify,
symptoms and treatment and prevention of STIs , PHYSICAL HEALTH
EDUCATION OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION (CLASS 1) – Term 1 Suggested Topics/Themes/Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
(Core Supplementary) 1. Meaning of PHE After completing this topic
the pupils should be able to: ❖ Carry out Physical and Health
education activities in the classroom to demonstrate the value of PHE
to the body. E.g. stretching, swaying, clapping, jumping, etc ❖
Demonstrate PHE activities outside the classroom. E.g. running,
hopping, jumping, jogging, etc ❖ Explain the meaning of PHE. ❖
Discuss the benefits of PHE. ❖ Teacher introduces lesson with
activities to warm-up children’s bodies in the classroom. E.g.
clapping, swaying, stretching, jumping, etc. ❖ Teacher asks
questions to stimulate pupils thinking and brainstorming. ❖ Teacher
gives command and pupils respond. ❖ Teacher makes some demonstration
of physical activities and pupils follow through. ❖ Teacher guides
pupils to explain the of PHE and the benefits of PHE. ❖ Teacher
explains the domains which PHE covers – cognitive, psychomotor, and
affective. ❖ Short answer questions. ❖ Demonstration of pupils’
activities. ❖ True/false statements. ❖ Listening to pupil’s
discussions and or explanations and drawing conclusion. Mats,
Mattress, playground, Whistle, ribbons of different colours, Personal
Space Understand the concept of personal space Use games to
demonstrate the concept of personal space Explain the concept of
bodily integrity Observation Games that involve close contact 14 2.
Fundamental Movement After completing this topic pupils should be
able to: ❖ Demonstrate simple nonlocomotor skills with their body.
E.g. clapping, stretching, swaying, skipping, jumping etc. ❖
Demonstrate simple locomotor skills, e.g. hopping, short runs back
and forth, vaulting, etc. ❖ Teacher introduces lesson with warming
up activities such as onthe-spot runs, jogging, stretching of various
body parts, etc. ❖ Give command, and observe respond. E.g,, stand-
sit; Hands stretch forward, Hands-up; Handsdown, etc ❖ Demonstration
of non-locomotor skills such as yoga sit, stand on one leg, swaying
of hands, stretch out arms, etc. ❖ Demonstration of locomotor
skills, e.g. hopping, jogging, cock-fighting, etc. ❖ Observe
pupils’ demonstration. ❖ Give command and observe respond. ❖
Demonstration of expected activities from pupils. ❖ Teacher
observing and drawing conclusion. ❖ Practical challenge of
tasks/activities by pupils. Mats, Mattress, Playground, Whistle,
Ribbons of different colors, Skipping ropes 3. Hygiene After
completing this topic, pupils should be able to: ❖ Explain some
personal hygiene practices such as keeping the body clean. ❖ Tell
various ways of keeping the environment clean. E.g. sweeping,
scrubbing, washing, etc. ❖ Demonstrate good Hand Washing. ❖ Teacher
encourages pupils to name/list objects used to clean their body. E.g.
soap, water, sapoo, towel, etc. ❖ Pupils demonstrate various ways of
cleaning their face, teeth, hands, feet, etc. ❖ Pupils demonstrate
how they wash/clean their body. ❖ Make practical demonstration of
washing the body using a pupil as example. ❖ Pupils demonstrate ways
of cleaning the environment. E.g. sweeping. scrubbing ❖ Pupils name
areas of the environment that require cleaning. ❖ Make demonstration
of Hand Washing (step-by-step). ❖ Sing songs and rhymes to reinforce
the activities demonstrated. ❖ Inspect pupils’ hands, fingernails,
hair, teeth, clothing (uniform). ❖ Ask pupils to demonstrate washing
of face, teeth, etc. ❖ Ask pupils to demonstrate Hand Washing
skills. ❖ Asking pupils to demonstrate sweeping and scrubbing, etc
❖ Asking questions and pupils answer. ❖ Observing pupils’
demonstration and drawing conclusion. Tooth brush, Tooth paste, Soap,
Water, towel, buckets, bowls, Chart showing materials used in
cleaning the body, Chart showing materials used in cleaning the
environment, e.g. brooms, brushes, etc. 4. Games After completing
this topic, pupils should be able to: ❖ Play traditional games such
as ❖ Teacher introduces lesson with warming up activities. E.g.
jogging stretching, swaying, etc. ❖ Ask short answer questions. ❖
Give command Balls, Whistle, Ribbons of various 15 soccer (football),
and minor games like balance-ball, throwing-and-catching, tunnelball,
‘Akra’, etc. ❖ Demonstrate skills in minor games such as throwing-
andcatching, kicking, balancing, etc ❖ Allow pupils to jog around
and make short runs back and forth,. ❖ Divide pupils into teams
using ribbons to distinguish them. ❖ Introduce various games to play
such as football, balance-ball, etc. ❖ Make different formations
during play such as semicircles, circles, square shape, straight
line, etc and demonstrate skills of throwing-andcatching, kicking,
etc. ❖ Ask excellent pupils to demonstrate for others to observe. ❖
Organize pupils into teams and observe them play. ❖ Stress execution
of skills and participation. (instructions) and observe response. ❖
Ask pupils to repeat skills demonstrated. ❖ Teacher observes and
draws conclusion. colours, playground OUTLINE TEACHING SYLLABUS FOR
THE FIRST STAGE OF BASIC EDUCATION (CLASS – 1) TERM 2 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources (Core Supplementary) 5. Water After
completing this topic, pupils should be able to: ❖ Use water to
wash/clean their hands. ❖ Make water safe for use at home and in
school. ❖ Clean homes and compounds, especially the toilets with
water. ❖ Teacher leads discussion on use of water, especially with
washing hands. ❖ Teacher and pupils talk about the importance of
washing hands and need to have clean hands at all times. ❖ Pupils
demonstrate hand washing and teacher observes. ❖ Teacher makes
corrections where necessary. ❖ Teacher ensures all pupils practice
the hand washing steps. ❖ Teacher demonstrates how to make water
safe for use at home and in school. ❖ Observing pupils demonstration
and drawing conclusion. ❖ Asking simple short-answer questions. ❖
Asking True/False questions. ❖ Giving pupils home work to do. ❖
Asking pupils to demonstrate how to make water safe for use. Water,
Bowls, Buckets with cover, Soap, Brushes for scrubbing, Clean white
piece of cotton cloth, Chart illustrating purification of water. 6.
Accidents/First Aid After completing this topic, pupils should be
able to: ❖ Teacher asks questions the ways humans get/sustain
wounds. ❖ Teacher leads discussion on accidents that ❖ Asking
shortanswer questions. ❖ Asking pupils to Water, Bowl Towel, Soap,
Common salt, Plasters, Bandages, 16 ❖ Prevent and treat human
wounds. ❖ Prevent and treat dog bite, snake bite, and stings (from
bees and scorpion) make people sustain wounds. ❖ Teacher discusses
accidents with dog-bites and snake bites. ❖ Pupils demonstrate how
dog bites (or snake bites) are noticed. ❖ Teacher discusses with
pupils how wounds are treated and how they can be prevented. ❖
Discuss with pupils how dog bites and snake bites. demonstrate skills
learnt. ❖ Asking true/false questions. ❖ Observing pupils and
drawing conclusion. ❖ Asking pupils to demonstrate reactions from
dog bite and snake bite. Cotton wool, scissors, chart showing people
with dog bite and snake bite. Chart showing treatment of dog bite and
snake bite. 7. Athletics After completing this topic, pupils should
be able to: ❖ Run in lanes from a starting point to the finish. ❖
Run after a command “Onyour-marks”, “set”, and “Go”. ❖
Demonstrate the phases (steps) involved in running short races. ❖
Perform simple jumping skills to cover distance. ❖ Do relay races.
❖ Teacher leads pupils to warm-up using simple exercises, e.g.
jogging, stretching, swaying, running, etc. ❖ Teacher demonstrates
running in straight line and pupils repeat the actions. ❖ Pupils
demonstrate running with objects and handing over to their team mates
(objects like short sticks,,, piece of paper, milk tins, books, etc).
❖ Ask pupils to jump over objects or obstacles. ❖ Pupils
demonstrate jumping from one point to any distance. ❖ Demonstrations
made by pupils. ❖ Observing pupils run and jump. ❖ Observe pupils
handing over objects used in relay races. ❖ Ask excellent pupils to
demonstrate for other pupils to see. ❖ Encourage all pupils to
demonstrate. ❖ Observing pupils and drawing conclusion. Whistle,
batons, Exercise books, Pieces of papers, Short sticks, milk tins,
small boxes, etc. 8. Drugs After completing this topic, pupils should
be able to: ❖ Prevent poisoning by proper storage of medicines,
kerosene, etc. ❖ Identify common drugs and their ❖ Discuss with
pupils how to keep medicines out of reach of children ❖ Talk about
chemicals at home that are harmful if not properly handled. ❖
Discuss the various drugs that are commonly used at home (traditional
herbs and modern medicines in drug stores). ❖ Talk about the uses of
drugs (medicines). ❖ Talk about why pupils should not play with
drugs at home. ❖ Ask pupils simple short-answer questions. ❖ Ask
pupils true/false questions. ❖ Give pupils home work to do. ❖
Listening to pupils’ discussions and drawing conclusion. First aid
box, medicine cup, Chart showing useful and harmful drugs. 17
purposes and what they are meant for. ❖ Understand that drugs
(medicines) should be only used for their intended purposes OUTLINE
TEACHING SYLLABUS FOR THE FIRST GRADE OF BASIC EDUCATION (CLASS 1) –
TERM 3 Suggested Topics/Themes/Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources (Core Supplementary) 9.
Foods and Nutrition After completing this topic, pupils should be
able to: ❖ Identify the common foods they eat at home. ❖ Identify
the common foods they eat or see in their community ❖ Talk about the
functions and benefits of foods to the body. ❖ Talk about the
disadvantages of poor foods. ❖ Teacher introduces lesson by asking
pupils to name the foods they eat before coming to school. ❖ Pupils
talk about the foods they ate the previous day. ❖ Teacher and pupils
talk about the foods they like best. ❖ Pupils discuss the different
kinds of foods they have eaten. E.g. rice, foofoo, yam, cassava,
gari, ‘achekeh’, salad, etc. ❖ Discuss with pupils other kinds of
foods prepared outside the home (in the community). ❖ Talk about the
functions of some foods. E.g. giving energy, building the body, and
protecting the body. ❖ Asking short questions and receiving answers.
❖ Asking true/false questions. ❖ Having oral discussions on the
importance of foods. ❖ Listening to pupils’ discussions and drawing
conclusion. Display of basic food items in the subject corner.
Samples of food items brought in by children. Charts showing basic
food items. Chart showing food items arranged in categories; e.g.
energy-giving foods, bodybuilding foods, and protective foods. 10.
Rest and Sleep After completing this topic, pupils should be able to:
❖ Talk about the importance of rest to the body. ❖ Teacher
introduces lesson with questions. E.g. how do you feel after playing
for long? ❖ Teacher and pupils talk on the need for rest after an
exercise or a vigorous activity, ❖ Asking simple questions and
pupils giving answers. ❖ Asking true/false questions. ❖ Listening
and drawing conclusion from pupils’ discussions. 18 ❖ Talk about
the importance of sleep to the body. ❖ Talk about ways of resting.
E.g. lying down, watching TV, casual stroll, notdoing anything, etc.
❖ Talk about the need for good and adequate sleep. ❖ Discuss times
necessary to sleep. ❖ Teacher and pupils talk about the importance
of sleep, 11. The Human Body After completing this topic, pupils will
be able to: ❖ Name the main parts of the human body. ❖ Talk about
the functions of the parts of the human body. ❖ Teacher introduces
lesson by questioning pupils to name parts of their body. ❖ Teacher
asks pupils to point to various parts of their body as he calls them.
❖ Pupils talk about and state the functions of their body parts.
E.g. the eye – to see; the nose – to smell; the mouth – to eat;
the leg – to walk, etc. ❖ Pupils discuss the parts of the body
among themselves and stating the functions of their body parts. ❖
Asking simple short-answer questions. ❖ Asking true/false questions.
❖ Listening to pupils discussions and drawing conclusion. ❖
Observing pupils discussions and demonstrations on the functions of
the parts of their body. ❖ Ask pupils to demonstrate some body
functions such as walking,, handling things,, listening,, etc. A
chart showing the parts of the human body. HIV Understand the idea of
the immune system Use examples of defence – e.g. walls, barriers,
sports positions and what they have in common ❖ ❖ observation
Pictures of defense positions in sport Pictures or drawings of
barriers PHYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS FOR THE
FIRST STAGE OF BASIC EDUCATION (CLASS -2) TERM 1 Suggested Topics
Specific Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching 19
Themes/Units Resources (Core Supplementary) 1. The Meaning of PHE.
After completing this topic, pupils should be able to: ❖ Demonstrate
activities to show the meaning of PHE. E.g. exercising their bodies
in class, etc ❖ Demonstrate ‘fair play’ when playing games in
school and at home. ❖ Talk about the importance of exercising after
taking part in some other activities. ❖ Organize themselves into
teams to play games of their choice. ❖ Teacher encourages pupils to
do warming up activities, e.g. jogging on the spot, running on the
spot, stretching and twisting, etc. ❖ Teacher leads pupils to make
teams to play games of their choice. E.g. stone-ball, balance-ball,
football, chairball, etc. ❖ Teacher asks pupils to establish rules
governing the games they play. ❖ Teacher discusses with pupils how
they feel after playing the games. ❖ Discuss with pupils how they
feel when play games as a team. ❖ Encourage pupils to select their
own officials when playing games. ❖ Encourage pupils to develop
skills on the games they play. ❖ Observe pupils demonstration and
drawing conclusion. ❖ Asking short simple questions. ❖ Introducing
games that arouse pupils’ interest. ❖ Ask questions on the games
they play. ❖ Ask them to appoint officials and discuss the role of
the official. ❖ Ask true/false questions. ❖ Observing the skills of
the pupils at play. Balls, chairs, Whistle, Improvised balls and
other improvised equipment, Playground, etc 2. Fundamental Movement
After completing this topic, pupils should be able to: ❖ Demonstrate
simple non-locomotor skills such as twisting,, bending, stretching,
etc. ❖ Demonstrate simple locomotor skills such as cartwheel,
forward roll, wheelbarrow, frogjump, cock-fight, etc. ❖ Discuss the
benefits of carrying out simple movement activities. ❖ Teacher
starts lesson with warming up activities, e.g. stretching, bending,
twisting, hopping, etc. ❖ Teacher demonstrate some simple
nonlocomotor skills such as on-the-spot jogging, on-the-spot running,
handstand with support, etc ❖ Teacher demonstrates and pupils
perform some simple locomotor skills such as cartwheel, forward roll,
wheelbarrow, frog jump, cock fight, etc. ❖ Pupils are asked to make
demonstrations of the skills practiced so far. ❖ Teacher encourages
pupils with excellent performances to demonstrate over again. ❖ Ask
pupils to carry out demonstrations of tasks or activities done. ❖
Ask questions on the practical lessons been carried out. ❖ Observing
pupils demonstrations and drawing conclusion. ❖ Asking outstanding
pupils to demonstrate. ❖ Ask pupils to name or identify the
movements they perform. Foam, Mat, Mattress, Whistle, Playground, 3.
Games After completing this topic, pupils should be able to: ❖
Demonstrate skills of ❖ Teacher introduces lesson with warming up
activities, e.g. jogging, stretching, twisting, etc ❖ Observing
pupils playing and drawing conclusions. Football, Improvised balls,
Chairs, Milk tins, 20 simple minor games, such as football, balance-
ball, Chairball, etc. ❖ Play games in a team with simple rules. ❖
Talk about the benefits of playing games in a team. ❖ Teacher leads
pupils to organize class into teams to play games, e.g. Mini-
football, Chairball, balance-ball, etc. ❖ Teacher encourages pupils
to exhibit skills of the game. ❖ Allow pupils to discuss their
feelings about the games they have played. ❖ Discuss with pupils the
benefits they gain from playing games. ❖ Asking true/false
questions. ❖ Observing skills been executed. ❖ Observing
children’s mood and interactions at play. ❖ Identifying outstanding
performances from pupils. Tomato tins, Tennis balls, etc 4. Hygiene
After completing this topic, pupils should be able to: ❖ Demonstrate
simple hygiene practices such as washing the hands. ❖ Talk about how
to keep the environment clean such as school, class, compound, etc.
❖ Identify objects used in cleaning the environment, e.g. broom,
brush, towel, soap, buckets, dustbins, cutlasses, etc. ❖ Teacher and
pupils sing songs/rhymes relating to personal hygiene. E.g. ‘this is
way we wash our feet’, hands, face, etc. ❖ Teacher discusses with
pupils the importance of handwashing. ❖ Discuss with pupils when to
do handwashing. ❖ Demonstrate the proper handwashing procedure. ❖
Discuss with pupils ways of cleaning the home, compound, toilets
drainages, classrooms, school compound, etc. ❖ Ask pupils to name
materials used to clean the home, the rooms, the toilets, the
drainages, gutters, etc. ❖ Asking true/false questions. ❖ Asking
short answer questions. ❖ Ask pupils to explain hand washing steps.
❖ Ask pupils to demonstrate other forms of personal hygiene
practice. ❖ Ask pupils to sing songs/rhymes relating to hygiene
practice and demonstrate with actions. ❖ Ask pupils to identify
materials used in cleaning, etc. Tooth brush, tooth paste, chewing
stick, Ashes, Salts, Charcoal, Soap, Water, long brushes, Brooms,
cutlasses, etc Chart showing materials used in cleaning the
environment. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION – THE SECOND GRADE (Class 2) Term 2 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources (Core Supplementary) 21 5. Foods and
Nutrition After completing this topic, pupils should be able to: ❖
Identify foods which give them energy. E.g. rice, cassava, yam, etc.
❖ Identify foods which make them grow well. E.g. meat, fish,
chicken, milk, beans, etc. ❖ Identify foods which protect their body
from illness. E.g. orange, pawpaw, vegetables, etc ❖ Discuss ways of
preventing foods from spoilage. ❖ Teacher encourages pupils to name
some food items they have in their homes and communities. ❖ Teacher
asks pupils to name the foods they eat in the morning, at noon time,
in the evening, after meals, etc. ❖ Pupils name foods they buy at
school. ❖ Teacher leads pupil to name foods which give energy. Eg.
Rice, cassava, foofoo, etc. ❖ Teacher leads/guide pupils to name
foods which make us grow well, e.g. beni, groundnut. ❖ Teacher
guides pupils to name foods which protect their bodies from illness.
Eg. Pawpaw, orange, mango, lemon, Green vegetables, onion, etc. ❖
Pupils talks on how to avoid/prevent food spoilage. Eg. Covering food
from flies, keeping freezer dry, etc. ❖ Asking simple short answer
questions. ❖ Asking True/False questions. ❖ Observing pupils
discussions and drawing conclusion. ❖ Ask pupils to identify various
food classes. ❖ Giving pupils home work to do. Various food items
displayed in the subject corner, Chart showing classes of food,.
Samples of food items brought in by the pupils. 6. Water After
completing this topic, pupils should be able to: ❖ Identify sources
of water in the community. ❖ Wash their body after play and
exercise. ❖ Discuss how to purify water. ❖ Talk about how to make
water safe for drinking. ❖ Teacher asks pupils to name sources of
water in their community. ❖ Teacher discusses with pupils rules on
the use of water with reference to their sources. ❖ Pupils talk
about how to wash their body after exercise or play. ❖ Pupils talk
about the different uses of water in their community, e.g. washing
the body, drinking, cooking food, washing clothes, etc. ❖ Discuss
domestic ways of purifying water at home. e.g. boiling, filtering,
sedimentation, etc. ❖ Discuss with pupils how to make water safe for
drinking at home, e.g. covering the water. ❖ Discuss illustrations
of sources of water with pupils in class. ❖ Ask short-answer
questions. ❖ Ask true/false questions. ❖ Ask pupils to demonstrate
how to wash their body with water. ❖ Ask pupils to draw sources of
water from the displayed chart. ❖ Give pupils home work to do. Chart
showing sources of water. Soap, Water, Bucket, Bowls, Clean piece of
white cotton cloth, Chart showing how to store water safe at
home/school. 7. Accident/First After completing this ❖ Teacher
observes (previous or old) wounds ❖ Ask short-answer Samples of
Nails, 22 Aid topic, pupils should be able to: ❖ Prevent accidents
and treat wounds during play. ❖ Give first aid treatment for
poisoning. ❖ Give first aid treatment for diarrhea. caused to pupils
at play, such as wounds by fingernails, stepping on nails, holding
barbed wires, playing with knives, etc. ❖ Role play first treatment
for such wounds sustained at home, e.g. cleaning the wounds, stopping
flow of blood through pressure, applying plasters, etc. ❖ Discuss
causes of poisoning and forms of poisoning at home, e.g. drinking
caustic soda, drinking kerosene, eating bad (or stale) foods, etc. ❖
Talk and discuss first aid treatment on poisoning, e.g. drinking red
palm oil. ❖ Role-play first aid treatment on poisoning. ❖ Discuss
causes of diarrhea, the signs and symptoms. ❖ Talk about how to
prevent diarrhea. ❖ Role-play first aid treatment for diarrhea.
questions. ❖ Ask true/false questions. ❖ Ask pupils to role-play
first aid treatments on poisoning; then on diarrhea. ❖ Give home
work to pupils on first aid treatment on poisoning and diarrhea. ❖
Observe pupils discussion, and demonstrations and draw conclusion.
barbed wires, knife, razor blades, etc First aid kit (or box), Palm
Oil, Oral Rehydration Salt (ORS), Chart showing signs and symptoms of
a victim of diarrhea. 8. Athletics After completing this topic,
pupils should be able to: ❖ Organize running short-distance races in
lanes. ❖ Demonstrate running in team events. ❖ Perform jumps such
as standing jump, long jump, high jump, etc. ❖ Demonstrate throwing
of implements such as improvised shots, etc. ❖ Teacher introduces
lesson with warming up activities, e.g. jogging, bending, stretching,
etc. ❖ Teacher demonstrates running in lanes. ❖ Demonstrate running
in lanes with pupils using various objects (such as short sticks,
piece of papers, milk tins, etc) in place of batons. ❖ Demonstrate
how to perform standing jumps, long jump and high jump using simple
techniques. ❖ Ask pupils to demonstrate the throwing of improvised
implements (for short put) e.g. moulded clay, round metal balls, etc
to cover distance. ❖ Ask pupils with outstanding skills to
demonstrate. ❖ Repeat demonstrations and allow every pupil to make
trials. ❖ Ask pupils to demonstrate running. ❖ Ask pupils to run in
lanes. ❖ Observe pupils’ demonstration of running, jumping, and
throwing and draw conclusions. ❖ Ask pupils to jump for height. ❖
Ask pupils to jump to cover distance. ❖ Ask pupils to throw
improvised objects following simple rules. ❖ Ask pupils to identify
some implements, e.g. cross bar, up-rights, etc. Batons, short
sticks, Pieces of papers, milk tins, boards for jumps, Up-rights,
crossbar, improvised weights for throwing, playground, Foam,
Mattress, Whistle, etc. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE
OF BASIC EDUCATION – GRADE TWO (Class 2) Term 3 23 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources 9. The Human Body After completing this
topic, the pupils should be able to: ❖ Name the main parts of the
human body. ❖ Talk about the functions of the parts of the human
body. ❖ State some common diseases associated with the parts of the
human body. ❖ Teacher leads pupils to identify the main parts of the
human body, e.g. the head, hands, chest, leg, stomach, etc. ❖ Pupils
identify the main parts of their body by pointing to them. ❖ Teacher
guides pupils to state the functions of the parts of the body named,
e.g. the eye – to see; the ear – to hear; the nose – to smell, etc
❖ Teacher guides pupils to identify diseases associated with parts
of the body. E.g. eye – blindness, short sightedness; nose –
anosmia (loss of smell); ear – deafness; hands – wounds, cuts; etc
❖ Pupils interact and discuss the functions of the parts of the
body. ❖ Ask short questions on the parts of the body. ❖ Ask
true/false questions. ❖ Observe pupils’ demonstrations in pointing
to parts of the body. ❖ Give home work to pupils. ❖ Observe pupils
discussions and drawing conclusions. Charts showing parts of the
human body. 10. Drugs After completing this topic, pupils should be
able to: ❖ Explain the meaning of drugs. ❖ Talk about the uses of
drugs. ❖ Discuss on how to store drugs safe at home. ❖ Explain that
drugs should only be used for their intended purpose ❖ Teacher leads
discussions to let pupils bring out the meaning of drugs. ❖ Teacher
guides pupils to identify some common drugs at home. ❖ The pupils
are guided to name different types or forms of drugs. E.g. tablets,
syrups (liquid), etc. ❖ Teacher guides pupils to state what drugs
are used for; e.g. to get relief, to heal wounds, to clear pains,
etc. ❖ Teacher ask pupils to discuss on how to store drugs safe at
home, e.g. keep far from children, keep under lock and key, etc. ❖
Teacher asks short-answer questions. ❖ Ask true/false questions. ❖
Listening to pupils’ discussions and drawing conclusions. ❖ Give
home work to pupils. Samples of drugs such as tablets, syrups, etc.
Chart showing various drug types. 11. Rest and Sleep After completing
this topic, pupils should be able to: ❖ Talk about the need for ❖
Teacher leads discussions with pupils on what rest mean. ❖ Teacher
guides pupils to talk about ❖ Asking short-answer questions. ❖
Teacher asks Samples of drugs such as tablets, syrups, etc. 24 rest
and sleep after exercise. ❖ Talk about the benefits of rest and
sleep to the body. how they rest at home. ❖ Pupils discuss about
when they usually rest at home. ❖ Teacher and pupils talk about why
they need to rest; e.g. to allow the body recover from tiredness,
etc. ❖ Teacher and pupils talk about why it is necessary and good to
sleep. ❖ Pupils discuss about when they usually sleep. true/false
questions. ❖ Listening to pupils discussions and drawing
conclusions. ❖ Give home work to the pupils. Chart showing various
drug types 12. Disease spread and prevention After completing this
topic, pupils should be able to: ❖ Talk about how Ebola Virus
Disease (EVD) is spread. ❖ Talk about how COVID-19 is spread. ❖
Talk about how to prevent EVD and COVID-19. ❖ Teacher guides pupils
to talk on how EVD is spread; e.g. touching a sick person, touching
blood or stool of a sick EVD patient, etc. ❖ Teacher leads pupils to
talk on how to prevent the spread of EVD. ❖ Teacher guides pupils to
talk on the symptoms of COVID-19. E.g. very high fever, persistence
coughing, etc. ❖ Teacher and pupils talk about how COVID-19 is
spread, e.g. sitting close to an infected person, etc. ❖ Teacher and
pupils talk about to prevent COVID-19, maintaining physical social
distance. ❖ Ask short answer questions. ❖ Asking true/false
questions. ❖ Role-playing skits on the diseases. ❖ Role-play skits
the signs, symptoms, and preventions on the diseases. ❖ Observing
pupils’ discussions and drawing conclusions. ❖ Give home work to
pupils. Chart showing EVD, and COVID19. Chart showing symptoms of,
EVD, COVID-19. 25 PHYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS
FOR THE FIRST STAGE OF BASIC EDUCATION –( THIRD CRADE) CLASS 3 -
Term 1 Suggested Topics/Themes/ Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources 1. The Meaning of PHE
After completing this topic, pupils should be able to: ❖ Give a
simple definition of PHE. ❖ Talk about activities that help to bring
out the meaning of PHE (E.g. sport, hygiene, exercise, etc) ❖ Talk
about the benefits of PHE. ❖ Teacher leads discussions on the
meaning of PHE. ❖ Teacher and pupils discuss the activities
performed in PHE such as playing games, running, exercising,
observing hygiene, keeping fit and healthy, etc. ❖ Teacher guides
pupils to make a simple definition of PHE such as ‘PHE is the study
which helps us develop our whole body through play’. ❖ Teacher
guides pupils to list down some activities in PHE such as games,
swimming, athletics, boxing, keeping fit, fighting diseases, etc. ❖
Teacher and pupils talk about the benefits of PHE e.g. learning about
different games; engaging in healthy living; learning about body and
how it works; keeping physically fit; using leisure time profitably;
having fun and enjoyment, etc. ❖ Lead pupils to discuss how these
benefits are achieved; e.g. How do we learn about games? How do we
keep our body fit? Etc. ❖ Asking short-answer questions. ❖ Making
multiple choice questions. ❖ Asking true/false questions. ❖ Asking
pupils to demonstrate some physical activities. ❖ Observing pupils
and drawing conclusions. ❖ Give pupils home work to do. Balls of
varied sizes, Whistle, 2. Fundamental Movements After completing this
topic, pupils should be able to: ❖ Demonstrate activities that
improve running, walking and jumping. ❖ Demonstrate some simple
traditional ❖ Teacher guides pupils to demonstrate activities like
running, jumping, walking, etc. ❖ Teacher asks pupils to demonstrate
various forms of running, walking, jumping etc. ❖ Teacher
demonstrate some traditional gymnastic skills/activities, e.g.
forward roll, cartwheel, wheelbarrow, etc. ❖ Asking simple
shortanswer questions. ❖ Demonstration of activities by pupils. ❖
Observing pupils and drawing conclusion. ❖ Calling pupils out to
Mats, Mattress, Foam, Skipping ropes, Whistle, Playground, some local
musical 26 gymnastic activities, e.g. cartwheel, forward roll,
handstand with support, etc. ❖ Demonstrate simple Modern Educational
Gymnastic skills, e.g. moving in three different ways; balancing the
body in various ways, etc. ❖ Demonstrate movement skills in dancing.
❖ Identify local musical instruments and how they are used. ❖
Pupils repeatedly perform the activities for mastery. ❖ Teacher
guides pupils to demonstrate various of movements from one place to
another, e.g. rolling, crawling, hopping, etc. ❖ Teacher guides
pupils to balance their body weights in various forms, e.g. balance
on hands, on buttocks, on one leg, etc. ❖ Teacher guides pupils on
movement skills in traditional dancing. ❖ Teacher asks pupils to
demonstrate various forms of dancing in their traditional settings.
❖ Teacher asks pupils to name some local instruments used in their
community and other communities. ❖ Teacher guides pupils to talk
about how these local instruments are used/played. demonstrate their
cultural dances. ❖ instruments, Chart showing local musical
instruments in Sierra Leone. 3. Games After completing this topic,
pupils should be able to: ❖ Playing simple minor games (e.g. mini
football, chair-ball, etc) ❖ Demonstrate skills in minor games, e.g.
kicking as in mini football; throwing-andcatching as in Chairball,
etc. ❖ Demonstrate ‘fair play’ through playing games. ❖ Teacher
guides pupils to warm up their body and exercise their joints. ❖
Teacher leads pupils to play minor games such as mini football,
Chair-ball, etc. ❖ Teacher emphasizes on skills acquisition and
development such as kicking, heading, throwin, as in mini-football
and throwing-andcatching, shooting, etc as in Chair-ball. ❖ Teacher
guides pupils to select their own official (referee) to officiate. ❖
Teacher guides pupils to play to rules and respect the official. ❖
Allowing pupils to exercise on their own and teacher observes. ❖
Observing skills acquisition and development. ❖ Observing pupils
demonstration and drawing conclusion. ❖ Asking pupils to demonstrate
certain skills. ❖ Asking excellent pupils to demonstrate for other
to see. Balls, football, balls of medium sizes, Balls of varied
sizes, playground, Ribbons of varied colours. Whistle 4. Hygiene
After completing this topic, pupils should be able to: ❖ Talk about
keeping the home environment clean. ❖ Talk about how to keep the
school environment clean. ❖ Teacher does a recap on personal hygiene
practices. ❖ Teacher leads pupils to talk about how they can clean
their homes (the rooms kitchen, living room, toilets/latrines,
courtyard, gutters, etc) ❖ Teacher leads pupils to talk about how
they can clean the school premises (the offices, ❖ Ask short-answer
questions. ❖ Ask true/false questions. ❖ Ask pupils to demonstrate
how they can clean their environment. Brooms, Brushes, Towels, Dust
bins, soap, Water, Chart showing methods of cleaning the home. 27 ❖
Discuss how to dispose off refuse in their environment. classrooms,
toilets, around the compound, etc) ❖ Teacher guides pupils to
identify objects/materials used to clean the home and the school,
e.g. brooms, brushes, towels, soaps, water, dusters, etc. ❖ Teacher
leads pupils to identify the types of refuse they accumulate in the
community, e.g. waste papers, kitchen wastes, etc. ❖ Teacher guides
pupils to talk about various methods of refuse disposal, e.g.
burning, burying, dumping in pits, throwing on landfills, etc. ❖
Observing pupils and drawing conclusions. ❖ Observing the
environment in which the pupils live, their classroom, the school
compound, etc. Chart showing cleaning methods in the school
environment. Chart showing materials used in cleaning the
environment. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION – THIRD GRADE-(Class 3) Term 2 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources 5. Food and Nutrition After completing
this topic, pupils should be able to: ❖ List (or name) the
categories of food. ❖ Talk about the sources of foods. ❖ Define a
balanced diet. ❖ Talk about the importance of a balanced diet. ❖
Teacher guides pupils to name the foods they eat at home and in their
community, e.g. rice, cassava, yam, foofoo, etc. ❖ Teacher guides
pupils to state which gives them energy; builds their body and which
protect them from illness. ❖ Teacher guides the pupils to categorize
foods into ‘Go’ foods, ‘Grow’ foods and ‘Glow’ foods. ❖
Teacher and pupils discuss the sources of foods in the three
categories mentioned. E.g. Go foods – rice cassava, bread, yam; Grow
foods – meat, fish, chicken, beans, milk, egg; and Glow foods-
orange, banana, pawpaw, milk, vegetables. ❖ Teacher guides pupils to
talk about a balanced diet. ❖ Teacher guides pupils to discuss the
importance of a balanced diet. ❖ Ask pupils simple shortanswer
questions. ❖ Ask multiple choice questions. ❖ Ask true/false
questions. ❖ Ask pupils to make illustrations on the categories of
foods. ❖ Observe pupils’ discussions and draw conclusion. Samples
of food items from the subject corner. Food items brought in by the
pupils. Food items brought in by the school market. Chart showing
food classes and the sources. 6. Accident/First Aid After completing
this topic, pupils should be able to: ❖ Teacher guides pupils to
talk about accidents and what causes them. ❖ Teacher guides pupils
to talk about accidents ❖ Ask simple short-answer questions. Charts
showing accidents spots. 28 ❖ Discuss common causes of accidents in
the home. ❖ Discuss common causes of accidents in the school. ❖
Talk about first aid treatment for bruises and cuts. occurring at
home; e.g. getting a cut from a knife, falling down from a tree, a
step or a stair, stepping on sharp or hot objects, etc. ❖ Teacher
guides pupils to talk about accidents on the way to school, and at
school. E.g. car crash, hit by motor-bike, etc. At school- falling
down when running, or from a tree, a cut from playing or fighting. ❖
Invite a police officer to give a talk on accidents on the road and
how to avoid them. ❖ Teacher observes for pupils who have bruises
and enquires on how they got them. ❖ Teacher guides pupils to
demonstrate first aid treatment on bruises and cuts. ❖ Pupils are
allowed to practice on first aid treatment on bruises and cuts. ❖
Ask true/false questions. ❖ Observe pupils demonstrate first aid
treatment for bruises and cuts. ❖ Observe pupils’ discussion and
draw conclusion. Clean water, soap, clean piece of white cotton
cloth, bandages, cotton wool, plasters, first aid kit (or box),
Police Officer or Community leader, Charts showing cuts or bruises.
7. Water After completing this topic, pupils should be able to: ❖
Discuss and state the sources of water. ❖ Talk about the uses of
water. ❖ Talk about the effects of using unsafe water, e.g.
illnesses such as diarrhea, typhoid, cholera, etc. ❖ Teacher guides
pupils to talk about the different sources of water in the community,
e.g. stream, well, rain, tap, dam, river, etc. ❖ Teacher asks pupils
to list the uses of water in their homes; at school; and in the
community. ❖ Teacher leads pupils to identify different sources of
water by smelling, tasting, allowing to settle, etc. ❖ Teacher
guides pupils to talk on the effects of using unsafe water, e.g.
illness such as cholera, typhoid, diarrhea, etc. ❖ Teacher and
pupils discuss which water is safe for use (for drinking, for
laundering, for bathing, etc. ❖ Ask simple short answer questions.
❖ Ask multiple choice questions. ❖ Ask true/false questions. ❖
Observe pupils’ discussions and drawing conclusion. ❖ Asking pupils
to compare different sources of water. Chart showing sources of
water. Chart showing signs and symptoms of a cholera victim, diarrhea
victim and typhoid victim. 8. Athletics After completing this topic,
pupils should be able to: ❖ Demonstrate skills in running, walking,
and jumping activities. ❖ Teacher demonstrates with pupils how to
run in lanes. ❖ Teacher first, asks pupils to demonstrate running.
❖ Then teachers demonstrate running skills, correcting errors made
by pupils. ❖ Teacher asks pupils to jump, first for distance. ❖
Teacher then demonstrates, beginning with ❖ Ask shortanswer
questions. ❖ Ask true/false questions. ❖ Ask pupils to demonstrate
Up-rights, Cross-bar, Baton, Whistle, Sand, Foam, take-off board, 29
❖ Identify implements used in running,, and jumping activities. ❖
Demonstrate use of implements in running and jumping activities.
approach run unto landing. ❖ Teacher demonstrates jumping for
height, using simple technique. ❖ The pupils are asked to
demonstrate jumping for height. ❖ Teacher guides pupils to name the
implements used in running and jumping, e.g. cross-bar, uprights,
etc. running and jumping techniques. ❖ Observing pupils and drawing
conclusions. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION –THIRD GRADE (CLASS 3) Term 3 Suggested Topics/
Themes/Units Specific Leaning Outcomes Recommended Teaching Styles or
Pedagogical Approaches Assessment Methods Suggested Learning Teaching
Resources 9. The Human Body After completing this topic, pupils
should be able to: ❖ Name the main parts of the human body. ❖
Discuss the organs found in each part. ❖ Talk about some organs
function, e.g the ear for hearing, etc ❖ Teacher introduces lesson
by asking questions. ❖ Teacher asks pupils questions on their body
parts, e.g. touch your head; your stomach; your nose; etc ❖ Teacher
asks pupils to identify their body parts as each locates the parts
named by the teacher. ❖ Teacher discusses with pupils the organs
found in some of the body parts named; the head has the eye, nose,
mouth, ears, etc. The chest has the ribs, lungs, heart, breast, etc.
❖ Pupils discusses in group, the organs found in various body parts.
❖ Teacher asks pupils to talk about the functions of the organs of
the various body parts. ❖ Pupils form groups and discuss the
functions of the organs of the various body parts. E.g. the eyes are
used to see; the mouth is used to eat; the nose is used to smell,
etc. ❖ Ask short answer questions. ❖ Ask true/false questions. ❖
Ask multiple choice questions. ❖ Allow pupils to draw some body
parts. ❖ Observe pupils discussion and draw conclusion. ❖ Give home
work to pupils. Chart showing the parts of the body. Diagram of some
organs such as the eyes the ears, the hand etc. 10. Rest and Sleep
After completing this topic, pupils should be able to: ❖ Discuss the
importance of rest and sleep. ❖ Talk about the occasions and times
to rest and sleep. ❖ Teacher introduces the lesson on why people
need to rest and sleep. ❖ Teacher asks questions on how they usually
rest and sleep. ❖ Teacher organizes pupils in groups to talk about
rest. ❖ Teacher introduces sleep and talks about why people need
sleep. ❖ Pupils discuss in groups why they need sleep. ❖ Teacher
discusses with pupils the appropriate times to sleep; e.g. at night
after a tedious work, when sick, etc. ❖ Ask short answer questions.
❖ Ask multiple choice questions. ❖ Observe pupils’ discussions and
drawing conclusions. ❖ Give pupils home work to do. Chart showing
various ways of resting. Chart showing people at sleep. 30 11. Drugs
After completing this topic pupils should be able to: ❖ Define
drugs. ❖ Talk about sources and use of drugs. ❖ Discuss about the
effects of misusing drugs at home. ❖ Teacher introduces lesson by
describing and talking various types of drugs. ❖ Teacher asks pupils
to identify some drugs that they know. E.g. from hospitals, pharmacy,
herbs from bush, from leaves, roots and stems of plants, etc. ❖
Teacher asks pupils to talk about the sources of drugs they have
named. ❖ Teacher guides pupils to define drugs. E.g. ‘any substance
which we use to relieve pain, sickness and discomfort’. ❖ Teacher
guides and observes pupils talk about various drugs such as those
meant for healing wounds, relieving pain, and giving relief, etc. ❖
Teacher talks about drug safety at home among children- e.g. how
children misuse drugs at home. ❖ Teacher encourages pupils to talk
about the consequences of misuse of drugs. ❖ Pupils talk
about/identify various ways of misusing drugs at home; e.g. drinking
tablets not meant for one; taking more tablets than directed; taking
drugs at the wrong time, etc. ❖ Pupils talk about the consequences
of misusing drugs at home. E.g. death, further sickness, drowsiness,
fainting, etc. ❖ Ask pupils short answer questions. ❖ Ask multiple
choice questions. ❖ Ask true/false questions. ❖ Watching pupils
demonstrate signs of feeling pain. ❖ Watching pupils demonstrate
preparation of local herbs into drugs, etc. ❖ Observing pupils and
drawing conclusion. ❖ Give pupils home work to do. Samples of some
drugs, Chart showing various types of drugs. Boxes of drugs in the
subject corner, Boxes or packets of some drugs brought by the pupils.
HIV Recognise that HIV is now treatable and people living with it can
have productive lives Ask pupils if they have heard of treatments for
HIV Ask them to identify these Explain the importance of legitimate
treatment under the supervision of suitable health professionals
Explain that adherence is not easy but is very important ❖
Observation of discussion Pictures of packets of HIV related
medications PHYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS FOR
THE SECOND STAGE OF BASIC EDUCATION –THE FOURTH STAGE - CLASS 4 –
TERM 1 Suggested Topics/Theme s/Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources ( 1. Measuring of
Physical Health Education (PHE). By the end of the lesson, pupils
should be able to:- ❖ Define PHE. ❖ State the importance of PHE. ❖
Discuss the values of PHE e.g. mental, ❖ Teacher discusses with
pupils the meaning of PHE. ❖ Let the pupils state the activities
they usually as PHE programmes. ❖ State the importance of PHE and
its values. ❖ Discuss how PHE helps develop the mental, physical,
social and emotional aspects of the ❖ Ask short simple questions. ❖
Ask true/false questions. ❖ Ask multiple choice questions. ❖ Set
simple quiz - Text-books - Pamphlets 31 physical, social & emotional
aspects individual. ❖ Teacher divides pupils into groups to discuss
the values of PHE; one group to discuss, for e.g. the physical value,
another to discuss the mental, etc. based on the topic. ❖ Observe
pupils discussions and draw conclusion. ❖ Give home work to pupils.
2. Fundament al movement. after completing this topic, pupils should
be able to: ❖ Different shapes with their body. ❖ Balance with
different parts of the body. ❖ Transfer body weight from one part to
the other. ❖ Perform simple gymnastics e.g. twisting and turning,
dance etc. ❖ Teacher starts with warming up activities such as
jogging, twisting, bending, etc. ❖ Teacher discusses and
demonstrates simple shapes with the body. ❖ Pupils do some shapes
and weight bearing and simple gymnastics e.g. cast wheel, types of
movement from one point to the other without running or walking. ❖
Pupils are guided to demonstrate two or more combined weight bearing
skills, e.g. from the head to the hands, and to the back, etc. ❖ Ask
pupils to demonstrate. ❖ Observe pupils demonstrate and draw
conclusion. ❖ Ask simple questions about their feelings to the
exercises. Playground Whistle Mattresses Foams 3. Games Rescue Relay
Tunnel Relay) After completing this topic, pupils should be able to:
❖ Define minor games. ❖ State examples of minor games, such as
rescue relay, mini football, balance-ball, etc. ❖ Play the named
minor games. ❖ Demonstrate the main skills in the minor games. ❖
Teacher guides pupils to warming up exercises, e.g. stretching,
jogging, etc, ❖ Teacher explains what minor games are. ❖ The pupils
are asked to name some minor games they know, e.g. mini football,
balance-ball, chairball, Rounders, etc. ❖ Teacher introduces a minor
game (Rescue relay). ❖ Teacher demonstrates how rescue relay is
played. ❖ Teacher divides class into groups and observes pupils play
rescue relay. ❖ Teacher does same for ‘Tunnel relay’. ❖ The
pupils demonstrate how to play each of the minor games. ❖ Teacher
guides the pupils to explain the rules for each game. ❖ Ask the
pupils to warm up around. ❖ Observe the pupils play the games based
on the rules. ❖ Asks pupils questions on their feelings to the game.
❖ Observe pupils reactions and draw conclusion. - Safe playground -
Batons balls - Different colour ribbons - Whistle 4. HYGIENE
(Personal + Environmental) After completing this topic, pupils should
be able to: ❖ Define personal and environmental hygiene. ❖ Teacher
introduces lesson with questions. ❖ Teacher does some personal
hygiene activities and asks pupils to say what they see. ❖ Teacher
discusses with pupils the terms ❖ Ask short answer questions. ❖ Ask
true/false questions. - Text-book - Brooms chart on - Type of toilet
32 ❖ Discuss how to care for the body e.g. teeth, hands, feet, mouth
hair etc. ❖ Define the term food hygiene. ❖ Discuss how to achieve
food hygiene. ❖ Define Refuse disposal and state the types of
refuse. ❖ Discuss methods of refuse disposal. ❖ Define the term
sewage and sewage disposal. ❖ Types of Toilets or Latrines. Hygiene,
types of hygiene. ❖ Teacher encourages pupils to define personal
hygiene. ❖ Teacher guides pupils to give and demonstrate personal
hygiene practices. E.g. washing hands, brushing the teeth, combing
the hair, etc. ❖ Teacher does some environmental hygiene activities
and asks pupils to identify his actions, e.g. sweeping the yard,
dusting chairs, etc. ❖ Teacher guides pupils to talk on food hygiene
practices, e.g. washing food before eating, covering food, cooking
food properly, etc. ❖ Teacher guides pupils to talk about and define
‘Refuse disposal’. ❖ The pupils are guided to name methods Refuse
disposal, e.g. burning, burying, throwing in trash cans (or dust
bins), throwing in landfills, etc. ❖ Teacher guides pupils to talk
about sewage disposal. ❖ The pupils are guided to discuss the types
of sewage disposal, e.g. toilet bailer vehicle, septic tank, manual
disposal by night-soil men, etc. ❖ Teacher guides pupils to discuss
how to take care of their toilets, e.g. scrubbing daily, covering,
disinfecting, etc. ❖ ❖ Ask multiple choice questions. ❖ Set simple
quiz based on the topics. ❖ Listen to pupils’ discussions ❖ Allow
pupils to demonstrate personal hygiene practiced ❖ Ask/observe
pupils demonstrate environmental hygiene practices. ❖ Observe group
discussions and draw conclusion. ❖ Give home work to pupils. - Dust
bins - Tooth brush - Paste - Shaven Stick - Ashes water - Soap, sapo
- Scrubbing brush TERM 2 5. Foods and Nutrition After completing this
topic, pupils should be able to: ❖ Define foods and nutrition. ❖
Classify the food nutrients. ❖ State the groups of food nutrient and
where to obtain each e.g. ‘go’ food-energy providing; ‘Grow’ food
and the ‘glow’ food. ❖ State methods of preparing food and how ❖
Teacher introduces lesson with discussion on the meaning of food and
nutrition. ❖ Pupils are asked to name some foods in the community.
E.g. rice, fish palm oil, vegetables, etc. ❖ Teacher guides pupils
to state reasons for eating food. ❖ Teacher guides discussions on
the types of nutrients, e.g. carbohydrates, protein, fats and oil,
vitamins, etc. ❖ The pupils are guided to give sources of the
nutrients; e.g. carbohydrates – rice, bread, cassava, etc; protein -
fish, meat, egg, beans, etc. ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Ask multiple choice questions. ❖ Set quiz
based on the topics discussed. ❖ Guide and listen to pupils’
discussions. ❖ Observe discussions and draw conclusion. ❖ Give home
work to pupils. - Samples of common food eaten at home e.g. rice,
beans, potatoes, bananas fish, groundnut cassava etc. Chart showing
classes of foods with examples. 33 food can be contaminated. ❖
Explain how food can be protected and preserved. ❖ Teacher guides
pupils to classify foods into ‘Go’, ‘Grow’ and ‘Glow’ foods. ❖
The pupils are placed into groups to give examples of ‘Go’,
‘Grow’, and Glow’ foods. E.g. Go foods – rice yam, bread,
cassava, etc; Grow foods – meat, fish, milk, beans, chicken, etc;
Glow foods – pawpaw, milk, cheese, cucumber, mangoes, oranges, etc.
❖ Teacher guides pupils to state the various methods of preparing
(cooking) foods, e.g. boiling, roasting, steaming, grilling, frying,
baking, etc. ❖ Teacher divides class into groups to discuss methods
of preparing foods with examples. ❖ Pupils are guided to present
their discussions. ❖ In groups, pupils discuss various ways of
protecting foods from contamination, e.g. covering, keeping in
freezers, etc. ❖ In groups pupils discuss various ways of preserving
foods, e.g. drying, salting, keeping in freezer, canning, etc. 6.
WATER Sources, Uses , How water contaminated Purification and some
diseases related to water. After completing this topic, pupils should
be able to: ❖ Name the sources of water. ❖ List the uses of water.
❖ State how water is contaminated and how to purify water. ❖ State
common disease related to water. ❖ Teacher guides pupils to discuss
the following: Uses of water; and Sources of water. ❖ The pupils are
asked to give the sources and to state what they can be used for;
e.g. tap water – for drinking and cooking; well water – for
bathing, cleaning, washing clothes, etc. ❖ Teacher divides class
into groups to discuss various ways of contaminating water. ❖ Group
leaders make presentations of discussions. ❖ Teacher guides pupils
on how to purify water. ❖ Class discuss in groups various ways of
purifying water. E.g. boiling, filtering, adding chlorine or alum,
etc. ❖ Teacher demonstrates with pupils how to purify water. ❖
Teacher guides pupils to state some diseases related to water, e.g.
cholera, typhoid, diarrhea, ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Ask multiple choice questions. ❖ Ask pupils
to draw sources of water. ❖ Set quiz on the stages of purifying
water. ❖ Observe class discussions. ❖ Observe demonstrations of
activities. ❖ Observe presentations and - Charts showing - Source of
water. - Chart showing stages of purifying water. 34 etc. ❖ Teacher
selects one (cholera); and guides pupils to identify the mode of
transmission, signs and symptoms, treatment and preventive. draw
conclusion. ❖ give 7. Accident/Fi rst Aid After completing this
topic, pupils should be able to: ❖ Define Accident and First Aid. ❖
State the importance of first aid. ❖ State values of first aid
training. ❖ Give first aid treatment for Burns and Scalds. ❖ Name
some accident spot at home and community. ❖ Tell the values of zebra
crossing signs ❖ Teacher introduces lesson by bringing in stories of
accidents and first aid. ❖ Teacher guides pupils to identify issues
of accidents and first aid in the stories. ❖ Teacher discusses with
the pupils the meaning of Accident and First Aid. ❖ The pupils are
guided to state the importance of first aid. ❖ Teacher guides pupils
to give reasons for undertaking first aid, e.g. to save life, etc. ❖
Teacher demonstrates instances of burns and scald using the pupils as
example. ❖ Teacher guides pupils to demonstrate how to give first
aid for burns and scalds. ❖ Individual pupils are encouraged to
demonstrate the first aid treatment for burns and scalds. ❖ Teacher
asks pupils to identify accident spots in the home; e.g. stairs
(steps), kitchen, toilets, gutters, etc. ❖ Teacher introduces safety
of crossing on the road. ❖ Teacher describes zebra crossing points
for pupils. ❖ Teacher demonstrates the rules of crossing on the
zebra; ‘look left, look right, then look left again, and cross
quickly’. ❖ The pupils demonstrate the zebra crossing rules as
demonstrated by the teacher. ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Ask multiple choice questions. ❖ Set quiz
for the pupils. ❖ Ask pupils to demonstrate skills learnt. ❖
Observe pupils demonstration and draw conclusion. ❖ Give home work
to pupils. - Chart show accident spots at house and community. -
Chart on how a child is treated with burns and scalds. - Chart
showing the use of the zebracrossing. 8. Athletics Definition Types
of athletic After completing this topic, pupils should be able to: ❖
To define the term Athletics. ❖ State the types of Athletics. ❖
List the event for track ❖ Teacher introduces lesson through warming
up activities. ❖ Teacher describes various sporting programmes for
pupils to identify, e.g. running, long jump, high jump, throwing
events, etc. ❖ Teacher guides pupils to define athletics. Running,
jumping and throwing sporting ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Observe pupils’ demonstrations ❖ Ask
multiple choice - Tex-books - Safe playground. - Equipment for field
event - Improvised equipment, 35 athletics. ❖ List the event for
field athletic. ❖ Name the jumping events. ❖ Name the throwing
events. ❖ Define sprinting. ❖ List some the sprinting events. ❖
Demonstrate one jumping event, one throwing event and one running
event. activities. ❖ Teacher guides pupils to state the divisions of
athletics – Track and Field athletics. ❖ Pupils are divided into
groups to identify events meant for tracks and events meant for
field. E.g. track events- 100m, 200m, 800m, 1,500m etc and field
events-long jump, high jump, shot put, javelin, etc. ❖ Teacher
demonstrates the sprinting events; then guides pupils to define
sprinting. ❖ Teacher guides pupils to demonstrate a sprint race. ❖
Teacher does a demonstration of a long jump. ❖ Pupils are encouraged
to demonstrate the long jump, using simple technique. questions. ❖
Observe pupils discussions. ❖ Ask pupils to demonstrate skills and
draw conclusion. e.g. uprights, cross-bar shots, etc. - Whistle. -
Take-off board, etc TERM 3 9. The Human Body After completing this
topic, pupils should be able to: ❖ Identify the common parts of the
body. ❖ State the functions each part. ❖ Explain how they take care
of their body. ❖ Teacher introduces lesson with questions. ❖
Teacher guides pupils to identify the parts of the body. ❖ The
pupils turn to each other and identify their body parts. ❖ Teacher
guides pupils to state the function of each part. ❖ The pupils in
group discuss how to take care of each part, e.g. skin, hands mouth
etc. ❖ Teacher guides pupils to demonstrate how to care for some of
their body parts, e.g. skin, mouth, nails, hair, etc. ❖ Teacher
guides pupils to list the items used to care for the skin, hands,
mouth, teeth etc. ❖ Ask simple short questions. ❖ Ask true/false
questions. ❖ Set quiz for the pupils to do. ❖ Watch/observe pupils
dramatize. ❖ Observe pupils discussions and draw conclusion. ❖ Give
home work to the pupils. Chart showing the parts of the human body.
Chart showing the functions of each part. Soap, water, ‘sapo’,
tooth paste, comb, tooth brush, nail cutter, Vaseline or body lotion.
10. DRUGS After completing this topic, pupils should be able to: ❖
Learners to define the term drugs. ❖ List the type of drugs. ❖ List
some useful drugs and harmful drug. ❖ List the effects of drugs. ❖
Teacher displays a series of drugs for pupils to see. ❖ Teacher
guides pupils to talk about the uses of these drugs, e.g. to cure
pain, to heal wounds, to give relief, etc. ❖ Teacher guides pupils
to give a definition for drugs. ❖ Teacher guides pupils to state the
types of drugs (useful and harmful). ❖ Pupils are put into groups to
identify/categorize drugs into useful and harmful. ❖ Group members
are guided to list some useful and harmful drugs. ❖ Ask short answer
questions. ❖ Ask true/false questions. ❖ Ask multiple choice
questions. ❖ Set the pupils in groups and observe group discussions.
❖ Observe pupils Chart showing useful and harmful drugs. Another
chart showing the effects of harmful drugs. 36 ❖ Teacher guides
pupils to explain the effects of harmful drugs. presentations and
draw conclusion. 11. Rest and Sleep After completing this topic,
pupils should be able to: ❖ Define rest and sleep. ❖ Discuss the
reasons for rest. ❖ Discuss the reasons for sleep. ❖ Teacher
introduces lesson through questioning. ❖ Teacher guides pupils to
give instances and ways of resting ❖ Teacher guides pupils to define
rest; e.g. an absence of emotion and inactivity; a relief from
anything demanding work, etc. ❖ Teacher guides pupils to define
sleep; e.g. rest of the body with no conscious thought; a state of
putting the body into subconscious state of rest. ❖ The pupils
discuss reasons why they need to rest and sleep. ❖ Teacher guides
discussion on the importance of sleep. ❖ Asking short answer
questions. ❖ Asking true/false questions. ❖ Asking multiple choice
questions. ❖ Observing pupils discussions and drawing conclusion.
Chart showing someone resting. Chart showing someone sleeping. HIV
Define HIV and AIDS Distinguish between HIV and AIDS Identify the
main modes of HIV transmission Identify how HIV transmission can be
prevented Ask pupils what the terms HIV and AIDS mean Correct any
errors Explain the difference between HIV and AIDS Explain how HIV is
diagnosed ((i.e. testing) Identify the modes of HIV transmission Talk
also about the importance of hygiene and sterilization in preventing
blood to blood transmission, not only of HIV, but also of other more
infectious diseases such as hepatitis which can occur through using
contaminated instruments ( such as blades and needles) Identify how
HIV transmission can be prevented Invite a speaker from an HIV self-
help group Our Future (grade 4-5) Reference material: p.111-3
Understanding HIV and AIDS 37 PHYSICAL HEALTH EDUCATION CLASS 5 TERM
I Suggested Topics/Themes /Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources 1. Meaning of PHE After
completing this topic, pupils should be able to: ❖ Define PHE. ❖
State the Aims of PHE ❖ State the Objectives of PHE. ❖ State the
types of Objectives ❖ Teacher discusses with pupils the meanings of
PHE. ❖ Teacher guides pupils to identify the activities usually done
in PHE lessons. E.g. playing games, athletics, gymnastics, etc. ❖
Teacher guides pupils to state the aims and objectives of PHE. ❖
Teacher groups pupils to discuss the aims of PHE. ❖ Teacher explains
the types of objectives. ❖ Ask short answer questions. ❖ Allow some
pupils to state their own definition ❖ Ask true/false questions.
Text books Pamphlets 2. Fundamental Movement After completing this
topic, pupils should be able to: ❖ To define the term Locomotor. ❖
State the Locomotor skill and non locomotor skills ❖ Demonstrate
some locomotor and non locomotor skills. ❖ Discuss the definition of
locomotor ❖ They are building blocks for all specialized skills in
games, dance and gymnast e.g. Walking, running, leaping, jumping,
Hopping, skipping sliding, Dodging. ❖ Non locomotor e.g. Bending
stretching, swinging Twisting, Turning, pushing, pulling ❖ Give task
to pupils, to test their level of practice. ❖ Allow pupils to
demonstrate the locomotor skill and non locomotor skills. ❖ Observe
pupils demonstration and draw conclusion. Safe play ground Skipping
rope Whistle Foam, Mat, 3. GAMES (Fair Game) After completing this
topic, pupils should be able to: ❖ Organize the pupils and game
situation e.g. soccer, chairball skittle ball, Rounders. ❖ Emphasize
the basis rules for each game. Let them show ❖ Discuss with pupils
the essence of fair play in sports. ❖ Let them be in teams for each
game . ❖ Emphasize the basic rules for each game. ❖ Let the observe
health precautions. ❖ Ask pupils to explain. ❖ Observe pupils play
according to rules. ❖ Let children clean up after each game before
going to class. Balls, games tunic, correct goal pock for chair ball
game Bats, Tennis balls Water and soap. 38 attitude of fair play in
each game. 4. Hygiene After completing this topic, pupils should be
able to: ❖ State simple rules for keeping their homes clean and
safe. ❖ State the type dress used in cold and hot weather. ❖ Talk
about the importance of clothing to the body. ❖ Teacher introduces
lesson by asking simple questions. ❖ Teacher guides pupils to list
simple rules for keeping the environment clean e.g. do not litter the
area. ❖ Teacher guides pupils to prepare a dust bin within their
communities. ❖ Keeps all solid waste materials e.g. papers, empty
tins, leaves, used batteries, plastics properly disposed of. ❖ Keep
gutters free from all things that may prevent water from free flow.
❖ Keep human and all animals waste in its proper place. ❖ Let
pupils name the type of dress they use for each weather. ❖ Ask
pupils short answer questions. ❖ Ask pupils true/false questions. ❖
Ask pupils to list on a piece of paper the rules for keep the
communities clean. ❖ Let them name the type of for cold and hot
weather. ❖ Observe discussions and carefully draw conclusions. Text
books pamphlets. Pupils’ community elders. Class 5 - TERM 2
Suggested Topics/ Themes/Units Specific Learning Outcomes Recommended
Teaching Styles or Pedagogical Approaches Assessment Methods
Suggested Learning Teaching Resources (Core Supplementary) 5. Foods
and Nutrition After completing this topic, pupils should be able to:
❖ Define the term Nutrition. ❖ Name types and sources of nutrients
❖ Discuss some food Taboo e.g. Protein, fats and oils,
carbohydrates, ❖ Teacher discusses with pupils the term nutrient,
e.g. food nutrients are chemical substances obtained the food we eat.
❖ Let pupils name the food nutrients. E.g. carbohydrates, protein,
vitamins, etc. ❖ Teacher guides another group to name the foods from
which each nutrient is obtained e.g. Rice, cassava, meat, eggs, fish,
oranges, banana, milk, butter, tomato, beans ❖ Ask short answer
questions. ❖ Ask true/false questions ❖ Set quiz for pupils. Name
two foods from which the nutrient are obtained. Text books Pamphlets
Types of food e.g. cassava Rice orange, banana, fish, eggs, milk,
butter etc 39 minerals, vitamins, water and Roughage 5,Food Taboo ❖
Teacher guides pupils to define the term Taboo. ❖ Let pupils name
the type foods they don’t like and why. ❖ Tell pupils that some
foods do react to some people where they eat that food e.g experience
rash on the body, diarrhea, chest pain, stomach pain etc. ❖ In a
quiz let pupils name two foods they don’t like. ❖ State the
reactions they experience for eating such foods. Text books Pamphlets
Chants Showing Foods that may be Taboo to some people 6. Water After
completing this topic, pupils should be able to: ❖ Name some of the
diseases related to water e.g. Diarrhea, typhoid, cholera etc. ❖
Talk about vectors and pests. ❖ Discuss how to prevent flies,
cockroaches, rats etc from their homes. ❖ Discuss with pupils some
of the diseases related to water. ❖ State how to prevent insects
like flies, mosquitoes, rats, cockroaches within their homes. ❖
Discuss how to prevent diseases related to water ❖ Let pupils state
the diseases related to water. ❖ List some pests in their homes. ❖
State how to prevent such pests at home. ❖ State how to protect
their drinking water at home. Charts showing pests and vectors 7.
Accidents/First Aid After completing this topic, pupils should be
able to: ❖ Define the term first aid. ❖ State the importance of
first aid. ❖ Talk about first aid treatment for bites e.g.
snakebite, cat bite, dog bite and stings like scorpion or insects. ❖
Discuss with pupils the meaning of First Aid, the importance of First
Aid. ❖ How to render treatment for snake bite. TREATMENT FOR SNAKE
BITE-. ❖ Kill the snake if possible Handle it only by tail. ❖ Give
it to doctor when you arrive at the hospital ❖ Quickly tie the upper
part of the limb neatly. ❖ The tie can made with anything handy like
piece of rope, a piece of cloth torn from a slant or dress, shoe
lace, etc. ❖ The tie should be tight enough to stop the flow of
blood into the heart, but not tight enough to stop blood into
arteries. ❖ This help to stop poison getting into the heart. ❖ To
test is arterial blood is flowing, a pulse beat ❖ Ask pupils why
must the patient be kept still? ❖ Why should the victim be kept
warm? ❖ Why do you tie the upper part of affected limb? ❖ Why
should you cut the affected area? ❖ Why should you release the tie
after every 15 minute? Text book pamphlets Chart showing first aid
rendering treatment Sharp objects, e.g. blade, broken bottle pen
knife. 40 must be felt at the risk or ankle. ❖ Wash the wound with
if possible without rubbing. ❖ Hang the limb downward. ❖ Cut the
affected area with blade or any sharp instrument for blood to flow
out. ❖ The cut should be made vertically. ❖ Release the tie every
15 minutes. ❖ Keep casualty at rest and warm. ❖ Give hot coffee or
tea and aspirin if available. ❖ Get medical help 8. Athletics After
completing this topic, pupils should be able to: ❖ Name the skills
use in long jump and High jump events. ❖ Give illustrations for long
jump pit, High jump stance and baton exchange. ❖ Demonstrate skills
in relay racing. E.g. baton exchange. ❖ Teacher introduces lesson
with warming up exercises e.g. jogging, stretching, hopping, etc. ❖
Teacher discusses with the pupils the skills used in long jump and
high jump events. E.g. the hang skill in long jump and the western
roll in high jump. ❖ Teacher does simple demonstration of the skills
mentioned. ❖ Make simple illustrations of long jump pit high jump
stance. ❖ Teacher arranges pupils for demonstration of baton
exchange in relay racing. ❖ Teacher does series of practices of
baton exchange. ❖ Teacher guides pupils to discuss the sectors and
apparatus used in both long jump and high jump events. ❖ Ask short
simple questions. ❖ Ask true/false questions. ❖ Get the pupils out
to the playground to demonstrate the skills e.g. the sail, hang,
hitch-kick (in long jump) and the Western roll, scissors, straddle
and Fosbury flop (in high jump). ❖ Observe pupils’ demonstration
and draw conclusion. Chart showing long jump pit . High jump space,
Athletes doing baton exchange, Batons (or short sticks), Take-off
board, Playground, Whistle. Class 5 - Term 3 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources 9. The Human Body After completing this
topic, pupils should be able to: ❖ List the organ of the human body.
❖ State the functions of each organ. ❖ Teacher introduces lesson
with questioning skills. ❖ Teacher asks each pupil to name one organ
of his or her body. ❖ Teacher writes the organs on the blackboard.
❖ Teacher guides pupils to state one function of the named organ.
E.g. the eyes – to see; ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Prepare short quiz for the pupils to do. ❖
Allow pupils to make Chart showing the different organ of the body.
Chart showing postural defects. 41 ❖ Discuss some postural defects
in the human body. the tongue – to taste, etc. ❖ Teacher
demonstrates some postural defects such as wrong or defected walking,
and sitting postures. ❖ Teacher guides pupils to give reasons for
such defects. ❖ Pupils discuss in groups practices they should
undertake to avoid postural defects. illustrations. ❖ Pupils
demonstrate postural defects. ❖ Observe pupils and draw conclusion.
10. Drugs (Drug Abuse, and misuse) After completing this topic pupils
should be able to: ❖ Define drugs . ❖ State reasons for talking
drugs. ❖ State the categories of drugs. ❖ Talk about the effects of
drugs abuse and drug misuse. ❖ Teacher introduces lesson by asking
pupils to define drugs in their own way. ❖ Teacher discusses with
pupils the meaning of drugs. E.g. Drug is any chemical substance that
alters either the mind or the body. ❖ State reasons for taking drugs
e.g. To ease peer pressure; to satisfy curiosity; to relieve boredom;
to hurt self or others, to get confidence, etc. ❖ Ask pupils short
answer questions. ❖ Ask true/false questions. ❖ Observe group
discussions. ❖ Ask pupils to dramatize. ❖ Ask pupils to perform
skits on the issues. Chart showing types of drugs Chart showing
Useful and harmful drugs ❖ Define Drug Abuse misuse and Disuse. ❖
List the types of drugs e.g. prescription Drugs and over-the counter
drugs. ❖ Discuss with pupils the meanings of drug abuse misuse and
Disuse: Abuse= To use wrongly; MISUSE= To use improperly; DISUSE=
Lack of use stop the use. ❖ Observe group discussion and draw
conclusions Text books pamphlets (Types of drugs) ❖ Tell what over
thecounter drugs are and what prescription drugs are. ❖ Discuss with
pupils the different types of drugs e.g. Over- the-counter drugs-
these can be easily obtained from anywhere without a prescription.
PRESCRIPTION DRUGS- These require a specialist to issue a form called
prescription for the patient before getting the drugs ❖ Allow pupils
to demonstrate the purchase of Over-theCounter and Prescription
drugs. Chart with the different types of drugs. ❖ Suggest means or
ways of controlling drug use. ❖ Teacher allows the pupils to state
what they feel about the control of drug use, e.g. getting users to
know the dangers of drug in the body, Sanction the unlawful use of
drugs, etc. ❖ Let the pupil’s state other ways-of controlling drug
use. ❖ Ask pupils to dramatize skits or role-plays on control of
drug abuse. Text books pamphlets 42 14. Puberty Respect the right of
self and others to personal space and privacy Recognise the
difference between good and bad touch Feelings and self-esteem
Understand and demonstrate the role played by traditional practices
and initiation ceremonies (including FGM) in relation to puberty.
Identify major changes male and female bodies undergo throughout life
Define puberty Describe the process of puberty for boys and girls
Identify the key respective dimensions of puberty (physical,
emotional, social, cognitive) for boys and girls Acknowledge - in
self and others -the internal and external effects of puberty
Recognise that the visible features of puberty can might be
especially challenging (e.g. those with disabilities, intersex)
Resist efforts to tease or stigmatise others Challenge attempts by
others to shame those undergoing puberty Identify social rituals and
rites that mark sexual maturity for girls and boys respectively,
including traditions which may be harmful such as FGM Introduce the
ideas of human and children’s rights as a necessary prelude to
discussing sex and sexuality Talk about the fundamental right to
control over one’s own body and the role of feelings and self-esteem
in influencing subsequent behaviour Talk about traditional practices
and how these might affect the body and future relationships (This
should be done in single sex groups) Introduce the lesson by
explaining that throughout life, our bodies change. Illustrate this
with images of babies, toddlers, young children, older children,
young people, adults, older people. Ask students to identify the
physical differences they see from one stage to the next What do
these differences mean in terms of what the person can do? How they
feel? What they think about? Puberty is the name for the time when
our bodies go through a series of changes in preparation for
adulthood. Illustrate these changes with suitable models or images
Body mapping (drawing the outline of real-size male and female bodies
– using volunteers lying on large sheets of paper on the floor and
drawing around them) Ask pupils to mark on the outline the parts of
the body where the changes associated with puberty occur You can also
use these as reference items for further activities about the body
and development Explain why puberty might be more challenging for
some people than others Give examples of teasing, bullying and
shaming related to puberty ❖ Ask pupils to brainstorm or role-play
constructive ways of responding to these Observation of discussion
p.55-6 Activity 2, 3 + 4 p.60 Activity 1+ 2 Ask pupils (in single sex
groups) to debate issues relating to traditional practices, including
FGM Quiz on changes associated with puberty for boys and girls To
include questions on: • Defining puberty • Male and female bodies and
puberty • Physical, emotional, cognitive and social changes
associated with puberty • Differences between sex and gender
Observation of discussion Role plays Activity: p.38 Changes in boys
and girls Activity p.37 on body mapping ❖ Observation of discussion
Our Future Grade 4-5: p.19-33 reference material and trigger images
in children’s rights, good and bad touch and abuse p.53-54 reference
material on feelings p.58-59 on self-esteem Illustrations of male and
female bodies at different key stages: birth, puberty, adulthood
(include pregnant and nonpregnant women), oldage large sheets of
paper Marker pens Cards or smaller bit of paper to use as labels Our
Future: p. 36 Reference material on physical changes at puberty Our
Future: models of male (p42- 44) and female reproductive systems
(p39-41) menstruation (p45-46) and wet dreams (p50-52) 43 11. Rest
and Sleep (Exercise and fatigue) After completing this topic, pupils
should be able to: ❖ Talk about exercise and fatigue. ❖ Discuss the
importance of rest and sleep. E.g. During sleep growth hormones are
released into the blood stream for growth and to maintain health,
etc. ❖ Discuss the importance of exercise. ❖ Teacher introduces
lesson with questioning. ❖ Teacher guides pupils to give two reasons
for sleeping and resting. E.g. State two reasons for exercise. ❖
Teacher guides pupils to define the term ‘Fatigue’. Define the term
fatigue – a state of tiredness from work, etc. ❖ Teacher encourages
pupils to talk about the importance of rest. E.g. REST- To support
human life; To prevent personality disturbances; To prevent loss of
coordination; To enhance concentration etc. ❖ Teacher discusses with
pupils the importance of sleep and rest. ❖ Ask short answer
questions. ❖ Ask true/false questions. ❖ Allow the pupils to
explain why they sleep. ❖ Set quiz for pupils. ❖ Observe pupils
discussion and draw conclusion. ❖ Give home work to pupils. Text
books Pamphlets ❖ Discusses with pupils, the importance of exercise
in the human body e.g. Exercise reduces the rest of developing heart
diseases; To prevent arteries from hardening; to Prevent
hypertension; it ❖ The pupils in group work give more importance of
exercise, e.g. reduces the level of fatty deposits in the blood
stream, etc. Text books pamphlets HIV Define stigma and
discrimination Recognise instances of HIV-related stigma and
prejudice Identify personal impact of living with HIV and need for
support Our Future (Grade 6-7) Resource Material on stigma p.105-6
Discrimination game p.107 Our Future (Grade 6- 7) 44 PHYSICAL HEALTH
EDUCATION OUTLINE TEACHING SYLLABUS FOR SECOND STAGE OF BASIC
EDUCATION (CLASS 6) Term 1 Suggested Topics/Themes /Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
1. The Meaning of PHE After completing this topic, pupils should be
able to: ❖ Define the term PHE. ❖ Discuss the definition of PHE. ❖
Discuss the importance of PHE ❖ Teacher introduces topic by asking
questions on PHE. ❖ Teacher guides pupils to state the activities
done in PHE such as games, athletics, gymnastics, swimming, diseases,
first aid, etc. ❖ Teacher guides pupils to state a definition for
PHE, e.g. ‘it is the part of the general education for the total
development of the individual’ or ‘it is the total development of
individual in all aspects through physical activities’, etc. ❖
Teacher guides pupils to make definitions of their own. ❖ Teacher
and pupils discuss the meaning and implication of the definition of
PHE. ❖ Teacher guides pupils to discuss the importance of PHE, e.g.
it helps one to be physically fit; it teaches one how to play games;
it develops one’s body; it enables one to use leisure time
profitably. ❖ Ask pupils short answer questions. ❖ Ask pupils
true/false questions. ❖ Set pupils in groups to discuss various
aspects of PHE, e.g. the physical, social, mental, and emotional,
etc. ❖ Observe pupils discussions and draw conclusion. Charts of
people involved in different sporting activities. 2. Fundamental
Movement After completing this topic, pupils should be able to: ❖
Demonstrate activities in traditional gymnastics. E.g. forward roll,
Cartwheel, etc. ❖ Demonstrate activities in Modern Educational
Gymnastics. E.g. moving the body various ways, balancing in different
forms etc. ❖ Talk about the value of gymnastics to the individual.
❖ Teacher introduces lesson with warming up activities, e.g.
jogging, stretching, bending, etc ❖ Teacher demonstrates activities
of traditional gymnastics such as forward roll, cartwheel, etc. ❖
Teacher stress teaching techniques/rules in performing some
traditional gymnastics, e.g. Forward roll – stand with feet
together; be in a crouch position; place hands on the mat; tuck your
head to the chest; raise your hips; roll over; jump to a stand. Etc.
❖ Teacher asks pupils to demonstrate other ❖ Ask short answer
questions. ❖ Ask pupils to demonstrate. ❖ Ask pupils to perform
movements of varied patterns and forms. ❖ Ask pupils to perform
varied ways of balancing their bodies. Mat Foam, Mattress, Whistle,
boards, playground, Skipping ropes. 45 ways of moving apart from
walking; e.g. hopping, rolling, crawling, jumping, etc. ❖ Pupils
demonstrate ways of moving in various forms. ❖ Teacher guides pupils
to discuss/talk about the value of gymnastics to the individual, e.g.
it improves flexibility; it develops the body; it enhances
creativity, etc ❖ Observe pupils’ demonstration and draw
conclusion. 3. Games After completing this topic, pupils should be
able to: ❖ Demonstrate skills in soccer such as kicking, heading,
shooting, etc. ❖ Demonstrate skills in Chair ball such as throwing-
andcatching, passing, dribbling, etc. ❖ Teacher introduces lesson
with warming up exercises, e.g. stretching, jogging, twisting, etc.
❖ Teacher guides pupils with good kicking techniques such as instep-
kick, instep-offoot kick. ❖ Teacher guides pupils on the techniques
for heading. ❖ The pupils are introduced to shooting, which is aimed
at scoring a goal. ❖ Teacher introduces skills in chairball game;
skills such as throwing and catching as key technique is emphasized.
❖ Pupils demonstrate series of other passing techniques such as
overhead, chest-pass, one-arm pass, etc. ❖ Pupils demonstrate such
skills as dribbling, etc. ❖ Teacher organizes pupils into teams to
demonstrate skills in a game situation. ❖ Ask pupils short answer
questions. ❖ Observe pupils demonstrate kicking skills. ❖ Observe
pupils demonstrate heading skills. ❖ Observe pupils demonstrate
shooting skills. ❖ Observe pupils demonstrate skills in chairball
such as throw-and-catch, overhead pass, underarm pass, etc ❖ Observe
pupils in team games and draw conclusion. Football, Basketball,
Medium sized ball, Whistle, Chairs, Playground Ribbons of various
colors (to differentiate teams) 4. Hygiene After completing this
topic, pupils should be able to: ❖ Classify disease into
communicable and Noncommunicable. ❖ Discuss causes of signs and
symptoms, treatment and prevention of diseases, e.g. airborne
diseases. ❖ Teacher introduces lesson by asking pupils to name some
diseases, e.g. cough, cold, TB, polio, malaria, typhoid, cholera,
etc. ❖ Teacher encourages pupils to help classify these diseases
into communicable and noncommunicable. ❖ Teacher selects some common
communicable diseases and discusses with pupils the causes, signs and
symptoms, ❖ Ask pupils short answer questions. ❖ Observe pupils
discussions. ❖ Ask multiple choice questions. ❖ Ask true/false
questions. ❖ Observe pupils Chart showing causes signs and symptoms,
Treatment, and prevention of a communicable disease, Chart showing 46
❖ Talk about disposal of different types of refuse. ❖ Discuss
control of vectors and pests. ❖ Explain the importance of EPI.
treatment and prevention. ❖ Teacher and pupils discuss disposal of
refuse. ❖ Teacher asks pupils to name the different garbage
collected at home and in school. ❖ Teacher and pupils discuss how
these garbage are disposed. ❖ Teacher guides pupils to explain the
meaning of vectors and pests. ❖ Teacher and pupils identify vectors
and pests of various diseases. ❖ Teacher asks pupils to go into
groups and discuss how they can control vectors and pests. ❖ Teacher
guides pupils on the meaning of Expanded Programme of Immunization
(EPI). ❖ Teacher guides pupils to identify the diseases associated
with EPI. ❖ The pupils and teacher discuss the importance of EPI.
demonstration of issues discussed. ❖ Observe pupils and draw
conclusion. ❖ Give home work to pupils. different refuse disposal
methods. Chart showing some vectors and pests and their control.
OUTLINE TEACHING SYLLABUS FOR THE SECOND STAGE OF BASIC EDUCATION-THE
SIXTH GRADE (CLASS 6) Term 2 Suggested Topics /Themes/Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
5. Foods and Nutrition After completing this topic, pupils should be
able to: ❖ Define the terms ‘Nutrition’ and ‘Nutrients’. ❖
Classify foods into ‘Go’, ‘Grow’ and ‘Glow’ categories. ❖ Talk
about the importance of a ❖ Teacher introduces lesson with
questions. ❖ Teacher guides pupils to name nutrients. E.g.
Carbohydrates, protein, vitamin, fats and oil, minerals, etc. ❖
Teacher guides pupils to define nutrients and nutrition, e.g.
‘nutrients are chemical substances found in the foods we eat’; and
‘nutrition is a study of foods and their importance to man.’ Etc.
❖ Teacher guides pupils to name nutrients and their sources. E.g.
carbohydrates – rice, bread, cassava, yam, etc; protein- meat, fish,
egg, sardine, chicken, ❖ Ask short simple questions. ❖ Ask pupils
to classify foods. ❖ Ask pupils true/false questions. ❖ Observe
group discussions by pupils. ❖ Observe demonstrations by pupils. ❖
Teacher observes and Samples of food items in subject corner. Chart
showing food nutrients. Chart showing food classes-Go foods, Grow
foods and Glow foods. 47 balanced diet. ❖ Demonstrate how to prepare
a balanced diet using inexpensive foods. beans, etc; vitamins-
oranges, pawpaw, etc. ❖ Teacher divides class into groups of three
to divide ‘Go’ ‘Grow’ and ‘Glow’. ❖ Pupils go into groups to
classify foods into Go, Grow and Glow. ❖ Teacher introduces issues
of diet and a balanced diet. ❖ The pupils are guided to define and
explain the meaning of a balanced diet. ❖ The pupils are grouped to
discuss the importance of a balanced diet. ❖ Group heads give out
their points discussed. ❖ Teacher allows individual members to
contribute to group discussion. ❖ Teacher guides pupils to name the
constituents of a balanced diet from foods in their local community.
E.g. rice, fish, beans, egg-plants, leafy vegetables, palm oil, etc.
❖ Teacher asks pupils in various groups to prepare different
balanced diets using foods easily gotten from the local community.
draw conclusion. ❖ Give home work to pupils. ❖ Observe pupils
reporting techniques. Chart showing a balanced diet. Food items
brought in by the pupils. 6. Water After completing this topic,
pupils should be able to: ❖ Talk about some water-related diseases
such as river blindness. ❖ Discuss about the causes of, signs and
symptoms, treatment and prevention of river blindness. ❖ Talk about
typhoid, its causes, signs and symptoms, treatment and prevention. ❖
Teacher asks pupils to name diseases which are water-related. E.g.
typhoid, cholera, diarrhea, bilharzias, dysentery, etc. ❖ Teacher
groups pupils and discusses the causes, signs and symptoms, and
treatment of any one waterrelated disease. ❖ Teacher distributes
diseases topics to pupils for discussion. ❖ Pupils writes down their
points for presentation. ❖ Teacher asks each group to present and
explain their findings to the class. ❖ Teacher displays chart of a
sample water-related disease. ❖ Pupils and teacher discuss the chart
and compare points to their own findings. ❖ Ask short answer
questions. ❖ Ask multiple choice questions. ❖ Ask true/false
questions. ❖ Observe pupils in their group discussion. ❖ Observe
pupils in their presentation. ❖ Observe pupils discussion and draw
conclusion. ❖ Give home work to pupils. Chart showing a sample of
waterborne disease,\its causes, signs and symptoms, treatment and
prevention. 7. Accidents/First After completing this ❖ Teacher
demonstrates some actions depicting ❖ Ask simple short First Aid
kit/box, 48 Aid topic, pupils should be able to: ❖ Define sprain,
strain, and fractures. ❖ Talk about ways of caring for sprains,
strains and fractures. ❖ Discuss the content of a first aid kit.
sprains, strains and fractures. ❖ Teacher asks pupils to identify
what ailments they can see as the teacher demonstrates. ❖ Teacher
guides pupils to define sprain, strain, and fractures. ❖ To get
pupils into groups, each group is given a topic to discuss. ❖ Group
members are given tasks to identify causes, signs and symptoms,
treatment, prevention of sprain, strain, and fracture. ❖ Teacher
asks pupils to demonstrate signs of the ailment. ❖ Pupils are asked
to role-play how to care for sprains, strains, and fractures. Teacher
asks pupils to name objects to be found in a first aid kit. ❖
Teacher displays some equipment of a first aid kit and pupils
identify the objects therein. questions. ❖ Ask true/false questions.
❖ Ask multiple choice questions. ❖ Observe pupils discussions. ❖
Observe pupils role-play first aid treatment on sprains, strains, and
fractures. ❖ Observe pupils discussion and draw conclusion. Chart
showing first aid treatment for sprains, strains and fractures. 8.
Athletics After completing this topic, pupils should be able to: ❖
Demonstrate sprinting and jumping activities. ❖ Differentiate
between track and field athletics. ❖ Make specifications of some
field events (field athletics), e.g. shot put, long jump, etc. ❖
Teacher introduces lesson through questioning. ❖ Teacher asks
various pupils to demonstrate sprinting. ❖ Pupils are asked to run
in groups at top speed. ❖ Teacher guides pupils to name events done
at track and field athletics. ❖ Teacher leads pupils to categorize
the events into track and field. ❖ Teacher divides class into two,
each to identify the track or field events. ❖ Teacher further
divides class into groups to examine specifications for some field
events, e.g. shot put, long jump, etc. ❖ Teacher calls each group
leader to do presentation on their tasks. ❖ Teacher observes and
does corrections on classification of events in track and field. ❖
Charts of field events with correct specifications are displayed for
children. ❖ Ask short answer questions. ❖ Ask true/false question.
❖ Ask multiple choice questions. ❖ Ask pupils to demonstrate. ❖
Ask pupils to discuss in their groups. ❖ Observe group presentation
and draw conclusions ❖ Give home work to pupils. Playground,
Whistle, Shots, take-off board, Uprights, Crossbar, Foam, Sand, Tape-
measure, Chart showing specifications of field events. 49 OUTLINE
TEACHING SYLLABUS FOR THE SECOND STAGE OF BASIC EDUCATION – THE
SIXTH GRADE (CLASS 6) Term 3 Suggested Topics/ Themes/Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
9. The Human Body After completion this topic, pupils should be able
to: ❖ Name the systems of the human body. ❖ Identify the organs of
body related to the systems. ❖ Discuss the functions of the systems.
❖ Talk about some diseases related to some systems. ❖ Teacher
introduces lesson through questions. ❖ Pupils are asked to name
system of the body, e.g. skeletal, muscular, digestive, nervous, etc.
❖ The pupils are placed into groups with tasks to do. ❖ Teacher
asks various group to identify organs related to a named system. E.g.
skeletal- bones, cartilage, etc; digestive- mouth, tongue, esophagus,
stomach, intestines, etc. ❖ Teacher guides pupils to discuss the
functions of the systems. ❖ Teacher displays charts showing some
systems of the body. ❖ Teacher guides pupils to discuss the chart.
❖ Teacher asks pupils to identify diseases related to some systems.
❖ Teacher divides class into groups; each group to talk about the
diseases related to a particular system, e.g. skeletal- sickle cell,
dislocation, fraction, etc. digestivediarrhea, dysentery,
constipation, etc ❖ Teacher makes corrections on pupils discussions
and findings. ❖ Ask short answer questions. ❖ Ask multiple choice
questions. ❖ Ask true/false questions. ❖ Observe pupils discussions
in their groups. ❖ Observe pupils discussion and draw conclusion. ❖
Give home work to puipils Chart showing the human body. Charts
showing some systems of the human body. E.g. skeletal, digestive,
respiratory, etc. 50 Gender Distinguish between sex and gender
Identify gendered dimensions of FGM Identify gender stereotypes and
their respective effects upon girls and boys Value gender equality
Recognise different forms of gender inequality, including bullying,
teasing, harassment and violence Identify sources of support for
those affected by the above Challenge assertively gender
discriminatory language and behaviour Explain the difference between
sex and gender with examples Ask pupils what is the motivation for
FGM and how does this relate to gender? Provide examples of gender
stereotypes and how these might affect what people feel about
themselves Explain what gender equality means and why it matters Ask
pupils to give examples of gender inequality Discuss sources of
emotional support ❖ Ask pupils to demonstrate through role play
challenging gender discrimination Observation Ask pupils to debate
(in single sex groups if appropriate) if significant traditions
(including FGM) are compatible with gender equality? Activity (p.73)
Gender role or sex role Activity (p.74) Being a boy, being a girl
Activities (p.74-5) Miming sex roles Activities (p.77-9) ‘Real’
boys & girls Activities (p.66) ❖ Role plays Our Future p. 70-79 –
resource information, images and activities on gender Trigger
pictures from Our Future p8-9 to discuss gender and respect in
classroom (for both pupils and teachers) Our Future p.13-15 resource
material for talking about supporting one another during puberty Our
Future: (65-66) Resource material Also: p. 53-61 reference material
and activities on feelings and self-esteem 10. Rest and Sleep After
completing this topic, pupils should be able to: ❖ Talk about
oversleep, laziness, and inactivity. ❖ Discuss the consequences of
oversleep, laziness and inactivity. ❖ Teacher guides the pupils to
define oversleep, laziness, and inactivity, ❖ Teacher guides pupils
to give reasons for oversleep, laziness and inactivity. ❖ Teacher
guides pupils to differentiate between laziness and tiredness. ❖
Teacher guides pupils to demonstrate of oversleep, laziness, and
inactivity. ❖ Pupils in their groups discuss consequences for
oversleep, laziness and inactivity. ❖ Group leaders present their
discussions on the consequences of oversleep, laziness and
inactivity. ❖ Ask short answer questions. ❖ Ask true/false
questions. ❖ Ask multiple choice questions. ❖ Observe pupils in
group discussions. ❖ Observe pupils in group presentations and draw
conclusions. ❖ Give pupils home work to do. Chart showing
consequences of people who oversleep, who are lazy and who are
inactive. HIV Understand the meaning of living well with HIV Identify
different kinds of support needed by people living with HIV Teach the
meaning of living of HIV Our Future (Grade 6-7) Activities p.103-4
Role play, Thinking ahead Drawing a cartoon, Our Future (Grade 8-9),
Activities p. 122-3 Role play, Writing a dialogue Our Future Grade 8-
9 Resource material p.118-127 Voluntary testing and counselling
Living positively with HIV 51 PHYSICAL HEALTH EDUCATION JSS I- FIRST
TERM OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION Suggested Topics/
Themes /Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 1. Basic Concepts of Physical Health
Education After completing this topic/themes, the pupils should be
able to: ❖ Define the term physical Health Education. ❖ List the
components of Physical Health Education ❖ State the importance of
Physical health Education to the body. ❖ Distinguish between health
and health education. ❖ State the importance of health education. ❖
Essay questions that require short answer questions to the following
❖ Meaning of Physical Health Education ❖ Importance of Physical
Health Education ❖ Meaning of health and health education and its
importance ❖ Teacher introduce lesson by asking questions that
challenge the intellects of the pupils: ❖ Encourage brain storming
❖ Teacher explains the three domains of Physical Health Education
i.e. cognitive psychomotor and effective. ❖ Black board
illustrations. ❖ Use of flash cards 2. Body Movement After
completing this topic/theme, the pupils should be able to: ❖
Describe the meaning of movement and its importance ❖ To list
examples of movement: running, crawling, jumping, skipping etc. ❖
Teacher demonstrates practical example of these movements. ❖ Pupils
perform roles as demonstrated by the teacher. ❖ Teacher supervises
pupils as they perform. ❖ Play ground ❖ Mats/mattresses ❖ Whistle
❖ Skipping rope. 3. Games/Spo rt After completing this topic/themes
the pupils should be able to: ❖ Describe the meaning of play ❖
Essay questions that require short answers ❖ Multiple choice
questions ❖ Teacher asks questions to challenge the intellect of the
pupils ❖ Black board ❖ Classroom ❖ Flash cards 52 and its
importance. ❖ List the types of games with examples and their
importance. ❖ Explain the meaning of sports and its importance. ❖
True/False. ❖ Encourage brainstorming. ❖ Charts showing the meaning
and importance of games, sports play. 4. Athletics After completing
this topic/themes, the pupils should be able to: ❖ Explain the
meaning of Athletics. ❖ List and describe the types of athletics
with examples: Track events, 100m, 200m, field events: High jump,
long jump etc. ❖ State and demonstrate the commands of sprint
start : ❖ On your marks, set and go otherwise known as the sprint
start commands. ❖ Illustrate examples of a false start and what
causes a false start. ❖ Explain the meaning of field events. ❖
Events not done on the track examples High jump, long jump, discus,
shot put, javelin etc. ❖ Essay questions that require short answers
❖ Multiple choice question ❖ True/false statements. ❖ Teacher
demonstrates the different types of field events for the pupils to
see. ❖ Teacher asks pupils to perform the roles individually and in
groups. ❖ Teacher supervise the demonstrations of the pupil, ❖
Teacher asks questions to challenge the intellects of the pupils. ❖
Encourage brainstorming ❖ Arouse pupils interest with activities ❖
Teacher introduces lesson with practical demonstrations. ❖ Pupil’s
role play. ❖ Blackboard ❖ Classroom ❖ Flash cards ❖ Charts
showing the meaning and importance of athletics. ❖ Equipment
examples: batons, starts blacks, whistle/starting, gen, field event:
❖ Take off board, tape measure uphights, crossbars, landing
foams/sand, discus, javelin, shot put, and harmer. 5. Water/Foo d and
Nutrition After completing this topic/themes, the pupils should be
able to: ❖ Outline the types of water (soft and hard). ❖ List and
describe the properties of pure water, (no smell, ❖ Essay questions
that require short answers ❖ Multiple choice questions. ❖
Ture/false statements ❖ Oral presentations/explanations ❖ Teacher
ask questions to challenge the intellects of the pupils. ❖ Encourage
brainstorming ❖ Arouse their interest with activities ❖ Water
samples ❖ Filter paper ❖ Containers ❖ Cups ❖ Charts showing
properties of water, 53 tasteless, no colour etc.) ❖ List the uses
of water examples (drinking, bathing, cooking, laundering, watering
of plants, use in engines to produce hydro- electricity etc.) ❖
Describe the t methods of water purification examples filtering,
boiling, sedimentary etc. ❖ List and understand the examples of
water-borne diseases. ❖ State and describe the meaning of the
following: food, nutrition, nutrients, balanced diet, and its
importance. ❖ Types of food. ❖ List the types of nutrients and
their importance to the body. ❖ Chart showing the different types of
food ❖ Balanced diet and their functions ❖ Role play example
filtering sedimentation etc. ❖ Teacher ask questions to challenge
the intellects of the pupils. ❖ Encourage brainstorming ❖ Arouse
their interest with activities ❖ Role play example filtering
sedimentation etc. methods of purification of water ❖ Blackboard ❖
Charts showing the different types of food, balanced diet and their
functions. 6. The Human cell tissue organs and systems. After
completing this topic/themes, the pupils should be able to: ❖
Explain and describe the cell structure. ❖ List the types and their
functions. ❖ State the differences between plants and animal cells
❖ Outline the relationships amongst Cells, tissues, organs and
systems. ❖ Essay questions that require short answers ❖ Multiple
choice questions ❖ True/false statements. ❖ Homework based on
teacher made questions ❖ Oral presentation ❖ Individual/group work
presentation. ❖ Teacher asks questions to challenge the intellects
of the pupils. ❖ Encourage brainstorming. ❖ Arose their interest
with activities. ❖ Charts, showing the differences between plant and
animal cells. 7. Environm ental Sanitation After completing this
topic/themes, the pupils should be able to: ❖ Explain the meaning of
❖ Essay questions that require short answers ❖ Multiple choice
question ❖ Teacher asks Questions to challenge the intellects of the
pupils. ❖ Charting showing the different method of disposal 54
environmental sanitation. ❖ List and describe the common facilities
in the environment. ❖ Distinguish between refused and sewage
disposal. ❖ List and describe the methods of disposal (Hazards of
refuse and sewage) ❖ True/false statements ❖ Homework based on
teacher made questions ❖ Encourage brainstorming ❖ Arouse their
interest with activities ❖ Flash cards ❖ Visitation to a nearby
community. 8. Digestive System After completing this topic/themes
the, pupils should be able to: ❖ Describe the meaning of digestion.
❖ Outline the process perform by the digestive system. ❖ Draw and
label the structure of the alimentary canal. ❖ List and describe the
stages of digestion (mechanical and chemical) ❖ Essay questions that
require short answers ❖ Multiple choice questions ❖ Ture/false
statements ❖ Individual work ❖ Teacher asks questions to challenge
thee intellects of thee pupils; ❖ Encourage brainstorming ❖ Arouse
their interest with activities. ❖ A chart showing the process
perform by the digestive system. ❖ A chart showing the structure of
the alimentary canal. OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION
STAGE SEVEN (7) JSS I-SECOND TERM Suggested Topics/Themes/ Units
Specific Learning Outcomes Assessment Methods Recommended Teaching
Styles or Pedagogical Approaches Suggested Learning Teaching
Resources 9. Gymnastics After completing this topic/themes, the
pupils should be able to: ❖ Explain the meaning of gymnastics and
its types. ❖ Essay questions that require short answers ❖ Multiple
choice questions ❖ True/false statements ❖ Teacher ask questions to
challenge thee intellects of the pupils. ❖ Encourage brainstorming
❖ Mats/mattresses’ ❖ Play ground ❖ Spring board ❖ Horse, bars,
55 ❖ State and perform the basic skills involve in gymnastics
examples trawling, vaulting, and weight/transfer. ❖ State and
demonstrate the different phases involved in these activities
examples run up, take off, landing and recovery. ❖ Demonstrate the
basic stands and stumbling example forward roll, beck ward roll,
cartwheel, and handstand. ❖ List and describe the safety precautions
involve in these activities. ❖ List indentify the equipment needed
for these activities. ❖ Role play rings etc. 10. Games After
completing this topic/themes, the pupils should be able to: ❖
Describe the history of soccer, volleyball and tennis. ❖ Draw and
label thee soccer filed, volleyball court and tennis court. ❖ State
and illustrate the dimensions of these courts. ❖ List and
demonstrate the basic skill used in playing soccer, trapping,
passing, kicking, throwing etc. Volleyball example service, flicking,
digging, smashing/spiking etc. Tennis example service, for-head
drive, backhand drive, lobbing smashing etc. ❖ List the number of
officials and their main function for soccer, volleyball and tennis.
❖ Essay questions that require short answers. ❖ Multiple choice
question, ❖ True/false statements ❖ Homework based on teacher made
questions. ❖ Practical demonstrations in soccer volleyball and
tennis. ❖ Assessing pupils during game situations. ❖ Individual and
group demonstrations. ❖ Teacher and pupils perform similar
activities ❖ Discuss the number of played game, equipment scoring
and duration of the game. ❖ List down officials of soccer,
volleyball and tennis. Soccer balls, soccer goal net corner flags,
soccer pitch/field whistle, red and yellow cards stop watches.
Changing boards substitute benches volleyball uphights volleyball
nets umpires stand score boards volleyballs court, volleyballs.
Tennis court hard, clay and lawn or grass court, tennis balls,
rackets, nets and stands umpire’s stand. 11. Athletics After
completing this topic/themes, ❖ Individual and group ❖ Ask pupils
to run while teacher ❖ Track 56 (Relay) pupils should be able to: ❖
Acquire and demonstrate the techniques of relay racing ❖ Understand
how, when and where to change batons. ❖ Respond to commands
correctly and timely to avoid false start. ❖ Know that a relay is a
race between teams of equal numbers (four people)
practiceddemonstration while teacher observes and grades pupils. ❖
Essay questions that require short answers ❖ Multiple choice
questions ❖ True/false statement ❖ Oral presentation. observes. ❖
Check if they can respond to command without beating the gun. ❖
Warming up activities examples high knee lifting running on the spot.
❖ Pupils should know the techniques of relay i.e. in coming runners
and outgoing runners. ❖ Encourage pupils to learn the methods of
visual for in coming and out- going runners ❖ Practice methods of
relay racing ❖ Revise sprint start ❖ Lay emphasis and baton
changing ❖ Let pupils run and do baton changing. ❖ Batons ❖
Whistle ❖ Red and yellow cards ❖ Starting blocks 12. Food:
PreparationPr eservation After completing this topic/themes, the
pupils should be able to: ❖ List and describe the reasons for
cooking ❖ List and describe the food preservation methods ❖ Essay
questions that require short answers ❖ Multiple choice questions ❖
Chart showing the different reasons for cooking ❖ Chart showing the
different methods of preservation ❖ Chart showing the reasons for
cooking food. ❖ Chart showing the methods of preservation 13.
Storage After completing this topic/themes the pupils should be able
to: ❖ Explain the meaning of food storage ❖ List and describe the
methods of storage ❖ Charts showing thee methods of storage ❖ Flash
cards ❖ Video clips 14. Hygiene After completing this topic/themes
the pupils should be able to: ❖ Outline the meaning of personal
hygiene ❖ List and describe the types of hygiene ❖ Understand how
to care for some parts of the body, eye, head, hand, ears, skins
nails ❖ Essay questions that require short answers ❖ Multiple
choice questions ❖ Introduce activities to arouse the interest to
pupils ❖ Homework based on ❖ Teacher asks questions to challenge
the intellect of the pupils ❖ Encourage brainstorming 57 and feet,
genitals and anus ❖ Menstrual hygiene teacher made questions ❖ Oral
presentation ❖ Individual/group work grading Sexual Harassment After
completing this unit, pupils should be able to: • Explain what is
meant by the term sexual harassment and assault. • State ways in
which sexual harassment and assault occurs. • Discuss the effects or
impacts of sexual harassment and assault. • Describe ways in which
sexual harassment and assault may be prevented. a) Introduce the
lesson by displaying charts or pictures about sexual harassment and
assault. Invite health personnel and staff from the Family Support
Unit of the Sierra Leone Police to talk on the topic. b) Let pupils
brainstorm and come up with the definition of the terms sexual
harassment and assault. c) Let pupils state ways in which sexual
harassment and assault occurs. ❖ d) Pupils in small groups discuss
the effects or impacts of sexual harassment and assault and ways in
which sexual harassment and assault may be prevented. a) Observation
of pupils’ responses about sexual harassment and assault. b) Oral
presentations about sexual harassment and assault. c) State ways in
which sexual harassment and assault occurs. ❖ d) Group discussions
on the effects or impacts of sexual harassment and assault and ways
in which sexual harassment and assault may be prevented. Activities
p. 31-34 Discussing stories Standing up for our rights Drawing a map
Finding out more a) Textbook b) Charts and pictures about sexual
harassment and assault c) FSU Personnel d) Vanguards e) Markers f)
Sharpeners g) Erasers Our Future (Grade:8-9 Resource Material p.29-30
Sexual abuse and rape Sexually transmitted infections Understand the
concept of STIs Name common STIs, their symptoms, potential
consequences and treatment Explain that some diseases can be spread
through sexual activity Use the resource material Activities (Grade
4-5) p.102 Sing a rap song True or false statements P, 104-7 Places
where sex might happen Role play saying no Our Future (Grade 4-5)
Resource material: p. 100-1 + 103- + l08 58 Identify how to prevent
STIs Discuss symptoms, possible long-term effects of untreated
infections and prevention Group discussion on pictures Story of
Dalitso & Sabina River of Life p.109-110 Safe places for medicine
Paths to find help Role play for youth friendly clinic Role play of
treating STIs p. 95 Answering the question box Discussing a picture A
cartoon story Victor & Tita’s story Writing exercise Activities
(Grade 7-8) Brainstorming River of life Activities (Grade 8-9) p.109-
110 Misozi’s story Written exercise p.113 Mapping where to get help
Discussing pictures Role plays p.116 Sharing maps of sources of
condoms A story Our Future (Grade 7-8) Resource material: p. 89-91 +
94 Our Future (Grade 8-9) Resource material: STIs p.106-8 Treatment
of STIs p. 111-2 Preventing STIs p.115 59 PYSICAL HEALTH EDUCATION
OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION STAGE SEVEN (7) JSS I-
THIRD TERM Suggested Topics/ Themes/ Units Specific Learning Outcomes
Assessment Methods Recommended Teaching Styles or Pedagogical
Approaches Suggested Learning Teaching Resources (Core Supplementary
15. Dance After completing this topic/themes, the pupils should be
able to: ❖ Define the meaning of dance ❖ List and describe the
types of dance examples traditional dance and modern/educational
dance. ❖ List examples of local instruments drum, kelin, segbura
etc. ❖ List examples of local musicians’ Amine Kallon, Lansana
Sheriff (Steady bongo), Big Fayia, Salia, Isata Nyambe etc. ❖ List
examples of modern dance song ❖ List and describe examples of modern
dance instruments seven drum, piano, gitter etc. ❖ Essay questions
that require short ❖ Multiple choice questions ❖ Home works based
on teacher made questions ❖ Practices/demonstration of the use of
local instruments ❖ Identify local instruments ❖ Explain movement
skills in dancing ❖ Explain the benefits of dance to the body. ❖
Teacher lead pupils to discuss on: ❖ Local musical instruments ❖
Teacher asks learners to demonstrate the use of local instruments ❖
Teacher ask pupils to sing a song to match with the music ❖ Pupils
initiate teachers or colleagues. Shegural, kellay side drum, base
drum, kondi, sangba Experts to teach pupils, how to play and dance
Watch video clips. 16. Games After completing this topic/themes, the
pupils should be able to: ❖ Describe the history of cricket ❖ Know
the dimension of the cricket oral. ❖ List the officials of the game
and their main functions ❖ Identify the equipment of the game
example bats. ❖ Know and perform the basic skills used to play the
game ❖ Know and illustrate the basic rules of the game. ❖ Essay
questions that require short answers: ❖ Multiple choice questions ❖
Homework based on teacher made questions ❖ True/false statements ❖
Teacher asks questions to challenge the intellect of the pupils ❖
Encourage brainstorming ❖ Arouse their interest with activities ❖
Stumps, ❖ Bats ❖ Shinguards 17. Swimmi After completing this
topic/themes, the pupils should ❖ Essay questions that ❖ Swimming
pools 60 ng be able to: ❖ Define the meaning of swimming ❖ List and
perform the skills involved in swimming ❖ Describe the dimension of
a swimming pool. ❖ List and illustrate the safety precautions to be
observed before swimming examples don’t drink and get drunk, don’t
go to swimming alone etc. require short answers: ❖ Multiple choice
questions ❖ True/false statement ❖ Homework based on teacher made
questions ❖ Life sawing jackets 18. Athletic s (Hurdlin g) After
completing this topic/themes, the pupils should be able to: ❖
Explain the meaning of hurdling as a track event that requires a high
speed of running over a set of hurdles. ❖ Differentiate the hurdle
heights for women and men ❖ Know and demonstrate the distance from
the starting line to the first hurdles, in between hurdles and the
distance to the last hurdles. ❖ Know the number of heights require
for men and women in their different events ❖ List the events for
with hurdles are used examples 100m hurdles, 110m hurdles, 400m
hurdles etc. ❖ Essay questions that require short answers: ❖
Multiple choice questions ❖ Individual/group work ❖ Grading. ❖
Teacher discuss with pupils the phases involved in hurdling examples
run-up, take off, clearance of the hurdles and landing ❖ Teacher
introduce the lesson with practical demonstrations ❖ Teacher asks
questions to challenge the intellects of the pupils. ❖ Play ground
❖ Hurdles ❖ Tape rule 19. Food Taboos After completing this
topic/themes, the pupils should be able to: ❖ Explain the meaning of
food taboos ❖ List and describe the types of food taboos ❖ Know the
effects of food taboos to the body ❖ List and describe the causes of
food taboos. ❖ Essay questions that require short answers: ❖
Multiple choice questions ❖ Oralpresentation/explanati ons ❖
Teacher asks questions to challenge the intellects of the pupils ❖
Encourage brainstorming ❖ Flash cards ❖ Charts showing the types of
food taboos. 20. Mamma lian Skin After completing this topic/themes,
the pupils should be able to: ❖ Draw the human skin and label its
parts. ❖ List the functions of the human skin. ❖ List the function
of the different parts of the human skin. ❖ List and discuss the
diseases and disorders of the human skin. ❖ List and describe the
hygienic care/ practices of ❖ Essay question that require short
answers ❖ Multiple choice questions ❖ Oral presentations/
explanations ❖ Teacher asks questions to challenge the intellects of
the pupils ❖ Encourage brainstorming ❖ Chart showing the human
skin. 61 the human skin. 21. Excretor y System After completing this
topic/themes, the pupils should, be able to: ❖ Explain the meaning
of excretory ❖ Draw the urinary system ❖ List the functions of the
excretory and urinary system. ❖ List and discuss the diseases that
affects the genitourinary tract1 ❖ Essay question that require short
answers ❖ Multiple choice questions ❖ Teacher asks questions to
challenge the intellects of the pupils ❖ Encourage brainstorming ❖
Chart showing the excretory and urinary system 22. Vector and Pests
After completing this topic/themes, the pupils should be able to: ❖
Explain the meaning of vectors and pests ❖ List and discuss the
factors that encourages the spread of vectors/pests in the
communities. ❖ List and describe the vector/insect borne diseases.
❖ List and discuss the ways to prevent and control them. ❖ Essay
questions that require short answers ❖ Multiple choric questions ❖
Teacher asks question to challenge the intellects of the pupils. ❖
Encourage brainstorming ❖ A chart showing the different types of
vectors pests. ❖ Health worker to give a talk in school/class ❖
Visit to a health center. HIV Understand that HIV is not a barrier
for relationships, family or having a sexual life Describe how HIV
and AIDS can affect families, their structure, roles and
responsibilities Recognise that women living with HIV can be healthy
and deliver and breastfeed children who are HIV free; demonstrate
ways to support people living with HIV demonstrate communication,
negotiation and refusal skills for countering pressure to have unsafe
sex ❖ Explain how people with HIV can experience fulfilling
relationships, including sexual relationships Give examples of how an
HIV diagnosis can affect a family Discuss how HIV positive women can
and do have healthy pregnancies and deliver HIV negative babies
through treatment and support Describe how everyone can support
people living with HIV Invite a speaker from an HIV selfhelp group
Our Future (Grade 6-7) Activities p.103-4 Role play Thinking ahead
Drawing a cartoon Activities p.107 Discrimination game Our Future
(Grade 8-9) Activities p. 122-3 Role play Writing a dialogue Our
Future Grade 8-9 p.118-121 Voluntary testing and counselling p. 124-
127 Living positively with HIV Contracepti on Distinguish between
modern and traditional forms of contraception Describe how the
different available methods of contraception prevent pregnancy ❖
Explain that there are a variety of methods of contraception – some
traditional, others Activities (p.94-6) Reading and discussion Maps
and role-plays Our Future (grade 6) Reference material p.77 1 All
organs involved in the production and excretion of urine plus all
organs involved with reproduction. Organs of the genitourinary tract
include the kidneys, bladder, fallopian tubes, and penis. 62 Explain
the purpose and mechanism of emergency contraception Recognise that
condoms can prevent both pregnancy and sexually transmitted
infections Demonstrate the correct use of both male and female
condoms Respond constructively to objections to contraception
(including misinformation) modern, some temporary and others
permanent – not all methods are equally effective Madalito’s story
Preventing pregnancy + Our Future (Grade 8- 9) p.87-93 PYSICAL HEALTH
EDUCATION OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION STAGE EIGHT
(8) JSS II-FIRST TERM Suggested Topics /Themes/Units Specific
Learning Outcomes Assessment Methods Recommended Teaching Styles or
Pedagogical Approaches Suggested Learning Teaching Resources (Core
Supplementary 1. Creative Dance After completing this topic/themes,
thee pupils should be able to: ❖ Explain the meaning of creative
dance. ❖ List the modern musical instruments ❖ List examples of
classical music and their musicians ❖ Essay question that requires
short answers ❖ Multiple choice question ❖ Oral presentation ❖
Teacher asks questions to challenge the intellects of the pupils ❖
Encourage brainstorming ❖ Arouse their interest with activities ❖
Invite a musician to class for a talk ❖ Chart showing modern musical
instrument. 2. Games After completing this topic/themes, the pupils
should be able to: ❖ Describe the history of basketball ❖ List and
perform the basic skills of basketball example shooting, passing etc.
❖ Draw and label the basketball court ❖ List the number of players
per team ❖ Know the dimensions of the basketball court ❖ Identify
the equipment used to play basketball ❖ List and demonstrate the
basic skills used to ❖ Essay question that requires short answers ❖
Teacher asks questions that challenge the intellects of the pupils.
❖ Observing the pupils demonstrate the skills ❖ Oral presentation
of the game. ❖ Introduce the game by explaining the history ❖ Take
the class to the basketball court ❖ Ask pupils to participate in the
construction ❖ Teacher demonstrates the skills in basketball and
asks pupils to perform similar activities. ❖ List team the officials
of ❖ Uprights ❖ Basketballs ❖ Whistle 63 play basketball ❖
Identify the number of officials of the game basketball 3. Athletics
After completing this topic/themes, the pupils should be able to: ❖
Identify the category into which long jump and triple jumps are ❖
List and demonstrate the basic skills involved in long jump and
triple jump. ❖ List and describe the stages involved in long jump
and triple jump. ❖ List illustrate the techniques used in long jump
and triple jump ❖ Identify the dimensions of the long jump and
triple jump section ❖ List the equipment used in officiating. ❖
These events example yellow and red flags, tape measure take-off
boards etc. ❖ Know and illustrate the basic rules in doing a “good
jump” or “no jump” ❖ Essay question that requires short answers
❖ Multiple choice question ❖ Practical demonstrations of the skills
❖ Teachers observe pupils demonstrate the skills and grade them. ❖
Demonstrate the skills and ask pupils to perform similar activities
❖ Ask pupils to discuss the number of trials(jumps) given to an
athletic ❖ Ask pupils to measure the dimensions of both the long
jump and triple jump arenas. ❖ Play ground ❖ Take-off boards ❖
Step boards ❖ Take measures ❖ Sand rakes. 4. Primary Health Care
(a) Drugs (b) Smoking After completing this topic/themes, the pupils
should be able to: ❖ Describe the meaning of drugs ❖ List and
describe the types of drugs (essential and harmful drugs) ❖ Describe
the uses and side effects of commonly used drugs ❖ List examples of
commonly used drugs ❖ Explain the meaning of drug abuse and drug
misuse. ❖ Explain the meaning of smoking ❖ List and discuss the
reasons why people smoke ❖ Discuss the effects of smoking to your
health ❖ List and describe the types of smoking ❖ Essay question
that requires short answers ❖ Multiple choice questions ❖ Oral
presentation and grading ❖ Teacher ask questions to challenge thee
intellects of the pupils ❖ Encourage brainstorming ❖ Arouse their
interest with activities ❖ Invite a health specialist to give a talk
to the class. ❖ Video clips on drugs ❖ Charts showing examples of
essential and harmful drugs. ❖ Bring to class physical drugs. 64
(c ) Alcohol and Alcoholism (Active and Passive) ❖ Explain the
meaning of alcohol and alcoholism ❖ List and discuss the reasons why
individuals drink alcohol ❖ Discuss the effect of alcohol on your
health. 5. Healthy Living Muscular System After completing this
topic/themes, the pupils should be able to: ❖ Describe the skeletal
system ❖ List and discuss the organ of the skeletal system ❖
Explain the meaning of joints ❖ List and describe the three (3)
types of joints – freely moveable joint, - slightly moveable joints,
- fixed/immoveable joints ❖ List and discuss the sub types into
which joints are sub divided as ball and socket hinge joints, sadlle
joint, pivot joint, gliding joint, condyloid joint ❖ Identify the
parts of your body where these types of joints can be found. ❖ List
and describe the four (4) main categories of bones examples long
bone, flat bones, irregular bones and round bones. After completing
this topic/themes, the pupils should be able to: ❖ Explain the
meaning of the muscular system ❖ Describe the structure and working
of the muscular system. ❖ Essay questions that requires short
answers ❖ Multiple choice questions ❖ Individual, group work
grading ❖ True/false statements ❖ Essay questions that requires
short answers ❖ Encourage brainstorming ❖ True/false statements ❖
Multiple choice questions ❖ Oral presentation ❖ Individual work for
grading. ❖ Teacher questions to challenge the intellect of the
pupils ❖ Encourage brainstorming ❖ Bring to class thee specimen of
human skeleton ❖ Ask pupils to practically identify the various
classes and types of bones ❖ Teacher ask questions to challenge the
intellect of the pupils ❖ Encourage brainstorming ❖ Teacher ask
questions to challenge the intellect of the pupils ❖ Specimen of
human skeleton ❖ Chart showing thee human skeleton ❖ Visit of the
class to a nearby biological lab. ❖ Charts showing the types of
muscles. 65 ❖ List and discuss the types of muscular system ❖ List
the functions of the muscular system ❖ Identify muscle actions
locations and types of movement. ❖ List and identify the major
muscles of the body ❖ Essay questions that requires short answers ❖
Encourage brainstorming ❖ True/false statements ❖ 6. Environmental
Sanitation After completing this topic/themes, the pupils should be
able to: ❖ Define wells ❖ List and discuss the types of wells ❖
List and identify the ways of providing proper care for the wells. ❖
Essay questions that requires shorts answers ❖ Multiple choice
questions ❖ True/false statements ❖ Visitation to a well
construction site ❖ Provide observational skills for the pupils. ❖
Teacher ask individual group work and grade. ❖ Calls for a well
constructor to give a talk to the class. ❖ Provide pictures of the
different types of wells. 7. Games (Handball) After completing this
topic/themes, the pupils should be able to : ❖ Describe the history
of handball. ❖ List and demonstrate the basic skills that involved
in handball example catching, parsing, throwing etc. ❖ Draw the
handball court ❖ Know the dimensions of the handball court ❖ List
the equipment’s used to play the game ❖ List the number of players
of the game. ❖ Illustrate the steps involved in constructing the
handball court ❖ Execute the basic rules in playing handball. ❖
Essay questions that requires short answers ❖ Multiple choice
questions ❖ True/false statements ❖ Individual/group presentation
❖ Individual group work grading ❖ Ask pupils to perform the basic
skills in hand ball ❖ Ask pupils to orally explain ❖ Teacher
introduce lead up games to arouse the interest of the pupils. ❖
Introduce the lesson with teacher demonstration. ❖ Ask pupils to
carefully watch and perform singular activities. ❖ Handballs play
grounds. ❖ Tape measure ❖ Handball goal nets ❖ Handball goal ❖ Up
rights and crossbar ❖ Whistle 66 OUTLINE TEACHING SYLLABUS FOR BASIC
EDUCATION STAGE EIGHT (8) JSS II-SECOND TERM Suggested Topics/
Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources (Core Supplementary 8. Athletics After
completing this topic/themes, the pupils should be able to: ❖ List
examples of track events ❖ Describe the classifications of the track
events examples short distances races, middle distance and long
distance races. ❖ List and identify the examples for each of these
classes of track events. ❖ Perform a proper run of 200m and 400m
distances ❖ Execute the rules involved in these sprinting (short
distance) roles. ❖ Essay question that requires short answers ❖
Multiple choice questions. ❖ True/false statements ❖ Individual
group work grading ❖ Introduce lesson with teacher demonstration ❖
Ask pupils to perform similar activities ❖ Encourage pupils to read
the prescribed textbooks ❖ Homework made up of teacher made
questions. ❖ Play ground ❖ Whistle/starting gun ❖ Starting ❖
Blocks etc. 9. Health Living (health diseases) After completing this
topic/themes the pupils should be able to: ❖ Define the term of
health. ❖ Outline attributes of healthy person ❖ List and describe
the factors that promote healthy living. ❖ Define the term diseases.
❖ List and describe the types of diseases (communicable / non-
communicable diseases). ❖ Describe what are communicable and non-
communicable diseases. ❖ List and discuss examples of each of these
types of diseases. ❖ Identify the signs, symptoms and ❖ Essay
questions requires short answers ❖ Multiple choice questions ❖
True/false statements ❖ Oral presentation ❖ Individual group work
grading ❖ Homework based on teacher made questions. ❖ Teacher
introduce with a debate “That adisease is a deviation from the
normal functioning of the system” ❖ Pupils to list some common
diseases in Sierra Leone examples choleria, malaria, typhoid etc. ❖
Ask pupils to explain wat is communicable and non- communicable
diseases. ❖ Homework base on ❖ Call on the health worker to give a
talk to the class. ❖ Textbooks ❖ Video clips ❖ Bill boards ❖
Posters. 67 example of these diseases. ❖ Outline the factors that
spread communicable diseases (causative organism) ❖ List and discuss
the modes of transmission ❖ Identify the signs and symptoms of
communicable and noncommunicable diseases. ❖ Identify the preventive
/control measures of communicable and noncommunicable diseases.
teacher made questions. ❖ Ask pupils to read their prescribed text
books. 10. Primary Health Care After completing this topic/themes,
the pupils should be able to: ❖ Explain the meaning of immunity and
immunization. ❖ List and describe the types of immunity(Natural and
artificial) ❖ List the importance of immunization. ❖ Explain the
meaning of EPI. ❖ Outline the diseases treated by EPI ❖ Explain the
dosage and schedules for immunization. ❖ ❖ Essay questions that
require short answers ❖ Multiple choice questions ❖ True/false
statements ❖ Oral presentations ❖ Homework based on teacher made
questions ❖ Teacher ask question to challenge the intellect of the
pupils. ❖ Encourage drainsforming ❖ Health talk from health
specialist ❖ Blackboard ❖ Chart showing the types of diseases for
immunization ❖ Flash cards. 11. Pregnancy and having children
Identify common indications of pregnancy Explain how to confirm a
pregnancy Describe the key stages of pregnancy Describe what happens
during birth and after Identify health risks associated with early
pregnancy Understand how FGM might affect women’s experience of sex,
pregnancy and delivery Specify adverse social consequences of early
pregnancy or too many pregnancies too close Introduce the subject by
asking how does someone know when they are pregnant? Discuss how to
confirm a pregnancy Describe the key stages of pregnancy Explain what
happens during birth and after Discuss health risks associated with
early pregnancy Invite pregnant women and their partners to come and
talk about their experiences of pregnancy, birth and parenting
Prepare a quiz to test knowledge Activities (p.89-90) The story of
Sara and Vincent Filling the gaps Activities (p.95-8) Discussing
pictures Our Future: reference material: 86-8 pregnancy p. 91 Signs
of pregnancy p.93-4 Unsafe & unwanted pregnancies 68 together Discuss
health risks related to FGM Discuss adverse social consequences of
early pregnancy or too many pregnancies too close together Group
discussion Quiz Crossword puzzle Appreciate that children should be
wanted, need to be cared and provided for, and loved Appreciate that
pregnancy can be planned Acknowledge that not all people can or want
to have children Recognise the risks of FGM for girl children Lead a
discussion or brainstorm on what babies and children need to be able
to thrive Ask pupils – at what age/lifestage do you think people can
provide these and hence begin child-bearing Discuss FGM in relation
to the rights of the child and the responsibilities of parents
Observation of discussion Activities (Grade 8-9) p.105 Role plays
Filling in the blanks Observe discussion Our Future: Reference
material p.98 Infertility Our Future (grade 8-9) Resource material:
p.103-4 12. Healthy Living After completing this topic/themes, the
pupil should be able to: ❖ Explain the meaning of sexually
transmitted diseases. ❖ List and identify examples of sexually
transmitted diseases, gonorrhea, syphilis and HIV/AIDS. ❖ Identify
the signs and symptoms for each of these diseases. ❖ Outline and
demonstrate the preventive measures of these diseases. ❖ Teacher
made questions ❖ Homework based on questions from prescribed text
books ❖ Brainstorming for active participation. ❖ Associate what is
taught with the experience of pupils ❖ Introduce activity that will
arouse the interest of pupils to participate. ❖ Visit to health
clinic (PHU/DHMT) ❖ give a talk to the class or school ❖ Class
visit to a health clinic ❖ Video clips ❖ Documentary films 69
OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION STAGE NINE (9) JSS II-
THIRD TERM Suggested Topics/ Themes/Units Specific Learning Outcomes
Assessment Methods Recommended Teaching Styles or Pedagogical
Approaches Suggested Learning Teaching Resources 13. Fundamental
Movement After completing this topic/themes, the pupils should be
able to: ❖ Distinguish between traditional and modern gymnastics. ❖
List and explain the movements in traditional as wells as modern
gymnastics ❖ State and demonstrate steps involved in performing
traditional and modern gymnastics. ❖ Essay questions that requires
short answers. ❖ Multiple choice questions ❖ Individual group work
grading ❖ Practical demonstrations by pupils. ❖ Teacher introduce
the lesson by practical demonstrations ❖ Teacher asks questions to
challenge the intellects of the pupils. ❖ Encourage brainstorming.
❖ Arouse their interest with activities. ❖ Mats/mattresses ❖
Classroom ❖ Play ground ❖ Whistle ❖ Local musical instruments
example kellay, segbureh, horse, rings. etc. 15. Games (Table Tennis
After completing this topic/themes, the pupils should be able to : ❖
Describe the history of table tennis. ❖ List and demonstrate the
basic skills in table tennis ❖ Outline the dimension of the table
tennis table. ❖ Identify the equipment used in table tennis. ❖
Outline the category of players in table tennis (Men’s singles and
double, Women’s singles and doubles) ❖ List the officials of table
tennis ❖ Describe how a game in table tennis in won/lost. ❖ Essay
questions that require short answers. ❖ Multiple choice questions ❖
Trued/false statements Oral presentation/explana tions ❖ Ask pupils
to explain about the game by stages. ❖ Explain about the game in the
classroom before taking the pupils to the playing ground. ❖ Discuss
the number of players per team. ❖ Ask the pupils to demonstrate the
skills of table tennis. ❖ Encourage a healthy discussion. ❖ Table
tennis ❖ Tables ❖ Rackets ❖ Balls ❖ Whistle ❖ Nets. 70 16.
Athletics After completing this topic/themes, the pupils should be
able to: ❖ Construct the throwing sector for javeline ❖ Know and
identify the dimension of a javeline sector. ❖ Outline the rules in
throwing javeline ❖ Outline the history of the Olympic games ❖
Essay question that requires short answers. ❖ Multiple choice
questions ❖ True/false statements ❖ Ask pupils to explain orally ❖
Ask pupils to do practical demonstrations ❖ Individual group work
grading ❖ Demonstrate basic fundamental skills ❖ Introduce lesson
with teacher demonstrations ❖ Ask pupils to perform similar
activities ❖ Introduce lead- up activities to arouse the interest of
pupils to participate actively. ❖ Encourage pupils to read text
books ❖ Home work to encourage pupi9ls for research know ledge. ❖
Play ground ❖ Javeline 17. Primary Health Care After completing this
topic/themes, the pupils should be able to: ❖ Define the term First
Aid ❖ Identify who is a First Aider ❖ Outline the objective of
First Aid ❖ List and describe the duties and qualities of a first
Aider. ❖ Describe the first Aid kit ❖ List and identify the items
found in the first Aid kit. ❖ Describe the following (a fracture (b
dislocation (c sprains (d strains. ❖ State and describe the types of
fracture, (Simple and compound fracture) dislocation. ❖ Describe the
first aid treatment needed for (a fractures, (b dislocation (c
strains (d sprains. ❖ Define family planning. ❖ ❖ State and
describe the types of family planning (Natural birth spacing and the
use of contraceptive). ❖ Outline the importance of family planning.
❖ Outline and discuss the advantages of practicing family planning
❖ List and describe the types of contraceptives. ❖ State and
discuss the various uses of contraceptives. Discuss their advantages
and disadvantages. 18. Environme ntal After completing this
topic/themes, the pupils should be able to: ❖ Essay question that
requires short answers ❖ Introduce lesson with simple and clear ❖
Charts ❖ Posters 71 Hazards ❖ Define the meaning of disaster ❖
List and identify the types of disasters ❖ Outline the measures of
how to control/prepare for disaster ❖ Describe the disaster
preparedness for the following: fire, floods, earth quake, and
landslides ❖ Identify examples of each in the community. ❖ State
and describe the causes of disaster. ❖ Multiple choice questions ❖
True/false statements ❖ Individual group presentation ❖ Individual
or group work ❖ Homework based on questions in text books. ❖
Grading reports from field trips. questions that will challenge the
mind of pupils to think critically ❖ Brainstorming for active
participation ❖ Associate what is taught with the experience of
pupils. ❖ Visit selected sites. ❖ Invite disaster management expert
to give a talk to the class or school. ❖ Billboards ❖ Visit to
experts to the school to give a talk. ❖ Site field trips ❖ Video
clips ❖ Documentary films. 19. Healthy Living After completing this
topic/themes, the pupils should be able to: ❖ Draw and label the
Respiratory system ❖ Discuss the functions of the respiratory system
❖ Distinguish between inhalation and exhalation. ❖ Discuss the
processes of inhalation and exhalation. ❖ List and identify the
diseases of the respiratory system. ❖ Outline the preventive
measures of the respiratory diseases. ❖ Draw and label the
circulatory system. ❖ State and describe the functions of the
circulatory system. ❖ Outline the processes involved in the
circulatory system. ❖ ❖ Essay question that requires short answers
❖ Multiple choice questions ❖ True/false statements ❖ Individual
group presentation ❖ Individual or group work ❖ Homework based on
questions in text books. ❖ Grading reports ❖ Identify the diseases
associated with the circulatory system. ❖ Draw and label the human
heart. ❖ Describe how blood circulation takes place in the body. ❖
❖ Introduce the lesson by asking pupils to state the meaning of
inhalation and exhalation. ❖ Ask pupils to draw and label the
respiratory system. ❖ Asked pupils to list the function of the
respiratory System. ❖ Ask pupils to draw and label the circulatory
system. ❖ Asked pupils to outline the function of the circulatory
System. ❖ Charts showing the respiratory and the circulatory
systems. ❖ Blackboard, flashcards etc. 20. Primary After completing
this topic/themes, the ❖ Essay question that ❖ Teacher ask
questions to ❖ Chart showing the 72 Health care pupils should be
able to: ❖ Outline the components of blood. ❖ List and describe the
three types of blood vessels eg. (Veins, arteries and capillaries).
❖ Describe the differences among the blood vessels. ❖ Identify and
describe the disorders and care of the circulatory system. ❖
requires short answers ❖ Multiple choice questions ❖ True/false
statements ❖ Individual group presentation ❖ Individual or group
work ❖ Homework based on questions in text books. ❖ Grading reports
challenge the intellects of the pupils. ❖ Encourage brain storming
❖ Aroused their interest with activities. difference among the blood
vessels, call on health specialist for a talk, billboards, video clip
documentary films specimens OUTLINE TEACHING SYLLABUS FOR BASIC
EDUCATION STAGE NINE (9) JSS III-FIRST TERM Suggested Topics/
Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 21. Healthy Living After completing this
topic/themes, the pupils should be able to: ❖ Discuss the structure
of thee nervous systems. ❖ Outline the functions of the nervous
systems ❖ Outline the components of the nervous system. ❖ Identify
the reflex actions that takes place in the nervous system. ❖
Describe the disorders and care of the nervous systems. ❖ Describe
the following in the endocrine system – lands, hormones – cocation
of glands. ❖ Outline the functions of hormones and theireffects,
deficiency and over secretion. ❖ Essay question that requires short
answers ❖ Multiple choice questions ❖ True/false statements ❖ Oral
presentations ❖ Homework based on teacher made questions ❖ Discuss
the functions of the nervous system ❖ Ask the pupils to explain the
components of the nervous system. ❖ A chart showing diagram of the
nervous system ❖ Billboards ❖ Posters ❖ Talk from a health worker
❖ Video clips. 73 22. Primary Health Care After completing this
topic/themes, the pupils should be able to: ❖ Define the term
drowning ❖ List and identify the causes of drowning ❖ Outline the
preventive measures in drowning ❖ State and describe the steps
involved in preparing ORS. ❖ Explain the meaning of ORS O = Oral R =
Rehydration S = Salt ❖ Outline the importance of its use. ❖ Why
exclusive breast feeding is necessary ❖ Explain the meaning of
breast feeding ❖ Explain the importance of breast feeding to the
child. ❖ Essay questions that requires short answers ❖ Multiple
choice questions ❖ Ture/false statements ❖ Oral
presentation/explanation . ❖ Teacher ask questions to challenge the
intellects of the pupils ❖ Encourage brainstorming ❖ Chart showing
a mother breast feeding her child. 23. Athletics After completing
this topic/themes, the pupils should be able to: ❖ List and identify
all the athletics officials ❖ State for each athletic official their
duties ❖ Essay questions that requires short answers ❖ Multiples
choice questions ❖ Ture/false statements ❖ Oral
presentation/explanation . ❖ Homework based on teacher made
questions ❖ Ask pupils to read about the topic from text book. ❖
Teacher asks questions to challenge the intellect of the pupils ❖
Encourage brainstorming ❖ Teacher encourage pupils to role play on
some of the duties. ❖ Video clips ❖ Visit to a athletic meeting
areas. ❖ Documentary films. 24. First Aid After completing this
topic/themes, the pupils should be able to: ❖ Describe the following
conditions: - Wound - Bleeding - Burns and ❖ Essay questions that
requires short answers ❖ Multiple choice questions ❖ Ture/false
statements ❖ Individual group work ❖ Teacher introduce lesson with
simple and clear questions that will challenge the mind of the
pupils. ❖ Visit to a health clinic ❖ Video clips ❖ Health talk
from a health specialist ❖ Chart showing 74 - Scars. ❖ List and
describe the types of the following - Wound - Bleeding ❖ Outline the
causes of burn and scars ❖ Outline the first Aid treatment to be
given to the following: - Snake bite - Dog bite - Burns and scars -
Wounds - Bleeding - Bruise. grading ❖ Practical demonstration ❖
Brainstorming for active participation ❖ Associate what is taught
with experience of pupils. diagrams. 25. Environment al Sanitation
After completing this topic/themes, the pupils should be able to: ❖
Define deforestation and a forestation ❖ State and describe the
causes, effects and remedies of deforestation. ❖ Understand the term
climate change, causes, effects and remedies of climate change. ❖
Define the term pollution ❖ List the types of pollution ❖ Outline
the causes, control and prevention of environment pollution to man ❖
Explain the term refuse ❖ List and describe the types of refuses and
how to dispose it. ❖ Discuss ways of how to manage refuse. ❖ List
and identify ways of how a country can cope with the effects of war.
❖ Define famine. ❖ List and discuss the types of famine causes and
effects. ❖ Outline the coping mechanism used to ❖ Essay question
that requires short answers ❖ Multiple choice questions ❖
Ture/false statements ❖ Individual or group presentation ❖ Teacher
made questions ❖ Homework based on question in text books ❖ Grading
report from field trips. ❖ Introduce lesson with simple clear
questions that will challenge the minds of pupils to think
critically. ❖ Brainstorming for active participation ❖ Associate
what is taught with experience to pupils ❖ Introduce an activity
that will arouse the interest of pupils to participate. ❖ Visit to
recommended sites. ❖ Charts ❖ Posters ❖ Billboards ❖ Visit of
experts to the school to give a talk ❖ Site field trip visit by the
school/class. ❖ Documentary films. 75 manage famine. ❖ Describe how
to prevent famine. 26. Sense Organs After completing this
topic/themes/unit the pupils should be able to: ❖ Understand the
term sense organ. ❖ List and describe the types of sense organs
(eye, Ear, Tongue, Nose and Skin) ❖ Draw and label each of these
sense organs ❖ Identify the functions of these organs to the body ❖
Explain the care for these organs. ❖ ❖ ❖ OUTLINE TEACHING SYLLABUS
FOR BASIC EDUCATION STAGE NINE (9) JSS III-SECOND TERM Suggested
Topics/ Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 27. Primary Health Care After completing
this topic/themes, the pupils should be able to: ❖ Explain the
causative agents mode of transmission signs and symptoms, treatment
and control of the following diseases: - Malaria - Typhoid - River
Blindness - Cholera - Bilharzia - Ebola - Corona virus disease - Cold
- Tuberculosis ❖ Essay question that requires short answers ❖
Multiple choice questions ❖ Ture/false statements ❖ Homework based
on questions in text books ❖ Visit to health clinic and grade by
oral presentation or written. ❖ Invite health experts for a talk in
the school. ❖ Brainstorming for active participation. ❖ Associate
what is taught with the experience of the pupils ❖ Introduce an
activity that will arouse the interest of pupils ❖ Visit to
recommended sites ❖ Chart ❖ Posters ❖ Site visit ❖ Documentary
films ❖ Billboards ❖ Visits to school to give a talk. 76 - HIV/AIDS
etc. ❖ 28. Games/Sports After completing this topic/themes, the
pupils should be able to: ❖ Discuss the safety precautions in
executing the skills in games: soccer, volleyball, tennis, table
tennis, basketball, handball, badminton, cricket etc. ❖ List and
identify the international sports governing bodies examples FIFA,
CAF, IOF, ICC, FIBA ❖ Essay questions that requires short answers.
❖ Multiple choice questions ❖ True/false statements ❖ Homework
based on questions from text books ❖ Ask pupils to demonstrate the
safety precautions of the games ❖ Ask pupils to explain orally ❖
Introduce lesson with teacher demonstration ❖ Ask pupils to perform
similar activities. ❖ Video clips ❖ Documentary films ❖ Teacher
demonstration ❖ Pay ground. 29. First Aid (Accidents) After
completing this topic/themes, the pupils should be able to: ❖
Explain the meaning of accidents poisoning ❖ List and describe the
types of accidents and common poisons ❖ Know and identify the signs
and symptoms as well as the treatment and preventive measures of
accidents and common poisons. ❖ Outline and discuss the causes of
accidents ❖ Name some accident spots ❖ Educate friends and other
relations that accident could be the source of death. ❖ Know the
core message of accident does not occur every day and that some can
be fatal. ❖ Essay questions that requires short answers ❖ Multiple
choice questions ❖ True/false statements ❖ Visit to accidents spot
❖ Individual/group work presentation on accident spot. ❖ Ask pupils
to draw accident spot and describe what happened as homework ❖ Role
play. ❖ Pupils to give definition of accidents ❖ Tell whether they
have witnessed any. ❖ Whether they have been involved in or their
friends or relations. ❖ Tell how to prevent accident ❖ Role play in
accident ❖ Discuss an accident spot with class and get their views
❖ Visit accident spots in the community ❖ Ask them to describe how
to avoid accidents at home school, and community ❖ Chart showing
different accident spots ❖ Chart showing accident spots in the home,
school environment and the community. 30. Growth Monitoring After
completing this topic/themes, the pupils should be able to: ❖ Essay
questions that requires short answers ❖ Teacher asks questions to
challenge the intellects of ❖ Chart showing the different sizes of
77 ❖ Define the term growth ❖ State the importance of growth in the
child ❖ List and describe the stages of childhood growth ❖
Demonstrate monitoring of child growth. ❖ Describe the following
child developmental stages: - Mental development - Physical
development - Social development - Emotional development. ❖ Multiple
choice questions ❖ True/false statements ❖ Homework based on
teacher made questions ❖ Individual/group demonstration ❖ Oral
presentation/explanation. the pupils ❖ Encourage brainstorming ❖
Arouse their interest with activities ❖ Discuss with learners the
visible signs to watch for in growth. human beings ❖ Video clip ❖
Documentary films. PYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS
FOR BASIC EDUCATION STAGE NINE (9) JSS III-THIRD TERM Suggested
Topics/ \Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 31. Definition of Physical health
Education. After completing this topic/themes/unit, the pupils should
be able to: ❖ Discuss the meaning of Physical Health education ❖
Outline the importance of Physical health Education. ❖ Identify the
branches of Physical Health education. ❖ Essay questions that
requires short answers ❖ Multiple choice questions ❖ True/false
statements ❖ Oral presentation/explanations ❖ Teacher asks
questions to challenge the intellect of the pupils ❖ Encourage
brainstorming ❖ Explain the damains of Physical Health Education
(cognitive, psychomotor affective) ❖ Flash cards ❖ Blackboard 78
32. Movement Skills After completing this topic/themes, the pupils
should be able to: ❖ Perform a well-coordinated and improved body
movement (shapes, weight, bearing and transfer of weight, hand stand
(with or without support) creative dance (local dance) and using of
local made instruments. ❖ Essay questions that require short answers
❖ Multiple choice questions ❖ True/false statements ❖ Oral
presentation/explanations ❖ Teacher introduces lesson with practical
demonstrations ❖ Teacher asks questions to challenge the intellect
of pupils ❖ Encourage brainstorming ❖ Arouse their interest with
activities ❖ Mattresses ❖ Play ground ❖ Whistle ❖ Local
Instrument (gymnastics apparatus (i.e. horse, bars rings, weights
etc.) 33. Games (Dimensions) After completing this topic/themes, the
pupils should be able to: ❖ Define games and list types of games ❖
Outline the dimension of some major games example soccer, volleyball,
handball, basketball, tennis, table tennis and swimming. ❖ Essay
questions that requires short answers ❖ Individual /groupwork
demonstration on layout of different games ❖ Teacher executes
individual/group practical grading ❖ Teacher introduce lesson with
practical demonstration ❖ Arouse their interest with activities ❖
Role play (individual/group) ❖ Ask outstanding pupils to demonstrate
❖ Ask pupils to explain the steps in laying out of each game
court/pitch. ❖ Play ground ❖ Measuring tape ❖ Pegs, ❖ Hoes ❖
Paints ❖ Brush 34. Healthy Living After completing this
topic/themes, the pupils should be able to; ❖ Define the following -
Exercise - State the effects of exercise on the human body - Outline
the rules concerning exercise ❖ Define rest and sleep ❖ State the
rules for sleep. ❖ Essay questions that require short answers ❖
Multiple choice questions ❖ True/false statements ❖ Oral
presentations ❖ Encourage brainstorming ❖ Arouse their interest
with activities ❖ Chart showing the effects of exercise on the body
❖ Posters ❖ Billboards ❖ Beds 35. Environmental After completing
this topic/themes, the ❖ Essay questions that require ❖ Encourage
❖ Documentary 79 Hazards pupils should be able to: ❖ Describe the
different types of disasters that occur in the communities ❖ State
and discuss the different management processes involved in the
disaster management ❖ Outline the immediate and long term
consequences disasters. ❖ Identify how to control or prepare for
disaster ❖ Define pollution ❖ State and describe the types of
pollution ❖ Outline the causes, control and prevention of
environmental pollution. ❖ Outline the effect of environmental
pollution to man. ❖ List discuss the common pollutants. short
answers ❖ Multiple choice questions ❖ Teacher ask questions from
site visit for grading brainstorming ❖ Individual/group work ❖
Encourage pupils to do site visitation ❖ Pupils to do report after
such visitation films ❖ Posters ❖ Video clips ❖ Arrange a visit to
disaster sites ❖ Call on environmenta l specialist for a talk to the
class/school 36. Pregnancy & Birth Identify common indications of
pregnancy Explain how to confirm a pregnancy Describe the key stages
of pregnancy Describe what happens during birth and after Identify
health risks associated with early pregnancy ❖ Specify adverse
social consequences of early pregnancy or too many pregnancies too
close together Introduce the subject by asking how does someone know
when they are pregnant? Discuss how to confirm a pregnancy Describe
the key stages of pregnancy Explain what happens during birth and
after Discuss health risks associated with early pregnancy ❖ Discuss
adverse social consequences of early pregnancy or too many
pregnancies too close together Invite pregnant women and their
partners to come and talk about their experiences of pregnancy, birth
and parenting Prepare a quiz to test knowledge Activities (p.89-90)
The story of Sara and Vincent Filling the gaps Activities (p.95-8)
Discussing pictures Group discussion ❖ Crossword puzzle Our Future:
reference material: 86-8 pregnancy p. 91 Signs of pregnancy p.93-4
Unsafe & unwanted pregnancies 37. Refuse (Types and Disposal) After
completing this topic/themes, pupils should be able to: ❖ Define the
meaning of refuse, types of refuse and how to ❖ Essay questions that
require short answers ❖ Multiple choice questions ❖ Grading report
on field trips. ❖ Introduce lesson with simple clear questions that
will challenge the minds ❖ Chart ❖ Posters ❖ Site visits ❖ Expert
talks 80 dispose refuse. ❖ Outline the ways of how to manage
refuses. ❖ Homework based on questions in text books as well as
teacher made questions. of the pupils to think critically. ❖
Associate what is taught with the experience of pupils. ❖ Brainstorm
for active participation ❖ Visit to recommended sites ❖ Expert to
give a talk in school ❖ Video clips ❖ Documentary films. 38.
Athletics (construction of Athletics Track) After completing this
topic/themes, the pupils should be able to: ❖ Outlined and
demonstrate the steps involved in constructing a 300m track and the
400m track ❖ Essay questions that requires short answers ❖ Multiple
choice questions ❖ True/false statement ❖ Oral presentations ❖
Teacher demonstrates and ask pupils to do the same. ❖ Teacher
introduce lesson with demonstrations ❖ Encourage pupils to read text
books ❖ Homework to encourage than for research knowledge. ❖ Tape
rules ❖ Hoes ❖ Pegs ❖ Line ❖ Paints ❖ Brush ❖ Cups ❖ Buckets.1
GOVERNMENT OF SIERRA LEONE Ministry of Basic and Senior Secondary
Education THE NEW BASIC EDUCATION CURRICULUM FOR SIERRA LEONE (With
Effect from December 2020) Physical Health Education - PHE (Class 1
– Form 3) This subject curriculum is based on the National
Curriculum Framework and Guidelines for Basic Education (revised May
2020). It was prepared by national curriculum specialists, subject
experts, and teachers and it is based on a series of nationwide
consultations and technical workshops. UNICEF supported and
facilitated the original version of this major curriculum reform
project. Technical expertise and oversight were provided by
Redi4Change LLC, and staff of the Ministry of Basic and Senior
Secondary Education (MBSSE). 2 CONTENT 1. A Message to tell all
Teachers Implementing the New Curriculum 2. Rationale and
Justification for Physical Health Education in Basic Education. 3.
General Learning Outcomes 3.1. First Stage (Class 1- Class #) 3.2.
Second Stage (Class 4_ Class 6) 3.3. Third Stage (Form 1- Form 3) 4.
Specific Learning Outcomes by Grade (Class or Form) 4.1.First Grade
(Class 1) 4.2. Second Grade (Class 2) 4.3. Third Grade (Class 3) 4.4.
Fourth Grade (Class 4) 4.5. Fifth Grade (Class 5) 4.6. Sixth Grade
(Class 6) 4.7. Seventh Grade (Form 1) 4.8. Eighth Grade (Form 2) 5.
outline teaching Syllabus for First Stage of Basic Education 5.1
Class 1 5.2. Class 2 5.3. Class 3 6. Outline Teaching Syllabus for
Second Stage of Basic Education 6.1. Class 4 6.2. Class 5 6.3. Class
6 7. Outline Teaching Syllabus of Third Stage of Basic Education 7.1.
Form 1 (JSS 1) 3 7.2. Form 2 (JSS 2) 7.3. Form 3 (JSS 3) 8. Syllabus
Implementation Guidelines (Pacing Guide for Schools to Complete)
General Learning Outcomes (The Learning pupils should acquire by the
end of the End of Basic Education stages) The General Learning
Outcomes of a subject tells us what learners should know or
understand and what they should be able to do or demonstrate as well
as what they should be able to do or demonstrate as well as what they
should value or reflect in their attitudes /behavior. These are the
things that learners should achieve by the time they complete each of
the three stages of basic education. Teachers may use general
learning outcomes as a guide to check if the learners are on track
for success at the end of each stage of basic education. 1. First
Stage of Basic Education (Class 1 – 3) The learners will be able
to : a. Define Physical Health Education through physical activities.
b. Demonstrate some fundamental skills and techniques which will lead
to enjoyment, understanding and appreciation of games and sports. c.
Demonstrate good sportsmanship, fair play and healthy competition. d.
Acquire some good movement skills in minor games. e. Identify some
major and minor games and demonstrate how they are played. f.
Socialize with peers during play time/day. g. Develop the habit of
hand washing. h. Have a fair understanding of the food they eat and
their importance. i. Practice safety precautions to avoid/reduce
common injuries. j. Have a fair understanding of personal hygiene and
good health habits. k. Understand the importance of PHE to the body
Appreciate culture when it is introduced through traditional dance.
Understand the concept of the immune system l. Understand and value
issues of rest and sleep to the development of the body. 2. Second
Stage of Basic Education (Classes 4 – 6) Learners will be able to:
a. Define and explain the meaning of PHE. b. Perform fundamental
skills in both traditional and Modern Educational gymnastics. c. Show
basic knowledge of personal cleanliness and environmental sanitation.
d. Take care of their body parts; e.g., teeth, nails, hair, and
clothes and care of the environment. e. Differentiate the various
diseases such as Ebola, Cholera, Common cold, Corona Virus (COVID-
19), malaria, HIV/AIDS, etc f. Categorize diseases into communicable
and Non communicable. g. Show sources, effects and preventive
measures against some diseases. h. Foster movement education in
gymnastics, and through traditional activities, songs and dance. i.
List down some of body systems. 4 j. Test long term effects of
exercise on the body. k. Render first aid for minor injuries during
sporting activities. l. Demonstrate more skills and techniques in
games. m. Visit health centers and other areas connected with health
problems. n. Identify and prevent some postural defects (kicking,
walking, and other postural habits) o. Display basic knowledge of the
digestive, circulatory and nervous systems p. Understand the modes of
transmission of HIV and its prevention SPECIFIC LEARNING OUTCOMES
Specific learning Outcomes of a topic or theme indicates what
learners should know or understand and what they should be able to do
or demonstrate as well as what they should value or reflect in their
attitudes/behavior. These are the things that learners should achieve
by the time they complete the specific theme or topic. Teachers
should be guided by specific learning outcomes when planning
assessments and tests to check that learners achieve what is expected
of them. The First Grade (Class 1) Term 1 AREA/ TOPIC/THEME SPECIFIC
LEARMNING OUTCOMES 1. Meaning of Physical Health Education The
learner will be able to: a. Carry out simple Physical and Health
activities in and outside the classroom. b. Explain the meaning of
PHE through play. c. State the benefits pf PHE. 2. Fundamental
Movement The learner will be able to: a. Demonstrate simple non-
locomotor skills with their bodies. E.g. clapping, stretching,
swaying, skipping jumping, etc. b. Demonstrate simple locomotor
skills. E.g. hopping, jogging, short-runs back and forth, vaulting
etc. 3. Hygiene The learner will be able to: a. Explain some personal
hygiene practices such as keeping the body clean. b. Talk about
various ways of keeping the environment clean. c. Demonstrate good
hand washing. 4. Games The learner will be able to: a. Play
traditional games such as football, minor games like balance ball,
“Akra”, “Throwing-andCatching” etc b. Demonstrate skills in minor
games such as Chair ball, six-aside, etc Term 2 AREA/TOPIC/THEME
SPECIFIC LEARNING OUTCOMES 5. Water (Uses) The learner will be able
to: a. Use water to wash his/her hand properly b. Make water safe for
use at home and at school. 5 c. Clean homes and compounds, especially
toilets with water. 6. 9Accidents/First Aid The learner will be able
to: a. Prevent and treat common wounds, e.g., bruises, minor cuts,
etc b. Prevent and treat dog bite, snake bite, and stings from bees
and scorpions. 7. Athletics The learner will be able to: a. Run in
lanes from a starting point to a finish line. b. Run when a command
“On-your-marks”, “set” and “go” is given c. Demonstrate the
phases involved in running short distance races. d. Perform simple
jumping skills to cover distance. e. Demonstrate an aspect of relay
racing using improvised implements, e.g. short sticks, papers, etc 8.
Drugs The learner will be able to: a. Prevent poisoning through
proper storage of medicines, kerosene, etc b. Talk about useful drugs
and what they are meant for. Term 3 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 9. Foods and Nutrition The learner will be able to:
a. Identify the common foods eaten at home b. Identify some other
foods eaten in the community c. Talk about the functions and benefits
of foods to the body d. Talk about the disadvantages of poor foods
10. HIV/AIDS Education The learner will be able to: a. Describe how
the body can defend itself against infection 11. Rest and Sleep The
learner will be able to: a. Talk about the importance of rest to the
body. b. Talk about the importance of sleep to the body. 12. The
Human Body The learner will be able to: a. Name the main parts of the
human body. E.g head, hand, stomach, chest, leg, etc b. Talk about
the functions of the body parts. The Second Grade (Class 2) Term 1
AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 1. The meaning of PHE The
learner will be able to: a. Demonstrate activities to show the
meaning of PHE. E.g. exercising their body b. Demonstrate “fair
play” when playing games in school and at home. c. Talk about the
importance of exercising and taking part in physical activities. d.
Organize themselves into teams to play games of their choice. 6 2.
Fundamental movement The learner will be able to: a. Demonstrate
simple non-locomotor skills such as twisting, stretching, bending,
etc b. Demonstrate simple locomotor skills such as cartwheel, forward
roll, wheelbarrow, frog-jump, etc c. Discuss the benefits of carrying
out simple movement activities, 3. Games The learner will be able to:
a. Demonstrate skills in simple minor games such as football, balance
ball, chairball, etc b. Play games in a team with simple rules. c.
Talk about the benefits of playing games 4. Hygiene The learner will
be able to: a. Demonstrate simple hygiene practices such as washing
of the hands. b. Talk about how to keep the environment (the school,
the class, the compound, etc) clean. c. Identify objects used in
cleaning the environment. E.g. broom, soap, dust bin, dusters, towel,
cutlasses, etc. Term 2 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 5.
Foods and Nutrition The learner will be able to: a. Identify the
foods which gives them energy. E.g. rice, cassava, bread, foofoo, etc
b. Identify the foods which makes them grow well. E.g. meat, chicken,
egg, beans, benni, etc c. Identify the foods which protect their
bodies from illnesses. E.g. vegetables, garden eggs, onion, orange,
pawpaw, milk, etc d. Discuss ways of preventing foods from spoilage.
6. Water The learner will be able to: a. Identify sources of water in
the community. b. Wash their body after play and exercise. c. Talk
about how to make water safe for drinking. E.g. filtration,
sedimentation, boiling, etc 7. Accident/First Aid The learner will be
able to: a. Prevent accident and treat wounds at play. b. Give first
aid treatment for poisoning c. Give first aid treatment for diarrhea
8. Athletics The learner will be able to: a. Demonstrate running in
lanes for short distances. b. Demonstrate running in team events. E.g
relays c. Perform jumps such as standing jump, high jump, etc d.
Demonstrate throwing of implements such as improvised shots, etc Term
3 9. The Human Body The learner will be able to: a. Name the main
parts of the human body. 7 b. Talk about the functions of the parts
of the human body. c. State some common diseases associated with some
parts of the human body. 10. Drugs The learner will be able to: a.
Explain what drugs are. b. Talk about the uses of drugs. For cure,
for relief, etc c. Discuss on how to store drugs safe at home. 11.
Rest and Sleep The learner will be able to: a. Talk about the need
for rest and sleep after exercise b. Talk about the benefits of rest
and sleep to the body 12. Disease The learner will be able to: a.
Identify HIV, EVD and Covid-19 as diseases that affect humans b. Talk
about how EVD is spread c. Talk about how COVID-19 is spread d.
Discuss how to prevent HIV,, EVD, and COVID-19 The Third Grade (Class
3) Term 1 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 1. The Meaning
of PHE The learner will be able to: a. Give a simple definition of
PHE b. Talk about activities that will bring out the meaning of PHE
c. Talk about the benefits of PHE. 2. Fundamental Movement The
learner will be able to: a. Demonstrate activities that improve
running, walking, and jumping. b. Demonstrate simple traditional
gymnastic activities such as forward roll, cartwheel, handstand with
support, etc c. Demonstrate simple Modern Educational Gymnastic
activities e.g combining various ways of moving, etc d. Demonstrate
movement skills in dancing e. Identify local musical instruments and
how they are played. 3. Games The learner will be able to: a.
Demonstrate playing simple minor games. E.g. football, chairball,
Rounders, etc b. Master skills in minor games such as throwing-and-
catching, kicking, etc c. Demonstrate “fair play” through the games
been played 4. Hygiene The learner will be able to: a. Talk about
keeping the home environment clean. b. Talk about how to keep the
school environment clean. c. Discuss how to dispose refuse in their
environment. 8 Term 2 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 5.
Foods and Nutrition The learner will be able to: a. Name the types of
foods. b. Talk about (or discuss) the sources of foods. c. Define a
balance diet. d. Talk about the importance of a balance diet. 6.
Accident/First Aid The learner will be able to: a. Discuss common
causes of accidents in the home. b. Discuss common causes of
accidents in the school environment. c. Talk about first aid
treatment for bruises and cuts. 7. water The learner will be able to:
a. Discuss and state the sources of water. b. Talk about the uses of
water. c. Talk about the consequences of using unsafe water. E.g
diarrhea, cholera, typhoid, etc 8. Athletics The learner will be able
to: a. Demonstrate skills in running, walking, and jumping. b.
Identify implements used in running, and jumping activities. c.
Demonstrate the use of implements in running and jumping activities.
E.g. using batons Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES
9. The Human Body The learner will be able to: a. Name the main parts
of human body. E.g. Head, Nose, stomach, chest, foot, etc b. Identify
and discuss the organs found in the parts named. c. Talk about the
functions of some of the organs. E.g. Ear – hearing; Eyes – seeing;
Mouth – eating, etc 10. Rest and Sleep The learner will be able to:
a. Discuss the reasons (or importance) of rest and sleep. b. Talk
about the occasions (or time) for rest and sleep 11. Drugs The
learner will be able to: a. Define drugs. b. Talk about the sources
of drugs. E.g. from plants, from animals parts, from chemicals, etc
c. Discuss about the consequences of misusing drugs at home. 12. HIV
The learner will be able to: a. Understand that people living with
HIV need love and support and respect for their rights like everyone
else 9 Fourth Grade (Class – 4) Term 1 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 1. The meaning of PHE The learner will be able to:
a. Talk about the importance of PHE. b. Discuss the value of PHE E.g.
Social value. Physical value, moral value, vocational value, etc. 2.
Fundamental Movements The learner will be able to: a. Demonstrate
basic traditional gymnastics skills as in forward roll and vaults. b.
Perform traditional gymnastics with apparatus. c. Perform and
exhibits skills in traditional dances 3. Games The learner will be
able to: a. Participate in outdoor and lead-up games. E.g. football,
and chairball, Rounders. b. Demonstrate skills in lead-up games such
as kicking as in football, throwing-and-catching as in chairball etc.
4. Hygiene The learner will be able to: a. Define personal and
environmental hygiene. b. Talk about ways of enhancing personal
hygiene. c. Talk about refuse disposal methods. (drainages), etc Term
2 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 5. Foods and Nutrition
The learner will be able to: a. Talk about methods of preparing
foods. b. Talk about ways of food contamination c. Talk about methods
of food protection and preservation. 6. Water The learner will be
able to: a. Discuss sources and uses of water. b. Talk about water
contamination c. Discuss prevention of water contamination and water
related diseases. 7. Accidents/First Aid The learner will be able to:
a. Identify accident spots in the community (E.g. roads, bush paths,
etc) b. Discuss traffic rules c. Discuss first aid treatment for
burns and scalds. 8. Athletics The learner will be able to: a. Define
athletics b. State the divisions of athletics (E.g. Track and Field)
c. Discuss and demonstrate some athletic activities. E.g. running,
jumping and throwing 10 Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING
OUTCOMES 9. The Human Body The learner will be able to: a. Talk about
the functions of the organs of the body. b. Name some diseases
associated with some organs of the body. 10. Drugs The learner will
be able to: a. Define drugs. b. State (or name) some categories of
drugs. (Useful and Harmful drugs) c. Talk about the effects of
harmful drugs. 11. Rest and Sleep The learner will be able to: a.
Define rest and sleep b. Talk about the significance of rest and
sleep. 12. HIV/AIDS Education The learner will be able to: a.
Describe the modes of transmission of HIV b. Identify the names of
common STIs Fifth Grade (Class – 5) Term 1 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 1. The Meaning of PHE The learner will be able to:
a. State the importance of PHE. b. Name some PHJE activities, E.g.
athletics, games, swimming, cycling, gymnastics, etc. 2. Fundamental
Movement The learner will be able to: a. Demonstrate some gymnastic
activities with or without apparatus. b. Demonstrate movements in
skipping, hopping, vaulting, etc 3. Games The learner will be able
to: a. Demonstrate healthy participation in games. E.g. football,
chair-ball, Rounders, etc b. Organize team games and play healthy
competitions. c. Adhere to rules of games and other sports. 4.
Hygiene The learner will be able to: a. Observe rules related to
environmental sanitation. b. Talk about clothing for body protection
against bad weather. Term 2 AREA/TPOIC/THEME SPECIFIC LEARNING
OUTCOMES 5. Foods and Nutrition The learner will be able to: a.
Define the term “Nutrient”. b. Name the types and sources of
nutrients c. Discuss some food taboos 11 6. Water The learner will be
able to: a. Name some diseases associated with water. E.g. cholera,
diarrhea, typhoid, etc b. Talk about vectors and pests. c. Discuss
control of vectors and pests. E.g. flies, mosquitoes, cockroaches,
etc 7. Accidents/First Aid The learner will be able to: a. Define
first aid. b. Discuss the importance of first aid, and discuss first
aid kits. c. Talk about first aid for animal bites, and snake bites.
d. Discuss first aid treatment for insect bites and stings, fever and
fainting. 8. Athletics The learner will be able to: a. Demonstrate
skills in long jump and high jump b. Illustrate long jump and high
jump facilities and sectors c. Demonstrate skills in relay races.
E.g. baton exchange Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING
OUTCOMES 9. The Human Body The learner will be able to: a. Name and
label parts of the human body. b. Talk about functions of the parts
of the organs of the human body. c. Discuss about some postural
defects in the human body. Correct sitting and standing positions 10.
Drugs The learner will be able to: a. Name the types of drugs. E.g
useful drugs, harmful drugs, b. Talk about categories of drug use.
E.g. drug Misuse, Drug Abuse, etc c. Discuss how to control drug use.
11. Rest and Sleep The learner will be able to: a. Talk about
exercise and fatigue. b. Discuss the importance of rest and sleep
after exercise. 12. HIV/AIDS Education The learner will be able to:
a. Explain how to reduce the risk of transmitting HIV and STIs b.
Understand that HIV affects not just the person living with it but
their family and loved ones too Sixth Grade (Class – 6) Term 1
AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOMES 1. The meaning of PHE The
learner will be able to: a. Define PHE. b. Talk about and discuss the
importance of PHE. c. Explain the value of PHE 2. Fundamental
Movement The learner will be able to: a. Demonstrate activities in
traditional gymnastics. 12 b. Demonstrate activities in Modern
Traditional Gymnastics c. Talk about the value of gymnastics 3. Games
The learner will be able to: a. Demonstrate basic skills in soccer
(kicking, dribbling, heading, etc);chairball (throwing-andcatching,
shooting, dribbling, etc); Rounders ( batting, fielding, pitching,
etc 4. Hygiene The learner will be able to: a. Discuss the causes,
signs and symptoms, prevention and treatment of airborne diseases. b.
Talk about disposal of different kinds of refuse c. Discuss control
of vectors and pests. d. Explain about the importance of Expanded
Programme of Immunization (EPI) Term 2 AREA/TOPIC/THEME SPECIFIC
LEARNING OUTCOMES 5. Foods and Nutrition The learner will be able to:
a. Define the terms “Nutrition” and “Nutrients” b. Classify foods
into ‘Go’, ‘Grow’ and ‘Glow’ foods. c. Talk about the
importance of balance diet. d. Demonstrate how to make a balanced
diet using inexpensive foods 6. Water The learner will be able to: a.
Talk about sources of water-related diseases. E.g. river blindness,
bilharzias, etc b. Discuss the causes, signs and symptoms, treatment
and prevention of river blindness, bilharzias, etc c. Talk about
typhoid, its causes, signs and symptoms, treatment and prevention. 7.
Accidents/First Aid The learner will be able to: a. Define sprain,
strain, and fractures. b. Talk about ways of caring for sprain,
strain, and fractures, c. Discuss the contents of first aid kit 8.
Athletics The learner will be able to: a. Demonstrate sprinting and
jumping events. b. Differentiate between track and field events. c.
Discuss specifications of some field events; e.g. shot put, long
jump, high jump. Term 3 AREA/TOPIC/THEME SPECIFIC LEARNING OUTCOME 9.
The Human Body The learner will be able to: a. Name the systems of
the body. E.g. skeletal, muscular, respiratory, etc b. Discuss the
organs of the body related to each system. c. Talk about some
diseases related to the various systems. 10. Drugs The learner will
be able to: 13 a. Talk about essential and non-essential drugs;
useful drugs and harmful drugs, b. Discuss drug abuse and reasons for
drug abuse 11. Rest and Sleep The learner will be able to: a. Over-
sleep, laziness and inactivity. b. Discuss the consequences of over-
sleep, laziness and inactivity. 12. HIV/AIDS Education The learner
will be able to: a. Describe HIV treatment and support b. Identify,
symptoms and treatment and prevention of STIs , PHYSICAL HEALTH
EDUCATION OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION (CLASS 1) – Term 1 Suggested Topics/Themes/Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
(Core Supplementary) 1. Meaning of PHE After completing this topic
the pupils should be able to: ❖ Carry out Physical and Health
education activities in the classroom to demonstrate the value of PHE
to the body. E.g. stretching, swaying, clapping, jumping, etc ❖
Demonstrate PHE activities outside the classroom. E.g. running,
hopping, jumping, jogging, etc ❖ Explain the meaning of PHE. ❖
Discuss the benefits of PHE. ❖ Teacher introduces lesson with
activities to warm-up children’s bodies in the classroom. E.g.
clapping, swaying, stretching, jumping, etc. ❖ Teacher asks
questions to stimulate pupils thinking and brainstorming. ❖ Teacher
gives command and pupils respond. ❖ Teacher makes some demonstration
of physical activities and pupils follow through. ❖ Teacher guides
pupils to explain the of PHE and the benefits of PHE. ❖ Teacher
explains the domains which PHE covers – cognitive, psychomotor, and
affective. ❖ Short answer questions. ❖ Demonstration of pupils’
activities. ❖ True/false statements. ❖ Listening to pupil’s
discussions and or explanations and drawing conclusion. Mats,
Mattress, playground, Whistle, ribbons of different colours, Personal
Space Understand the concept of personal space Use games to
demonstrate the concept of personal space Explain the concept of
bodily integrity Observation Games that involve close contact 14 2.
Fundamental Movement After completing this topic pupils should be
able to: ❖ Demonstrate simple nonlocomotor skills with their body.
E.g. clapping, stretching, swaying, skipping, jumping etc. ❖
Demonstrate simple locomotor skills, e.g. hopping, short runs back
and forth, vaulting, etc. ❖ Teacher introduces lesson with warming
up activities such as onthe-spot runs, jogging, stretching of various
body parts, etc. ❖ Give command, and observe respond. E.g,, stand-
sit; Hands stretch forward, Hands-up; Handsdown, etc ❖ Demonstration
of non-locomotor skills such as yoga sit, stand on one leg, swaying
of hands, stretch out arms, etc. ❖ Demonstration of locomotor
skills, e.g. hopping, jogging, cock-fighting, etc. ❖ Observe
pupils’ demonstration. ❖ Give command and observe respond. ❖
Demonstration of expected activities from pupils. ❖ Teacher
observing and drawing conclusion. ❖ Practical challenge of
tasks/activities by pupils. Mats, Mattress, Playground, Whistle,
Ribbons of different colors, Skipping ropes 3. Hygiene After
completing this topic, pupils should be able to: ❖ Explain some
personal hygiene practices such as keeping the body clean. ❖ Tell
various ways of keeping the environment clean. E.g. sweeping,
scrubbing, washing, etc. ❖ Demonstrate good Hand Washing. ❖ Teacher
encourages pupils to name/list objects used to clean their body. E.g.
soap, water, sapoo, towel, etc. ❖ Pupils demonstrate various ways of
cleaning their face, teeth, hands, feet, etc. ❖ Pupils demonstrate
how they wash/clean their body. ❖ Make practical demonstration of
washing the body using a pupil as example. ❖ Pupils demonstrate ways
of cleaning the environment. E.g. sweeping. scrubbing ❖ Pupils name
areas of the environment that require cleaning. ❖ Make demonstration
of Hand Washing (step-by-step). ❖ Sing songs and rhymes to reinforce
the activities demonstrated. ❖ Inspect pupils’ hands, fingernails,
hair, teeth, clothing (uniform). ❖ Ask pupils to demonstrate washing
of face, teeth, etc. ❖ Ask pupils to demonstrate Hand Washing
skills. ❖ Asking pupils to demonstrate sweeping and scrubbing, etc
❖ Asking questions and pupils answer. ❖ Observing pupils’
demonstration and drawing conclusion. Tooth brush, Tooth paste, Soap,
Water, towel, buckets, bowls, Chart showing materials used in
cleaning the body, Chart showing materials used in cleaning the
environment, e.g. brooms, brushes, etc. 4. Games After completing
this topic, pupils should be able to: ❖ Play traditional games such
as ❖ Teacher introduces lesson with warming up activities. E.g.
jogging stretching, swaying, etc. ❖ Ask short answer questions. ❖
Give command Balls, Whistle, Ribbons of various 15 soccer (football),
and minor games like balance-ball, throwing-and-catching, tunnelball,
‘Akra’, etc. ❖ Demonstrate skills in minor games such as throwing-
andcatching, kicking, balancing, etc ❖ Allow pupils to jog around
and make short runs back and forth,. ❖ Divide pupils into teams
using ribbons to distinguish them. ❖ Introduce various games to play
such as football, balance-ball, etc. ❖ Make different formations
during play such as semicircles, circles, square shape, straight
line, etc and demonstrate skills of throwing-andcatching, kicking,
etc. ❖ Ask excellent pupils to demonstrate for others to observe. ❖
Organize pupils into teams and observe them play. ❖ Stress execution
of skills and participation. (instructions) and observe response. ❖
Ask pupils to repeat skills demonstrated. ❖ Teacher observes and
draws conclusion. colours, playground OUTLINE TEACHING SYLLABUS FOR
THE FIRST STAGE OF BASIC EDUCATION (CLASS – 1) TERM 2 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources (Core Supplementary) 5. Water After
completing this topic, pupils should be able to: ❖ Use water to
wash/clean their hands. ❖ Make water safe for use at home and in
school. ❖ Clean homes and compounds, especially the toilets with
water. ❖ Teacher leads discussion on use of water, especially with
washing hands. ❖ Teacher and pupils talk about the importance of
washing hands and need to have clean hands at all times. ❖ Pupils
demonstrate hand washing and teacher observes. ❖ Teacher makes
corrections where necessary. ❖ Teacher ensures all pupils practice
the hand washing steps. ❖ Teacher demonstrates how to make water
safe for use at home and in school. ❖ Observing pupils demonstration
and drawing conclusion. ❖ Asking simple short-answer questions. ❖
Asking True/False questions. ❖ Giving pupils home work to do. ❖
Asking pupils to demonstrate how to make water safe for use. Water,
Bowls, Buckets with cover, Soap, Brushes for scrubbing, Clean white
piece of cotton cloth, Chart illustrating purification of water. 6.
Accidents/First Aid After completing this topic, pupils should be
able to: ❖ Teacher asks questions the ways humans get/sustain
wounds. ❖ Teacher leads discussion on accidents that ❖ Asking
shortanswer questions. ❖ Asking pupils to Water, Bowl Towel, Soap,
Common salt, Plasters, Bandages, 16 ❖ Prevent and treat human
wounds. ❖ Prevent and treat dog bite, snake bite, and stings (from
bees and scorpion) make people sustain wounds. ❖ Teacher discusses
accidents with dog-bites and snake bites. ❖ Pupils demonstrate how
dog bites (or snake bites) are noticed. ❖ Teacher discusses with
pupils how wounds are treated and how they can be prevented. ❖
Discuss with pupils how dog bites and snake bites. demonstrate skills
learnt. ❖ Asking true/false questions. ❖ Observing pupils and
drawing conclusion. ❖ Asking pupils to demonstrate reactions from
dog bite and snake bite. Cotton wool, scissors, chart showing people
with dog bite and snake bite. Chart showing treatment of dog bite and
snake bite. 7. Athletics After completing this topic, pupils should
be able to: ❖ Run in lanes from a starting point to the finish. ❖
Run after a command “Onyour-marks”, “set”, and “Go”. ❖
Demonstrate the phases (steps) involved in running short races. ❖
Perform simple jumping skills to cover distance. ❖ Do relay races.
❖ Teacher leads pupils to warm-up using simple exercises, e.g.
jogging, stretching, swaying, running, etc. ❖ Teacher demonstrates
running in straight line and pupils repeat the actions. ❖ Pupils
demonstrate running with objects and handing over to their team mates
(objects like short sticks,,, piece of paper, milk tins, books, etc).
❖ Ask pupils to jump over objects or obstacles. ❖ Pupils
demonstrate jumping from one point to any distance. ❖ Demonstrations
made by pupils. ❖ Observing pupils run and jump. ❖ Observe pupils
handing over objects used in relay races. ❖ Ask excellent pupils to
demonstrate for other pupils to see. ❖ Encourage all pupils to
demonstrate. ❖ Observing pupils and drawing conclusion. Whistle,
batons, Exercise books, Pieces of papers, Short sticks, milk tins,
small boxes, etc. 8. Drugs After completing this topic, pupils should
be able to: ❖ Prevent poisoning by proper storage of medicines,
kerosene, etc. ❖ Identify common drugs and their ❖ Discuss with
pupils how to keep medicines out of reach of children ❖ Talk about
chemicals at home that are harmful if not properly handled. ❖
Discuss the various drugs that are commonly used at home (traditional
herbs and modern medicines in drug stores). ❖ Talk about the uses of
drugs (medicines). ❖ Talk about why pupils should not play with
drugs at home. ❖ Ask pupils simple short-answer questions. ❖ Ask
pupils true/false questions. ❖ Give pupils home work to do. ❖
Listening to pupils’ discussions and drawing conclusion. First aid
box, medicine cup, Chart showing useful and harmful drugs. 17
purposes and what they are meant for. ❖ Understand that drugs
(medicines) should be only used for their intended purposes OUTLINE
TEACHING SYLLABUS FOR THE FIRST GRADE OF BASIC EDUCATION (CLASS 1) –
TERM 3 Suggested Topics/Themes/Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources (Core Supplementary) 9.
Foods and Nutrition After completing this topic, pupils should be
able to: ❖ Identify the common foods they eat at home. ❖ Identify
the common foods they eat or see in their community ❖ Talk about the
functions and benefits of foods to the body. ❖ Talk about the
disadvantages of poor foods. ❖ Teacher introduces lesson by asking
pupils to name the foods they eat before coming to school. ❖ Pupils
talk about the foods they ate the previous day. ❖ Teacher and pupils
talk about the foods they like best. ❖ Pupils discuss the different
kinds of foods they have eaten. E.g. rice, foofoo, yam, cassava,
gari, ‘achekeh’, salad, etc. ❖ Discuss with pupils other kinds of
foods prepared outside the home (in the community). ❖ Talk about the
functions of some foods. E.g. giving energy, building the body, and
protecting the body. ❖ Asking short questions and receiving answers.
❖ Asking true/false questions. ❖ Having oral discussions on the
importance of foods. ❖ Listening to pupils’ discussions and drawing
conclusion. Display of basic food items in the subject corner.
Samples of food items brought in by children. Charts showing basic
food items. Chart showing food items arranged in categories; e.g.
energy-giving foods, bodybuilding foods, and protective foods. 10.
Rest and Sleep After completing this topic, pupils should be able to:
❖ Talk about the importance of rest to the body. ❖ Teacher
introduces lesson with questions. E.g. how do you feel after playing
for long? ❖ Teacher and pupils talk on the need for rest after an
exercise or a vigorous activity, ❖ Asking simple questions and
pupils giving answers. ❖ Asking true/false questions. ❖ Listening
and drawing conclusion from pupils’ discussions. 18 ❖ Talk about
the importance of sleep to the body. ❖ Talk about ways of resting.
E.g. lying down, watching TV, casual stroll, notdoing anything, etc.
❖ Talk about the need for good and adequate sleep. ❖ Discuss times
necessary to sleep. ❖ Teacher and pupils talk about the importance
of sleep, 11. The Human Body After completing this topic, pupils will
be able to: ❖ Name the main parts of the human body. ❖ Talk about
the functions of the parts of the human body. ❖ Teacher introduces
lesson by questioning pupils to name parts of their body. ❖ Teacher
asks pupils to point to various parts of their body as he calls them.
❖ Pupils talk about and state the functions of their body parts.
E.g. the eye – to see; the nose – to smell; the mouth – to eat;
the leg – to walk, etc. ❖ Pupils discuss the parts of the body
among themselves and stating the functions of their body parts. ❖
Asking simple short-answer questions. ❖ Asking true/false questions.
❖ Listening to pupils discussions and drawing conclusion. ❖
Observing pupils discussions and demonstrations on the functions of
the parts of their body. ❖ Ask pupils to demonstrate some body
functions such as walking,, handling things,, listening,, etc. A
chart showing the parts of the human body. HIV Understand the idea of
the immune system Use examples of defence – e.g. walls, barriers,
sports positions and what they have in common ❖ ❖ observation
Pictures of defense positions in sport Pictures or drawings of
barriers PHYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS FOR THE
FIRST STAGE OF BASIC EDUCATION (CLASS -2) TERM 1 Suggested Topics
Specific Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching 19
Themes/Units Resources (Core Supplementary) 1. The Meaning of PHE.
After completing this topic, pupils should be able to: ❖ Demonstrate
activities to show the meaning of PHE. E.g. exercising their bodies
in class, etc ❖ Demonstrate ‘fair play’ when playing games in
school and at home. ❖ Talk about the importance of exercising after
taking part in some other activities. ❖ Organize themselves into
teams to play games of their choice. ❖ Teacher encourages pupils to
do warming up activities, e.g. jogging on the spot, running on the
spot, stretching and twisting, etc. ❖ Teacher leads pupils to make
teams to play games of their choice. E.g. stone-ball, balance-ball,
football, chairball, etc. ❖ Teacher asks pupils to establish rules
governing the games they play. ❖ Teacher discusses with pupils how
they feel after playing the games. ❖ Discuss with pupils how they
feel when play games as a team. ❖ Encourage pupils to select their
own officials when playing games. ❖ Encourage pupils to develop
skills on the games they play. ❖ Observe pupils demonstration and
drawing conclusion. ❖ Asking short simple questions. ❖ Introducing
games that arouse pupils’ interest. ❖ Ask questions on the games
they play. ❖ Ask them to appoint officials and discuss the role of
the official. ❖ Ask true/false questions. ❖ Observing the skills of
the pupils at play. Balls, chairs, Whistle, Improvised balls and
other improvised equipment, Playground, etc 2. Fundamental Movement
After completing this topic, pupils should be able to: ❖ Demonstrate
simple non-locomotor skills such as twisting,, bending, stretching,
etc. ❖ Demonstrate simple locomotor skills such as cartwheel,
forward roll, wheelbarrow, frogjump, cock-fight, etc. ❖ Discuss the
benefits of carrying out simple movement activities. ❖ Teacher
starts lesson with warming up activities, e.g. stretching, bending,
twisting, hopping, etc. ❖ Teacher demonstrate some simple
nonlocomotor skills such as on-the-spot jogging, on-the-spot running,
handstand with support, etc ❖ Teacher demonstrates and pupils
perform some simple locomotor skills such as cartwheel, forward roll,
wheelbarrow, frog jump, cock fight, etc. ❖ Pupils are asked to make
demonstrations of the skills practiced so far. ❖ Teacher encourages
pupils with excellent performances to demonstrate over again. ❖ Ask
pupils to carry out demonstrations of tasks or activities done. ❖
Ask questions on the practical lessons been carried out. ❖ Observing
pupils demonstrations and drawing conclusion. ❖ Asking outstanding
pupils to demonstrate. ❖ Ask pupils to name or identify the
movements they perform. Foam, Mat, Mattress, Whistle, Playground, 3.
Games After completing this topic, pupils should be able to: ❖
Demonstrate skills of ❖ Teacher introduces lesson with warming up
activities, e.g. jogging, stretching, twisting, etc ❖ Observing
pupils playing and drawing conclusions. Football, Improvised balls,
Chairs, Milk tins, 20 simple minor games, such as football, balance-
ball, Chairball, etc. ❖ Play games in a team with simple rules. ❖
Talk about the benefits of playing games in a team. ❖ Teacher leads
pupils to organize class into teams to play games, e.g. Mini-
football, Chairball, balance-ball, etc. ❖ Teacher encourages pupils
to exhibit skills of the game. ❖ Allow pupils to discuss their
feelings about the games they have played. ❖ Discuss with pupils the
benefits they gain from playing games. ❖ Asking true/false
questions. ❖ Observing skills been executed. ❖ Observing
children’s mood and interactions at play. ❖ Identifying outstanding
performances from pupils. Tomato tins, Tennis balls, etc 4. Hygiene
After completing this topic, pupils should be able to: ❖ Demonstrate
simple hygiene practices such as washing the hands. ❖ Talk about how
to keep the environment clean such as school, class, compound, etc.
❖ Identify objects used in cleaning the environment, e.g. broom,
brush, towel, soap, buckets, dustbins, cutlasses, etc. ❖ Teacher and
pupils sing songs/rhymes relating to personal hygiene. E.g. ‘this is
way we wash our feet’, hands, face, etc. ❖ Teacher discusses with
pupils the importance of handwashing. ❖ Discuss with pupils when to
do handwashing. ❖ Demonstrate the proper handwashing procedure. ❖
Discuss with pupils ways of cleaning the home, compound, toilets
drainages, classrooms, school compound, etc. ❖ Ask pupils to name
materials used to clean the home, the rooms, the toilets, the
drainages, gutters, etc. ❖ Asking true/false questions. ❖ Asking
short answer questions. ❖ Ask pupils to explain hand washing steps.
❖ Ask pupils to demonstrate other forms of personal hygiene
practice. ❖ Ask pupils to sing songs/rhymes relating to hygiene
practice and demonstrate with actions. ❖ Ask pupils to identify
materials used in cleaning, etc. Tooth brush, tooth paste, chewing
stick, Ashes, Salts, Charcoal, Soap, Water, long brushes, Brooms,
cutlasses, etc Chart showing materials used in cleaning the
environment. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION – THE SECOND GRADE (Class 2) Term 2 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources (Core Supplementary) 21 5. Foods and
Nutrition After completing this topic, pupils should be able to: ❖
Identify foods which give them energy. E.g. rice, cassava, yam, etc.
❖ Identify foods which make them grow well. E.g. meat, fish,
chicken, milk, beans, etc. ❖ Identify foods which protect their body
from illness. E.g. orange, pawpaw, vegetables, etc ❖ Discuss ways of
preventing foods from spoilage. ❖ Teacher encourages pupils to name
some food items they have in their homes and communities. ❖ Teacher
asks pupils to name the foods they eat in the morning, at noon time,
in the evening, after meals, etc. ❖ Pupils name foods they buy at
school. ❖ Teacher leads pupil to name foods which give energy. Eg.
Rice, cassava, foofoo, etc. ❖ Teacher leads/guide pupils to name
foods which make us grow well, e.g. beni, groundnut. ❖ Teacher
guides pupils to name foods which protect their bodies from illness.
Eg. Pawpaw, orange, mango, lemon, Green vegetables, onion, etc. ❖
Pupils talks on how to avoid/prevent food spoilage. Eg. Covering food
from flies, keeping freezer dry, etc. ❖ Asking simple short answer
questions. ❖ Asking True/False questions. ❖ Observing pupils
discussions and drawing conclusion. ❖ Ask pupils to identify various
food classes. ❖ Giving pupils home work to do. Various food items
displayed in the subject corner, Chart showing classes of food,.
Samples of food items brought in by the pupils. 6. Water After
completing this topic, pupils should be able to: ❖ Identify sources
of water in the community. ❖ Wash their body after play and
exercise. ❖ Discuss how to purify water. ❖ Talk about how to make
water safe for drinking. ❖ Teacher asks pupils to name sources of
water in their community. ❖ Teacher discusses with pupils rules on
the use of water with reference to their sources. ❖ Pupils talk
about how to wash their body after exercise or play. ❖ Pupils talk
about the different uses of water in their community, e.g. washing
the body, drinking, cooking food, washing clothes, etc. ❖ Discuss
domestic ways of purifying water at home. e.g. boiling, filtering,
sedimentation, etc. ❖ Discuss with pupils how to make water safe for
drinking at home, e.g. covering the water. ❖ Discuss illustrations
of sources of water with pupils in class. ❖ Ask short-answer
questions. ❖ Ask true/false questions. ❖ Ask pupils to demonstrate
how to wash their body with water. ❖ Ask pupils to draw sources of
water from the displayed chart. ❖ Give pupils home work to do. Chart
showing sources of water. Soap, Water, Bucket, Bowls, Clean piece of
white cotton cloth, Chart showing how to store water safe at
home/school. 7. Accident/First After completing this ❖ Teacher
observes (previous or old) wounds ❖ Ask short-answer Samples of
Nails, 22 Aid topic, pupils should be able to: ❖ Prevent accidents
and treat wounds during play. ❖ Give first aid treatment for
poisoning. ❖ Give first aid treatment for diarrhea. caused to pupils
at play, such as wounds by fingernails, stepping on nails, holding
barbed wires, playing with knives, etc. ❖ Role play first treatment
for such wounds sustained at home, e.g. cleaning the wounds, stopping
flow of blood through pressure, applying plasters, etc. ❖ Discuss
causes of poisoning and forms of poisoning at home, e.g. drinking
caustic soda, drinking kerosene, eating bad (or stale) foods, etc. ❖
Talk and discuss first aid treatment on poisoning, e.g. drinking red
palm oil. ❖ Role-play first aid treatment on poisoning. ❖ Discuss
causes of diarrhea, the signs and symptoms. ❖ Talk about how to
prevent diarrhea. ❖ Role-play first aid treatment for diarrhea.
questions. ❖ Ask true/false questions. ❖ Ask pupils to role-play
first aid treatments on poisoning; then on diarrhea. ❖ Give home
work to pupils on first aid treatment on poisoning and diarrhea. ❖
Observe pupils discussion, and demonstrations and draw conclusion.
barbed wires, knife, razor blades, etc First aid kit (or box), Palm
Oil, Oral Rehydration Salt (ORS), Chart showing signs and symptoms of
a victim of diarrhea. 8. Athletics After completing this topic,
pupils should be able to: ❖ Organize running short-distance races in
lanes. ❖ Demonstrate running in team events. ❖ Perform jumps such
as standing jump, long jump, high jump, etc. ❖ Demonstrate throwing
of implements such as improvised shots, etc. ❖ Teacher introduces
lesson with warming up activities, e.g. jogging, bending, stretching,
etc. ❖ Teacher demonstrates running in lanes. ❖ Demonstrate running
in lanes with pupils using various objects (such as short sticks,
piece of papers, milk tins, etc) in place of batons. ❖ Demonstrate
how to perform standing jumps, long jump and high jump using simple
techniques. ❖ Ask pupils to demonstrate the throwing of improvised
implements (for short put) e.g. moulded clay, round metal balls, etc
to cover distance. ❖ Ask pupils with outstanding skills to
demonstrate. ❖ Repeat demonstrations and allow every pupil to make
trials. ❖ Ask pupils to demonstrate running. ❖ Ask pupils to run in
lanes. ❖ Observe pupils’ demonstration of running, jumping, and
throwing and draw conclusions. ❖ Ask pupils to jump for height. ❖
Ask pupils to jump to cover distance. ❖ Ask pupils to throw
improvised objects following simple rules. ❖ Ask pupils to identify
some implements, e.g. cross bar, up-rights, etc. Batons, short
sticks, Pieces of papers, milk tins, boards for jumps, Up-rights,
crossbar, improvised weights for throwing, playground, Foam,
Mattress, Whistle, etc. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE
OF BASIC EDUCATION – GRADE TWO (Class 2) Term 3 23 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources 9. The Human Body After completing this
topic, the pupils should be able to: ❖ Name the main parts of the
human body. ❖ Talk about the functions of the parts of the human
body. ❖ State some common diseases associated with the parts of the
human body. ❖ Teacher leads pupils to identify the main parts of the
human body, e.g. the head, hands, chest, leg, stomach, etc. ❖ Pupils
identify the main parts of their body by pointing to them. ❖ Teacher
guides pupils to state the functions of the parts of the body named,
e.g. the eye – to see; the ear – to hear; the nose – to smell, etc
❖ Teacher guides pupils to identify diseases associated with parts
of the body. E.g. eye – blindness, short sightedness; nose –
anosmia (loss of smell); ear – deafness; hands – wounds, cuts; etc
❖ Pupils interact and discuss the functions of the parts of the
body. ❖ Ask short questions on the parts of the body. ❖ Ask
true/false questions. ❖ Observe pupils’ demonstrations in pointing
to parts of the body. ❖ Give home work to pupils. ❖ Observe pupils
discussions and drawing conclusions. Charts showing parts of the
human body. 10. Drugs After completing this topic, pupils should be
able to: ❖ Explain the meaning of drugs. ❖ Talk about the uses of
drugs. ❖ Discuss on how to store drugs safe at home. ❖ Explain that
drugs should only be used for their intended purpose ❖ Teacher leads
discussions to let pupils bring out the meaning of drugs. ❖ Teacher
guides pupils to identify some common drugs at home. ❖ The pupils
are guided to name different types or forms of drugs. E.g. tablets,
syrups (liquid), etc. ❖ Teacher guides pupils to state what drugs
are used for; e.g. to get relief, to heal wounds, to clear pains,
etc. ❖ Teacher ask pupils to discuss on how to store drugs safe at
home, e.g. keep far from children, keep under lock and key, etc. ❖
Teacher asks short-answer questions. ❖ Ask true/false questions. ❖
Listening to pupils’ discussions and drawing conclusions. ❖ Give
home work to pupils. Samples of drugs such as tablets, syrups, etc.
Chart showing various drug types. 11. Rest and Sleep After completing
this topic, pupils should be able to: ❖ Talk about the need for ❖
Teacher leads discussions with pupils on what rest mean. ❖ Teacher
guides pupils to talk about ❖ Asking short-answer questions. ❖
Teacher asks Samples of drugs such as tablets, syrups, etc. 24 rest
and sleep after exercise. ❖ Talk about the benefits of rest and
sleep to the body. how they rest at home. ❖ Pupils discuss about
when they usually rest at home. ❖ Teacher and pupils talk about why
they need to rest; e.g. to allow the body recover from tiredness,
etc. ❖ Teacher and pupils talk about why it is necessary and good to
sleep. ❖ Pupils discuss about when they usually sleep. true/false
questions. ❖ Listening to pupils discussions and drawing
conclusions. ❖ Give home work to the pupils. Chart showing various
drug types 12. Disease spread and prevention After completing this
topic, pupils should be able to: ❖ Talk about how Ebola Virus
Disease (EVD) is spread. ❖ Talk about how COVID-19 is spread. ❖
Talk about how to prevent EVD and COVID-19. ❖ Teacher guides pupils
to talk on how EVD is spread; e.g. touching a sick person, touching
blood or stool of a sick EVD patient, etc. ❖ Teacher leads pupils to
talk on how to prevent the spread of EVD. ❖ Teacher guides pupils to
talk on the symptoms of COVID-19. E.g. very high fever, persistence
coughing, etc. ❖ Teacher and pupils talk about how COVID-19 is
spread, e.g. sitting close to an infected person, etc. ❖ Teacher and
pupils talk about to prevent COVID-19, maintaining physical social
distance. ❖ Ask short answer questions. ❖ Asking true/false
questions. ❖ Role-playing skits on the diseases. ❖ Role-play skits
the signs, symptoms, and preventions on the diseases. ❖ Observing
pupils’ discussions and drawing conclusions. ❖ Give home work to
pupils. Chart showing EVD, and COVID19. Chart showing symptoms of,
EVD, COVID-19. 25 PHYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS
FOR THE FIRST STAGE OF BASIC EDUCATION –( THIRD CRADE) CLASS 3 -
Term 1 Suggested Topics/Themes/ Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources 1. The Meaning of PHE
After completing this topic, pupils should be able to: ❖ Give a
simple definition of PHE. ❖ Talk about activities that help to bring
out the meaning of PHE (E.g. sport, hygiene, exercise, etc) ❖ Talk
about the benefits of PHE. ❖ Teacher leads discussions on the
meaning of PHE. ❖ Teacher and pupils discuss the activities
performed in PHE such as playing games, running, exercising,
observing hygiene, keeping fit and healthy, etc. ❖ Teacher guides
pupils to make a simple definition of PHE such as ‘PHE is the study
which helps us develop our whole body through play’. ❖ Teacher
guides pupils to list down some activities in PHE such as games,
swimming, athletics, boxing, keeping fit, fighting diseases, etc. ❖
Teacher and pupils talk about the benefits of PHE e.g. learning about
different games; engaging in healthy living; learning about body and
how it works; keeping physically fit; using leisure time profitably;
having fun and enjoyment, etc. ❖ Lead pupils to discuss how these
benefits are achieved; e.g. How do we learn about games? How do we
keep our body fit? Etc. ❖ Asking short-answer questions. ❖ Making
multiple choice questions. ❖ Asking true/false questions. ❖ Asking
pupils to demonstrate some physical activities. ❖ Observing pupils
and drawing conclusions. ❖ Give pupils home work to do. Balls of
varied sizes, Whistle, 2. Fundamental Movements After completing this
topic, pupils should be able to: ❖ Demonstrate activities that
improve running, walking and jumping. ❖ Demonstrate some simple
traditional ❖ Teacher guides pupils to demonstrate activities like
running, jumping, walking, etc. ❖ Teacher asks pupils to demonstrate
various forms of running, walking, jumping etc. ❖ Teacher
demonstrate some traditional gymnastic skills/activities, e.g.
forward roll, cartwheel, wheelbarrow, etc. ❖ Asking simple
shortanswer questions. ❖ Demonstration of activities by pupils. ❖
Observing pupils and drawing conclusion. ❖ Calling pupils out to
Mats, Mattress, Foam, Skipping ropes, Whistle, Playground, some local
musical 26 gymnastic activities, e.g. cartwheel, forward roll,
handstand with support, etc. ❖ Demonstrate simple Modern Educational
Gymnastic skills, e.g. moving in three different ways; balancing the
body in various ways, etc. ❖ Demonstrate movement skills in dancing.
❖ Identify local musical instruments and how they are used. ❖
Pupils repeatedly perform the activities for mastery. ❖ Teacher
guides pupils to demonstrate various of movements from one place to
another, e.g. rolling, crawling, hopping, etc. ❖ Teacher guides
pupils to balance their body weights in various forms, e.g. balance
on hands, on buttocks, on one leg, etc. ❖ Teacher guides pupils on
movement skills in traditional dancing. ❖ Teacher asks pupils to
demonstrate various forms of dancing in their traditional settings.
❖ Teacher asks pupils to name some local instruments used in their
community and other communities. ❖ Teacher guides pupils to talk
about how these local instruments are used/played. demonstrate their
cultural dances. ❖ instruments, Chart showing local musical
instruments in Sierra Leone. 3. Games After completing this topic,
pupils should be able to: ❖ Playing simple minor games (e.g. mini
football, chair-ball, etc) ❖ Demonstrate skills in minor games, e.g.
kicking as in mini football; throwing-andcatching as in Chairball,
etc. ❖ Demonstrate ‘fair play’ through playing games. ❖ Teacher
guides pupils to warm up their body and exercise their joints. ❖
Teacher leads pupils to play minor games such as mini football,
Chair-ball, etc. ❖ Teacher emphasizes on skills acquisition and
development such as kicking, heading, throwin, as in mini-football
and throwing-andcatching, shooting, etc as in Chair-ball. ❖ Teacher
guides pupils to select their own official (referee) to officiate. ❖
Teacher guides pupils to play to rules and respect the official. ❖
Allowing pupils to exercise on their own and teacher observes. ❖
Observing skills acquisition and development. ❖ Observing pupils
demonstration and drawing conclusion. ❖ Asking pupils to demonstrate
certain skills. ❖ Asking excellent pupils to demonstrate for other
to see. Balls, football, balls of medium sizes, Balls of varied
sizes, playground, Ribbons of varied colours. Whistle 4. Hygiene
After completing this topic, pupils should be able to: ❖ Talk about
keeping the home environment clean. ❖ Talk about how to keep the
school environment clean. ❖ Teacher does a recap on personal hygiene
practices. ❖ Teacher leads pupils to talk about how they can clean
their homes (the rooms kitchen, living room, toilets/latrines,
courtyard, gutters, etc) ❖ Teacher leads pupils to talk about how
they can clean the school premises (the offices, ❖ Ask short-answer
questions. ❖ Ask true/false questions. ❖ Ask pupils to demonstrate
how they can clean their environment. Brooms, Brushes, Towels, Dust
bins, soap, Water, Chart showing methods of cleaning the home. 27 ❖
Discuss how to dispose off refuse in their environment. classrooms,
toilets, around the compound, etc) ❖ Teacher guides pupils to
identify objects/materials used to clean the home and the school,
e.g. brooms, brushes, towels, soaps, water, dusters, etc. ❖ Teacher
leads pupils to identify the types of refuse they accumulate in the
community, e.g. waste papers, kitchen wastes, etc. ❖ Teacher guides
pupils to talk about various methods of refuse disposal, e.g.
burning, burying, dumping in pits, throwing on landfills, etc. ❖
Observing pupils and drawing conclusions. ❖ Observing the
environment in which the pupils live, their classroom, the school
compound, etc. Chart showing cleaning methods in the school
environment. Chart showing materials used in cleaning the
environment. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION – THIRD GRADE-(Class 3) Term 2 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources 5. Food and Nutrition After completing
this topic, pupils should be able to: ❖ List (or name) the
categories of food. ❖ Talk about the sources of foods. ❖ Define a
balanced diet. ❖ Talk about the importance of a balanced diet. ❖
Teacher guides pupils to name the foods they eat at home and in their
community, e.g. rice, cassava, yam, foofoo, etc. ❖ Teacher guides
pupils to state which gives them energy; builds their body and which
protect them from illness. ❖ Teacher guides the pupils to categorize
foods into ‘Go’ foods, ‘Grow’ foods and ‘Glow’ foods. ❖
Teacher and pupils discuss the sources of foods in the three
categories mentioned. E.g. Go foods – rice cassava, bread, yam; Grow
foods – meat, fish, chicken, beans, milk, egg; and Glow foods-
orange, banana, pawpaw, milk, vegetables. ❖ Teacher guides pupils to
talk about a balanced diet. ❖ Teacher guides pupils to discuss the
importance of a balanced diet. ❖ Ask pupils simple shortanswer
questions. ❖ Ask multiple choice questions. ❖ Ask true/false
questions. ❖ Ask pupils to make illustrations on the categories of
foods. ❖ Observe pupils’ discussions and draw conclusion. Samples
of food items from the subject corner. Food items brought in by the
pupils. Food items brought in by the school market. Chart showing
food classes and the sources. 6. Accident/First Aid After completing
this topic, pupils should be able to: ❖ Teacher guides pupils to
talk about accidents and what causes them. ❖ Teacher guides pupils
to talk about accidents ❖ Ask simple short-answer questions. Charts
showing accidents spots. 28 ❖ Discuss common causes of accidents in
the home. ❖ Discuss common causes of accidents in the school. ❖
Talk about first aid treatment for bruises and cuts. occurring at
home; e.g. getting a cut from a knife, falling down from a tree, a
step or a stair, stepping on sharp or hot objects, etc. ❖ Teacher
guides pupils to talk about accidents on the way to school, and at
school. E.g. car crash, hit by motor-bike, etc. At school- falling
down when running, or from a tree, a cut from playing or fighting. ❖
Invite a police officer to give a talk on accidents on the road and
how to avoid them. ❖ Teacher observes for pupils who have bruises
and enquires on how they got them. ❖ Teacher guides pupils to
demonstrate first aid treatment on bruises and cuts. ❖ Pupils are
allowed to practice on first aid treatment on bruises and cuts. ❖
Ask true/false questions. ❖ Observe pupils demonstrate first aid
treatment for bruises and cuts. ❖ Observe pupils’ discussion and
draw conclusion. Clean water, soap, clean piece of white cotton
cloth, bandages, cotton wool, plasters, first aid kit (or box),
Police Officer or Community leader, Charts showing cuts or bruises.
7. Water After completing this topic, pupils should be able to: ❖
Discuss and state the sources of water. ❖ Talk about the uses of
water. ❖ Talk about the effects of using unsafe water, e.g.
illnesses such as diarrhea, typhoid, cholera, etc. ❖ Teacher guides
pupils to talk about the different sources of water in the community,
e.g. stream, well, rain, tap, dam, river, etc. ❖ Teacher asks pupils
to list the uses of water in their homes; at school; and in the
community. ❖ Teacher leads pupils to identify different sources of
water by smelling, tasting, allowing to settle, etc. ❖ Teacher
guides pupils to talk on the effects of using unsafe water, e.g.
illness such as cholera, typhoid, diarrhea, etc. ❖ Teacher and
pupils discuss which water is safe for use (for drinking, for
laundering, for bathing, etc. ❖ Ask simple short answer questions.
❖ Ask multiple choice questions. ❖ Ask true/false questions. ❖
Observe pupils’ discussions and drawing conclusion. ❖ Asking pupils
to compare different sources of water. Chart showing sources of
water. Chart showing signs and symptoms of a cholera victim, diarrhea
victim and typhoid victim. 8. Athletics After completing this topic,
pupils should be able to: ❖ Demonstrate skills in running, walking,
and jumping activities. ❖ Teacher demonstrates with pupils how to
run in lanes. ❖ Teacher first, asks pupils to demonstrate running.
❖ Then teachers demonstrate running skills, correcting errors made
by pupils. ❖ Teacher asks pupils to jump, first for distance. ❖
Teacher then demonstrates, beginning with ❖ Ask shortanswer
questions. ❖ Ask true/false questions. ❖ Ask pupils to demonstrate
Up-rights, Cross-bar, Baton, Whistle, Sand, Foam, take-off board, 29
❖ Identify implements used in running,, and jumping activities. ❖
Demonstrate use of implements in running and jumping activities.
approach run unto landing. ❖ Teacher demonstrates jumping for
height, using simple technique. ❖ The pupils are asked to
demonstrate jumping for height. ❖ Teacher guides pupils to name the
implements used in running and jumping, e.g. cross-bar, uprights,
etc. running and jumping techniques. ❖ Observing pupils and drawing
conclusions. OUTLINE TEACHING SYLLABUS FOR THE FIRST STAGE OF BASIC
EDUCATION –THIRD GRADE (CLASS 3) Term 3 Suggested Topics/
Themes/Units Specific Leaning Outcomes Recommended Teaching Styles or
Pedagogical Approaches Assessment Methods Suggested Learning Teaching
Resources 9. The Human Body After completing this topic, pupils
should be able to: ❖ Name the main parts of the human body. ❖
Discuss the organs found in each part. ❖ Talk about some organs
function, e.g the ear for hearing, etc ❖ Teacher introduces lesson
by asking questions. ❖ Teacher asks pupils questions on their body
parts, e.g. touch your head; your stomach; your nose; etc ❖ Teacher
asks pupils to identify their body parts as each locates the parts
named by the teacher. ❖ Teacher discusses with pupils the organs
found in some of the body parts named; the head has the eye, nose,
mouth, ears, etc. The chest has the ribs, lungs, heart, breast, etc.
❖ Pupils discusses in group, the organs found in various body parts.
❖ Teacher asks pupils to talk about the functions of the organs of
the various body parts. ❖ Pupils form groups and discuss the
functions of the organs of the various body parts. E.g. the eyes are
used to see; the mouth is used to eat; the nose is used to smell,
etc. ❖ Ask short answer questions. ❖ Ask true/false questions. ❖
Ask multiple choice questions. ❖ Allow pupils to draw some body
parts. ❖ Observe pupils discussion and draw conclusion. ❖ Give home
work to pupils. Chart showing the parts of the body. Diagram of some
organs such as the eyes the ears, the hand etc. 10. Rest and Sleep
After completing this topic, pupils should be able to: ❖ Discuss the
importance of rest and sleep. ❖ Talk about the occasions and times
to rest and sleep. ❖ Teacher introduces the lesson on why people
need to rest and sleep. ❖ Teacher asks questions on how they usually
rest and sleep. ❖ Teacher organizes pupils in groups to talk about
rest. ❖ Teacher introduces sleep and talks about why people need
sleep. ❖ Pupils discuss in groups why they need sleep. ❖ Teacher
discusses with pupils the appropriate times to sleep; e.g. at night
after a tedious work, when sick, etc. ❖ Ask short answer questions.
❖ Ask multiple choice questions. ❖ Observe pupils’ discussions and
drawing conclusions. ❖ Give pupils home work to do. Chart showing
various ways of resting. Chart showing people at sleep. 30 11. Drugs
After completing this topic pupils should be able to: ❖ Define
drugs. ❖ Talk about sources and use of drugs. ❖ Discuss about the
effects of misusing drugs at home. ❖ Teacher introduces lesson by
describing and talking various types of drugs. ❖ Teacher asks pupils
to identify some drugs that they know. E.g. from hospitals, pharmacy,
herbs from bush, from leaves, roots and stems of plants, etc. ❖
Teacher asks pupils to talk about the sources of drugs they have
named. ❖ Teacher guides pupils to define drugs. E.g. ‘any substance
which we use to relieve pain, sickness and discomfort’. ❖ Teacher
guides and observes pupils talk about various drugs such as those
meant for healing wounds, relieving pain, and giving relief, etc. ❖
Teacher talks about drug safety at home among children- e.g. how
children misuse drugs at home. ❖ Teacher encourages pupils to talk
about the consequences of misuse of drugs. ❖ Pupils talk
about/identify various ways of misusing drugs at home; e.g. drinking
tablets not meant for one; taking more tablets than directed; taking
drugs at the wrong time, etc. ❖ Pupils talk about the consequences
of misusing drugs at home. E.g. death, further sickness, drowsiness,
fainting, etc. ❖ Ask pupils short answer questions. ❖ Ask multiple
choice questions. ❖ Ask true/false questions. ❖ Watching pupils
demonstrate signs of feeling pain. ❖ Watching pupils demonstrate
preparation of local herbs into drugs, etc. ❖ Observing pupils and
drawing conclusion. ❖ Give pupils home work to do. Samples of some
drugs, Chart showing various types of drugs. Boxes of drugs in the
subject corner, Boxes or packets of some drugs brought by the pupils.
HIV Recognise that HIV is now treatable and people living with it can
have productive lives Ask pupils if they have heard of treatments for
HIV Ask them to identify these Explain the importance of legitimate
treatment under the supervision of suitable health professionals
Explain that adherence is not easy but is very important ❖
Observation of discussion Pictures of packets of HIV related
medications PHYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS FOR
THE SECOND STAGE OF BASIC EDUCATION –THE FOURTH STAGE - CLASS 4 –
TERM 1 Suggested Topics/Theme s/Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources ( 1. Measuring of
Physical Health Education (PHE). By the end of the lesson, pupils
should be able to:- ❖ Define PHE. ❖ State the importance of PHE. ❖
Discuss the values of PHE e.g. mental, ❖ Teacher discusses with
pupils the meaning of PHE. ❖ Let the pupils state the activities
they usually as PHE programmes. ❖ State the importance of PHE and
its values. ❖ Discuss how PHE helps develop the mental, physical,
social and emotional aspects of the ❖ Ask short simple questions. ❖
Ask true/false questions. ❖ Ask multiple choice questions. ❖ Set
simple quiz - Text-books - Pamphlets 31 physical, social & emotional
aspects individual. ❖ Teacher divides pupils into groups to discuss
the values of PHE; one group to discuss, for e.g. the physical value,
another to discuss the mental, etc. based on the topic. ❖ Observe
pupils discussions and draw conclusion. ❖ Give home work to pupils.
2. Fundament al movement. after completing this topic, pupils should
be able to: ❖ Different shapes with their body. ❖ Balance with
different parts of the body. ❖ Transfer body weight from one part to
the other. ❖ Perform simple gymnastics e.g. twisting and turning,
dance etc. ❖ Teacher starts with warming up activities such as
jogging, twisting, bending, etc. ❖ Teacher discusses and
demonstrates simple shapes with the body. ❖ Pupils do some shapes
and weight bearing and simple gymnastics e.g. cast wheel, types of
movement from one point to the other without running or walking. ❖
Pupils are guided to demonstrate two or more combined weight bearing
skills, e.g. from the head to the hands, and to the back, etc. ❖ Ask
pupils to demonstrate. ❖ Observe pupils demonstrate and draw
conclusion. ❖ Ask simple questions about their feelings to the
exercises. Playground Whistle Mattresses Foams 3. Games Rescue Relay
Tunnel Relay) After completing this topic, pupils should be able to:
❖ Define minor games. ❖ State examples of minor games, such as
rescue relay, mini football, balance-ball, etc. ❖ Play the named
minor games. ❖ Demonstrate the main skills in the minor games. ❖
Teacher guides pupils to warming up exercises, e.g. stretching,
jogging, etc, ❖ Teacher explains what minor games are. ❖ The pupils
are asked to name some minor games they know, e.g. mini football,
balance-ball, chairball, Rounders, etc. ❖ Teacher introduces a minor
game (Rescue relay). ❖ Teacher demonstrates how rescue relay is
played. ❖ Teacher divides class into groups and observes pupils play
rescue relay. ❖ Teacher does same for ‘Tunnel relay’. ❖ The
pupils demonstrate how to play each of the minor games. ❖ Teacher
guides the pupils to explain the rules for each game. ❖ Ask the
pupils to warm up around. ❖ Observe the pupils play the games based
on the rules. ❖ Asks pupils questions on their feelings to the game.
❖ Observe pupils reactions and draw conclusion. - Safe playground -
Batons balls - Different colour ribbons - Whistle 4. HYGIENE
(Personal + Environmental) After completing this topic, pupils should
be able to: ❖ Define personal and environmental hygiene. ❖ Teacher
introduces lesson with questions. ❖ Teacher does some personal
hygiene activities and asks pupils to say what they see. ❖ Teacher
discusses with pupils the terms ❖ Ask short answer questions. ❖ Ask
true/false questions. - Text-book - Brooms chart on - Type of toilet
32 ❖ Discuss how to care for the body e.g. teeth, hands, feet, mouth
hair etc. ❖ Define the term food hygiene. ❖ Discuss how to achieve
food hygiene. ❖ Define Refuse disposal and state the types of
refuse. ❖ Discuss methods of refuse disposal. ❖ Define the term
sewage and sewage disposal. ❖ Types of Toilets or Latrines. Hygiene,
types of hygiene. ❖ Teacher encourages pupils to define personal
hygiene. ❖ Teacher guides pupils to give and demonstrate personal
hygiene practices. E.g. washing hands, brushing the teeth, combing
the hair, etc. ❖ Teacher does some environmental hygiene activities
and asks pupils to identify his actions, e.g. sweeping the yard,
dusting chairs, etc. ❖ Teacher guides pupils to talk on food hygiene
practices, e.g. washing food before eating, covering food, cooking
food properly, etc. ❖ Teacher guides pupils to talk about and define
‘Refuse disposal’. ❖ The pupils are guided to name methods Refuse
disposal, e.g. burning, burying, throwing in trash cans (or dust
bins), throwing in landfills, etc. ❖ Teacher guides pupils to talk
about sewage disposal. ❖ The pupils are guided to discuss the types
of sewage disposal, e.g. toilet bailer vehicle, septic tank, manual
disposal by night-soil men, etc. ❖ Teacher guides pupils to discuss
how to take care of their toilets, e.g. scrubbing daily, covering,
disinfecting, etc. ❖ ❖ Ask multiple choice questions. ❖ Set simple
quiz based on the topics. ❖ Listen to pupils’ discussions ❖ Allow
pupils to demonstrate personal hygiene practiced ❖ Ask/observe
pupils demonstrate environmental hygiene practices. ❖ Observe group
discussions and draw conclusion. ❖ Give home work to pupils. - Dust
bins - Tooth brush - Paste - Shaven Stick - Ashes water - Soap, sapo
- Scrubbing brush TERM 2 5. Foods and Nutrition After completing this
topic, pupils should be able to: ❖ Define foods and nutrition. ❖
Classify the food nutrients. ❖ State the groups of food nutrient and
where to obtain each e.g. ‘go’ food-energy providing; ‘Grow’ food
and the ‘glow’ food. ❖ State methods of preparing food and how ❖
Teacher introduces lesson with discussion on the meaning of food and
nutrition. ❖ Pupils are asked to name some foods in the community.
E.g. rice, fish palm oil, vegetables, etc. ❖ Teacher guides pupils
to state reasons for eating food. ❖ Teacher guides discussions on
the types of nutrients, e.g. carbohydrates, protein, fats and oil,
vitamins, etc. ❖ The pupils are guided to give sources of the
nutrients; e.g. carbohydrates – rice, bread, cassava, etc; protein -
fish, meat, egg, beans, etc. ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Ask multiple choice questions. ❖ Set quiz
based on the topics discussed. ❖ Guide and listen to pupils’
discussions. ❖ Observe discussions and draw conclusion. ❖ Give home
work to pupils. - Samples of common food eaten at home e.g. rice,
beans, potatoes, bananas fish, groundnut cassava etc. Chart showing
classes of foods with examples. 33 food can be contaminated. ❖
Explain how food can be protected and preserved. ❖ Teacher guides
pupils to classify foods into ‘Go’, ‘Grow’ and ‘Glow’ foods. ❖
The pupils are placed into groups to give examples of ‘Go’,
‘Grow’, and Glow’ foods. E.g. Go foods – rice yam, bread,
cassava, etc; Grow foods – meat, fish, milk, beans, chicken, etc;
Glow foods – pawpaw, milk, cheese, cucumber, mangoes, oranges, etc.
❖ Teacher guides pupils to state the various methods of preparing
(cooking) foods, e.g. boiling, roasting, steaming, grilling, frying,
baking, etc. ❖ Teacher divides class into groups to discuss methods
of preparing foods with examples. ❖ Pupils are guided to present
their discussions. ❖ In groups, pupils discuss various ways of
protecting foods from contamination, e.g. covering, keeping in
freezers, etc. ❖ In groups pupils discuss various ways of preserving
foods, e.g. drying, salting, keeping in freezer, canning, etc. 6.
WATER Sources, Uses , How water contaminated Purification and some
diseases related to water. After completing this topic, pupils should
be able to: ❖ Name the sources of water. ❖ List the uses of water.
❖ State how water is contaminated and how to purify water. ❖ State
common disease related to water. ❖ Teacher guides pupils to discuss
the following: Uses of water; and Sources of water. ❖ The pupils are
asked to give the sources and to state what they can be used for;
e.g. tap water – for drinking and cooking; well water – for
bathing, cleaning, washing clothes, etc. ❖ Teacher divides class
into groups to discuss various ways of contaminating water. ❖ Group
leaders make presentations of discussions. ❖ Teacher guides pupils
on how to purify water. ❖ Class discuss in groups various ways of
purifying water. E.g. boiling, filtering, adding chlorine or alum,
etc. ❖ Teacher demonstrates with pupils how to purify water. ❖
Teacher guides pupils to state some diseases related to water, e.g.
cholera, typhoid, diarrhea, ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Ask multiple choice questions. ❖ Ask pupils
to draw sources of water. ❖ Set quiz on the stages of purifying
water. ❖ Observe class discussions. ❖ Observe demonstrations of
activities. ❖ Observe presentations and - Charts showing - Source of
water. - Chart showing stages of purifying water. 34 etc. ❖ Teacher
selects one (cholera); and guides pupils to identify the mode of
transmission, signs and symptoms, treatment and preventive. draw
conclusion. ❖ give 7. Accident/Fi rst Aid After completing this
topic, pupils should be able to: ❖ Define Accident and First Aid. ❖
State the importance of first aid. ❖ State values of first aid
training. ❖ Give first aid treatment for Burns and Scalds. ❖ Name
some accident spot at home and community. ❖ Tell the values of zebra
crossing signs ❖ Teacher introduces lesson by bringing in stories of
accidents and first aid. ❖ Teacher guides pupils to identify issues
of accidents and first aid in the stories. ❖ Teacher discusses with
the pupils the meaning of Accident and First Aid. ❖ The pupils are
guided to state the importance of first aid. ❖ Teacher guides pupils
to give reasons for undertaking first aid, e.g. to save life, etc. ❖
Teacher demonstrates instances of burns and scald using the pupils as
example. ❖ Teacher guides pupils to demonstrate how to give first
aid for burns and scalds. ❖ Individual pupils are encouraged to
demonstrate the first aid treatment for burns and scalds. ❖ Teacher
asks pupils to identify accident spots in the home; e.g. stairs
(steps), kitchen, toilets, gutters, etc. ❖ Teacher introduces safety
of crossing on the road. ❖ Teacher describes zebra crossing points
for pupils. ❖ Teacher demonstrates the rules of crossing on the
zebra; ‘look left, look right, then look left again, and cross
quickly’. ❖ The pupils demonstrate the zebra crossing rules as
demonstrated by the teacher. ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Ask multiple choice questions. ❖ Set quiz
for the pupils. ❖ Ask pupils to demonstrate skills learnt. ❖
Observe pupils demonstration and draw conclusion. ❖ Give home work
to pupils. - Chart show accident spots at house and community. -
Chart on how a child is treated with burns and scalds. - Chart
showing the use of the zebracrossing. 8. Athletics Definition Types
of athletic After completing this topic, pupils should be able to: ❖
To define the term Athletics. ❖ State the types of Athletics. ❖
List the event for track ❖ Teacher introduces lesson through warming
up activities. ❖ Teacher describes various sporting programmes for
pupils to identify, e.g. running, long jump, high jump, throwing
events, etc. ❖ Teacher guides pupils to define athletics. Running,
jumping and throwing sporting ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Observe pupils’ demonstrations ❖ Ask
multiple choice - Tex-books - Safe playground. - Equipment for field
event - Improvised equipment, 35 athletics. ❖ List the event for
field athletic. ❖ Name the jumping events. ❖ Name the throwing
events. ❖ Define sprinting. ❖ List some the sprinting events. ❖
Demonstrate one jumping event, one throwing event and one running
event. activities. ❖ Teacher guides pupils to state the divisions of
athletics – Track and Field athletics. ❖ Pupils are divided into
groups to identify events meant for tracks and events meant for
field. E.g. track events- 100m, 200m, 800m, 1,500m etc and field
events-long jump, high jump, shot put, javelin, etc. ❖ Teacher
demonstrates the sprinting events; then guides pupils to define
sprinting. ❖ Teacher guides pupils to demonstrate a sprint race. ❖
Teacher does a demonstration of a long jump. ❖ Pupils are encouraged
to demonstrate the long jump, using simple technique. questions. ❖
Observe pupils discussions. ❖ Ask pupils to demonstrate skills and
draw conclusion. e.g. uprights, cross-bar shots, etc. - Whistle. -
Take-off board, etc TERM 3 9. The Human Body After completing this
topic, pupils should be able to: ❖ Identify the common parts of the
body. ❖ State the functions each part. ❖ Explain how they take care
of their body. ❖ Teacher introduces lesson with questions. ❖
Teacher guides pupils to identify the parts of the body. ❖ The
pupils turn to each other and identify their body parts. ❖ Teacher
guides pupils to state the function of each part. ❖ The pupils in
group discuss how to take care of each part, e.g. skin, hands mouth
etc. ❖ Teacher guides pupils to demonstrate how to care for some of
their body parts, e.g. skin, mouth, nails, hair, etc. ❖ Teacher
guides pupils to list the items used to care for the skin, hands,
mouth, teeth etc. ❖ Ask simple short questions. ❖ Ask true/false
questions. ❖ Set quiz for the pupils to do. ❖ Watch/observe pupils
dramatize. ❖ Observe pupils discussions and draw conclusion. ❖ Give
home work to the pupils. Chart showing the parts of the human body.
Chart showing the functions of each part. Soap, water, ‘sapo’,
tooth paste, comb, tooth brush, nail cutter, Vaseline or body lotion.
10. DRUGS After completing this topic, pupils should be able to: ❖
Learners to define the term drugs. ❖ List the type of drugs. ❖ List
some useful drugs and harmful drug. ❖ List the effects of drugs. ❖
Teacher displays a series of drugs for pupils to see. ❖ Teacher
guides pupils to talk about the uses of these drugs, e.g. to cure
pain, to heal wounds, to give relief, etc. ❖ Teacher guides pupils
to give a definition for drugs. ❖ Teacher guides pupils to state the
types of drugs (useful and harmful). ❖ Pupils are put into groups to
identify/categorize drugs into useful and harmful. ❖ Group members
are guided to list some useful and harmful drugs. ❖ Ask short answer
questions. ❖ Ask true/false questions. ❖ Ask multiple choice
questions. ❖ Set the pupils in groups and observe group discussions.
❖ Observe pupils Chart showing useful and harmful drugs. Another
chart showing the effects of harmful drugs. 36 ❖ Teacher guides
pupils to explain the effects of harmful drugs. presentations and
draw conclusion. 11. Rest and Sleep After completing this topic,
pupils should be able to: ❖ Define rest and sleep. ❖ Discuss the
reasons for rest. ❖ Discuss the reasons for sleep. ❖ Teacher
introduces lesson through questioning. ❖ Teacher guides pupils to
give instances and ways of resting ❖ Teacher guides pupils to define
rest; e.g. an absence of emotion and inactivity; a relief from
anything demanding work, etc. ❖ Teacher guides pupils to define
sleep; e.g. rest of the body with no conscious thought; a state of
putting the body into subconscious state of rest. ❖ The pupils
discuss reasons why they need to rest and sleep. ❖ Teacher guides
discussion on the importance of sleep. ❖ Asking short answer
questions. ❖ Asking true/false questions. ❖ Asking multiple choice
questions. ❖ Observing pupils discussions and drawing conclusion.
Chart showing someone resting. Chart showing someone sleeping. HIV
Define HIV and AIDS Distinguish between HIV and AIDS Identify the
main modes of HIV transmission Identify how HIV transmission can be
prevented Ask pupils what the terms HIV and AIDS mean Correct any
errors Explain the difference between HIV and AIDS Explain how HIV is
diagnosed ((i.e. testing) Identify the modes of HIV transmission Talk
also about the importance of hygiene and sterilization in preventing
blood to blood transmission, not only of HIV, but also of other more
infectious diseases such as hepatitis which can occur through using
contaminated instruments ( such as blades and needles) Identify how
HIV transmission can be prevented Invite a speaker from an HIV self-
help group Our Future (grade 4-5) Reference material: p.111-3
Understanding HIV and AIDS 37 PHYSICAL HEALTH EDUCATION CLASS 5 TERM
I Suggested Topics/Themes /Units Specific Learning Outcomes
Recommended Teaching Styles or Pedagogical Approaches Assessment
Methods Suggested Learning Teaching Resources 1. Meaning of PHE After
completing this topic, pupils should be able to: ❖ Define PHE. ❖
State the Aims of PHE ❖ State the Objectives of PHE. ❖ State the
types of Objectives ❖ Teacher discusses with pupils the meanings of
PHE. ❖ Teacher guides pupils to identify the activities usually done
in PHE lessons. E.g. playing games, athletics, gymnastics, etc. ❖
Teacher guides pupils to state the aims and objectives of PHE. ❖
Teacher groups pupils to discuss the aims of PHE. ❖ Teacher explains
the types of objectives. ❖ Ask short answer questions. ❖ Allow some
pupils to state their own definition ❖ Ask true/false questions.
Text books Pamphlets 2. Fundamental Movement After completing this
topic, pupils should be able to: ❖ To define the term Locomotor. ❖
State the Locomotor skill and non locomotor skills ❖ Demonstrate
some locomotor and non locomotor skills. ❖ Discuss the definition of
locomotor ❖ They are building blocks for all specialized skills in
games, dance and gymnast e.g. Walking, running, leaping, jumping,
Hopping, skipping sliding, Dodging. ❖ Non locomotor e.g. Bending
stretching, swinging Twisting, Turning, pushing, pulling ❖ Give task
to pupils, to test their level of practice. ❖ Allow pupils to
demonstrate the locomotor skill and non locomotor skills. ❖ Observe
pupils demonstration and draw conclusion. Safe play ground Skipping
rope Whistle Foam, Mat, 3. GAMES (Fair Game) After completing this
topic, pupils should be able to: ❖ Organize the pupils and game
situation e.g. soccer, chairball skittle ball, Rounders. ❖ Emphasize
the basis rules for each game. Let them show ❖ Discuss with pupils
the essence of fair play in sports. ❖ Let them be in teams for each
game . ❖ Emphasize the basic rules for each game. ❖ Let the observe
health precautions. ❖ Ask pupils to explain. ❖ Observe pupils play
according to rules. ❖ Let children clean up after each game before
going to class. Balls, games tunic, correct goal pock for chair ball
game Bats, Tennis balls Water and soap. 38 attitude of fair play in
each game. 4. Hygiene After completing this topic, pupils should be
able to: ❖ State simple rules for keeping their homes clean and
safe. ❖ State the type dress used in cold and hot weather. ❖ Talk
about the importance of clothing to the body. ❖ Teacher introduces
lesson by asking simple questions. ❖ Teacher guides pupils to list
simple rules for keeping the environment clean e.g. do not litter the
area. ❖ Teacher guides pupils to prepare a dust bin within their
communities. ❖ Keeps all solid waste materials e.g. papers, empty
tins, leaves, used batteries, plastics properly disposed of. ❖ Keep
gutters free from all things that may prevent water from free flow.
❖ Keep human and all animals waste in its proper place. ❖ Let
pupils name the type of dress they use for each weather. ❖ Ask
pupils short answer questions. ❖ Ask pupils true/false questions. ❖
Ask pupils to list on a piece of paper the rules for keep the
communities clean. ❖ Let them name the type of for cold and hot
weather. ❖ Observe discussions and carefully draw conclusions. Text
books pamphlets. Pupils’ community elders. Class 5 - TERM 2
Suggested Topics/ Themes/Units Specific Learning Outcomes Recommended
Teaching Styles or Pedagogical Approaches Assessment Methods
Suggested Learning Teaching Resources (Core Supplementary) 5. Foods
and Nutrition After completing this topic, pupils should be able to:
❖ Define the term Nutrition. ❖ Name types and sources of nutrients
❖ Discuss some food Taboo e.g. Protein, fats and oils,
carbohydrates, ❖ Teacher discusses with pupils the term nutrient,
e.g. food nutrients are chemical substances obtained the food we eat.
❖ Let pupils name the food nutrients. E.g. carbohydrates, protein,
vitamins, etc. ❖ Teacher guides another group to name the foods from
which each nutrient is obtained e.g. Rice, cassava, meat, eggs, fish,
oranges, banana, milk, butter, tomato, beans ❖ Ask short answer
questions. ❖ Ask true/false questions ❖ Set quiz for pupils. Name
two foods from which the nutrient are obtained. Text books Pamphlets
Types of food e.g. cassava Rice orange, banana, fish, eggs, milk,
butter etc 39 minerals, vitamins, water and Roughage 5,Food Taboo ❖
Teacher guides pupils to define the term Taboo. ❖ Let pupils name
the type foods they don’t like and why. ❖ Tell pupils that some
foods do react to some people where they eat that food e.g experience
rash on the body, diarrhea, chest pain, stomach pain etc. ❖ In a
quiz let pupils name two foods they don’t like. ❖ State the
reactions they experience for eating such foods. Text books Pamphlets
Chants Showing Foods that may be Taboo to some people 6. Water After
completing this topic, pupils should be able to: ❖ Name some of the
diseases related to water e.g. Diarrhea, typhoid, cholera etc. ❖
Talk about vectors and pests. ❖ Discuss how to prevent flies,
cockroaches, rats etc from their homes. ❖ Discuss with pupils some
of the diseases related to water. ❖ State how to prevent insects
like flies, mosquitoes, rats, cockroaches within their homes. ❖
Discuss how to prevent diseases related to water ❖ Let pupils state
the diseases related to water. ❖ List some pests in their homes. ❖
State how to prevent such pests at home. ❖ State how to protect
their drinking water at home. Charts showing pests and vectors 7.
Accidents/First Aid After completing this topic, pupils should be
able to: ❖ Define the term first aid. ❖ State the importance of
first aid. ❖ Talk about first aid treatment for bites e.g.
snakebite, cat bite, dog bite and stings like scorpion or insects. ❖
Discuss with pupils the meaning of First Aid, the importance of First
Aid. ❖ How to render treatment for snake bite. TREATMENT FOR SNAKE
BITE-. ❖ Kill the snake if possible Handle it only by tail. ❖ Give
it to doctor when you arrive at the hospital ❖ Quickly tie the upper
part of the limb neatly. ❖ The tie can made with anything handy like
piece of rope, a piece of cloth torn from a slant or dress, shoe
lace, etc. ❖ The tie should be tight enough to stop the flow of
blood into the heart, but not tight enough to stop blood into
arteries. ❖ This help to stop poison getting into the heart. ❖ To
test is arterial blood is flowing, a pulse beat ❖ Ask pupils why
must the patient be kept still? ❖ Why should the victim be kept
warm? ❖ Why do you tie the upper part of affected limb? ❖ Why
should you cut the affected area? ❖ Why should you release the tie
after every 15 minute? Text book pamphlets Chart showing first aid
rendering treatment Sharp objects, e.g. blade, broken bottle pen
knife. 40 must be felt at the risk or ankle. ❖ Wash the wound with
if possible without rubbing. ❖ Hang the limb downward. ❖ Cut the
affected area with blade or any sharp instrument for blood to flow
out. ❖ The cut should be made vertically. ❖ Release the tie every
15 minutes. ❖ Keep casualty at rest and warm. ❖ Give hot coffee or
tea and aspirin if available. ❖ Get medical help 8. Athletics After
completing this topic, pupils should be able to: ❖ Name the skills
use in long jump and High jump events. ❖ Give illustrations for long
jump pit, High jump stance and baton exchange. ❖ Demonstrate skills
in relay racing. E.g. baton exchange. ❖ Teacher introduces lesson
with warming up exercises e.g. jogging, stretching, hopping, etc. ❖
Teacher discusses with the pupils the skills used in long jump and
high jump events. E.g. the hang skill in long jump and the western
roll in high jump. ❖ Teacher does simple demonstration of the skills
mentioned. ❖ Make simple illustrations of long jump pit high jump
stance. ❖ Teacher arranges pupils for demonstration of baton
exchange in relay racing. ❖ Teacher does series of practices of
baton exchange. ❖ Teacher guides pupils to discuss the sectors and
apparatus used in both long jump and high jump events. ❖ Ask short
simple questions. ❖ Ask true/false questions. ❖ Get the pupils out
to the playground to demonstrate the skills e.g. the sail, hang,
hitch-kick (in long jump) and the Western roll, scissors, straddle
and Fosbury flop (in high jump). ❖ Observe pupils’ demonstration
and draw conclusion. Chart showing long jump pit . High jump space,
Athletes doing baton exchange, Batons (or short sticks), Take-off
board, Playground, Whistle. Class 5 - Term 3 Suggested
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching
Styles or Pedagogical Approaches Assessment Methods Suggested
Learning Teaching Resources 9. The Human Body After completing this
topic, pupils should be able to: ❖ List the organ of the human body.
❖ State the functions of each organ. ❖ Teacher introduces lesson
with questioning skills. ❖ Teacher asks each pupil to name one organ
of his or her body. ❖ Teacher writes the organs on the blackboard.
❖ Teacher guides pupils to state one function of the named organ.
E.g. the eyes – to see; ❖ Ask short answer questions. ❖ Ask
true/false questions. ❖ Prepare short quiz for the pupils to do. ❖
Allow pupils to make Chart showing the different organ of the body.
Chart showing postural defects. 41 ❖ Discuss some postural defects
in the human body. the tongue – to taste, etc. ❖ Teacher
demonstrates some postural defects such as wrong or defected walking,
and sitting postures. ❖ Teacher guides pupils to give reasons for
such defects. ❖ Pupils discuss in groups practices they should
undertake to avoid postural defects. illustrations. ❖ Pupils
demonstrate postural defects. ❖ Observe pupils and draw conclusion.
10. Drugs (Drug Abuse, and misuse) After completing this topic pupils
should be able to: ❖ Define drugs . ❖ State reasons for talking
drugs. ❖ State the categories of drugs. ❖ Talk about the effects of
drugs abuse and drug misuse. ❖ Teacher introduces lesson by asking
pupils to define drugs in their own way. ❖ Teacher discusses with
pupils the meaning of drugs. E.g. Drug is any chemical substance that
alters either the mind or the body. ❖ State reasons for taking drugs
e.g. To ease peer pressure; to satisfy curiosity; to relieve boredom;
to hurt self or others, to get confidence, etc. ❖ Ask pupils short
answer questions. ❖ Ask true/false questions. ❖ Observe group
discussions. ❖ Ask pupils to dramatize. ❖ Ask pupils to perform
skits on the issues. Chart showing types of drugs Chart showing
Useful and harmful drugs ❖ Define Drug Abuse misuse and Disuse. ❖
List the types of drugs e.g. prescription Drugs and over-the counter
drugs. ❖ Discuss with pupils the meanings of drug abuse misuse and
Disuse: Abuse= To use wrongly; MISUSE= To use improperly; DISUSE=
Lack of use stop the use. ❖ Observe group discussion and draw
conclusions Text books pamphlets (Types of drugs) ❖ Tell what over
thecounter drugs are and what prescription drugs are. ❖ Discuss with
pupils the different types of drugs e.g. Over- the-counter drugs-
these can be easily obtained from anywhere without a prescription.
PRESCRIPTION DRUGS- These require a specialist to issue a form called
prescription for the patient before getting the drugs ❖ Allow pupils
to demonstrate the purchase of Over-theCounter and Prescription
drugs. Chart with the different types of drugs. ❖ Suggest means or
ways of controlling drug use. ❖ Teacher allows the pupils to state
what they feel about the control of drug use, e.g. getting users to
know the dangers of drug in the body, Sanction the unlawful use of
drugs, etc. ❖ Let the pupil’s state other ways-of controlling drug
use. ❖ Ask pupils to dramatize skits or role-plays on control of
drug abuse. Text books pamphlets 42 14. Puberty Respect the right of
self and others to personal space and privacy Recognise the
difference between good and bad touch Feelings and self-esteem
Understand and demonstrate the role played by traditional practices
and initiation ceremonies (including FGM) in relation to puberty.
Identify major changes male and female bodies undergo throughout life
Define puberty Describe the process of puberty for boys and girls
Identify the key respective dimensions of puberty (physical,
emotional, social, cognitive) for boys and girls Acknowledge - in
self and others -the internal and external effects of puberty
Recognise that the visible features of puberty can might be
especially challenging (e.g. those with disabilities, intersex)
Resist efforts to tease or stigmatise others Challenge attempts by
others to shame those undergoing puberty Identify social rituals and
rites that mark sexual maturity for girls and boys respectively,
including traditions which may be harmful such as FGM Introduce the
ideas of human and children’s rights as a necessary prelude to
discussing sex and sexuality Talk about the fundamental right to
control over one’s own body and the role of feelings and self-esteem
in influencing subsequent behaviour Talk about traditional practices
and how these might affect the body and future relationships (This
should be done in single sex groups) Introduce the lesson by
explaining that throughout life, our bodies change. Illustrate this
with images of babies, toddlers, young children, older children,
young people, adults, older people. Ask students to identify the
physical differences they see from one stage to the next What do
these differences mean in terms of what the person can do? How they
feel? What they think about? Puberty is the name for the time when
our bodies go through a series of changes in preparation for
adulthood. Illustrate these changes with suitable models or images
Body mapping (drawing the outline of real-size male and female bodies
– using volunteers lying on large sheets of paper on the floor and
drawing around them) Ask pupils to mark on the outline the parts of
the body where the changes associated with puberty occur You can also
use these as reference items for further activities about the body
and development Explain why puberty might be more challenging for
some people than others Give examples of teasing, bullying and
shaming related to puberty ❖ Ask pupils to brainstorm or role-play
constructive ways of responding to these Observation of discussion
p.55-6 Activity 2, 3 + 4 p.60 Activity 1+ 2 Ask pupils (in single sex
groups) to debate issues relating to traditional practices, including
FGM Quiz on changes associated with puberty for boys and girls To
include questions on: • Defining puberty • Male and female bodies and
puberty • Physical, emotional, cognitive and social changes
associated with puberty • Differences between sex and gender
Observation of discussion Role plays Activity: p.38 Changes in boys
and girls Activity p.37 on body mapping ❖ Observation of discussion
Our Future Grade 4-5: p.19-33 reference material and trigger images
in children’s rights, good and bad touch and abuse p.53-54 reference
material on feelings p.58-59 on self-esteem Illustrations of male and
female bodies at different key stages: birth, puberty, adulthood
(include pregnant and nonpregnant women), oldage large sheets of
paper Marker pens Cards or smaller bit of paper to use as labels Our
Future: p. 36 Reference material on physical changes at puberty Our
Future: models of male (p42- 44) and female reproductive systems
(p39-41) menstruation (p45-46) and wet dreams (p50-52) 43 11. Rest
and Sleep (Exercise and fatigue) After completing this topic, pupils
should be able to: ❖ Talk about exercise and fatigue. ❖ Discuss the
importance of rest and sleep. E.g. During sleep growth hormones are
released into the blood stream for growth and to maintain health,
etc. ❖ Discuss the importance of exercise. ❖ Teacher introduces
lesson with questioning. ❖ Teacher guides pupils to give two reasons
for sleeping and resting. E.g. State two reasons for exercise. ❖
Teacher guides pupils to define the term ‘Fatigue’. Define the term
fatigue – a state of tiredness from work, etc. ❖ Teacher encourages
pupils to talk about the importance of rest. E.g. REST- To support
human life; To prevent personality disturbances; To prevent loss of
coordination; To enhance concentration etc. ❖ Teacher discusses with
pupils the importance of sleep and rest. ❖ Ask short answer
questions. ❖ Ask true/false questions. ❖ Allow the pupils to
explain why they sleep. ❖ Set quiz for pupils. ❖ Observe pupils
discussion and draw conclusion. ❖ Give home work to pupils. Text
books Pamphlets ❖ Discusses with pupils, the importance of exercise
in the human body e.g. Exercise reduces the rest of developing heart
diseases; To prevent arteries from hardening; to Prevent
hypertension; it ❖ The pupils in group work give more importance of
exercise, e.g. reduces the level of fatty deposits in the blood
stream, etc. Text books pamphlets HIV Define stigma and
discrimination Recognise instances of HIV-related stigma and
prejudice Identify personal impact of living with HIV and need for
support Our Future (Grade 6-7) Resource Material on stigma p.105-6
Discrimination game p.107 Our Future (Grade 6- 7) 44 PHYSICAL HEALTH
EDUCATION OUTLINE TEACHING SYLLABUS FOR SECOND STAGE OF BASIC
EDUCATION (CLASS 6) Term 1 Suggested Topics/Themes /Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
1. The Meaning of PHE After completing this topic, pupils should be
able to: ❖ Define the term PHE. ❖ Discuss the definition of PHE. ❖
Discuss the importance of PHE ❖ Teacher introduces topic by asking
questions on PHE. ❖ Teacher guides pupils to state the activities
done in PHE such as games, athletics, gymnastics, swimming, diseases,
first aid, etc. ❖ Teacher guides pupils to state a definition for
PHE, e.g. ‘it is the part of the general education for the total
development of the individual’ or ‘it is the total development of
individual in all aspects through physical activities’, etc. ❖
Teacher guides pupils to make definitions of their own. ❖ Teacher
and pupils discuss the meaning and implication of the definition of
PHE. ❖ Teacher guides pupils to discuss the importance of PHE, e.g.
it helps one to be physically fit; it teaches one how to play games;
it develops one’s body; it enables one to use leisure time
profitably. ❖ Ask pupils short answer questions. ❖ Ask pupils
true/false questions. ❖ Set pupils in groups to discuss various
aspects of PHE, e.g. the physical, social, mental, and emotional,
etc. ❖ Observe pupils discussions and draw conclusion. Charts of
people involved in different sporting activities. 2. Fundamental
Movement After completing this topic, pupils should be able to: ❖
Demonstrate activities in traditional gymnastics. E.g. forward roll,
Cartwheel, etc. ❖ Demonstrate activities in Modern Educational
Gymnastics. E.g. moving the body various ways, balancing in different
forms etc. ❖ Talk about the value of gymnastics to the individual.
❖ Teacher introduces lesson with warming up activities, e.g.
jogging, stretching, bending, etc ❖ Teacher demonstrates activities
of traditional gymnastics such as forward roll, cartwheel, etc. ❖
Teacher stress teaching techniques/rules in performing some
traditional gymnastics, e.g. Forward roll – stand with feet
together; be in a crouch position; place hands on the mat; tuck your
head to the chest; raise your hips; roll over; jump to a stand. Etc.
❖ Teacher asks pupils to demonstrate other ❖ Ask short answer
questions. ❖ Ask pupils to demonstrate. ❖ Ask pupils to perform
movements of varied patterns and forms. ❖ Ask pupils to perform
varied ways of balancing their bodies. Mat Foam, Mattress, Whistle,
boards, playground, Skipping ropes. 45 ways of moving apart from
walking; e.g. hopping, rolling, crawling, jumping, etc. ❖ Pupils
demonstrate ways of moving in various forms. ❖ Teacher guides pupils
to discuss/talk about the value of gymnastics to the individual, e.g.
it improves flexibility; it develops the body; it enhances
creativity, etc ❖ Observe pupils’ demonstration and draw
conclusion. 3. Games After completing this topic, pupils should be
able to: ❖ Demonstrate skills in soccer such as kicking, heading,
shooting, etc. ❖ Demonstrate skills in Chair ball such as throwing-
andcatching, passing, dribbling, etc. ❖ Teacher introduces lesson
with warming up exercises, e.g. stretching, jogging, twisting, etc.
❖ Teacher guides pupils with good kicking techniques such as instep-
kick, instep-offoot kick. ❖ Teacher guides pupils on the techniques
for heading. ❖ The pupils are introduced to shooting, which is aimed
at scoring a goal. ❖ Teacher introduces skills in chairball game;
skills such as throwing and catching as key technique is emphasized.
❖ Pupils demonstrate series of other passing techniques such as
overhead, chest-pass, one-arm pass, etc. ❖ Pupils demonstrate such
skills as dribbling, etc. ❖ Teacher organizes pupils into teams to
demonstrate skills in a game situation. ❖ Ask pupils short answer
questions. ❖ Observe pupils demonstrate kicking skills. ❖ Observe
pupils demonstrate heading skills. ❖ Observe pupils demonstrate
shooting skills. ❖ Observe pupils demonstrate skills in chairball
such as throw-and-catch, overhead pass, underarm pass, etc ❖ Observe
pupils in team games and draw conclusion. Football, Basketball,
Medium sized ball, Whistle, Chairs, Playground Ribbons of various
colors (to differentiate teams) 4. Hygiene After completing this
topic, pupils should be able to: ❖ Classify disease into
communicable and Noncommunicable. ❖ Discuss causes of signs and
symptoms, treatment and prevention of diseases, e.g. airborne
diseases. ❖ Teacher introduces lesson by asking pupils to name some
diseases, e.g. cough, cold, TB, polio, malaria, typhoid, cholera,
etc. ❖ Teacher encourages pupils to help classify these diseases
into communicable and noncommunicable. ❖ Teacher selects some common
communicable diseases and discusses with pupils the causes, signs and
symptoms, ❖ Ask pupils short answer questions. ❖ Observe pupils
discussions. ❖ Ask multiple choice questions. ❖ Ask true/false
questions. ❖ Observe pupils Chart showing causes signs and symptoms,
Treatment, and prevention of a communicable disease, Chart showing 46
❖ Talk about disposal of different types of refuse. ❖ Discuss
control of vectors and pests. ❖ Explain the importance of EPI.
treatment and prevention. ❖ Teacher and pupils discuss disposal of
refuse. ❖ Teacher asks pupils to name the different garbage
collected at home and in school. ❖ Teacher and pupils discuss how
these garbage are disposed. ❖ Teacher guides pupils to explain the
meaning of vectors and pests. ❖ Teacher and pupils identify vectors
and pests of various diseases. ❖ Teacher asks pupils to go into
groups and discuss how they can control vectors and pests. ❖ Teacher
guides pupils on the meaning of Expanded Programme of Immunization
(EPI). ❖ Teacher guides pupils to identify the diseases associated
with EPI. ❖ The pupils and teacher discuss the importance of EPI.
demonstration of issues discussed. ❖ Observe pupils and draw
conclusion. ❖ Give home work to pupils. different refuse disposal
methods. Chart showing some vectors and pests and their control.
OUTLINE TEACHING SYLLABUS FOR THE SECOND STAGE OF BASIC EDUCATION-THE
SIXTH GRADE (CLASS 6) Term 2 Suggested Topics /Themes/Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
5. Foods and Nutrition After completing this topic, pupils should be
able to: ❖ Define the terms ‘Nutrition’ and ‘Nutrients’. ❖
Classify foods into ‘Go’, ‘Grow’ and ‘Glow’ categories. ❖ Talk
about the importance of a ❖ Teacher introduces lesson with
questions. ❖ Teacher guides pupils to name nutrients. E.g.
Carbohydrates, protein, vitamin, fats and oil, minerals, etc. ❖
Teacher guides pupils to define nutrients and nutrition, e.g.
‘nutrients are chemical substances found in the foods we eat’; and
‘nutrition is a study of foods and their importance to man.’ Etc.
❖ Teacher guides pupils to name nutrients and their sources. E.g.
carbohydrates – rice, bread, cassava, yam, etc; protein- meat, fish,
egg, sardine, chicken, ❖ Ask short simple questions. ❖ Ask pupils
to classify foods. ❖ Ask pupils true/false questions. ❖ Observe
group discussions by pupils. ❖ Observe demonstrations by pupils. ❖
Teacher observes and Samples of food items in subject corner. Chart
showing food nutrients. Chart showing food classes-Go foods, Grow
foods and Glow foods. 47 balanced diet. ❖ Demonstrate how to prepare
a balanced diet using inexpensive foods. beans, etc; vitamins-
oranges, pawpaw, etc. ❖ Teacher divides class into groups of three
to divide ‘Go’ ‘Grow’ and ‘Glow’. ❖ Pupils go into groups to
classify foods into Go, Grow and Glow. ❖ Teacher introduces issues
of diet and a balanced diet. ❖ The pupils are guided to define and
explain the meaning of a balanced diet. ❖ The pupils are grouped to
discuss the importance of a balanced diet. ❖ Group heads give out
their points discussed. ❖ Teacher allows individual members to
contribute to group discussion. ❖ Teacher guides pupils to name the
constituents of a balanced diet from foods in their local community.
E.g. rice, fish, beans, egg-plants, leafy vegetables, palm oil, etc.
❖ Teacher asks pupils in various groups to prepare different
balanced diets using foods easily gotten from the local community.
draw conclusion. ❖ Give home work to pupils. ❖ Observe pupils
reporting techniques. Chart showing a balanced diet. Food items
brought in by the pupils. 6. Water After completing this topic,
pupils should be able to: ❖ Talk about some water-related diseases
such as river blindness. ❖ Discuss about the causes of, signs and
symptoms, treatment and prevention of river blindness. ❖ Talk about
typhoid, its causes, signs and symptoms, treatment and prevention. ❖
Teacher asks pupils to name diseases which are water-related. E.g.
typhoid, cholera, diarrhea, bilharzias, dysentery, etc. ❖ Teacher
groups pupils and discusses the causes, signs and symptoms, and
treatment of any one waterrelated disease. ❖ Teacher distributes
diseases topics to pupils for discussion. ❖ Pupils writes down their
points for presentation. ❖ Teacher asks each group to present and
explain their findings to the class. ❖ Teacher displays chart of a
sample water-related disease. ❖ Pupils and teacher discuss the chart
and compare points to their own findings. ❖ Ask short answer
questions. ❖ Ask multiple choice questions. ❖ Ask true/false
questions. ❖ Observe pupils in their group discussion. ❖ Observe
pupils in their presentation. ❖ Observe pupils discussion and draw
conclusion. ❖ Give home work to pupils. Chart showing a sample of
waterborne disease,\its causes, signs and symptoms, treatment and
prevention. 7. Accidents/First After completing this ❖ Teacher
demonstrates some actions depicting ❖ Ask simple short First Aid
kit/box, 48 Aid topic, pupils should be able to: ❖ Define sprain,
strain, and fractures. ❖ Talk about ways of caring for sprains,
strains and fractures. ❖ Discuss the content of a first aid kit.
sprains, strains and fractures. ❖ Teacher asks pupils to identify
what ailments they can see as the teacher demonstrates. ❖ Teacher
guides pupils to define sprain, strain, and fractures. ❖ To get
pupils into groups, each group is given a topic to discuss. ❖ Group
members are given tasks to identify causes, signs and symptoms,
treatment, prevention of sprain, strain, and fracture. ❖ Teacher
asks pupils to demonstrate signs of the ailment. ❖ Pupils are asked
to role-play how to care for sprains, strains, and fractures. Teacher
asks pupils to name objects to be found in a first aid kit. ❖
Teacher displays some equipment of a first aid kit and pupils
identify the objects therein. questions. ❖ Ask true/false questions.
❖ Ask multiple choice questions. ❖ Observe pupils discussions. ❖
Observe pupils role-play first aid treatment on sprains, strains, and
fractures. ❖ Observe pupils discussion and draw conclusion. Chart
showing first aid treatment for sprains, strains and fractures. 8.
Athletics After completing this topic, pupils should be able to: ❖
Demonstrate sprinting and jumping activities. ❖ Differentiate
between track and field athletics. ❖ Make specifications of some
field events (field athletics), e.g. shot put, long jump, etc. ❖
Teacher introduces lesson through questioning. ❖ Teacher asks
various pupils to demonstrate sprinting. ❖ Pupils are asked to run
in groups at top speed. ❖ Teacher guides pupils to name events done
at track and field athletics. ❖ Teacher leads pupils to categorize
the events into track and field. ❖ Teacher divides class into two,
each to identify the track or field events. ❖ Teacher further
divides class into groups to examine specifications for some field
events, e.g. shot put, long jump, etc. ❖ Teacher calls each group
leader to do presentation on their tasks. ❖ Teacher observes and
does corrections on classification of events in track and field. ❖
Charts of field events with correct specifications are displayed for
children. ❖ Ask short answer questions. ❖ Ask true/false question.
❖ Ask multiple choice questions. ❖ Ask pupils to demonstrate. ❖
Ask pupils to discuss in their groups. ❖ Observe group presentation
and draw conclusions ❖ Give home work to pupils. Playground,
Whistle, Shots, take-off board, Uprights, Crossbar, Foam, Sand, Tape-
measure, Chart showing specifications of field events. 49 OUTLINE
TEACHING SYLLABUS FOR THE SECOND STAGE OF BASIC EDUCATION – THE
SIXTH GRADE (CLASS 6) Term 3 Suggested Topics/ Themes/Units Specific
Learning Outcomes Recommended Teaching Styles or Pedagogical
Approaches Assessment Methods Suggested Learning Teaching Resources
9. The Human Body After completion this topic, pupils should be able
to: ❖ Name the systems of the human body. ❖ Identify the organs of
body related to the systems. ❖ Discuss the functions of the systems.
❖ Talk about some diseases related to some systems. ❖ Teacher
introduces lesson through questions. ❖ Pupils are asked to name
system of the body, e.g. skeletal, muscular, digestive, nervous, etc.
❖ The pupils are placed into groups with tasks to do. ❖ Teacher
asks various group to identify organs related to a named system. E.g.
skeletal- bones, cartilage, etc; digestive- mouth, tongue, esophagus,
stomach, intestines, etc. ❖ Teacher guides pupils to discuss the
functions of the systems. ❖ Teacher displays charts showing some
systems of the body. ❖ Teacher guides pupils to discuss the chart.
❖ Teacher asks pupils to identify diseases related to some systems.
❖ Teacher divides class into groups; each group to talk about the
diseases related to a particular system, e.g. skeletal- sickle cell,
dislocation, fraction, etc. digestivediarrhea, dysentery,
constipation, etc ❖ Teacher makes corrections on pupils discussions
and findings. ❖ Ask short answer questions. ❖ Ask multiple choice
questions. ❖ Ask true/false questions. ❖ Observe pupils discussions
in their groups. ❖ Observe pupils discussion and draw conclusion. ❖
Give home work to puipils Chart showing the human body. Charts
showing some systems of the human body. E.g. skeletal, digestive,
respiratory, etc. 50 Gender Distinguish between sex and gender
Identify gendered dimensions of FGM Identify gender stereotypes and
their respective effects upon girls and boys Value gender equality
Recognise different forms of gender inequality, including bullying,
teasing, harassment and violence Identify sources of support for
those affected by the above Challenge assertively gender
discriminatory language and behaviour Explain the difference between
sex and gender with examples Ask pupils what is the motivation for
FGM and how does this relate to gender? Provide examples of gender
stereotypes and how these might affect what people feel about
themselves Explain what gender equality means and why it matters Ask
pupils to give examples of gender inequality Discuss sources of
emotional support ❖ Ask pupils to demonstrate through role play
challenging gender discrimination Observation Ask pupils to debate
(in single sex groups if appropriate) if significant traditions
(including FGM) are compatible with gender equality? Activity (p.73)
Gender role or sex role Activity (p.74) Being a boy, being a girl
Activities (p.74-5) Miming sex roles Activities (p.77-9) ‘Real’
boys & girls Activities (p.66) ❖ Role plays Our Future p. 70-79 –
resource information, images and activities on gender Trigger
pictures from Our Future p8-9 to discuss gender and respect in
classroom (for both pupils and teachers) Our Future p.13-15 resource
material for talking about supporting one another during puberty Our
Future: (65-66) Resource material Also: p. 53-61 reference material
and activities on feelings and self-esteem 10. Rest and Sleep After
completing this topic, pupils should be able to: ❖ Talk about
oversleep, laziness, and inactivity. ❖ Discuss the consequences of
oversleep, laziness and inactivity. ❖ Teacher guides the pupils to
define oversleep, laziness, and inactivity, ❖ Teacher guides pupils
to give reasons for oversleep, laziness and inactivity. ❖ Teacher
guides pupils to differentiate between laziness and tiredness. ❖
Teacher guides pupils to demonstrate of oversleep, laziness, and
inactivity. ❖ Pupils in their groups discuss consequences for
oversleep, laziness and inactivity. ❖ Group leaders present their
discussions on the consequences of oversleep, laziness and
inactivity. ❖ Ask short answer questions. ❖ Ask true/false
questions. ❖ Ask multiple choice questions. ❖ Observe pupils in
group discussions. ❖ Observe pupils in group presentations and draw
conclusions. ❖ Give pupils home work to do. Chart showing
consequences of people who oversleep, who are lazy and who are
inactive. HIV Understand the meaning of living well with HIV Identify
different kinds of support needed by people living with HIV Teach the
meaning of living of HIV Our Future (Grade 6-7) Activities p.103-4
Role play, Thinking ahead Drawing a cartoon, Our Future (Grade 8-9),
Activities p. 122-3 Role play, Writing a dialogue Our Future Grade 8-
9 Resource material p.118-127 Voluntary testing and counselling
Living positively with HIV 51 PHYSICAL HEALTH EDUCATION JSS I- FIRST
TERM OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION Suggested Topics/
Themes /Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 1. Basic Concepts of Physical Health
Education After completing this topic/themes, the pupils should be
able to: ❖ Define the term physical Health Education. ❖ List the
components of Physical Health Education ❖ State the importance of
Physical health Education to the body. ❖ Distinguish between health
and health education. ❖ State the importance of health education. ❖
Essay questions that require short answer questions to the following
❖ Meaning of Physical Health Education ❖ Importance of Physical
Health Education ❖ Meaning of health and health education and its
importance ❖ Teacher introduce lesson by asking questions that
challenge the intellects of the pupils: ❖ Encourage brain storming
❖ Teacher explains the three domains of Physical Health Education
i.e. cognitive psychomotor and effective. ❖ Black board
illustrations. ❖ Use of flash cards 2. Body Movement After
completing this topic/theme, the pupils should be able to: ❖
Describe the meaning of movement and its importance ❖ To list
examples of movement: running, crawling, jumping, skipping etc. ❖
Teacher demonstrates practical example of these movements. ❖ Pupils
perform roles as demonstrated by the teacher. ❖ Teacher supervises
pupils as they perform. ❖ Play ground ❖ Mats/mattresses ❖ Whistle
❖ Skipping rope. 3. Games/Spo rt After completing this topic/themes
the pupils should be able to: ❖ Describe the meaning of play ❖
Essay questions that require short answers ❖ Multiple choice
questions ❖ Teacher asks questions to challenge the intellect of the
pupils ❖ Black board ❖ Classroom ❖ Flash cards 52 and its
importance. ❖ List the types of games with examples and their
importance. ❖ Explain the meaning of sports and its importance. ❖
True/False. ❖ Encourage brainstorming. ❖ Charts showing the meaning
and importance of games, sports play. 4. Athletics After completing
this topic/themes, the pupils should be able to: ❖ Explain the
meaning of Athletics. ❖ List and describe the types of athletics
with examples: Track events, 100m, 200m, field events: High jump,
long jump etc. ❖ State and demonstrate the commands of sprint
start : ❖ On your marks, set and go otherwise known as the sprint
start commands. ❖ Illustrate examples of a false start and what
causes a false start. ❖ Explain the meaning of field events. ❖
Events not done on the track examples High jump, long jump, discus,
shot put, javelin etc. ❖ Essay questions that require short answers
❖ Multiple choice question ❖ True/false statements. ❖ Teacher
demonstrates the different types of field events for the pupils to
see. ❖ Teacher asks pupils to perform the roles individually and in
groups. ❖ Teacher supervise the demonstrations of the pupil, ❖
Teacher asks questions to challenge the intellects of the pupils. ❖
Encourage brainstorming ❖ Arouse pupils interest with activities ❖
Teacher introduces lesson with practical demonstrations. ❖ Pupil’s
role play. ❖ Blackboard ❖ Classroom ❖ Flash cards ❖ Charts
showing the meaning and importance of athletics. ❖ Equipment
examples: batons, starts blacks, whistle/starting, gen, field event:
❖ Take off board, tape measure uphights, crossbars, landing
foams/sand, discus, javelin, shot put, and harmer. 5. Water/Foo d and
Nutrition After completing this topic/themes, the pupils should be
able to: ❖ Outline the types of water (soft and hard). ❖ List and
describe the properties of pure water, (no smell, ❖ Essay questions
that require short answers ❖ Multiple choice questions. ❖
Ture/false statements ❖ Oral presentations/explanations ❖ Teacher
ask questions to challenge the intellects of the pupils. ❖ Encourage
brainstorming ❖ Arouse their interest with activities ❖ Water
samples ❖ Filter paper ❖ Containers ❖ Cups ❖ Charts showing
properties of water, 53 tasteless, no colour etc.) ❖ List the uses
of water examples (drinking, bathing, cooking, laundering, watering
of plants, use in engines to produce hydro- electricity etc.) ❖
Describe the t methods of water purification examples filtering,
boiling, sedimentary etc. ❖ List and understand the examples of
water-borne diseases. ❖ State and describe the meaning of the
following: food, nutrition, nutrients, balanced diet, and its
importance. ❖ Types of food. ❖ List the types of nutrients and
their importance to the body. ❖ Chart showing the different types of
food ❖ Balanced diet and their functions ❖ Role play example
filtering sedimentation etc. ❖ Teacher ask questions to challenge
the intellects of the pupils. ❖ Encourage brainstorming ❖ Arouse
their interest with activities ❖ Role play example filtering
sedimentation etc. methods of purification of water ❖ Blackboard ❖
Charts showing the different types of food, balanced diet and their
functions. 6. The Human cell tissue organs and systems. After
completing this topic/themes, the pupils should be able to: ❖
Explain and describe the cell structure. ❖ List the types and their
functions. ❖ State the differences between plants and animal cells
❖ Outline the relationships amongst Cells, tissues, organs and
systems. ❖ Essay questions that require short answers ❖ Multiple
choice questions ❖ True/false statements. ❖ Homework based on
teacher made questions ❖ Oral presentation ❖ Individual/group work
presentation. ❖ Teacher asks questions to challenge the intellects
of the pupils. ❖ Encourage brainstorming. ❖ Arose their interest
with activities. ❖ Charts, showing the differences between plant and
animal cells. 7. Environm ental Sanitation After completing this
topic/themes, the pupils should be able to: ❖ Explain the meaning of
❖ Essay questions that require short answers ❖ Multiple choice
question ❖ Teacher asks Questions to challenge the intellects of the
pupils. ❖ Charting showing the different method of disposal 54
environmental sanitation. ❖ List and describe the common facilities
in the environment. ❖ Distinguish between refused and sewage
disposal. ❖ List and describe the methods of disposal (Hazards of
refuse and sewage) ❖ True/false statements ❖ Homework based on
teacher made questions ❖ Encourage brainstorming ❖ Arouse their
interest with activities ❖ Flash cards ❖ Visitation to a nearby
community. 8. Digestive System After completing this topic/themes
the, pupils should be able to: ❖ Describe the meaning of digestion.
❖ Outline the process perform by the digestive system. ❖ Draw and
label the structure of the alimentary canal. ❖ List and describe the
stages of digestion (mechanical and chemical) ❖ Essay questions that
require short answers ❖ Multiple choice questions ❖ Ture/false
statements ❖ Individual work ❖ Teacher asks questions to challenge
thee intellects of thee pupils; ❖ Encourage brainstorming ❖ Arouse
their interest with activities. ❖ A chart showing the process
perform by the digestive system. ❖ A chart showing the structure of
the alimentary canal. OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION
STAGE SEVEN (7) JSS I-SECOND TERM Suggested Topics/Themes/ Units
Specific Learning Outcomes Assessment Methods Recommended Teaching
Styles or Pedagogical Approaches Suggested Learning Teaching
Resources 9. Gymnastics After completing this topic/themes, the
pupils should be able to: ❖ Explain the meaning of gymnastics and
its types. ❖ Essay questions that require short answers ❖ Multiple
choice questions ❖ True/false statements ❖ Teacher ask questions to
challenge thee intellects of the pupils. ❖ Encourage brainstorming
❖ Mats/mattresses’ ❖ Play ground ❖ Spring board ❖ Horse, bars,
55 ❖ State and perform the basic skills involve in gymnastics
examples trawling, vaulting, and weight/transfer. ❖ State and
demonstrate the different phases involved in these activities
examples run up, take off, landing and recovery. ❖ Demonstrate the
basic stands and stumbling example forward roll, beck ward roll,
cartwheel, and handstand. ❖ List and describe the safety precautions
involve in these activities. ❖ List indentify the equipment needed
for these activities. ❖ Role play rings etc. 10. Games After
completing this topic/themes, the pupils should be able to: ❖
Describe the history of soccer, volleyball and tennis. ❖ Draw and
label thee soccer filed, volleyball court and tennis court. ❖ State
and illustrate the dimensions of these courts. ❖ List and
demonstrate the basic skill used in playing soccer, trapping,
passing, kicking, throwing etc. Volleyball example service, flicking,
digging, smashing/spiking etc. Tennis example service, for-head
drive, backhand drive, lobbing smashing etc. ❖ List the number of
officials and their main function for soccer, volleyball and tennis.
❖ Essay questions that require short answers. ❖ Multiple choice
question, ❖ True/false statements ❖ Homework based on teacher made
questions. ❖ Practical demonstrations in soccer volleyball and
tennis. ❖ Assessing pupils during game situations. ❖ Individual and
group demonstrations. ❖ Teacher and pupils perform similar
activities ❖ Discuss the number of played game, equipment scoring
and duration of the game. ❖ List down officials of soccer,
volleyball and tennis. Soccer balls, soccer goal net corner flags,
soccer pitch/field whistle, red and yellow cards stop watches.
Changing boards substitute benches volleyball uphights volleyball
nets umpires stand score boards volleyballs court, volleyballs.
Tennis court hard, clay and lawn or grass court, tennis balls,
rackets, nets and stands umpire’s stand. 11. Athletics After
completing this topic/themes, ❖ Individual and group ❖ Ask pupils
to run while teacher ❖ Track 56 (Relay) pupils should be able to: ❖
Acquire and demonstrate the techniques of relay racing ❖ Understand
how, when and where to change batons. ❖ Respond to commands
correctly and timely to avoid false start. ❖ Know that a relay is a
race between teams of equal numbers (four people)
practiceddemonstration while teacher observes and grades pupils. ❖
Essay questions that require short answers ❖ Multiple choice
questions ❖ True/false statement ❖ Oral presentation. observes. ❖
Check if they can respond to command without beating the gun. ❖
Warming up activities examples high knee lifting running on the spot.
❖ Pupils should know the techniques of relay i.e. in coming runners
and outgoing runners. ❖ Encourage pupils to learn the methods of
visual for in coming and out- going runners ❖ Practice methods of
relay racing ❖ Revise sprint start ❖ Lay emphasis and baton
changing ❖ Let pupils run and do baton changing. ❖ Batons ❖
Whistle ❖ Red and yellow cards ❖ Starting blocks 12. Food:
PreparationPr eservation After completing this topic/themes, the
pupils should be able to: ❖ List and describe the reasons for
cooking ❖ List and describe the food preservation methods ❖ Essay
questions that require short answers ❖ Multiple choice questions ❖
Chart showing the different reasons for cooking ❖ Chart showing the
different methods of preservation ❖ Chart showing the reasons for
cooking food. ❖ Chart showing the methods of preservation 13.
Storage After completing this topic/themes the pupils should be able
to: ❖ Explain the meaning of food storage ❖ List and describe the
methods of storage ❖ Charts showing thee methods of storage ❖ Flash
cards ❖ Video clips 14. Hygiene After completing this topic/themes
the pupils should be able to: ❖ Outline the meaning of personal
hygiene ❖ List and describe the types of hygiene ❖ Understand how
to care for some parts of the body, eye, head, hand, ears, skins
nails ❖ Essay questions that require short answers ❖ Multiple
choice questions ❖ Introduce activities to arouse the interest to
pupils ❖ Homework based on ❖ Teacher asks questions to challenge
the intellect of the pupils ❖ Encourage brainstorming 57 and feet,
genitals and anus ❖ Menstrual hygiene teacher made questions ❖ Oral
presentation ❖ Individual/group work grading Sexual Harassment After
completing this unit, pupils should be able to: • Explain what is
meant by the term sexual harassment and assault. • State ways in
which sexual harassment and assault occurs. • Discuss the effects or
impacts of sexual harassment and assault. • Describe ways in which
sexual harassment and assault may be prevented. a) Introduce the
lesson by displaying charts or pictures about sexual harassment and
assault. Invite health personnel and staff from the Family Support
Unit of the Sierra Leone Police to talk on the topic. b) Let pupils
brainstorm and come up with the definition of the terms sexual
harassment and assault. c) Let pupils state ways in which sexual
harassment and assault occurs. ❖ d) Pupils in small groups discuss
the effects or impacts of sexual harassment and assault and ways in
which sexual harassment and assault may be prevented. a) Observation
of pupils’ responses about sexual harassment and assault. b) Oral
presentations about sexual harassment and assault. c) State ways in
which sexual harassment and assault occurs. ❖ d) Group discussions
on the effects or impacts of sexual harassment and assault and ways
in which sexual harassment and assault may be prevented. Activities
p. 31-34 Discussing stories Standing up for our rights Drawing a map
Finding out more a) Textbook b) Charts and pictures about sexual
harassment and assault c) FSU Personnel d) Vanguards e) Markers f)
Sharpeners g) Erasers Our Future (Grade:8-9 Resource Material p.29-30
Sexual abuse and rape Sexually transmitted infections Understand the
concept of STIs Name common STIs, their symptoms, potential
consequences and treatment Explain that some diseases can be spread
through sexual activity Use the resource material Activities (Grade
4-5) p.102 Sing a rap song True or false statements P, 104-7 Places
where sex might happen Role play saying no Our Future (Grade 4-5)
Resource material: p. 100-1 + 103- + l08 58 Identify how to prevent
STIs Discuss symptoms, possible long-term effects of untreated
infections and prevention Group discussion on pictures Story of
Dalitso & Sabina River of Life p.109-110 Safe places for medicine
Paths to find help Role play for youth friendly clinic Role play of
treating STIs p. 95 Answering the question box Discussing a picture A
cartoon story Victor & Tita’s story Writing exercise Activities
(Grade 7-8) Brainstorming River of life Activities (Grade 8-9) p.109-
110 Misozi’s story Written exercise p.113 Mapping where to get help
Discussing pictures Role plays p.116 Sharing maps of sources of
condoms A story Our Future (Grade 7-8) Resource material: p. 89-91 +
94 Our Future (Grade 8-9) Resource material: STIs p.106-8 Treatment
of STIs p. 111-2 Preventing STIs p.115 59 PYSICAL HEALTH EDUCATION
OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION STAGE SEVEN (7) JSS I-
THIRD TERM Suggested Topics/ Themes/ Units Specific Learning Outcomes
Assessment Methods Recommended Teaching Styles or Pedagogical
Approaches Suggested Learning Teaching Resources (Core Supplementary
15. Dance After completing this topic/themes, the pupils should be
able to: ❖ Define the meaning of dance ❖ List and describe the
types of dance examples traditional dance and modern/educational
dance. ❖ List examples of local instruments drum, kelin, segbura
etc. ❖ List examples of local musicians’ Amine Kallon, Lansana
Sheriff (Steady bongo), Big Fayia, Salia, Isata Nyambe etc. ❖ List
examples of modern dance song ❖ List and describe examples of modern
dance instruments seven drum, piano, gitter etc. ❖ Essay questions
that require short ❖ Multiple choice questions ❖ Home works based
on teacher made questions ❖ Practices/demonstration of the use of
local instruments ❖ Identify local instruments ❖ Explain movement
skills in dancing ❖ Explain the benefits of dance to the body. ❖
Teacher lead pupils to discuss on: ❖ Local musical instruments ❖
Teacher asks learners to demonstrate the use of local instruments ❖
Teacher ask pupils to sing a song to match with the music ❖ Pupils
initiate teachers or colleagues. Shegural, kellay side drum, base
drum, kondi, sangba Experts to teach pupils, how to play and dance
Watch video clips. 16. Games After completing this topic/themes, the
pupils should be able to: ❖ Describe the history of cricket ❖ Know
the dimension of the cricket oral. ❖ List the officials of the game
and their main functions ❖ Identify the equipment of the game
example bats. ❖ Know and perform the basic skills used to play the
game ❖ Know and illustrate the basic rules of the game. ❖ Essay
questions that require short answers: ❖ Multiple choice questions ❖
Homework based on teacher made questions ❖ True/false statements ❖
Teacher asks questions to challenge the intellect of the pupils ❖
Encourage brainstorming ❖ Arouse their interest with activities ❖
Stumps, ❖ Bats ❖ Shinguards 17. Swimmi After completing this
topic/themes, the pupils should ❖ Essay questions that ❖ Swimming
pools 60 ng be able to: ❖ Define the meaning of swimming ❖ List and
perform the skills involved in swimming ❖ Describe the dimension of
a swimming pool. ❖ List and illustrate the safety precautions to be
observed before swimming examples don’t drink and get drunk, don’t
go to swimming alone etc. require short answers: ❖ Multiple choice
questions ❖ True/false statement ❖ Homework based on teacher made
questions ❖ Life sawing jackets 18. Athletic s (Hurdlin g) After
completing this topic/themes, the pupils should be able to: ❖
Explain the meaning of hurdling as a track event that requires a high
speed of running over a set of hurdles. ❖ Differentiate the hurdle
heights for women and men ❖ Know and demonstrate the distance from
the starting line to the first hurdles, in between hurdles and the
distance to the last hurdles. ❖ Know the number of heights require
for men and women in their different events ❖ List the events for
with hurdles are used examples 100m hurdles, 110m hurdles, 400m
hurdles etc. ❖ Essay questions that require short answers: ❖
Multiple choice questions ❖ Individual/group work ❖ Grading. ❖
Teacher discuss with pupils the phases involved in hurdling examples
run-up, take off, clearance of the hurdles and landing ❖ Teacher
introduce the lesson with practical demonstrations ❖ Teacher asks
questions to challenge the intellects of the pupils. ❖ Play ground
❖ Hurdles ❖ Tape rule 19. Food Taboos After completing this
topic/themes, the pupils should be able to: ❖ Explain the meaning of
food taboos ❖ List and describe the types of food taboos ❖ Know the
effects of food taboos to the body ❖ List and describe the causes of
food taboos. ❖ Essay questions that require short answers: ❖
Multiple choice questions ❖ Oralpresentation/explanati ons ❖
Teacher asks questions to challenge the intellects of the pupils ❖
Encourage brainstorming ❖ Flash cards ❖ Charts showing the types of
food taboos. 20. Mamma lian Skin After completing this topic/themes,
the pupils should be able to: ❖ Draw the human skin and label its
parts. ❖ List the functions of the human skin. ❖ List the function
of the different parts of the human skin. ❖ List and discuss the
diseases and disorders of the human skin. ❖ List and describe the
hygienic care/ practices of ❖ Essay question that require short
answers ❖ Multiple choice questions ❖ Oral presentations/
explanations ❖ Teacher asks questions to challenge the intellects of
the pupils ❖ Encourage brainstorming ❖ Chart showing the human
skin. 61 the human skin. 21. Excretor y System After completing this
topic/themes, the pupils should, be able to: ❖ Explain the meaning
of excretory ❖ Draw the urinary system ❖ List the functions of the
excretory and urinary system. ❖ List and discuss the diseases that
affects the genitourinary tract1 ❖ Essay question that require short
answers ❖ Multiple choice questions ❖ Teacher asks questions to
challenge the intellects of the pupils ❖ Encourage brainstorming ❖
Chart showing the excretory and urinary system 22. Vector and Pests
After completing this topic/themes, the pupils should be able to: ❖
Explain the meaning of vectors and pests ❖ List and discuss the
factors that encourages the spread of vectors/pests in the
communities. ❖ List and describe the vector/insect borne diseases.
❖ List and discuss the ways to prevent and control them. ❖ Essay
questions that require short answers ❖ Multiple choric questions ❖
Teacher asks question to challenge the intellects of the pupils. ❖
Encourage brainstorming ❖ A chart showing the different types of
vectors pests. ❖ Health worker to give a talk in school/class ❖
Visit to a health center. HIV Understand that HIV is not a barrier
for relationships, family or having a sexual life Describe how HIV
and AIDS can affect families, their structure, roles and
responsibilities Recognise that women living with HIV can be healthy
and deliver and breastfeed children who are HIV free; demonstrate
ways to support people living with HIV demonstrate communication,
negotiation and refusal skills for countering pressure to have unsafe
sex ❖ Explain how people with HIV can experience fulfilling
relationships, including sexual relationships Give examples of how an
HIV diagnosis can affect a family Discuss how HIV positive women can
and do have healthy pregnancies and deliver HIV negative babies
through treatment and support Describe how everyone can support
people living with HIV Invite a speaker from an HIV selfhelp group
Our Future (Grade 6-7) Activities p.103-4 Role play Thinking ahead
Drawing a cartoon Activities p.107 Discrimination game Our Future
(Grade 8-9) Activities p. 122-3 Role play Writing a dialogue Our
Future Grade 8-9 p.118-121 Voluntary testing and counselling p. 124-
127 Living positively with HIV Contracepti on Distinguish between
modern and traditional forms of contraception Describe how the
different available methods of contraception prevent pregnancy ❖
Explain that there are a variety of methods of contraception – some
traditional, others Activities (p.94-6) Reading and discussion Maps
and role-plays Our Future (grade 6) Reference material p.77 1 All
organs involved in the production and excretion of urine plus all
organs involved with reproduction. Organs of the genitourinary tract
include the kidneys, bladder, fallopian tubes, and penis. 62 Explain
the purpose and mechanism of emergency contraception Recognise that
condoms can prevent both pregnancy and sexually transmitted
infections Demonstrate the correct use of both male and female
condoms Respond constructively to objections to contraception
(including misinformation) modern, some temporary and others
permanent – not all methods are equally effective Madalito’s story
Preventing pregnancy + Our Future (Grade 8- 9) p.87-93 PYSICAL HEALTH
EDUCATION OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION STAGE EIGHT
(8) JSS II-FIRST TERM Suggested Topics /Themes/Units Specific
Learning Outcomes Assessment Methods Recommended Teaching Styles or
Pedagogical Approaches Suggested Learning Teaching Resources (Core
Supplementary 1. Creative Dance After completing this topic/themes,
thee pupils should be able to: ❖ Explain the meaning of creative
dance. ❖ List the modern musical instruments ❖ List examples of
classical music and their musicians ❖ Essay question that requires
short answers ❖ Multiple choice question ❖ Oral presentation ❖
Teacher asks questions to challenge the intellects of the pupils ❖
Encourage brainstorming ❖ Arouse their interest with activities ❖
Invite a musician to class for a talk ❖ Chart showing modern musical
instrument. 2. Games After completing this topic/themes, the pupils
should be able to: ❖ Describe the history of basketball ❖ List and
perform the basic skills of basketball example shooting, passing etc.
❖ Draw and label the basketball court ❖ List the number of players
per team ❖ Know the dimensions of the basketball court ❖ Identify
the equipment used to play basketball ❖ List and demonstrate the
basic skills used to ❖ Essay question that requires short answers ❖
Teacher asks questions that challenge the intellects of the pupils.
❖ Observing the pupils demonstrate the skills ❖ Oral presentation
of the game. ❖ Introduce the game by explaining the history ❖ Take
the class to the basketball court ❖ Ask pupils to participate in the
construction ❖ Teacher demonstrates the skills in basketball and
asks pupils to perform similar activities. ❖ List team the officials
of ❖ Uprights ❖ Basketballs ❖ Whistle 63 play basketball ❖
Identify the number of officials of the game basketball 3. Athletics
After completing this topic/themes, the pupils should be able to: ❖
Identify the category into which long jump and triple jumps are ❖
List and demonstrate the basic skills involved in long jump and
triple jump. ❖ List and describe the stages involved in long jump
and triple jump. ❖ List illustrate the techniques used in long jump
and triple jump ❖ Identify the dimensions of the long jump and
triple jump section ❖ List the equipment used in officiating. ❖
These events example yellow and red flags, tape measure take-off
boards etc. ❖ Know and illustrate the basic rules in doing a “good
jump” or “no jump” ❖ Essay question that requires short answers
❖ Multiple choice question ❖ Practical demonstrations of the skills
❖ Teachers observe pupils demonstrate the skills and grade them. ❖
Demonstrate the skills and ask pupils to perform similar activities
❖ Ask pupils to discuss the number of trials(jumps) given to an
athletic ❖ Ask pupils to measure the dimensions of both the long
jump and triple jump arenas. ❖ Play ground ❖ Take-off boards ❖
Step boards ❖ Take measures ❖ Sand rakes. 4. Primary Health Care
(a) Drugs (b) Smoking After completing this topic/themes, the pupils
should be able to: ❖ Describe the meaning of drugs ❖ List and
describe the types of drugs (essential and harmful drugs) ❖ Describe
the uses and side effects of commonly used drugs ❖ List examples of
commonly used drugs ❖ Explain the meaning of drug abuse and drug
misuse. ❖ Explain the meaning of smoking ❖ List and discuss the
reasons why people smoke ❖ Discuss the effects of smoking to your
health ❖ List and describe the types of smoking ❖ Essay question
that requires short answers ❖ Multiple choice questions ❖ Oral
presentation and grading ❖ Teacher ask questions to challenge thee
intellects of the pupils ❖ Encourage brainstorming ❖ Arouse their
interest with activities ❖ Invite a health specialist to give a talk
to the class. ❖ Video clips on drugs ❖ Charts showing examples of
essential and harmful drugs. ❖ Bring to class physical drugs. 64
(c ) Alcohol and Alcoholism (Active and Passive) ❖ Explain the
meaning of alcohol and alcoholism ❖ List and discuss the reasons why
individuals drink alcohol ❖ Discuss the effect of alcohol on your
health. 5. Healthy Living Muscular System After completing this
topic/themes, the pupils should be able to: ❖ Describe the skeletal
system ❖ List and discuss the organ of the skeletal system ❖
Explain the meaning of joints ❖ List and describe the three (3)
types of joints – freely moveable joint, - slightly moveable joints,
- fixed/immoveable joints ❖ List and discuss the sub types into
which joints are sub divided as ball and socket hinge joints, sadlle
joint, pivot joint, gliding joint, condyloid joint ❖ Identify the
parts of your body where these types of joints can be found. ❖ List
and describe the four (4) main categories of bones examples long
bone, flat bones, irregular bones and round bones. After completing
this topic/themes, the pupils should be able to: ❖ Explain the
meaning of the muscular system ❖ Describe the structure and working
of the muscular system. ❖ Essay questions that requires short
answers ❖ Multiple choice questions ❖ Individual, group work
grading ❖ True/false statements ❖ Essay questions that requires
short answers ❖ Encourage brainstorming ❖ True/false statements ❖
Multiple choice questions ❖ Oral presentation ❖ Individual work for
grading. ❖ Teacher questions to challenge the intellect of the
pupils ❖ Encourage brainstorming ❖ Bring to class thee specimen of
human skeleton ❖ Ask pupils to practically identify the various
classes and types of bones ❖ Teacher ask questions to challenge the
intellect of the pupils ❖ Encourage brainstorming ❖ Teacher ask
questions to challenge the intellect of the pupils ❖ Specimen of
human skeleton ❖ Chart showing thee human skeleton ❖ Visit of the
class to a nearby biological lab. ❖ Charts showing the types of
muscles. 65 ❖ List and discuss the types of muscular system ❖ List
the functions of the muscular system ❖ Identify muscle actions
locations and types of movement. ❖ List and identify the major
muscles of the body ❖ Essay questions that requires short answers ❖
Encourage brainstorming ❖ True/false statements ❖ 6. Environmental
Sanitation After completing this topic/themes, the pupils should be
able to: ❖ Define wells ❖ List and discuss the types of wells ❖
List and identify the ways of providing proper care for the wells. ❖
Essay questions that requires shorts answers ❖ Multiple choice
questions ❖ True/false statements ❖ Visitation to a well
construction site ❖ Provide observational skills for the pupils. ❖
Teacher ask individual group work and grade. ❖ Calls for a well
constructor to give a talk to the class. ❖ Provide pictures of the
different types of wells. 7. Games (Handball) After completing this
topic/themes, the pupils should be able to : ❖ Describe the history
of handball. ❖ List and demonstrate the basic skills that involved
in handball example catching, parsing, throwing etc. ❖ Draw the
handball court ❖ Know the dimensions of the handball court ❖ List
the equipment’s used to play the game ❖ List the number of players
of the game. ❖ Illustrate the steps involved in constructing the
handball court ❖ Execute the basic rules in playing handball. ❖
Essay questions that requires short answers ❖ Multiple choice
questions ❖ True/false statements ❖ Individual/group presentation
❖ Individual group work grading ❖ Ask pupils to perform the basic
skills in hand ball ❖ Ask pupils to orally explain ❖ Teacher
introduce lead up games to arouse the interest of the pupils. ❖
Introduce the lesson with teacher demonstration. ❖ Ask pupils to
carefully watch and perform singular activities. ❖ Handballs play
grounds. ❖ Tape measure ❖ Handball goal nets ❖ Handball goal ❖ Up
rights and crossbar ❖ Whistle 66 OUTLINE TEACHING SYLLABUS FOR BASIC
EDUCATION STAGE EIGHT (8) JSS II-SECOND TERM Suggested Topics/
Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources (Core Supplementary 8. Athletics After
completing this topic/themes, the pupils should be able to: ❖ List
examples of track events ❖ Describe the classifications of the track
events examples short distances races, middle distance and long
distance races. ❖ List and identify the examples for each of these
classes of track events. ❖ Perform a proper run of 200m and 400m
distances ❖ Execute the rules involved in these sprinting (short
distance) roles. ❖ Essay question that requires short answers ❖
Multiple choice questions. ❖ True/false statements ❖ Individual
group work grading ❖ Introduce lesson with teacher demonstration ❖
Ask pupils to perform similar activities ❖ Encourage pupils to read
the prescribed textbooks ❖ Homework made up of teacher made
questions. ❖ Play ground ❖ Whistle/starting gun ❖ Starting ❖
Blocks etc. 9. Health Living (health diseases) After completing this
topic/themes the pupils should be able to: ❖ Define the term of
health. ❖ Outline attributes of healthy person ❖ List and describe
the factors that promote healthy living. ❖ Define the term diseases.
❖ List and describe the types of diseases (communicable / non-
communicable diseases). ❖ Describe what are communicable and non-
communicable diseases. ❖ List and discuss examples of each of these
types of diseases. ❖ Identify the signs, symptoms and ❖ Essay
questions requires short answers ❖ Multiple choice questions ❖
True/false statements ❖ Oral presentation ❖ Individual group work
grading ❖ Homework based on teacher made questions. ❖ Teacher
introduce with a debate “That adisease is a deviation from the
normal functioning of the system” ❖ Pupils to list some common
diseases in Sierra Leone examples choleria, malaria, typhoid etc. ❖
Ask pupils to explain wat is communicable and non- communicable
diseases. ❖ Homework base on ❖ Call on the health worker to give a
talk to the class. ❖ Textbooks ❖ Video clips ❖ Bill boards ❖
Posters. 67 example of these diseases. ❖ Outline the factors that
spread communicable diseases (causative organism) ❖ List and discuss
the modes of transmission ❖ Identify the signs and symptoms of
communicable and noncommunicable diseases. ❖ Identify the preventive
/control measures of communicable and noncommunicable diseases.
teacher made questions. ❖ Ask pupils to read their prescribed text
books. 10. Primary Health Care After completing this topic/themes,
the pupils should be able to: ❖ Explain the meaning of immunity and
immunization. ❖ List and describe the types of immunity(Natural and
artificial) ❖ List the importance of immunization. ❖ Explain the
meaning of EPI. ❖ Outline the diseases treated by EPI ❖ Explain the
dosage and schedules for immunization. ❖ ❖ Essay questions that
require short answers ❖ Multiple choice questions ❖ True/false
statements ❖ Oral presentations ❖ Homework based on teacher made
questions ❖ Teacher ask question to challenge the intellect of the
pupils. ❖ Encourage drainsforming ❖ Health talk from health
specialist ❖ Blackboard ❖ Chart showing the types of diseases for
immunization ❖ Flash cards. 11. Pregnancy and having children
Identify common indications of pregnancy Explain how to confirm a
pregnancy Describe the key stages of pregnancy Describe what happens
during birth and after Identify health risks associated with early
pregnancy Understand how FGM might affect women’s experience of sex,
pregnancy and delivery Specify adverse social consequences of early
pregnancy or too many pregnancies too close Introduce the subject by
asking how does someone know when they are pregnant? Discuss how to
confirm a pregnancy Describe the key stages of pregnancy Explain what
happens during birth and after Discuss health risks associated with
early pregnancy Invite pregnant women and their partners to come and
talk about their experiences of pregnancy, birth and parenting
Prepare a quiz to test knowledge Activities (p.89-90) The story of
Sara and Vincent Filling the gaps Activities (p.95-8) Discussing
pictures Our Future: reference material: 86-8 pregnancy p. 91 Signs
of pregnancy p.93-4 Unsafe & unwanted pregnancies 68 together Discuss
health risks related to FGM Discuss adverse social consequences of
early pregnancy or too many pregnancies too close together Group
discussion Quiz Crossword puzzle Appreciate that children should be
wanted, need to be cared and provided for, and loved Appreciate that
pregnancy can be planned Acknowledge that not all people can or want
to have children Recognise the risks of FGM for girl children Lead a
discussion or brainstorm on what babies and children need to be able
to thrive Ask pupils – at what age/lifestage do you think people can
provide these and hence begin child-bearing Discuss FGM in relation
to the rights of the child and the responsibilities of parents
Observation of discussion Activities (Grade 8-9) p.105 Role plays
Filling in the blanks Observe discussion Our Future: Reference
material p.98 Infertility Our Future (grade 8-9) Resource material:
p.103-4 12. Healthy Living After completing this topic/themes, the
pupil should be able to: ❖ Explain the meaning of sexually
transmitted diseases. ❖ List and identify examples of sexually
transmitted diseases, gonorrhea, syphilis and HIV/AIDS. ❖ Identify
the signs and symptoms for each of these diseases. ❖ Outline and
demonstrate the preventive measures of these diseases. ❖ Teacher
made questions ❖ Homework based on questions from prescribed text
books ❖ Brainstorming for active participation. ❖ Associate what is
taught with the experience of pupils ❖ Introduce activity that will
arouse the interest of pupils to participate. ❖ Visit to health
clinic (PHU/DHMT) ❖ give a talk to the class or school ❖ Class
visit to a health clinic ❖ Video clips ❖ Documentary films 69
OUTLINE TEACHING SYLLABUS FOR BASIC EDUCATION STAGE NINE (9) JSS II-
THIRD TERM Suggested Topics/ Themes/Units Specific Learning Outcomes
Assessment Methods Recommended Teaching Styles or Pedagogical
Approaches Suggested Learning Teaching Resources 13. Fundamental
Movement After completing this topic/themes, the pupils should be
able to: ❖ Distinguish between traditional and modern gymnastics. ❖
List and explain the movements in traditional as wells as modern
gymnastics ❖ State and demonstrate steps involved in performing
traditional and modern gymnastics. ❖ Essay questions that requires
short answers. ❖ Multiple choice questions ❖ Individual group work
grading ❖ Practical demonstrations by pupils. ❖ Teacher introduce
the lesson by practical demonstrations ❖ Teacher asks questions to
challenge the intellects of the pupils. ❖ Encourage brainstorming.
❖ Arouse their interest with activities. ❖ Mats/mattresses ❖
Classroom ❖ Play ground ❖ Whistle ❖ Local musical instruments
example kellay, segbureh, horse, rings. etc. 15. Games (Table Tennis
After completing this topic/themes, the pupils should be able to : ❖
Describe the history of table tennis. ❖ List and demonstrate the
basic skills in table tennis ❖ Outline the dimension of the table
tennis table. ❖ Identify the equipment used in table tennis. ❖
Outline the category of players in table tennis (Men’s singles and
double, Women’s singles and doubles) ❖ List the officials of table
tennis ❖ Describe how a game in table tennis in won/lost. ❖ Essay
questions that require short answers. ❖ Multiple choice questions ❖
Trued/false statements Oral presentation/explana tions ❖ Ask pupils
to explain about the game by stages. ❖ Explain about the game in the
classroom before taking the pupils to the playing ground. ❖ Discuss
the number of players per team. ❖ Ask the pupils to demonstrate the
skills of table tennis. ❖ Encourage a healthy discussion. ❖ Table
tennis ❖ Tables ❖ Rackets ❖ Balls ❖ Whistle ❖ Nets. 70 16.
Athletics After completing this topic/themes, the pupils should be
able to: ❖ Construct the throwing sector for javeline ❖ Know and
identify the dimension of a javeline sector. ❖ Outline the rules in
throwing javeline ❖ Outline the history of the Olympic games ❖
Essay question that requires short answers. ❖ Multiple choice
questions ❖ True/false statements ❖ Ask pupils to explain orally ❖
Ask pupils to do practical demonstrations ❖ Individual group work
grading ❖ Demonstrate basic fundamental skills ❖ Introduce lesson
with teacher demonstrations ❖ Ask pupils to perform similar
activities ❖ Introduce lead- up activities to arouse the interest of
pupils to participate actively. ❖ Encourage pupils to read text
books ❖ Home work to encourage pupi9ls for research know ledge. ❖
Play ground ❖ Javeline 17. Primary Health Care After completing this
topic/themes, the pupils should be able to: ❖ Define the term First
Aid ❖ Identify who is a First Aider ❖ Outline the objective of
First Aid ❖ List and describe the duties and qualities of a first
Aider. ❖ Describe the first Aid kit ❖ List and identify the items
found in the first Aid kit. ❖ Describe the following (a fracture (b
dislocation (c sprains (d strains. ❖ State and describe the types of
fracture, (Simple and compound fracture) dislocation. ❖ Describe the
first aid treatment needed for (a fractures, (b dislocation (c
strains (d sprains. ❖ Define family planning. ❖ ❖ State and
describe the types of family planning (Natural birth spacing and the
use of contraceptive). ❖ Outline the importance of family planning.
❖ Outline and discuss the advantages of practicing family planning
❖ List and describe the types of contraceptives. ❖ State and
discuss the various uses of contraceptives. Discuss their advantages
and disadvantages. 18. Environme ntal After completing this
topic/themes, the pupils should be able to: ❖ Essay question that
requires short answers ❖ Introduce lesson with simple and clear ❖
Charts ❖ Posters 71 Hazards ❖ Define the meaning of disaster ❖
List and identify the types of disasters ❖ Outline the measures of
how to control/prepare for disaster ❖ Describe the disaster
preparedness for the following: fire, floods, earth quake, and
landslides ❖ Identify examples of each in the community. ❖ State
and describe the causes of disaster. ❖ Multiple choice questions ❖
True/false statements ❖ Individual group presentation ❖ Individual
or group work ❖ Homework based on questions in text books. ❖
Grading reports from field trips. questions that will challenge the
mind of pupils to think critically ❖ Brainstorming for active
participation ❖ Associate what is taught with the experience of
pupils. ❖ Visit selected sites. ❖ Invite disaster management expert
to give a talk to the class or school. ❖ Billboards ❖ Visit to
experts to the school to give a talk. ❖ Site field trips ❖ Video
clips ❖ Documentary films. 19. Healthy Living After completing this
topic/themes, the pupils should be able to: ❖ Draw and label the
Respiratory system ❖ Discuss the functions of the respiratory system
❖ Distinguish between inhalation and exhalation. ❖ Discuss the
processes of inhalation and exhalation. ❖ List and identify the
diseases of the respiratory system. ❖ Outline the preventive
measures of the respiratory diseases. ❖ Draw and label the
circulatory system. ❖ State and describe the functions of the
circulatory system. ❖ Outline the processes involved in the
circulatory system. ❖ ❖ Essay question that requires short answers
❖ Multiple choice questions ❖ True/false statements ❖ Individual
group presentation ❖ Individual or group work ❖ Homework based on
questions in text books. ❖ Grading reports ❖ Identify the diseases
associated with the circulatory system. ❖ Draw and label the human
heart. ❖ Describe how blood circulation takes place in the body. ❖
❖ Introduce the lesson by asking pupils to state the meaning of
inhalation and exhalation. ❖ Ask pupils to draw and label the
respiratory system. ❖ Asked pupils to list the function of the
respiratory System. ❖ Ask pupils to draw and label the circulatory
system. ❖ Asked pupils to outline the function of the circulatory
System. ❖ Charts showing the respiratory and the circulatory
systems. ❖ Blackboard, flashcards etc. 20. Primary After completing
this topic/themes, the ❖ Essay question that ❖ Teacher ask
questions to ❖ Chart showing the 72 Health care pupils should be
able to: ❖ Outline the components of blood. ❖ List and describe the
three types of blood vessels eg. (Veins, arteries and capillaries).
❖ Describe the differences among the blood vessels. ❖ Identify and
describe the disorders and care of the circulatory system. ❖
requires short answers ❖ Multiple choice questions ❖ True/false
statements ❖ Individual group presentation ❖ Individual or group
work ❖ Homework based on questions in text books. ❖ Grading reports
challenge the intellects of the pupils. ❖ Encourage brain storming
❖ Aroused their interest with activities. difference among the blood
vessels, call on health specialist for a talk, billboards, video clip
documentary films specimens OUTLINE TEACHING SYLLABUS FOR BASIC
EDUCATION STAGE NINE (9) JSS III-FIRST TERM Suggested Topics/
Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 21. Healthy Living After completing this
topic/themes, the pupils should be able to: ❖ Discuss the structure
of thee nervous systems. ❖ Outline the functions of the nervous
systems ❖ Outline the components of the nervous system. ❖ Identify
the reflex actions that takes place in the nervous system. ❖
Describe the disorders and care of the nervous systems. ❖ Describe
the following in the endocrine system – lands, hormones – cocation
of glands. ❖ Outline the functions of hormones and theireffects,
deficiency and over secretion. ❖ Essay question that requires short
answers ❖ Multiple choice questions ❖ True/false statements ❖ Oral
presentations ❖ Homework based on teacher made questions ❖ Discuss
the functions of the nervous system ❖ Ask the pupils to explain the
components of the nervous system. ❖ A chart showing diagram of the
nervous system ❖ Billboards ❖ Posters ❖ Talk from a health worker
❖ Video clips. 73 22. Primary Health Care After completing this
topic/themes, the pupils should be able to: ❖ Define the term
drowning ❖ List and identify the causes of drowning ❖ Outline the
preventive measures in drowning ❖ State and describe the steps
involved in preparing ORS. ❖ Explain the meaning of ORS O = Oral R =
Rehydration S = Salt ❖ Outline the importance of its use. ❖ Why
exclusive breast feeding is necessary ❖ Explain the meaning of
breast feeding ❖ Explain the importance of breast feeding to the
child. ❖ Essay questions that requires short answers ❖ Multiple
choice questions ❖ Ture/false statements ❖ Oral
presentation/explanation . ❖ Teacher ask questions to challenge the
intellects of the pupils ❖ Encourage brainstorming ❖ Chart showing
a mother breast feeding her child. 23. Athletics After completing
this topic/themes, the pupils should be able to: ❖ List and identify
all the athletics officials ❖ State for each athletic official their
duties ❖ Essay questions that requires short answers ❖ Multiples
choice questions ❖ Ture/false statements ❖ Oral
presentation/explanation . ❖ Homework based on teacher made
questions ❖ Ask pupils to read about the topic from text book. ❖
Teacher asks questions to challenge the intellect of the pupils ❖
Encourage brainstorming ❖ Teacher encourage pupils to role play on
some of the duties. ❖ Video clips ❖ Visit to a athletic meeting
areas. ❖ Documentary films. 24. First Aid After completing this
topic/themes, the pupils should be able to: ❖ Describe the following
conditions: - Wound - Bleeding - Burns and ❖ Essay questions that
requires short answers ❖ Multiple choice questions ❖ Ture/false
statements ❖ Individual group work ❖ Teacher introduce lesson with
simple and clear questions that will challenge the mind of the
pupils. ❖ Visit to a health clinic ❖ Video clips ❖ Health talk
from a health specialist ❖ Chart showing 74 - Scars. ❖ List and
describe the types of the following - Wound - Bleeding ❖ Outline the
causes of burn and scars ❖ Outline the first Aid treatment to be
given to the following: - Snake bite - Dog bite - Burns and scars -
Wounds - Bleeding - Bruise. grading ❖ Practical demonstration ❖
Brainstorming for active participation ❖ Associate what is taught
with experience of pupils. diagrams. 25. Environment al Sanitation
After completing this topic/themes, the pupils should be able to: ❖
Define deforestation and a forestation ❖ State and describe the
causes, effects and remedies of deforestation. ❖ Understand the term
climate change, causes, effects and remedies of climate change. ❖
Define the term pollution ❖ List the types of pollution ❖ Outline
the causes, control and prevention of environment pollution to man ❖
Explain the term refuse ❖ List and describe the types of refuses and
how to dispose it. ❖ Discuss ways of how to manage refuse. ❖ List
and identify ways of how a country can cope with the effects of war.
❖ Define famine. ❖ List and discuss the types of famine causes and
effects. ❖ Outline the coping mechanism used to ❖ Essay question
that requires short answers ❖ Multiple choice questions ❖
Ture/false statements ❖ Individual or group presentation ❖ Teacher
made questions ❖ Homework based on question in text books ❖ Grading
report from field trips. ❖ Introduce lesson with simple clear
questions that will challenge the minds of pupils to think
critically. ❖ Brainstorming for active participation ❖ Associate
what is taught with experience to pupils ❖ Introduce an activity
that will arouse the interest of pupils to participate. ❖ Visit to
recommended sites. ❖ Charts ❖ Posters ❖ Billboards ❖ Visit of
experts to the school to give a talk ❖ Site field trip visit by the
school/class. ❖ Documentary films. 75 manage famine. ❖ Describe how
to prevent famine. 26. Sense Organs After completing this
topic/themes/unit the pupils should be able to: ❖ Understand the
term sense organ. ❖ List and describe the types of sense organs
(eye, Ear, Tongue, Nose and Skin) ❖ Draw and label each of these
sense organs ❖ Identify the functions of these organs to the body ❖
Explain the care for these organs. ❖ ❖ ❖ OUTLINE TEACHING SYLLABUS
FOR BASIC EDUCATION STAGE NINE (9) JSS III-SECOND TERM Suggested
Topics/ Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 27. Primary Health Care After completing
this topic/themes, the pupils should be able to: ❖ Explain the
causative agents mode of transmission signs and symptoms, treatment
and control of the following diseases: - Malaria - Typhoid - River
Blindness - Cholera - Bilharzia - Ebola - Corona virus disease - Cold
- Tuberculosis ❖ Essay question that requires short answers ❖
Multiple choice questions ❖ Ture/false statements ❖ Homework based
on questions in text books ❖ Visit to health clinic and grade by
oral presentation or written. ❖ Invite health experts for a talk in
the school. ❖ Brainstorming for active participation. ❖ Associate
what is taught with the experience of the pupils ❖ Introduce an
activity that will arouse the interest of pupils ❖ Visit to
recommended sites ❖ Chart ❖ Posters ❖ Site visit ❖ Documentary
films ❖ Billboards ❖ Visits to school to give a talk. 76 - HIV/AIDS
etc. ❖ 28. Games/Sports After completing this topic/themes, the
pupils should be able to: ❖ Discuss the safety precautions in
executing the skills in games: soccer, volleyball, tennis, table
tennis, basketball, handball, badminton, cricket etc. ❖ List and
identify the international sports governing bodies examples FIFA,
CAF, IOF, ICC, FIBA ❖ Essay questions that requires short answers.
❖ Multiple choice questions ❖ True/false statements ❖ Homework
based on questions from text books ❖ Ask pupils to demonstrate the
safety precautions of the games ❖ Ask pupils to explain orally ❖
Introduce lesson with teacher demonstration ❖ Ask pupils to perform
similar activities. ❖ Video clips ❖ Documentary films ❖ Teacher
demonstration ❖ Pay ground. 29. First Aid (Accidents) After
completing this topic/themes, the pupils should be able to: ❖
Explain the meaning of accidents poisoning ❖ List and describe the
types of accidents and common poisons ❖ Know and identify the signs
and symptoms as well as the treatment and preventive measures of
accidents and common poisons. ❖ Outline and discuss the causes of
accidents ❖ Name some accident spots ❖ Educate friends and other
relations that accident could be the source of death. ❖ Know the
core message of accident does not occur every day and that some can
be fatal. ❖ Essay questions that requires short answers ❖ Multiple
choice questions ❖ True/false statements ❖ Visit to accidents spot
❖ Individual/group work presentation on accident spot. ❖ Ask pupils
to draw accident spot and describe what happened as homework ❖ Role
play. ❖ Pupils to give definition of accidents ❖ Tell whether they
have witnessed any. ❖ Whether they have been involved in or their
friends or relations. ❖ Tell how to prevent accident ❖ Role play in
accident ❖ Discuss an accident spot with class and get their views
❖ Visit accident spots in the community ❖ Ask them to describe how
to avoid accidents at home school, and community ❖ Chart showing
different accident spots ❖ Chart showing accident spots in the home,
school environment and the community. 30. Growth Monitoring After
completing this topic/themes, the pupils should be able to: ❖ Essay
questions that requires short answers ❖ Teacher asks questions to
challenge the intellects of ❖ Chart showing the different sizes of
77 ❖ Define the term growth ❖ State the importance of growth in the
child ❖ List and describe the stages of childhood growth ❖
Demonstrate monitoring of child growth. ❖ Describe the following
child developmental stages: - Mental development - Physical
development - Social development - Emotional development. ❖ Multiple
choice questions ❖ True/false statements ❖ Homework based on
teacher made questions ❖ Individual/group demonstration ❖ Oral
presentation/explanation. the pupils ❖ Encourage brainstorming ❖
Arouse their interest with activities ❖ Discuss with learners the
visible signs to watch for in growth. human beings ❖ Video clip ❖
Documentary films. PYSICAL HEALTH EDUCATION OUTLINE TEACHING SYLLABUS
FOR BASIC EDUCATION STAGE NINE (9) JSS III-THIRD TERM Suggested
Topics/ \Themes/Units Specific Learning Outcomes Assessment Methods
Recommended Teaching Styles or Pedagogical Approaches Suggested
Learning Teaching Resources 31. Definition of Physical health
Education. After completing this topic/themes/unit, the pupils should
be able to: ❖ Discuss the meaning of Physical Health education ❖
Outline the importance of Physical health Education. ❖ Identify the
branches of Physical Health education. ❖ Essay questions that
requires short answers ❖ Multiple choice questions ❖ True/false
statements ❖ Oral presentation/explanations ❖ Teacher asks
questions to challenge the intellect of the pupils ❖ Encourage
brainstorming ❖ Explain the damains of Physical Health Education
(cognitive, psychomotor affective) ❖ Flash cards ❖ Blackboard 78
32. Movement Skills After completing this topic/themes, the pupils
should be able to: ❖ Perform a well-coordinated and improved body
movement (shapes, weight, bearing and transfer of weight, hand stand
(with or without support) creative dance (local dance) and using of
local made instruments. ❖ Essay questions that require short answers
❖ Multiple choice questions ❖ True/false statements ❖ Oral
presentation/explanations ❖ Teacher introduces lesson with practical
demonstrations ❖ Teacher asks questions to challenge the intellect
of pupils ❖ Encourage brainstorming ❖ Arouse their interest with
activities ❖ Mattresses ❖ Play ground ❖ Whistle ❖ Local
Instrument (gymnastics apparatus (i.e. horse, bars rings, weights
etc.) 33. Games (Dimensions) After completing this topic/themes, the
pupils should be able to: ❖ Define games and list types of games ❖
Outline the dimension of some major games example soccer, volleyball,
handball, basketball, tennis, table tennis and swimming. ❖ Essay
questions that requires short answers ❖ Individual /groupwork
demonstration on layout of different games ❖ Teacher executes
individual/group practical grading ❖ Teacher introduce lesson with
practical demonstration ❖ Arouse their interest with activities ❖
Role play (individual/group) ❖ Ask outstanding pupils to demonstrate
❖ Ask pupils to explain the steps in laying out of each game
court/pitch. ❖ Play ground ❖ Measuring tape ❖ Pegs, ❖ Hoes ❖
Paints ❖ Brush 34. Healthy Living After completing this
topic/themes, the pupils should be able to; ❖ Define the following -
Exercise - State the effects of exercise on the human body - Outline
the rules concerning exercise ❖ Define rest and sleep ❖ State the
rules for sleep. ❖ Essay questions that require short answers ❖
Multiple choice questions ❖ True/false statements ❖ Oral
presentations ❖ Encourage brainstorming ❖ Arouse their interest
with activities ❖ Chart showing the effects of exercise on the body
❖ Posters ❖ Billboards ❖ Beds 35. Environmental After completing
this topic/themes, the ❖ Essay questions that require ❖ Encourage
❖ Documentary 79 Hazards pupils should be able to: ❖ Describe the
different types of disasters that occur in the communities ❖ State
and discuss the different management processes involved in the
disaster management ❖ Outline the immediate and long term
consequences disasters. ❖ Identify how to control or prepare for
disaster ❖ Define pollution ❖ State and describe the types of
pollution ❖ Outline the causes, control and prevention of
environmental pollution. ❖ Outline the effect of environmental
pollution to man. ❖ List discuss the common pollutants. short
answers ❖ Multiple choice questions ❖ Teacher ask questions from
site visit for grading brainstorming ❖ Individual/group work ❖
Encourage pupils to do site visitation ❖ Pupils to do report after
such visitation films ❖ Posters ❖ Video clips ❖ Arrange a visit to
disaster sites ❖ Call on environmenta l specialist for a talk to the
class/school 36. Pregnancy & Birth Identify common indications of
pregnancy Explain how to confirm a pregnancy Describe the key stages
of pregnancy Describe what happens during birth and after Identify
health risks associated with early pregnancy ❖ Specify adverse
social consequences of early pregnancy or too many pregnancies too
close together Introduce the subject by asking how does someone know
when they are pregnant? Discuss how to confirm a pregnancy Describe
the key stages of pregnancy Explain what happens during birth and
after Discuss health risks associated with early pregnancy ❖ Discuss
adverse social consequences of early pregnancy or too many
pregnancies too close together Invite pregnant women and their
partners to come and talk about their experiences of pregnancy, birth
and parenting Prepare a quiz to test knowledge Activities (p.89-90)
The story of Sara and Vincent Filling the gaps Activities (p.95-8)
Discussing pictures Group discussion ❖ Crossword puzzle Our Future:
reference material: 86-8 pregnancy p. 91 Signs of pregnancy p.93-4
Unsafe & unwanted pregnancies 37. Refuse (Types and Disposal) After
completing this topic/themes, pupils should be able to: ❖ Define the
meaning of refuse, types of refuse and how to ❖ Essay questions that
require short answers ❖ Multiple choice questions ❖ Grading report
on field trips. ❖ Introduce lesson with simple clear questions that
will challenge the minds ❖ Chart ❖ Posters ❖ Site visits ❖ Expert
talks 80 dispose refuse. ❖ Outline the ways of how to manage
refuses. ❖ Homework based on questions in text books as well as
teacher made questions. of the pupils to think critically. ❖
Associate what is taught with the experience of pupils. ❖ Brainstorm
for active participation ❖ Visit to recommended sites ❖ Expert to
give a talk in school ❖ Video clips ❖ Documentary films. 38.
Athletics (construction of Athletics Track) After completing this
topic/themes, the pupils should be able to: ❖ Outlined and
demonstrate the steps involved in constructing a 300m track and the
400m track ❖ Essay questions that requires short answers ❖ Multiple
choice questions ❖ True/false statement ❖ Oral presentations ❖
Teacher demonstrates and ask pupils to do the same. ❖ Teacher
introduce lesson with demonstrations ❖ Encourage pupils to read text
books ❖ Homework to encourage than for research knowledge. ❖ Tape
rules ❖ Hoes ❖ Pegs ❖ Line ❖ Paints ❖ Brush ❖ Cups ❖ Buckets.