Basic 6 Social Studies Scheme of Work for First Term
| Week | Topics | Learning Objectives |
|---|---|---|
| 1 | External Influence on Nigerian Family Life | i. Describe influences on Nigerian family life (language, food, music, behaviour, etc.) ii. Explain religious influence on family structures and behaviour iii. Discuss the impact of working parents on children (e.g. daycare, babysitters) |
| 2 | Influence of Working Parents on Nigerian Families | i. Identify the role of babysitters and daycare ii. Explain how working parents contribute to family income iii. Discuss the impact of limited parental attention |
| 3 | Intermarriage | i. Define intermarriage and intra-ethnic marriage ii. List advantages and disadvantages of both types iii. Identify values that foster intermarriage such as unity and tolerance |
| 4 | Marital Failure | i. Define marital failure ii. Mention reasons for marital failure iii. Identify negative sexual behaviours and risk of STDs, HIV, AIDS |
| 5 | Foreign Cultures Affecting Our Values | i. Mention foreign cultural elements (dress, food, religion) ii. Discuss advantages (health, education) iii. Explain disadvantages (loss of values, immorality) |
| 6 | Religious Intolerance in Nigeria | i. Define religious intolerance ii. Identify its causes iii. Suggest ways to reduce religious conflict in Nigeria |
| 7 | Mid-Term Break | – |
| 8 | Labour and Trade Unions | i. Define labour and trade unions ii. Give examples of unions in Nigeria such as NLC and ASUU |
| 9 | Wages and Income Distribution | i. Explain wages and income distribution ii. Discuss income versus standard of living iii. Identify causes of wage increase iv. Describe aspects of income management including savings and charity |
| 10 | Employment | i. Define employment and unemployment ii. Discuss problems and causes of unemployment iii. Suggest solutions like skills training and education |
| 11 | Nigerian and Foreign Made Goods | i. Define and give examples of Nigerian-made and foreign-made goods ii. Identify benefits and drawbacks of each |
| 12 | Revision and Examination | General review of all topics covered |
This scheme increases pupils’ awareness of Nigeria’s socio-cultural fabric and helps them build a strong understanding of the values, systems, and relationships that shape society. As learners progress through the term, they recognize how both global trends and local traditions influence daily life in Nigerian communities. They examine issues such as working parents, evolving marital systems, and the importance of religious tolerance, which leads them to think critically about the changing dynamics within families and society.
These discussions extend beyond theory. They build emotional intelligence, foster empathy, and promote social responsibility, traits pupils need to become active citizens. When pupils explore labour systems, types of employment, and principles behind income distribution, they understand how Nigeria’s economy functions and recognize the importance of fairness in national development.
The scheme also strengthens key skills such as critical thinking, collaboration, and ethical reasoning. Teachers guide students through classroom debates, role-playing activities, and community-based examples. As a result, pupils gain academic insight and develop a deeper appreciation for national unity, mutual respect, and cooperation within Nigeria’s diverse society. These experiences prepare them to act as informed, responsible, and tolerant citizens who contribute meaningfully to the nation’s progress.
How to Use the Scheme Effectively
Teachers align weekly lesson plans with each topic to maintain consistency and ensure complete coverage of the curriculum. They introduce interactive strategies like storytelling and role-playing to make lessons more engaging. By using multimedia resources, such as news clips, short documentaries, or local event references—they connect abstract concepts to real-life situations.
Teachers also deepen understanding by facilitating civic-based group discussions on important topics like intermarriage, religious tolerance, and foreign influence. These discussions help pupils think critically and develop communication and teamwork skills.
After teaching every two or three topics, teachers assess pupils to reinforce understanding and provide timely feedback. Parents support learning at home by discussing classroom themes with their children, helping them reflect on social issues and values.
Teachers further enhance learning by linking Social Studies with related subjects such as Home Economics, Literacy, and Religious Studies. This cross-curricular approach allows pupils to connect ideas across disciplines and see how classroom lessons apply to everyday life, creating a richer and more holistic learning experience.
Conclusion
The Primary 6 Social Studies First Term Scheme of Work equips pupils with practical life skills and deep societal awareness. When learners master these topics, they understand their roles in shaping a peaceful, productive, and united Nigeria. Teachers who actively engage with the scheme prepare their pupils to become informed citizens ready to face national challenges with cultural sensitivity and civic pride
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