SHEME OF WORK C.C.A.

GRADE FOUR (FIRST TERM)

WEEK TOPIC CONTENT BEHAVIOURAL OBJECTIVES INSTRUCTIONAL TEACERH’S ACTIVITIES Learner’s ACTIVITIES
MATERIAL
1. Cleaning and 1. Clearing of school 1. Learners should be able to
revision compound clean the compound
2. 2. Revise past examination
questions
2 Meaning i. Meaning of art Learners should be able to: Illustration of art works, i. Explain the meaning of Listen to teacher’s
and origin of ii. Origin of ant i. Define arts printed materials, art explanations
arts ii. Explain the origin photographs, notebooks ii. Mention the origin of art
etc.
3 Uses of arts Uses of arts: Learners should be able to: Printed materials, Mention the uses of art i. Listen to teacher’s
- To educate and instruct State the uses of arts photographs note books explanations
for relaxation etc. etc. ii. Copy notes on the
uses of ant
4 Classification Classification of arts Learners should be able to: Illustration of art works, Explain the classes or Name some arts
of arts Classify arts printed materials, books, branches of arts works
old calendars drawing
books, pencils.
5. Nigerian art Nigerian art works Learners should be able to: Samples of Nigerian art i. Display some Nigerian art Mention some Nigeria
work Drawing of art work i. Name some Nigerian art works, printed materials, works art works
works photographs books ii. Explain Nigerian art Draw an art work
ii. Identify some Nigeria art iii. Illustrate with
works photographs
iii. Draw an art work
6. Elements of i. Meaning of elements of Learners should be able to: Drawing books, pictures 1. Explains with illustrations i. State the elements of
design design i. Explain the elements of art and illustrations showing the meaning of elements design
ii. Listing of elements of ii. List the elements of art elements of design, of design ii. Observe teacher’s
design iii. Illustrate lines and color pencils, colour 2. Guides the learners to list illustration
iii. Uses of elements of iv. Mention the uses of element the elements of design iii. Make design using the
design of design 3. State the uses of elements
elements of design
7. Principles of i. Meaning of the Learners should be able to: Pencil, notebooks, magic Explains the meaning of the i. State the principles of
 design principles of design 1. State the meaning of chalkboard principles of design e.g. design
ii. List the principle of principles of design proportion, rhythm, balance ii. Identify the principles
design 2. List the principles of design etc. of design
iii. Uses of the principles of 3. Enumerate the uses of the iii. Mention the use of
design principles of design the principles of
design
8. Introduction i. Colours in our Learners should be able to Poster colours, brush, i. Defines colour i. Name colour
to colour environment i. Define colour paper, palette, leaves, ii. Explains types of colour ii. Lost sources of colour
ii. Types of colour: primary, ii. Identify and mention roots, clay etc iii. Explain sources of colour iii. Make a colour wheel
secondary, tertiary etc. different types of colours iv. Identifies different colour
iii. Sources of colour iii. State sources of colour in the locality
iv. Colour wheel iv. Draw colour wheel v. Guides the pupils to draw
colour wheel
9 Creative use 1. Uses of colour Learners should be able to: Colours, pencil, drawing i. Explain colour i. Identify colours
of colours 2. Uses of texture i. State the use of colours book, objects with ii. Mentions the uses of ii. Produce colours from
and texture 3. Drawing and colouring ii. State the use of the texture different texture colour leaves or roots
items iii. Colour an item using dye iii. Demonstrates the use of iii. Feel different surface
from leaf or root colour texture of some
iv. Mentions different objects around
sources of texture
10 painting Painting the following: Pupils should be able to: Colours, brushes, palette, i. Explains the techniques i. Observe the teacher’s
i. Still life Draw and paint objects from papers, drawing board, of painting demonstrations
ii. Nature observation easel, cardboard ii. Demonstrates how to ii. Paint the still life
iii. Landscape obtain, tint, shape objects
iv. Imaginative iii. Guides the pupils to draw iii. Exhibit the painting
v. Figure using tones, tints, and paint from
shapes and live observation

11 Print making i. Meaning and types of Learners should be able to: Paper, colours, leaves, i. Explains printing i. Identify sizes and
(Leaf and printing e.g leaf printing, i. Explain the meaning of palette brush ii. List items suitable for shapes of leaves
thumb print) thumb printing, tuber printing printing suitable for printing
printing etc ii. Identify leaves suitable for iii. Mention the processes of ii. Observe the teacher’s
ii. Suitable leaves for printing print making demonstration
printing iii. Print with leaves thumbs iv. Demonstrates print iii. Produce prints using
 iii. Making of prints with making leaves and thumb
leaves and thumb
12 - Revision
13 examination
 SHEME OF WORK C.C.A. GRADE FOUR (SECOND TERM)

WEEK TOPIC CONTENT BEHAVIOURAL OBJECTIVES INSTRUCTIONAL MATERIAL TEACERH’S Learner’s

ACTIVITIES ACTIVITIES
1 REVISION
2 Drawing and i. Drawing still life Pupils should be able to Pencils, crayons, markers, i. Name some i. Observe
shading (still Life) objects i. Name the materials used in colour books, drawing materials used teacher’s
ii. Setting still life drawing still life objects boards cups, erasers etc in drawing drawing and
objects for ii. Identify still life objects and shading of shading of still
drawing around them still life life objects
iii. Draw and shade a still life objects ii. Lists some
object around them ii. Lists some still materials used
life objects in drawing and
iii. Draw some shading still life
still life objects
objects and iii. Draw and shade
shades them still life objects
3 Modeling paper i. Meaning of paper Pupils should be able to; Old newspaper, starch, i. Explains the i. Discuss the
Mache Mache i. State the meaning of mortar, pestle, charts, meaning of meaning of
ii. Materials for paper Mache books, slides moulds paper Mache paper Mache
making paper ii. Identify materials used in ii. Displays and ii. Name materials
Mache e.g. old paper Mache names objects used for paper
newspaper, iii. Name objects produced for proper Mache
mortar and pestle, using paper Mache Mache iii. List objects that
starch, mould etc iv. Make objects using paper iii. Demonstrates can be
iii. Objects produced Mache how to produced with
from paper Mache produce the paper Mache
iv. Producing objects objects iv. Produce objects
from paper Mache
4 Definition of music i. Definition of music Pupils should be able to; Table and chairs, wooden i. Explains the i. listen to
ii. Sources of music i. Define music clappers, gongs, teaching meaning teacher’s
voice and ii. Define noise charts, textbook, ii. Explains the definition and
instruments iii. State sources of music notebooks sources of writes it down
iii. Meaning of noise iv. Differentiate between music in the notebook
 iv. Differentiate noise and music iii. Explains the ii. list sources of
between music meaning of music
and noise noise iii. produce sounds
iv. guides the and classify
learners them into music
or noise
5 Nigerian musical i. Definition and Learners should be able to; Chalkboard/ magic/ i. Defines and i. Listen to
Instrument and listing of musical i. Identify and name some magnetic board, lists some teacher’s
sounds they instruments in the musical instruments notebooks, pictorial musical definition of
produce locality like; Udu, found in their locality materials showing the instruments musical
ekwe, agogo, ii. Explain how they produce diagram of musical in Nigeria instruments
kalangu, gangan, sounds instruments. Some Nigeria ii. Explains to ii. List out some
kakaki, nsak,ifiom, musical instruments pupils how musical
obodom,duma available In the locality instruments instruments in
etc produce their locality,
ii. Production of sound according to
sounds through iii. Guides the their sound
hitting, shaking, pupils to play production
beating, rubbing the available iii. Play some
of instruments, musical available
blowing in the air instruments musical
plucking etc. iv. Guides the instruments
pupils to iv. Produce and
initiate the differentiate
sounds from the sound from
the the instruments
instrument played

6 Foreign musical i. Definition of Pupils should be able to: Chalkboard/magic/ i. Defines and i. Listen to
instrument foreign musical i. Identify and name some magnetic boards, lists some teacher’s
instruments foreign musical notebooks, pictorial foreign explanation and
ii. Foreign musical instruments showing foreign musical musical copy down
instruments like; ii. Explain how they produce instrument, some foreign instruments notes
piano (keyboard), sounds musical instruments ii. Explains how ii. List some
 recorder iii. Explain the differences in the foreign musical
saxophone, guitar, the production of sounds instruments instruments
kit drum etc iv. Play some foreign musical produce they have seen
iii. How to produce instruments sound or learnt about
sounds from iii. Guides the iii. Play some
foreign Learners to available
instruments play some foreign musical
iv. Playing of foreign available instruments
musical musical
instrument instruments
7 Classification of Classifications of Learners should be able to: Chalk/magic board, Classifies i. Copy down
musical instruments music i. Classify Nigeria musical notebooks, pictorial Nigeria and notes on the
and sounds instruments; instruments materials showing pictures foreign classes of
i. Aero planes ii. Classify foreign musical of both Nigerian and musical musical
ii. Chordophones instruments foreign musical instruments instruments
iii. Idiophones instruments giving at least with the
iv. Membranophones two examples examples given
v. each ii. Listen to the
differences as
explained by
the teacher and
take notes
8 Definition of drama i. Definition of Learners should be able to: i. Chalkboard. Magic board i. Defines Listen and copy
and theatre drama i. Define theatre ii. Video recorded drama theatre and the definitions
ii. Definition of ii. Define drama iii. Pictures of a theatre setting drama giving and differences
theater iii. Differentiate between examples between
iii. Differences drama and theatre ii. Highlights theatre and
between drama differences drama
and theatre between
theater and
drama
9 Types of drama i. Definition of Learners should be able to: i. Chalkboard/magic board Defines types of listen and copy the
i. Scripted or written types of drama i. Mention the 2 basic types ii. Video recorded drama drama definitions and
drama ii. Differentiate of of drama iii. Pictures of a theatre setting - Scripted drama differences
 ii. Non – scripted or the two types of ii. Define types of drama - Non – scripted between scripted
unwritten drama drama iii. Differentiate between the drama and non – scripted
two types of drama drama
10 Forms of drama i. Explanation of Learners should be able to: i. Chalkboard/magic board i. Explains the Listen and copy
forms of drama i. List forms of drama ii. Video recorded drama forms of the definition
ii. List forms of ii. Explain forms of drama iii. Pictures of a theatre setting drama and listing of
drama ii. List forms of forms of drama
drama

11. Terminologies in Drama terms like; Learners should be able to: Chalkboard, video recorded i. Explains the i. Listen to the
drama action, cut, cast, 1. Define some terms in drama meaning of teacher’s
audience, arena, drama the terms definition of the
choreography, 2. List some drama terms ii. Demonstrate term
dialogue, the examples ii. Write down the
costume, make – of the terms terms
up, crews etc
12 -13 Revision and
examination
 SHEME OF WORK C.C.A. GRADE FOUR (THIRD TERM)

WEEK TOPIC CONTENT BEHAVIOURAL INSTRUCTIONAL TEACERH’S Learner’s ACTIVITIES

1 revision
2 Some I. Elements of drama;
elements of The script, the actors,
drama and the stage and the
theatre audience
II. Theatrical elements;
The set, lights,
costumes, sounds, make
– ups etc
3 Definition i. Definition of dance
and history of ii. Explanation of history
dance and sign of dance
4 Forms and i. Definition of forms of Learners should be able to:
values of dance i. List he form of dance
dance ii. Explanation of the value ii. Mention the values of
of dance
OBJECTIVES MATERIAL
Learners should be able to: i. Chalkboard/magic
Identify and name board
elements of drama and ii. Video recorded drama
theatre iii. Pictures of a theatre
setting
Learners should be able to: Chalkboard, magic board
i. Define dance VCD or DVD of traditional
ii. Explain the history of dance pictures of dancers
dance
Chalkboard, magic board,
television, DVDs, VCDs etc.
dance
ACTIVITIES
i. Lists and explains i. Listen and copy
elements of drama notes
ii. Lists and explains ii. Takes notes of the
elements of theatre pictorials shown
iii. Illustrates and iii. Get a copy of the
shows the learners specified script for
examples of some reading at home
available elements and in class
iv. Introduces an
example of the
script of a play
which be used for
class work
i. Defines dance i. Listen to teacher’s
ii. Explain the origin explanations and
and history of dance take down notes
ii. Participate in a
dance led and
guided by the
teachers
i. Explains and written i. Listen to teacher’s
on the chalkboard explanations and
ii. Forms of dance take notes
iii. Explains the values ii. Note the form of
of dance to the dance
learners iii. Listen to the history
of dance
iv. Watch a live
performance or
 video of dance
5 Elements and i. elements of dance Learners should be able to: Chalkboard magic board, i. definition of some of Listen to teacher’s
principles of ii. principles of dance i. Tate the elements of television, DVDs, VCDs elements of dance explanation
dance dance ii. lists and explains the Write down the
ii. List the principles of principles of dance note on the board
dance
6 Choreograph i. Choreography Learners should be able to: Chalkboard magic board, i. defines i. Listen to teachers
y and ii. selected Nigeria dances i. define choreography television, DVDs, VCDs choreography explanation
selected ii. list some selected ii. explains some ii. Performance of
dance in Nigeria dances selected Nigeria choreography in the
Nigeria dances class
7. Basic i. Meaning of natural and Learners should be able to: Chalkboard, magic board, i. Explains the meaning i. Listen to the
movements basic movements in i. Explain the meaning of textbooks, CD or cassette of natural and basic teacher’s
in dance dance natural and basic players or phones movements in dance explanation and
ii. Meaning of time, space movements in dance ii. Guides and assist copy notes
efforts and mood in ii. State the meaning of learners to Respond ii. Listen and respond
dance time, space efforts and to music using body to music by moving
iii. Respond to music using mood in dance movements their bodies
body movements iii. Respond to music using
body movements
8 Mode of i. Greeting practice in Learners should be able to: i. Participate in class i. Explains different i. Take note of the
greeting Nigeria eg hand shake, i. Identify how to greet in discussion ways of greeting materials for taking
hugging, bowing down, different parts of Nigeria ii. Practice the various among the tribes in care of an
verbal, putting on the ii. List when and occasions ways of greeting in the Nigeria environment
back, kissing on the to greet class ii. Explains when and ii. Practice how to
cheek, genuflecting iii. Identify the benefits of occasions to greet take care of an
ii. Time and occasions to greeting iii. Demonstrates some environment
greet of the ways of iii. Mention some
iii. Values derived from greeting benefits derived
greeting e.g love, utility, iv. Leads learners to from taking care of
togetherness, peace, know the values an environment
respect etc. associated with
greeting
9 Care of the i. Meaning of Learners should be able to: Chart showing different i. Explains the i. Taking note of the
 environment environment i. State the meaning of forms of environment, meaning of materials for taking
ii. How to care for an environment brooms, shovel, rake, environment care of an
environment ii. Explain how to care for knives trash bins etc ii. Displays materials environment
iii. Materials/tools for an environment for environment ii. Practice how to
environment care iii. List materials for caring care take care of an
iv. Practical care if an for an environment iii. Leads learners in environment
environment iv. Demonstrate how to practical care of the iii. Mention some
v. Benefits of caring for an take care of an environment benefits derived
environment environment iv. Explains and leads from taking care of
v. State benefits of caring learners to see the an environment
for an environment benefit of taking
care of an
environment
10 Pattern and i. Meaning of pattern Learners should be able to: Colours, pencil, i. explains the meaning i. Define pattern
design ii. Meaning of design i. Define pattern cardboards, palettes of patterns ii. Define design
iii. materials needed for ii. Define design brush ii. explains the iii. Mention materials
design iii. Mention materials meaning of design needed for design
iv. making designs needed for design iii. lists design for
design
iv. explains the
processes of design
making
11 Making of i. Two methods of making Learners should be able Colours, pencil, palettes 1. Explains the two 1. Mention two
cards out of cards to; brush methods of making methods of making
papers - Handmade cards 1. Mention 2 methods on cards cards
- Printed cards can use to make cards 2. Demonstrates 2. Explain handmade
ii. Materials for handmade 2. Produce handmade card handmade cards cards
cards 3. Asks learners to 3. Produce a
iii. Producing hand made produce handmade handmade cards
cards cards
iv.
12 - 13 Revision and
examinations