Focal Competence: Participating actively in civic and community activities as responsible citizens
1.explain the meaning of citizenship;
2.discuss the legal provisions in the Nigerian constitution related to citizenship;
3.explain the ways of acquiring citizenship in Nigeria;
4.explain the meaning and examples of civic participation;
5.state the importance of civic engagement;
6.list the communication tools for raising awareness of social issues;
7.discuss the rights, duties and responsibilities of a citizen;
8.plan and execute a community service project that addresses a local need or concern.
Focal Competence: Demonstrating responsible and ethical behaviour in digital environments
1.explain the meaning of digital citizenship,
2.list the basic requirements for digital citizenship;
3.state the digital citizenship rules;
4.recite the digital citizenship pledge.
Focal Competence: Appreciating and promoting Nigerian cultural heritage in school and community
1.explain the meaning and elements of cultural heritage;
2.discuss the importance of cultural heritage in promoting unity;
3.discuss reasons for preserving cultural heritage;
4.discuss the different cultural practices, beliefs and traditions in Nigeria;
5.discuss the effects of colonialism on Nigerian culture;
6.organise school cultural fair reflecting different ethnic groups;
7.organise advocacy programmes to revive and sustain Nigeria's cultural heritage in modern times.
Focal Competence: Appreciating and promoting Nigerian cultural heritage in school and community
Focal Competence: Demonstrating respect for Nigeria's cultural diversity
1.discuss the names, geographical locations and cultural features of major ethnic groups in Nigeria;
2.discuss the similarities and differences among the major ethnic groups in Nigeria;
3.explain how ethnic diversity contributes to national unity and development;
4.discuss the cultural values that promote unity and peace;
5.Create a portfolio of ethnic groups in Nigeria.
Focal Competence: Understanding indigenous governance systems and leadership roles
1.discuss the major traditional institutions and leadership systems in Nigeria;
2.explain the roles and functions of traditional rulers and leaders in community governance;
3.discuss the relationship between traditional institutions and modern government systems;
4.explain the leadership structures across different ethnic groups in Nigeria.
Focal Competence: Demonstrating loyalty and commitment to national identity
1.explain the meaning and importance of national identity, unity, consciousness, and symbols;
2.discuss the ways of promoting national identity, national unity and national consciousness;
3.discuss the historical background and reasons for adopting each symbol.
Focal Competence: Exhibiting good leadership and followership qualities in school and community
1.discuss the meaning of leadership and followership;
2.identify different types of leaders with examples;
3.state the qualities of good leadership and followership;
4.explain the consequences of bad leadership and followership.
Focal Competence: Participating responsibly in democratic processes
1.discuss the meaning, characteristics and pillars of democracy;
2.explain the responsibilities of citizens in democratic rules;
3.discuss the roles of individuals in upholding democratic values.
Focal Competence: Promoting accountability and participation in school and community governance
1.explain the meaning and examples of political participation;
2.discuss the benefits of political participation;
3.explain the consequences of non-political participation.
Focal Competence: Participating responsibly in electoral processes
1.Search the internet for the meaning and purpose of election in groups and discuss their findings.
2.Use charts and posters to discuss in groups the procedure of voting in an election.
3.Participate in class discussion on the roles of citizens in elections.
4.Search the internet and other relevant materials on election officials and materials in groups and make a class presentation.
5.Work in groups to plan an enlightenment programme on elections and the need for people to participate in elections. • Charts • Posters • Internet access • Relevant electoral materials (sample ballot papers, voter cards, pictures of ballot boxes, etc.) Students to:
1.define election and explain its purpose in a democratic system;
2.describe the steps involved in casting a vote in an election;
3.explain the responsibilities of citizens in the electoral process;
4.describe the roles of election officials and the importance of electoral materials;
5.plan and execute a programme to educate others about elections and encourage participati on.
Focal Competence: Promoting accountability and transparency in leadership and governance
1.explain the meaning and characteristics of good governance;
2.discuss the forms of participation;
3.discuss the advantages of promoting participation in governance;
4.discuss the advantages of consensus orientation;
5.discuss the advantages of responsiveness.
Focal Competence: Understanding public decision-making and policy implementation
Focal Competence: Understanding legislative processes and responsibilities in governance
1.Search relevant materials in groups on the meaning and structure of the legislative arm of government and make a class presentation.
2.Participate in class discussion on the structure of the legislative arm of government.
3.Debate the differences between federal and state legislatures.
4.Use charts in groups to compare the advantages and disadvantages of bicameral and unicameral systems. • Charts • Posters • Internet access Students to:
1.define legislature;
2.describe the structure of the legislative arm of government;
3.differentiate federal and state legislatures;
4.explain powers/duties;
5.analyse pros and cons of bicameral/unicamera l systems.
Focal Competence: Demonstrating tolerance and respect for religious diversity in school and community
1.explain the core tenets, beliefs, and practices of major religions in Nigeria;
2.discuss the commonalities, differences, and potential sources of misunderstanding;
3.discuss the challenges and opportunities related to interfaith relationships.
Focal Competence: Practising safe and respectful online interaction
1.explain the digital etiquette in online discussions;
2.discuss cyber safety measures;
3.navigate privacy settings to prevent cyber-attack.
Focal Competence: Using social media responsibly with awareness of its impacts and privacy
1.identify social media platforms;
2.explain online behaviours;
3.discuss the impact of social media on individuals, communities, and society;
4.explain privacy and security management;
5.exhibit appropriate online behaviour.
Focal Competence: Respecting rules and regulations in school and community
1.explain the meaning and purpose of law and order;
2.discuss the instruments for maintaining law and order;
3.explain the benefits of capital market regulation.
Focal Competence: Respecting and defending human rights in everyday life
1.explain the meaning of fundamental human rights;
2.discuss the evolution of fundamental human rights in relation to UDHR.
3.discuss the characteristics of human rights;
4.explain the limitations of human rights;
5.discuss the meaning and provisions of the African Charter on Human and Peoples' Rights, the Child Rights Act, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities.
Focal Competence: Respecting and defending human rights in everyday life
Focal Competence: Identifying and avoiding social vices in school and community
1.explain the meaning of social vices;
2.discuss the forms of social vices;
3.discuss the consequences of bullying, gangsterism, and examination malpractices.
Focal Competence: Promoting healthy lifestyles and avoiding harmful behaviours
1.explain the meaning and types of drugs and substance abuse;
2.discuss the ways of abusing drugs and substances;
3.discuss the symptoms of drug and substance abuse;
4.discuss the effects of drugs and substance abuse;
5.discuss how to prevent and treat drug/substance abuse.
Focal Competence: Practising road safety and respect for traffic laws
1.explain the meaning of traffic regulations;
2.discuss the traffic regulations;
3.explain the roles of individuals, government agencies and NGO's in maintaining traffic regulations;
4.interpret traffic signs and signals.
Focal Competence: Promoting peaceful coexistence and cooperation in society
1.explain the meaning of peace;
2.discuss the benefits peaceful living;
3.discuss the ways of maintaining peace;
4.explain the meaning and benefits of cooperation;
5.discuss the meaning and benefits of peaceful co- existence;
6.discuss the consequences of lack of cooperation;
7.discuss the consequences of lack of peaceful coexistence.
Focal Competence: Identifying security threats and applying risk-aware responses
1.explain the meaning of security;
2.explain the importance of security in our society;
3.identify major security challenges in society;
4.discuss risk mapping and management of security issues.
Focal Competence: Practising personal and community safety and effective reporting
1.explain the meaning and types of crime and insecurity;
2.discuss the relationship between crime and insecurity;
3.discuss the consequences of crime and insecurity on individuals, the local communities and the nation;
4.discuss personal safety measures against crime and insecurity;
5.discuss community safety measures against crime and insecurity;
6.Communicate threats and report incidents to authorities or trusted adults.
Focal Competence: Understanding threats to national security and supporting countermeasures
1.explain the meaning of national security;
2.discuss the meaning and types of espionage;
3.discuss the methods of carrying out espionage;
4.explain how to counter espionage.
Focal Competence: Understanding internal security threats and preventive strategies
1.discuss the meaning, types and factors of sabotage;
2.discuss how to counter sabotage.
Focal Competence: Applying basic disaster risk literacy to reduce vulnerability
1.discuss the causes of disasters;
2.discuss the effects of disasters on communities and the nation;
3.explain the relationship between disaster and development.
Focal Competence: Proposing adaptation and mitigation actions against environmental change
1.explain the meaning of climate change;
2.discuss the effects of climate change on the physical environment;
3.state the effects of Climate change on human and other live forms;
4.discuss the impact of Climate Change on the socio- economic sectors
Focal Competence: Practising personal financial literacy and planning
1.explain the meaning of savings;
2.discuss the types of savings;
3.explain the reasons for savings;
4.discuss the benefits of savings;
5.identify the difficulties experienced without savings.
Focal Competence: Understanding retirement security mechanisms and their benefits
1.explain the meaning of pension, defined benefits and defined contributions;
2.discuss the origin of pension;
3.discuss the types of pensions;
4.identify the features of micro and macro pensions;
5.explain the importance of each type of pension;
6.discuss the benefits of pension.
Focal Competence: Using digital payment systems safely and effectively
1.explain the meaning of cashless economy;
2.discuss the purpose of a cashless economy;
3.discuss the challenges of a cashless economy;
4.use online banking, e-wallets, and cashless payment systems effectively and safely.
Focal Competence: Understanding digital financial systems
1.explain the meaning of digital currency;
2.discuss the types of digital currency;
3.explain the benefits of digital currency.
Focal Competence: Understanding principles and objectives of non-interest financial systems
1.discuss the meaning of non-interest finance;
2.explain the history of non-interest finance;
3.discuss the objectives of non-interest financial system.
Focal Competence: Recognising and preventing human trafficking through awareness and action
1.explain the meaning of human trafficking;
2.discuss the elements of TIP;
3.explain the causes of human trafficking;
4.discuss the purpose of trafficking in persons.