The Cultural and Creative Arts for JSS1.pdf

A summary of the revised Basic Education system in Nigeria for Junior Secondary School.

1. i

FEDERAL MINISTRY OF EDUCATION


NEW REVISED BASIC EDUCATION CURRICULUM
CULTURAL AND CREATIVE ARTS
JSS 1

NIGERIAN EDUCATIONAL RESEARCH AND
DEVELOPMENT COUNCIL (NERDC)
September, 2025

2. i

FEDERAL MINISTRY OF EDUCATION



NEW REVISED BASIC EDUCATION CURRICULUM
CULTURAL AND CREATIVE ARTS
JSS 1


NIGERIAN EDUCATIONAL RESEARCH AND DEVELOPMENT COUNCIL (NERDC)
September, 2025

3. ii






Federal Ministry of Education

NEW REVISED BASIC EDUCATION CURRICULUM
CULTURAL AND CREATIVE ARTS JSS 1

© September 2025

4. iii


Nigerian Educational Research and Development Council (NERDC)
Headquarters: Lokoja-Kaduna Road, Sheda, PMB 91, Abuja, Nigeria
Phone: [phone], Fax [phone]

5. iv

FOREWARD
ince Nigeria’s return to democracy over two decades ago, successive
administrations have laid emphasis on rejuvenating the education
sector for functionality, socioeconomic turnaround, and over all
national development. This is evident in the various national development
plans, policy frameworks and management strategies that have been put in
place to address issues pertaining to education. The overriding objective of
these plans, programmes and policies, which are well-laid out, is to reform
the education system and ensure that the target beneficiaries are well-
equipped with the requisite skills and capabilities for positive impact on
society. However, critical stakeholders, particularly employers of labour,
have expressed concerns about the skill set possessed by many products of
the system. There have also been concerns raised about whether individuals
who have undergone our educational system are adequately prepared for
effective living in the rapidly evolving context of the 21st century. There is
also the observed learning poverty in the system characterized by lack of
foundational literacy and numeracy skills among a high percentage of
learners at the basic education level.
Consequently, at various educational and economic development fora and
discourses, there have been consistent calls for a total reform of the
education system for optimal performance. Addressing these and other
issues, and meet the demands of Nigerians, therefore, informed the
definitive education development pathway of the Renewed Hope Agenda of
President Bola Ahmed Tinubu, GCFR. The agenda is clear on the need to
develop and implement a modern standard curriculum for the Nigeria
education sector. The substance of the agenda is further amplified in the
Ministerial Deliverables for the Federal Ministry of Education, which
mandates, among others, a rapid review of the educational curriculum
across all levels of education to align with skills needed in the labour market.
Pursuant to these, we came up with several reform initiatives and well-
defined plans for the education sector including the Nigerian Education
Sector Renewal Initiative (NESRI). These initiatives clarify our plans and
strategic framework for the actualization of Mr. President’s agenda for the
education sector. They encapsulate, inter alia, development of learning
contents that will lead to the acquisition of functional knowledge, skills, and
competencies. Curriculum renewal is a major action point for the realization
and achievement of the goals and objectives of these initiatives. Our vision
in this regard is to reform the school curriculum, beginning from the
foundational level, to adequately prepare our learners for the 21
st
century
world. The learner preparation, in this context, is broad-based covering
science, technology, engineering, mathematics, medicine, and value
reorientation. This will include building foundational skills in literacy and
numeracy, digital skills development, citizenship and global awareness,
entrepreneurial competence, and environmental literacy.
We are delighted to state that the New Revised Basic Education Curriculum
(BEC) has adequately covered these issues. The curriculum is founded on
the key pillar of preservation of our national values and heritage even as we
strive to produce youths with global competitive advantages. The outcome
and competency-based approach and enhanced delivery framework
adopted in the design and development of this new curriculum is to expose
our learners to a wide range, but interconnected, skill set and knowledge
consistent with the demands of life in the 21
st
century.
We shall therefore pursue, aggressively, its implementation through
massive teacher training and orientation, provision of requisite resources
and deployment of competent school quality assurance officers. We shall
also invigorate and sustain the implementation process through
collaborative efforts with the states, communities, civil society groups, and
our development partners.
S

6. v

We are aware that the development of the curriculum followed various
stages, best practices, and broadened engagement of a range of
stakeholders, learners, parents, education administrators, expert and
professional bodies, and development partners. We commend the efforts of
the Nigerian Educational Research and Development Council (NERDC) for
the excellent coordination of the processes and technical inputs in the
design of this new curriculum.


Dr. Tunji Maruf Alausa
Honourable Minister of Education




We also commend all the critical stakeholders, members of the academia,
teachers, community leaders, policy makers, parents and learners who
participated at various stages of the development process.
It is our hope that the States, relevant agencies, and all stakeholders across
the country will ensure effective implementation based on set out strategic
plan to accelerate the achievement of our desired result.

Professor Suwaiba Said Ahmed
Honourable Minister of State for Education

7. vi

PREFACE
ducation, no doubt, plays important role as the foremost effective
channel and instrument for providing solid bases, building blocks, and
appropriate mechanisms for economic, political, social, cultural, and
overall nation’s development. The current reforms process in the
education sector, anchored on the Renewed Hope Agenda of the current
administration, is strategic in the effort to place Nigeria on the right track
for economic emancipation, human capital development, and social
transformation.
To attain all the lofty values of socioeconomic development and
reconstruction enshrined in the reform initiatives as well as those contained
in global agenda, including the education 2030 agenda encapsulated in the
Sustainable Development Goals (SDGs), there was the need to prioritize
curriculum reform across all the levels of education. Thus, one of the
Presidential mandates for the Federal Ministry of Education as exemplified
in the Ministerial Deliverables is to achieve a rapid review of the educational
curriculum across all levels of education to ensure alignment with skills
needed in the labour market. Furthermore, since the introduction of the
revised 9-Year Basic Education Curriculum (BEC) in 2014, the world has
witnessed tremendous transformation shaped by the revolutionary and
evolutionary force of Information Communication Technology (ICT). There
have also been emerging and prevailing issues in health, energy, sports,
values, and all other aspects of human existence.
The issues highlighted above provided basis for the review of the 9-Year
Basic Education Curriculum. This is further strengthened by an
overriding vision to produce learners with functional, transferable,
technological, vocational and entrepreneurial skills. These skills are needed
for the country’s economic development and individual fulfilment in a
competitive globalized environment. Thus, the philosophy of the new 9-Year
BEC is premised on social change, sustainable broad-based economic and
national development through the acquisition of necessary skills,
competencies and values.
The review, which was anchored on the outcome and competency-based
curriculum framework, commenced with series of stakeholders’
engagements including the learners. The stakeholders’ engagements
culminated in hosting of the National Stakeholders’ Dialogue and High-Level
Policy Committee (HLPC) meeting under the leadership of the Honourable
Ministers of Education. The HLPC considered and approved a new
curriculum structure with the benchmarks and standards that emerged from
the stakeholders’ engagements and the nationwide needs assessment
conducted by NERDC. The new structure which is driven by the Renewed
Hope Agenda of Mr. President and the Ministerial Strategic Plan the Nigerian
Education Sector Renewal Initiative (NESRI) also drew from the globally
agreed goals.
One outstanding feature of the new curriculum structure is that it brought
about the realignment of the subject listing leading to a reduction in number
of subjects learners are offered across the class levels. This enabled the
removal of redundant concepts, effective integration of related concepts
and skills thereby eliminating the old approach to composite subjects. The
new structure also created opportunity for the full introduction vocational
and entrepreneurship studies at the junior secondary school level.
The broad goal of the new curriculum, as derived from the new structure,
is to inculcate in learners’ critical and foundational skills and competencies
for citizenship, social orientation, national productivity and life-long learning.
Specifically, the curriculum is targeted at developing in learners:
● generic social skills as well as specialized cognitive, vocational and
entrepreneurial skills;
● the consciousness of our national values;
● life-long learning; and
● talent and skills for self-discovery and societal development.
E

8. vii

Within the framework of these specific targets, generic level-specific
outcomes were formulated across the class levels. At the primary education
level, the curriculum has been designed to help learners exhibit foundational
knowledge, skills and competencies for:
● reading, writing and language development;
● the acquisition of subject matter knowledge and digital
competencies;
● technological, vocational and entrepreneurial trades practices;
● problem-solving and creativity capabilities for continuing and life-
long learning; as well as
● emotional intelligence, social values, interpersonal, leadership and
soft skills for character development and citizenship.

At the Junior Secondary Schools level, the curriculum is geared towards:
● the acquisition of subject matter knowledge and competencies for
further education at the senior secondary level;
● technological, vocational and entrepreneurship practices and
training;
● the inculcation of social values, soft skills for active and effective
citizenship; as well as
● talent discovery and development.
These generic outcomes provided the basis upon which the themes and
specific learning outcomes were developed. The curriculum contents are
therefore organized around the specific learning outcomes spread across
the thematic areas. The outcomes place clear expectations on the teaching
and learning process with emphasis on what the learners can do after
undergoing an instructional period. They also inform the teachers, parents,
examination bodies and policy makers what knowledge, skills and
competencies the learners are expected to demonstrate at every given time
in the instructional process. There are also competencies that the learners
are expected to acquire and exhibit after being exposed to a series of
learning experiences under a given topic. These competencies are not
subject specific but transversal and therefore can be acquired and applied
across all topics in the teaching and learning process. These competencies
prepare the learners for meaningful living in all circumstances and across
geographical divides.

These generic outcomes provided the basis upon which the themes and
specific learning outcomes were developed. The curriculum contents are
therefore organized around the specific learning outcomes spread across
each thematic area. The outcomes place clear expectations on the teaching
and learning process The stated outcomes emphasize what the learners can
do after undergoing an instructional period. They also inform the teachers,
parents, examination bodies and policy makers what knowledge, skills and
competencies the learners are expected to demonstrate at every given time
in the educational process.
There are also competencies that the learners are expected to acquire and
exhibit after being exposed to a series of learning experiences pertaining to
various contents. These competencies are not subject specific but
transversal and therefore can be acquired and applied across all topics in
the teaching and learning process. These competencies prepare the learners
for meaningful living in all circumstances and across geographical divides.
The New Revised Basic Education Curriculum (BEC) is learner-centric and
has integrated critical national and global issues as means of developing
abilities and nurturing creative skills and other valuable skills in the learners.
Furthermore, the teaching and learning of emerging issues like; Climate
change, Artificial Intelligence (AI), biosafety, security, robotic, peace
education, blue and green curriculum have been fully embedded into the
curriculum. The introduction of these emerging issues and other core
elements of learning was based on the BEC fundamental principles of
interdisciplinary learning, ethical and social responsibility, resilience and
inclusivity. It also embodied aspects of the 21
st
Century Skills including
critical thinking, problem solving, information literacy and digital skills,
communication and collaboration, global citizenship and cultural awareness,

9. viii

creativity and innovation. Moreover, it captured issues of entrepreneurship,
environmental and sustainability education and financial literacy. These
issues and aspects were covered in the curriculum based on systematic
curriculum design process and standards that prevented content overload.
The curriculum review process followed the established process of NERDC’s
curriculum and material development, namely:
i. Pre-design processes (including needs assessment, stakeholder
dialogue, and setting standards )
ii. Planning which involves concepts/strategy formulation,
iii. Writing/review/design which involves the design and drafting
of the curriculum,
iv. Critique workshop as well as
v. Editorial and finalization of the curriculum documents.
vi. Approval protocol

A wide spectrum of stakeholders including experts, subjects matter
specialists, teachers, teacher educators, policy makers, employers of labour,
parents, and learners participated at each of these stages. We acknowledge
the invaluable contributions of these stakeholders.
I acknowledge the efforts of the NERDC Staff who worked relentlessly to
ensure the successful completion of the development of the curriculum
within the scheduled period. I would like to posthumously acknowledge
and appreciate my predecessor, the late Professor Ismail Junaidu, who
commenced the process for developing the new curriculum prior to his
demise on the 24th of July, 2024 while still in active service. I extend my
profound gratitude to the Executive Secretary of the Universal Basic
Education Commission (UBEC) and the management team for financially
supporting the entire review process.
I extend my sincere gratitude to the Honourable Minister of Education and
Honourable Minister of State for Education for their invaluable support and
visionary leadership in our endeavour to make education accessible to all
Nigerian children, regardless of their circumstances.
Professor Salisu Shehu
Executive Secretary, NERDC

10. ix


Introduction
he review of the Basic Education Curriculum was necessitated by
factors and contexts related to curriculum cycle, expansion of
knowledge, technological advancement, new policy initiatives, and
emerging development issues and best practices. These have broad and
specific effects on the nature, features and elements of each subject
curriculum. This is especially pertaining to the approach, and philosophy
adopted during the curriculum development process. Moreover, the factors
and contents are significant for the identification and selection of curricula
objectives, outcomes, themes, contents, delivery strategies, resources, and
evaluation guides.
The new revised Social and Citizenship Studies (SCS) is a competency
and outcome-based one which aims at developing in learners essential skills
for mastery and application. The competency framework provides clear
expectations, dictates fundamental skills, and promotes. The curriculum is
profoundly skill based, practical and result oriented.
Furthermore, the design and delivery process of this curriculum remains
thematic, spiral, cyclical and concentric whereby learning contents are
graduated, sequenced, and replicated across the class levels to align with
learners’ maturation and cognition. The curriculum approach focused on
knowledge, skills and competencies. The overriding learning experiences, and
achievement of the curriculum are geared towards what learners can do
skillfully, thereby making it learner-centred, performative, and result oriented.
The SCS curriculum is based on a multi-disciplinary approach and is diverse
to cover critical basic foundational knowledge, concepts, and skills on
emotional intelligence, social values, interpersonal, leadership and soft skills
for character development and citizenship. These are as well significant
aspects of Civic education and curriculum design. Learners will engage with
national and global issues through context-based lessons that promote critical
thinking and social responsibility. Concepts and contents that are fundamental
to the learners’ overall development, growth and effective contribution in
human development are integrated into the curriculum, ensuring they gain a
broader understanding of their role as global citizens.
The curriculum incorporates major structural components like themes,
learning outcomes, and focal competencies, including topics, performance
objectives, content, learning activities, resources, and evaluation guides. Its
distinct features of interdisciplinarity, compliance with ICT, and activity-driven
learning significantly add to its international applicability and competitiveness.
It also adopts a student-centred teaching style as suggested by the curriculum
overall goals and progressively shits responsibility to the learners. Through
this, learners not only acquire conceptual knowledge but also and importantly
acquire the necessary skills for functional living in society. Thus, expectations
on the learners go beyond classroom experiences to their everyday lives.
General Objectives of the SCS curriculum
The general objectives of the curriculum are to:
a. Equip learners with the knowledge and skills necessary to be active
participants in democratic processes.
b. Create awareness to engage in civic responsibilities, such as respect
for public property, cleanliness, obedience to rules and regulations in
learners.
c. Develop positive values and attitudes such as tolerance, empathy,
love, togetherness and respect for others' opinions and beliefs.
d. Promote cultural awareness and appreciation by introducing learners
to Nigeria's diverse cultures, traditions, and customs to enhance
intercultural understanding.
e. Create awareness in learners of the importance of a secure
environment and their roles in promoting a safer and more secure
environment.
Overview of the content coverage
The table below provides an overview of the content coverage for the CCA
Curriculum.

T

11. x


JSS 1
Theme Learning Outcome Topic
Arts, Culture
and History
Appreciate and
interpret Arts and
Culture
Introduction to Art
Visual Arts and
Design
Create visual and
non-visual artistic
works.
Art Tools and Equipment
Drawing
Textile Design (Tie and Dye)
Modelling
Carving
Clay
Performing
Arts: Music,
Drama, and
Dance


Create Non-Visual
Artistic Works.
Drama
Music
Fundamentals of Music
Create visual and
non-visual artistic
works
Rudiments of Music
Playing musical instruments
Dance
Introduction to choreography
Recognize popular
music icons and the
messages conveyed
by their music.
Music Icons in Nigeria

Identify artworks
from different
cultures in Nigeria
Crafts
Weaving
Collage
Visual Arts and
Design
Create Visual and
Non-Visual Artistic
Works
Mosaic
Beading
Wood carving
Entrepreneurs
hip and Career
Development
in Arts
Identifying
Entrepreneurship
and Career
opportunity in arts
Apprenticeship and Career
Opportunities in Creative and
Design Arts
Art Professionals
Culture and
Traditions
Demonstrate respect
for Cultural Values in
Society
Culture
Respect Cultural
Value in a Society
Cultural Values in a Child


Delivery/learning activities and resources
The effective implementation of this curriculum will require that:
1. Teachers adopt instructional strategies that promote effective learner
engagement and active participation.
2. Teachers use varieties of instructional resources to promote deep and
meaningful learning.
3. Teachers adopt a new lesson plan that incorporates all the critical
elements of the curriculum. A sample has been developed and included
in the teachers’ guide.
4. Copies of the curriculum be made available to every school teacher and
much emphasis placed on its use in order to achieved stated objectives.
5. Regular workshops are organised for teachers, supervisors and quality
assurance officers on how to interpret and use the curriculum.
6. Teachers adopt assessment practices that are aligned to the
competency and outcome-based approach. NERDC has developed a
simple to use assessment framework to support the implementation of
curriculum. Schools and teachers should leverage on the framework to
ensure effective assessment.

12. xi


Proper implementation of this curriculum will have far-reaching benefits for
Nigeria's educational system and society as a whole. By equipping learners
with essential knowledge, skills and competencies prescribed in this
curriculum, the country will produce more articulate, confident, and globally
competitive citizens. The learners will also be better prepared to excel in
higher education and contribute meaningfully to Nigeria's economic and
social development. In sum, this curriculum offers an exciting, enriching,
and transformative journey that transcends classroom learning; it is a key
to unlocking the limitless potential of every learner in Nigeria's classrooms.


Dr Garba Dahiru Gandu
Director Curriculum Development Centre

13. xii


TABLE OF CONTENTS
Page Number
Forward iv
Preface vi
Introduction ix
Class level Theme Topic

JSS 1



Arts, Culture and History
Introduction to Art 1
Art Tools and Equipment 2
Visual Arts and Design Drawing 3
Textile Design (Tie and Dye) 4
Modeling 5
Carving 6
Clay 7
Performing Arts: Music, Drama, and
Dance

Drama 8
Music 9
Fundamentals of Music 10
Rudiments of Music 11
Playing Musical Instruments 12
Dance 13
Introduction to Choreography 14
Music Icons in Nigeria 15
Craftsmanship and Creative Expression Craft 16
Weaving 17
Collage 18
Visual Arts and Design Mosaic 19
Beading 20
Wood carving 21
Entrepreneurship and Career
Development in Arts
Apprenticeship and Career Opportunities in Creative and Design Arts 22
Art Professionals 23
Culture and Traditions Culture 24
Cultural Values in a Child 25

14. 1


CULTURAL AND CREATIVE ARTS FOR BASIC EDUCATION (JSS 1)

Theme: Arts, Culture and History JSS 1
Learning Outcome: Appreciate and interpret Arts and Culture
Focal Competence: Recognising different art forms in cultural and historical contexts
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Introduction to
Art


Students should be
able to:
1. explain the
meaning of art;
2. list two main
types of art;
3. identify the
branches of
art;
4. state the
importance of
art;
5. trace the
history and
origin of art.
Knowledge
1. Meaning of art.
2. Types of art:
 visual (Fine And
Applied Arts)
 non-visual
(Performance).
3. Branches of art:
 Fine and Applied
Arts (Painting,
Sculpture, Textile,
Ceramics, Graphics,
etc)
 Performance
(Theatre/Drama,
Music, Dance)
4. Importance of arts.
5. Origin of art.
ICT and Digital
Competences
as students use
computer and
internet to find out
information about
the history and origin
of art.

Communication as
students conveys
confidently and
effectively
information and
ideas through
speaking to discuss
meaning, types,
branches, importance
and origin of arts.

Students are guided
to:
1. Discuss in group
the meaning and
types of art.
2. Watch short
videos on the
branches and
importance of
arts.
3. Search the
internet for the
history and origin
of art.
 Pictures
 Videos
 Audio-visual
 Internet
 Charts
 Computer
 Smart phones
Students to:
1. state the meaning
of art;
2. explain types of art;
3. list the branches of
arts;
4. explain why art is
important;
5. explain the history
and origin of art.

15. 2


Theme: Visual Arts and Design JSS1
Learning outcome: Appreciate and interpret Arts and Culture
Focal competency: Handling and preserving art equipment
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Art Tools and
Equipment



Students should be
able to:
 explain
meaning of art
tools and
equipment;
 types of art
tools and
equipment;
 usage of art
tools and
equipment;
 use and handle
arts tools and
equipment.
Knowledge
1. Meaning of art tools
and equipment.
2. Types of art tools and
equipment.
3. Use arts equipment.
Skills
Handling and usage of art
tools and equipment.
Collaboration as
students become
open to diverse
perspectives while
brainstorming on the
meaning and types
of arts equipment.
Creativity and
Innovation as
student use
imagination beyond
knowledge provided
to generate new
ideas to create art
work.
Students are guided
to:
1. Brainstorm in
group to discuss
the meaning of art
tools and
equipment and
the different
types.
2. Watch short
videos on how to
use arts
equipment.
3. Handle and use
art equipment to
create art work.

 Art equipment
 Textbook
 Note book
 Video clips
 Charts





Students to:
1. describe art tools and
equipment;
2. list types of art tools
and equipment;
3. use art tools and
equipment to create
art work.

16. 3


Theme: Visual Arts and Design JSS1
Learning Outcome: Create visual and non-visual artistic works
Focal Competence: Using different drawing techniques to create artworks
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Drawing



Students should be
able to:
1. explain basic
drawing
techniques;
2. list the types of
drawings;
3. discuss drawing
media tool and
drawing
equipment
4. make a drawing
of still life,
landscape and
self-portrait using
a mirror.

Knowledge
1. Basic drawing
techniques:
 line drawing
 shading and
texturing
 Perspective drawing.
2. Types of drawing:
 still life (composition,
etc)
 nature (landscape,
etc)
 figure (portrait, etc).
Skill
Drawing still life.
Creativity and
Innovation as
students use
imagination beyond
knowledge provided
to make a self-
portrait using a
mirror.
Collaboration as
students
demonstrate ability
to work effectively
and respectfully with
diverse teams to
discuss basic drawing
techniques.

Students are guided
to:
1. Work in group to
discuss the basic
drawing
techniques.
2. Watch videos on
the types of
drawings using
videos and
pictures.
3. Make a drawing of
still life (e.g. a
composition of
fruits, flowers,
etc).
4. Make a drawing of
a landscape
(around the
school).
5. Make a self-portrait
using a mirror.
 Video
 Pictures
 Donkeys
 Drawing media
 Attires
 Throne
Students to:
1. describe the basic
drawing techniques;
2. mention types of
drawing;
3. make a drawing of
still life, landscape,
and self-portrait using
a mirror.

17. 4


Theme: Visual Arts and Design JSS1
Learning Outcome: Create Visual and Non-Visual Artistic Works.
Focal Competence: Making simple tie and dye work
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Textile Design
(Tie and Dye)
Students should be
able to:
1. explain the
meaning of tie
and dye;
2. list the materials
used in tie and
dye;
3. create a simple
tie and dye work.
Knowledge
1. Meaning of tie and
dye.
2. Types of tie and
dye.
3. Materials used in tie
and dye.
4. Make tie and dye
design on a fabric.

Skills
Making of Tie and dye
on a fabric.


Creativity and
Innovation as students
develop creative skills as
they design, create on
their tie and dye work.

Communication as
students to discuss the
meaning, types and list
the materials used in
making tie and dye in a
logical and appealing
manner.

Students are guided
to:
1. Engage in class
discussion on the
meaning, types
and materials
used for making
tie and dye.
2. Participate in class
demonstration on
how to make tie
and dye.
3. Watch a video or
use online tutorial
how on how to
make tie and dye.
4. Work in groups to
identify materials
used in tie and
dye and make a
tie and dye work.

 pictures
 Audio-visual device
 Online tutorials
 Computer
 Smart phones
 Cotton fabric (e.g.
calico, brocade, etc)
 Twine
 scissors
 Nose mask
 Gloves
 VAT Dye
 Caustic soda
 Sodium
Hydrosulphite
 Big baths /basins
 Buckets
 Stove (gas)
 Kettle/pot
 Measuring spoons
 Cold water starch
Students to:
1. describe the
materials used for
tie and dye;
2. make a tie and dye
work on a fabric.

18. 5


Theme: Visual Arts and Design JSS1
Learning Outcome: Create Visual and Non-Visual Artistic Works
Focal Competence: Using appropriate materials, tools and equipment to model art forms
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Modeling




Students should be
able to:
1. explain the
meaning of
modelling;
2. identify the
techniques used
in modelling;
3. list the materials
and tools used in
modelling;
4. mould a simple
object: cup or
pot, using clay.

Knowledge
1. Meaning of
modelling.
2. Identification of
the techniques
used in
modelling.
3. Materials and
tools used in
modelling.
Skill
Modelling of objects.
Communication as
students communicate
and convey confidently
and effectively the
meaning, techniques
and materials used use
in modelling.
Creativity and
Innovation as students
demonstrate resilience
when faced with
learning challenges to
mould simple objects
using clay.
Students are guided
to:
1. Discuss in groups
the meaning of
modelling.
2. Watching a short
video on the
techniques used in
modelling as well
as the modelling
materials.
3. Participate in
groups to create a
simple modelled
artwork using clay.
 Clay
 Water
 Paper
 Water based glue
 Plasticine
 Moulds.
 Audio-visual device
 Banding wheels
 Pallets
 Spatulas

Students to:
1. state the meaning
of modelling;
2. outline the
techniques used in
modelling;
3. describe materials
that can be used for
modelling;
4. use clay to mould
simple objects like
cup and pot.

19. 6


Theme: Visual Arts and Design JSS1
Learning Outcome: Create Visual and Non-Visual Artistic Works
Focal Competence: Using appropriate carving materials, tools and equipment to create unique artworks
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Carving



Students should be
able to:
1. explain the
meaning of
carving;
2. identify materials
and tools used in
carving;
3. discuss
procedure for
carving
4. carve simple
objects using
dried clay and
soap as
materials.

Knowledge
1. Meaning of
carving.
2. Materials and
tools.
3. Procedure for
carving.
Skills
Carving objects.

Collaboration as
students become open
and responsive to new
and diverse
perspectives;
incorporate group input
and feedback to explain
the meaning of carving
and list carving
materials and tools.
Creativity and
Innovation as students
Use imagination beyond
knowledge provided to
generate new ideas to
enrich learning to carve
simple objects.
Students are guided
to:
1. Work in group to
discuss the
meaning of
carving.
2. Create an
infographic on the
materials and tools
used in carving.
3. Use clay or soap
as a material to
carve out simple
objects or designs.
 Clay
 Soap
 Stone
 Wood
 Chisel
 Spatula
 Carving
 Knife
 Water
 Axe
 Adze
 Marking tools
 Measuring tools
 Sharpening tools


Students to:
1. state the meaning
of carving;
2. list some materials
and tools used in
carving;
3. create a simple art
work using carving
material of choice.

20. 7


Theme: Visual Arts and Design JSS1
Learning Outcome: Create Non-Visual Artistic Works
Focal Competence: Making meaningful presentation in drama
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Clay




Students should be
able to:
1. explain the
meaning of clay;
2. list types of
clays;
3. describe source
of clay;
4. explain clay
preparation and
storage;
5. explain the
techniques used
in creating
moulding
artworks;
6. use simple
technique to
create a clay
work.

Knowledge
1. Meaning of clay.
2. Types of clay.
3. Sources of clay.
4. Uses of clay.
Skills
Creating art work
using pinching,
coiling and moulding
techniques.
Communication as
students communicate
clearly and confidently
to explain the meaning,
types, sources and uses
of clay.
Creativity and
Innovation
as students generate
original ideas and apply
them in learning
situations to create art
work using clay.


Students are guided
to:
1. Brainstorm in
group on the
meaning and
types of clay
used for
moulding.
2. Watch a video on
the sources of
clay.
3. Mould an object
using clay.
 Clay
 Water
 Spatula
 Knife
 Bowl
 Table/ board
 Mould.
Students to:
1. state the meaning
of clay;
2. list the types of
clay;
3. mention source of
clay;
4. describe how
moulding artwork
is done;
5. use simple
technique-
pinching, moulding
and coiling, to
create a clay work.

21. 8


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create Non-Visual Artistic Works
Focal Competence: Making meaningful presentation in drama
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION GUIDE
Drama




Students should be
able to:
1. explain the
meaning of
drama;
2. list the categories
of drama;
3. describe forms of
drama;
4. list the personnel
involved in
drama;
5. participate in a
dramatic
presentations.
Knowledge
1. Meaning of
drama.
2. Categories of
drama:
 scripted
 non-scripted.
3. Forms of drama:
 tragedy
 comedy
 static
 farce
 melo drama
4. Personnel in
drama.
Skills
Performing acting,
singing and dancing.
Communication as
students become open
to diverse perspective
while contributing ideas
to group discussion
meaning, categories,
forms, and personnel in
drama.
Collaboration
as students demonstrate
ability to work
effectively and
respectfully with diverse
teams
and participates in a
drama presentation.
Students are guided
to:
1. Brainstorm on
the meaning and
categories of
drama.
2. Watch short
videos on the
forms of drama
and the
personnel’s
involved in
drama.
3. Create a simple
dramatic
performance.
 Stage.
 Props.
 Percussion
instruments
 Scripts


Students to:
1. explain the
meaning of drama;
2. outline the
categories of
drama;
3. describe forms of
drama;
4. list personnel
involved in dram;
5. participate in a
simple drama
activity.

22. 9


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create Non-Visual Artistic Works
Focal Competence: Creating simple music
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Music




Students should be
able to:
1. define music;
2. describe the
forms of music;
3. Create music
using percussion
instruments.

Knowledge
1. Meaning of
music.
2. Forms of music:
 dance drama
 sacred drama
 secular
Skill
Creating simple
music.
Communication as
students communicate
and convey confidently
and effectively
information and ideas
through speaking on the
meaning and forms of
music.
Collaboration
as students assume
shared responsibility for
collaborative work, and
value the individual
contributions made by
each team member play
different percussion
instruments rhythmically
together to create
music.
Students are guided
to:
1. Discuss in group
the meaning and
forms of music.
2. Watch short
video on how
percussion
instrument is
used to create
music.
 Percussion
instruments-drums,
maracas, shakers
 Gong, tambourine,
bell, claves, etc.
Students to:
1. state the meaning
of music;
2. create music using
percussion
instruments.

23. 10


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create Non-Visual Artistic Works
Focal Competence: Demonstrating knowledge and skills in various forms of music
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION GUIDE
Fundamentals of
Music




Students should be
able to:
1. explain the
meaning of the
fundamental of
music;
2. state
fundamentals of
music;
3. identify
fundamentals in
songs;
4. compose song
and
demonstrate
some
fundamentals.
Knowledge
1. Fundamentals in
music.
2. Description of
fundamentals of
songs.
3. Fundamentals of
song.
Skills:
Using fundamentals
in a musical
performance to sing a
song.
Collaboration
as students demonstrate
ability to work effectively
and respectfully with
diverse teams to
sing together and
demonstrate some of
the fundamentals of
music and songs.
Students are guided
to:
1. In group, discuss
the fundamentals
of music and
songs.
2. Listen to songs
to identify some
fundamentals.
3. Sing a song in
groups and
demonstrate
some of the
fundamentals.
 Songs
 Audio device













Students to:
1. state the definition
of fundamentals in
music;
2. explain some of
the fundamentals
of music;
3. sing a song and
demonstrate some
fundamentals.

24. 11


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create Visual and Non-Visual Artistic Works.
Focal Competence: Identifying musical alphabet
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES AND
VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION GUIDE
Rudiments of
Music




Students should be
able to:
1. identify the
musical
alphabets;
2. explain the
staff/stave in
music;
3. draw the
staff/stave;
4. place the
musical
alphabet in
lines and space
on the
manuscript.


Knowledge
1. Musical alphabets:
 explain the
staff/stave in
music
 name the types
of staff:
- treble staff
- bass staff
- great staff
Skills
1. Drawing the
staff/stave
2. Placing the
musical alphabet
in lines and
space on the
manuscript.

Communication
as students
communicate clearly and
confidently using a
range of symbolic,
representational and
physical expression
are able to interact while
memorising and
interpreting the musical
alphabet on line and in
the space on their music
manuscript.
Critical Thinking as
students thinks
reflectively, broadly and
logically about
placing the alphabet in
lines and space on the
manuscript
appropriately.
Students are guided
to:
1. Use posters and
charts to Identify
the musical
alphabets.
2. Draw the
staff/stave.
3. Recite short song
used in
representing each
alphabet in the
staff/stave.
4. place the musical
alphabet in lines
and space on the
manuscript.
 Pencil
 Music manuscript.
 Samples of music
scoresheet
 White board
 Charts
 laptop
Students to:
1. list musical
alphabets;
2. explain the
staff/stave in
music;
3. draw the
staff/stave;
4. place the musical
alphabet in lines
and space on the
manuscript.

25. 12


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create non-visual artistic works
Focal Competence: Playing musical instruments
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES AND
VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Playing Musical
Instruments




Students should be
able to:
1. explain the
meaning of
musical
instrument;
2. state the uses
of musical
instruments;
3. classify musical
instruments;
4. describe how
sound is
produced;
5. play an
idiophones or
membranophon
es instrument
and
aerophones.

Knowledge
1. Meaning of
musical
instruments.
2. Uses of musical
instruments.
3. Classes of musical
instruments.
4. How sound is
produced.
Skill
Playing an
idiophones or
membranophones
instrument and
aerophones.

Communication
as students discuss on
the meaning, uses and
classes of musical
instruments in a logical
and appealing manner.
ICT and Digital
Competences as
students enhanced their
learning through the use
of technology tool to
watch videos on how
sound is produced
based on the classes of
musical instruments
Students are guided
to:
1. Work in group to
discuss the
meaning and uses
of musical
instrument.
2. Name and classify
the instruments.
3. Watch short videos
on how sound is
produced based on
the classes of
musical
instruments.
4. Play an idiophone
or membranophone
instrument in
groups.
 Idiophones
 Membranophon
 Chordophones
 Aerophones
 Electrophones
Students to:
1. state the meaning
of musical
instruments;
2. list the classes of
musical
instruments;
3. describe how to
produce sound on
a named musical
instruments;
4. in groups perform
music.

26. 13


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create Visual and Non-Visual Artistic Works.
Focal Competence: Performing simple dance
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Dance



Students should be
able to:
1. define dance;
2. state the forms
of dance;
3. identify
traditional/folk
dances in
Nigeria;
4. Perform the
basic steps of a
traditional/folk
dance in
Nigeria.

Knowledge
1. Definition of
dance.
2. State forms of
dance.
3. Explain Nigerian
traditional/folk
dances.
4. State basic steps
in Nigerian
traditional dance.
Skills
Performing Rhythm
and Folk dance
steps.
Communication
As students
communicate and
convey confidently and
effectively the meaning,
forms and steps involve
in Nigerian traditional
dance.
Creativity and
Innovation
Students creatively use
body movements to
enhance their dance
steps while performing
the basic steps of a
Nigerian traditional/folk
dance.
Students are guided
to:
1. Discuss in group the
meaning of dance
and different forms
of dance
2. Watch sort videos
on the
traditional/folk
dances in Nigeria.
3. Perform the basic
steps of a Nigerian
traditional/folk
dance in groups.
 Percussion
instruments.
 Songs.
 Videos of Nigerian
folk dances.
Students to:
1. explain the
meaning of
dance;
2. list the forms of
dances;
3. describe some
Nigerian
traditional
dances;
4. demonstrate the
basic steps of a
Nigerian folk
dance.

27. 14


Theme: Performing Arts: Music, Drama, and Dance JSS1
Learning Outcome: Create Visual and Non-Visual Artistic Works.
Focal Competence: Performing basic skills in choreography
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Introduction to
Choreography




Students should be
able to:
1. explain the
meaning of
choreography;
2. state the
principles of
choreography;
3. create
movements or
dance steps for
a choreography.

Knowledge
1. Meaning of
choreography.
2. Principles of
choreography.
3. Creating a
choreographed
dance.
Skills
Creating movement
or dance for a
Choreography.
Collaboration
as students
communicate and
convey confidently and
effectively information
on the meaning and
principles of
choreography.
Creativity and
Innovation
as students demonstrate
resilience when faced
with learning challenges
to learn dance step and
collaborate in
performing a
choreographed dance.
Students are guided
to:
1. Participate in class
discussion on the
meaning and
principles of
choreography.
2. Search the internet
for the principles
of choreography.
3. Create a
choreographed
dance.
 Music
 Audio-visual
system
 Videos of
choreography
Students to use a
dance to demonstrate
choreography.

28. 15


Theme: Performing Arts: Music, Drama, and Dance JSS 1
Learning Outcome: Recognize popular music icons and the messages conveyed by their music
Focal Competence: Identifying popular music icons in Nigeria and their style of music
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING ACTIVITIES TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Music Icons in
Nigeria


Students should be
able to:
1. explain meaning
of music icons
2. identify the
characteristics
and styles of
popular music
icons in Nigeria;
3. mention songs
and the artistes
that perform
popular music in
Nigeria;
4. compose a simple
song in the style
of a popular
musician.
Knowledge
1. Popular music
icons in Nigeria.
2. Characteristic
and styles of
popular music
icons in Nigeria.
3. Identify songs
by popular
music icons in
Nigeria.
Skills
Composing a simple
song in the style of
a popular musician.

Collaboration as
students
demonstrate ability
to work effectively
and respectfully
together while
brainstorming on the
meaning and
examples of music
icons in Nigeria.

Creativity and
Innovation as
students creatively
compose a
meaningful song
using the style of a
popular music icons
in Nigeria.
Students are guided to:
1. Brainstorm in group on
the meaning of music
icons and state
examples of popular
music icons in Nigeria
they know.
2. Watch videos or listen
to music of popular
music icons in Nigeria
and explain some
information that makes
the song unique to
them as well as the
common characteristics
and styles of the
musician.
3. Work in group to list
popular music icons in
Nigeria and their
popular songs.
4. Use their knowledge of
popular music icons in
Nigeria to compose a
simple song in the style
of a popular music icon
with lyrics expressing
values and morals.
 Audio device.
 Musical
instruments
Students to:
1. describe popular
music;
2. perform the song
they composed;
3. compose a simple
song in the style of
a popular musician
with lyrics
expressing values
and morals.

29. 16


Theme: Craftsmanship and Creative Expression JSS 1
Learning Outcome: Identify artworks from different cultures in Nigeria
Focal Competence: Analysing and interpreting artworks and crafts from different cultures and historical periods
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE
AND SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING ACTIVITIES TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Craft Students should be
able to:
1. explain the
meaning of
crafts;
2. identify materials,
methods and
tools used in
making them;
3. select suitable
materials for
making craft;
4. identify the
methods of
making craft.


Knowledge
1. Meaning of
crafts.
2. Identification of
craft materials
and tools.
3. Selection of
suitable
materials.
4. Methods of
making crafts:
 constructing
 moulding
 weaving
 blacksmithing
 carving
 threading
 firing etc.
skills
select suitable
materials for
making craft
Critical Thinking
as students reflect on
meaning, materials,
tools and methods
used in crafts and
select suitable
materials and
method to create an
artwork.
Creativity and
Innovation as
students use
imagination beyond
knowledge provided
to generate new
ideas to enrich
learning to create
crafts.
Students are guided to:
1. Work in group to discuss
the meaning of crafts.
2. Use charts of flash cards
to Identify the materials
used in creating crafts.
3. Watch short video on
how to select suitable
materials for making
craft and the methods of
making craft.
4. Create a particular craft
by using a suitable
material and following
craft making method.
 Cardboard
 Gravel
 Straw
 Clay
 Sand
 Paper
 Wool
 Gum
 Needle
 POP
 Thread

Student to:
1. describe the
materials used for
craft making;
2. state uses of
different tools;
3. explain the
different methods
used in craft
making;
4. make a craft art
work.

30. 17


Theme: Craftsmanship and Creative Expression JSS 1
Learning outcome: Identify artworks from different cultures in Nigeria.
Focal competence: Carrying out simple weaving task
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING ACTIVITIES TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Weaving



Students should be
able to:
1. explain the
meaning of
weaving;
2. list types of
weaving;
3. list simple
material for
weaving;
4. produce a hand-
woven product.
Knowledge
1. Meaning of
weaving
2. Explain types of
weaving:
 twill weaving
 plain weaving
 leno weaving
3. Listing materials
and Methods of
weaving.
Skills
Producing hand
woven objects with
local materials.
Collaboration as
student
demonstrate ability
to work effectively
and respectfully
with diverse team
while discussing the
meaning, types and
materials of
weaving.
Creativity and
Innovation as
students generate
original ideas and
apply them to
learning situations
while creating a
hand-woven
product.
Students are guided to:
1. In group discuss the
meaning of weaving
and types of weaving
2. Watch short video on
waving to observe the
processes in weaving.
3. Produce a hand-woven
product.
 Weaving materials
 Textbook
 Notebook
 Pencils
 Scissors
Students to:
1. state the meaning
of weaving;
2. list types of
weaving materials;
3. produce hand
woven objects with
a local material.

31. 18


Theme: Craftsmanship and Creative Expression JSS 1
Learning Outcome: Identify artworks from different cultures in Nigeria
Focal Competence: Manipulating assorted materials to create art forms
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Collage




Students should be
able to:
1. explain the
meaning of
collage;
2. list the types of
collages;
3. describe the
materials and
tools used in
creating collage;
4. state the
methods of
making collage;
5. make a simple
collage.

Knowledge
1. Definition of
collage
2. Types of collages
3. Materials used in
collage
4. Methods of
making collage.
Skills
Making of collage
Collaboration
as students
demonstrate ability
to work effectively
and respectfully with
diverse team while
discussing the
meaning, types of
collage materials and
methods involve in
making collage.
ICT and Digital
Competences as
students search,
locate and retrieve
information from
online while using
technological tools to
watch videos on
material and tools
used in making
collage.
Students are guided
to:
1. Search the
internet for the
meaning of
collage.
2. Create an
infographic on
the types of
collage.
3. Identify the
materials and
tools used in
collaging.
4. Watch a video
on materials and
tools used in
making collage
and the methods
of making
collage.
5. Create a simple
collage.
 Paper
 Glue stick
 Flower
 Magazine
 Tissue paper
 Buttons
 Cardboard
 Bowl
 Fabrics
 Leaves
 Scissors
 Craft knife
 Ruler
Students to:
1. state the meaning
of collage.
2. explain the types of
collages;
3. mention some of
the materials and
tools used in
making collages;
4. make a collage
using appropriate
collage making
method.

32. 19


Theme: Visual Arts and Design JSS 1
Learning Outcome: Create Visual and Non-Visual Artistic Works
Focal Competence: Manipulating tesserae and grout to create art forms
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Mosaic




Students should be
able to:
1. explain the
meaning of
mosaic;
2. identify the
Materials and
tools used in
mosaic;
3. identify things
produce from
creating mosaic;
4. describe the
direct method of
making mosaic;
5. draw a simple
object then
create a mosaic
of it.
Knowledge
1. Definition of
mosaic.
2. Materials and
tools used in
making mosaic.
3. Things produced
from mosaic:
 animals
 pictures on the
wall
 titles of names
 flowers.
4. Methods of
making Mosaic.
Skills
1. Drawing of mosaic
2. Creating of Mosaic
3. Painting of mosaic.
Communication as
students
communicate clearly
and confidently on
the meaning of
mosaic as well as
listing the materials
and tools and
materials of making
mosaic.
Creativity and
Innovation as
students take
initiative to explore
challenges and ideas
in order to create
mosaic.
Critical Thinking
as students think
reflectively, broadly
and logically to
select suitable
materials and tools
to make mosaic.
Students are guided
to:
1. Discuss in group
the meaning
mosaic.
2. Use charts or
flash cards to
identify materials
and tools use in
creating mosaic.
3. Watch short
videos on things
produce from
creating mosaic
and explain the
direct method of
making a mosaic.
4. Draw an object
and create a
mosaic with it.
 Pencil
 Drawing pad
 Pebbles
 Glass nuggets
 Paper shapes
 Adhesive
 Stone
 Ceramic
 Rubber gloves
 Safety goggles
 Scissors
Students to:
1. state the meaning
of mosaic;
2. list the materials
and tools used in
mosaic;
3. state things
produce from
creating mosaic;
4. draw a mosaic,
create a mosaic
and paint a mosaic.

33. 20


Theme: Visual Arts and Design JSS 1
Learning Outcome: Identify artworks from different cultures in Nigeria
Focal Competence: Creating beaded artwork
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Beading





Students should be
able to:
1. explain the
meaning of
beads;
2. select the
materials and
tools used in
beading;
3. explain the
process of
beading;
4. create a beaded
craft.

Knowledge
1. Meaning of
beading
2. Materials and
tools used in
beading.
3. Process of
making beads.
Skill
Creating a beaded
craft.
Communication as
students discuss on
the meaning,
materials, tools and
process of beading in
a logical and
appealing manner.
Creativity and
Innovation as
students respond
creatively to the
variety of challenges
encountered while
creating a beaded
artwork.
Students are guided
to:
1. Use infographics to
identify the
materials and tools
used in beading.
2. Watch short videos
on the process of
beading.
3. Create a beaded
work. from available
materials.


 Seed beads
 Scissors
 Cardboard
 Beading thread
 Pliers
 Ruler
 Glue
 Copper wire
Students to:
1. list the materials
used in a beaded
work;
2. describe the process
of making a beaded
work;
3. create beaded work.

34. 21


Theme: Visual Arts and Design JSS 1
Learning outcome: Identify artworks from different cultures in Nigeria
Focal competence: Carving utilitarian objects from wood
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUES
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Wood Carving



Students should be
able to:
1. explain the
meaning of
wood carving;
2. identify tools for
carving wood;
3. produce a
wooden art work
by carving.

Knowledge
1. Meaning of
carving
2. Tools and
materials of
carving:
 wood,
 stone
 tools
 chisel
 mallet etc.
Skills
Carving wooden
object.
Collaboration as
students become
open to diverse
opinion while
discussing the
meaning, tools and
materials of wood
carving.
Creativity and
Innovation as
students use
imagination beyond
what they learnt to
carve a wooden
object.
Students should be
able to:
1. Discuss in group
the meaning of
carving.
2. Watch short video
on wood craving.
3. Practise wood
craving using
standard wood
craving tools.
4. Carve a wooden
object.

 Chisel
 Wood
 Mallet
 Drawing book
 Pencil









Students to:
1. state the meaning
of wood carving;
2. mention materials
and tools for
carving wood;
3. use wood as a
material to carve
a wooden object.

35. 22


Theme: Entrepreneurship and Career Development in Arts JSS1
Learning Outcome: Identifying Entrepreneurship and Career opportunity in arts
Focal Competence: Identifying apprenticeship and career opportunities available in creative and arts design industry
TOPIC


PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUE
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Apprenticeship
and Career
Opportunities in
Creative and
Design Arts




Students should be
able to:
1. explain
apprenticeship;
2. state the
importance of
apprenticeship;
3. identify
apprenticeship
opportunities in
creative and
design arts;
4. list the career
opportunities
available in
creative art.


Knowledge
1. Meaning of
apprenticeship.
2. Importance of
apprenticeship.
3. Apprenticeship
opportunities in the
creative and design
arts.
4. Career opportunities
in creative art.

ICT and Digital
Competences as
students search and
retrieve information
online on the
apprenticeship and
career opportunities
available in the
creative and design
arts.
Entrepreneurship
as students apply
entrepreneurial
attitudes and
approaches to
challenges and
opportunities in
creative and design
arts.
Students are guided
to:
1. Watch videos on
the meaning of
apprenticeship and
its importance.
2. Search the internet
for apprenticeship
and career
opportunities
available in the
creative and
design arts.
 Creative and design
arts studios or outfit
 Audio-video system








Students to:
1. state the meaning
of apprenticeship;
2. explain why
apprenticeship is
important;
3. describe the
apprenticeship
opportunities in the
creative and design
arts industry;
4. state the career
opportunities
available in creative
and design arts
industry.

36. 23


Theme: Entrepreneurship and Career Development in Arts JSS 1
Learning outcome: Identifying Entrepreneurship and Career opportunity in arts
Focal competence: Recognising notable artists
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUES
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Art Professionals



Students should be
able to:
1. describe the
meaning of
professional
artist;
2. list types of art
professionals;
3. explain
characteristics
of works of
professional
artists (e.g.
sculptor,
painter, textile
designer,
graphic artist,
ceramist, etc).

Knowledge
1. Meaning of a
professional artist.
2. Types of art
professionals:
 Visual artist
(Sculptor, Painter,
textile designer,
graphic artist,
ceramist, fashion
designer, etc.)
 No-visual artist
(musicians, film
makers, dramatists,
dancers, etc).
3. Characteristics of
different art
professionals.

Collaboration as
students assume
shared responsibility
for collaborative work
and value individual
contributions while
discussing in group
the meaning and
characteristics of art
professionals.

Students are guided
to:
1. Discuss in teams
the meaning and
characteristics of
types of
professional
artists.
2. Watch videos
and online
resources to
learn about
professional
artists.
3. Search the
internet for the
characteristics of
works of
professional
artists.
 Videos
 Online resources
 Text books
Students to:
1. explain meaning of
professional artist;
2. list types of
professional artists
and what
distinguishes them
in their profession;
3. describe the
characteristics of
professional artists’
works.

37. 24


Theme: Culture and Traditions JSS 1
Learning outcome: Demonstrate respect for Cultural Values in Society
Focal competence: Demonstrating knowledge of different cultures in the society
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUES
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Culture



Students should be
able to:
1. explain the
meaning of
culture;
2. list types of
culture;
3. demonstrate
different cultural
display.

Knowledge
1. Meaning of culture.
2. Types of culture.
3. Cultural displays.
Skill
Demonstrating and
displays different
cultural outfit.
Collaboration as
students are open
and responsive to
new and diverse
perspectives to
discuss on the
meaning and types of
cultures and identify
various cultural
display.

Students should be
able to:
1. Discuss in group
the meaning of
culture.
2. Use flash cards to
list the types of
culture in the
society.
3. Dress in different
cultural outfit.
 Cultural dress
 Drawing
 Cultural pictures
Students to:
1. state the meaning
of culture;
2. identify culture
from different
tribe;
3. perform and
dress in different
cultural outfits.

38. 25


Theme: Culture and Traditions JSS 1
Learning outcome: Respect Cultural Value in a Society.
Focal competence: Upholding cultural values
TOPIC PERFORMANCE
OBJECTIVES
CONTENT-
KNOWLEDGE AND
SKILLS
KEY
COMPETENCIES
AND VALUES
LEARNING
ACTIVITIES
TEACHING AND
LEARNING
RESOURCES
EVALUATION
GUIDE
Cultural Values
in a Child



Students should be
able to:
1. explain the
meaning of
cultural values;
2. state the
importance of
cultural values
in a child.
Knowledge
1. Meaning of cultural
values.
2. Importance of
cultural values in a
child, e.g.
 honesty
 respect
 hard work
 good manner
 punctuality.

Critical thinking as
students think
reflectively to
inculcate ideas of
cultural values
among the peer
group.
Students should be
able to:
1. Participate in class
discussion on the
meaning of cultural
values.
2. Create and
infographics on the
importance of
cultural values in
child.
 Picture showing
person working hard
or gathering used
paper into a dustbin.
Students to:
1. describe the
meaning of
cultural values:
2. list the
importance of
cultural values to
a child:
3. showcase
different cultural
attires in a
society.

39. 26