Teacher Resource Guidebook - Inventory of Teacher Training Resources

TESSA in Nigeria

Inventory of Teacher Training Resources

This document presents the whole of the TESSA materials as listed in the Nigeria website version.

For each of the five module areas, the three modules are presented, and for each module, the five sections.

Under each section the following details are included:

- the key question

- the learning outcomes

- the resources.

There are different types of resources. In this document, after the resource title, the key placed in the

square brackets indicates the resource purpose.

Key Symbol Purpose

[PU] Pupil use

[EPW] Example of pupils’ work

[BISKT] Background information / subject knowledge for teacher

[RPAUP

]Teacher resource for planning or adapting to use with pupils

- the key resources referred to in the section

TESSA-Nigeria: Overview of Resources Page 1

Under each section title, there is an empty box (School curriculum) where the school curriculum items that

correspond best to the TESSA materials can be inserted.


LITERACY

Module 1 2 3

Reading and Writ ing for a

Range of Purposes

Using Community Voices in

Your Classroom

Promoting Communication in

an Additional Language

Section 1 Supporting and assessing reading

and writing

Investigating stories Providing natural contexts for

language practice

School

Curriculum

Key Focus

question

How can you support learning to read

and write and assess progress?

How can you use investigations to

develop ideas about story?

How can you help pupils to practise

language structures in a natural

context?

Learning

Outcomes

for the

Teacher

By the end of this section, you will have:

used songs and rhymes to teach

beginners to read;

used ‘environmental print’ and

grocery packaging to teach reading,

writing and design;

explored ways of supporting

learning with group work;

developed your ability to assess

learning.


used investigation and research

methods to develop your classroom

practice;

investigated pupils’ understanding of

stories;

explored ways to create original

stories.


used classroom management to

help pupils learn an additional

language;

used games and everyday

activities to develop pupils’

language skills and vocabulary.

Resources R1 : What successful readers and

writers need to know [BISKT]

R2 : Examples of songs and rhymes

RPAUP]

R3 : Example questions to ask about a

grocery item [RPAUP]

R4 : Preparing for a community walk –

during which pupils will notice

environmental print [RPAUP]

R1 : Traditional fables [BISKT]

R2 : Why people tell stories [EPW]

R3 : Questions about stories [PU]

R4 : How Mrs Abdullahi found her story

[BISKT]

R5 : The river that swept away liars

[RPAUP]

R6 : Assessing your story [BISKT]

R1 : Total physical response ideas

[BISKT]

R2 : A writing frame for instructions

[RPAUP]

R3 : Recipes [RPAUP]

Key

Resources

Researching in the classroom

Using explaining and

demonstrating to assist learning

Section 2 Stimulating interest in reading

stories

Ways to collect and perform stories Ways towards fluency and

accuracy

School


Curriculum

Key Focus

question

How can you stimulate pupils to want to

read stories and books?

How can you use performance to

develop your pupils’ language skills?

How can you help pupils gain

confidence in using specific language

structures?

Learning

Outcomes

for the

Teacher


used shared reading of stories in

your teaching to support

developing readers;

used activities that focus on

alternative beginnings and endings

to stimulate interest in reading;

explored different ways to promote

sustained silent reading (SSR) in

your classroom.


worked with your local community

to promote language skills and pride

in cultural heritage;

planned and organised

opportunities for performance before

an audience.


guided your pupils towards control

of the structures of the additional

language;

used drills, songs, poems and

stories to teach language structures;

helped your pupils to monitor their

own work as they look for meaning

and correct use of verbs.

Resources R1 : Preparation for shared reading

[RPAUP]

R2 : Questions to use with book

readings – first, second and third

readings [RPAUP]

R3 : A story [RPAUP]

R4 : Sustained silent reading [BISKT]

R1 : Sample invitation letter [RPAUP]

R2 : Assessing group story

performances [PU]

R1 : Alternative lesson structures – used

by Mr Gasana [BISKT]

R2 : Sale advertisement [RPAUP]

R3 : Verb tense charts [RPAUP]

R4 : A praise poem [PU]

R5 : Verbs and adverbs in the poem My

Drum by Francis Faller [BISKT]

R6 : Writing frame to support planning a

story [RPAUP]

Key

Resources

Using storytelling in the classroom

Assessing learning

Being a resourceful teacher in

challenging conditions

Using group work in your classroom

Working with multi-grade classes

Section 3 Ways of reading and responding to

information texts

Using local games for learning Creating opportunities for

communication

School

Curriculum

Key Focus

question

How can you develop your questioning

skills to help pupils use information

texts effectively?

How can you use local games to help

language learning?

How can you create activities to

promote communication in the

additional language?

Learning

Outcomes

for the

Teacher


developed your ability to create

questions and tasks that encourage

close reading of texts and personal

responses;


used traditional and local games to

support learning activities;

motivated pupils and built their

confidence in using language


created activities for real

communication in your additional

language class;

developed a ‘library’ of resources


explored ways to teach pupils how

to read and write about information

presented in different forms;

helped your pupils develop the

skills needed to summarise texts;

used these strategies to assess

learning

through games, songs and rhymes;

extended your own skills in

thinking about your role and

effectiveness by investigating the

value of games for learning.

to stimulate natural communication;

used group and pair work to

develop interaction in the additional

language.

Resources R1 : Text on litter [RPAUP]

R2 : Introductory questions [RPAUP]

R3 : Good posters [BISKT]

R4 : A pie chart [RPAUP]

R5 : Text on the baobab [RPAUP]

R6 : The kapok tree [RPAUP]

R1 : Action-reflection cycle [BISKT]

R2 : Research on local games in the

curriculum [BISKT]

R3 : Word games [RPAUP]

R4 : Skipping song [RPAUP]

R1 : More information gap activities

[RPAUP]

R2 : Ideas for pictures [RPAUP]

R3 : Words and meanings – bones in

the body [RPAUP]

R4 : Describe and arrange [RPAUP]

R5 : Making meaning [RPAUP]

Key

Resources

Using questioning to promote

thinking

Using mind maps and

brainstorming to explore ideas

Researching in the classroom Using group work in your classroom


Section 4 Ways of presenting your point of

view

Using story and poetry Ways to build on home language

knowledge

School

Curriculum

Key Focus

question

How can you help pupils become

confident and thoughtful presenters of

ideas?

How can you use poetry and story to

stimulate pupils to write?

How can you build on knowledge of the

home language to develop competence

in the additional language?

Learning

Outcomes

for the

Teacher


supported pupils in expressing

their points of view in speech and

in writing;

developed your ability to help

pupils understand other people’s

situations, feelings and points of

view;

used discussion to explore

inclusion issues.


used name or praise poems or

stories to stimulate pupils’ ideas for

writing;

used resources such as magazine

or newspaper articles to stimulate

ideas for writing life stories

(biographies);

explored ‘drafting’ and ‘crafting’

when writing.


used the home language to

maximise creativity, understanding

and development of ideas;

understood the importance of

interplay between the home

language and the additional

language.

Resources R1 : Child who is ‘left out’ [RPAUP]

R2 : Games that promote

understanding of physical

disability [RPAUP]

R3 : Structure of debating speeches

[BISKT]

R1 : Preparing lessons on name or

praise poems [BISKT]

R2 : Name poems and stories [RPAUP]

R3 : Praise poems and stories

[RPAUP]

R4 : Preparing lessons on life stories

R1 : Poem [RPAUP]

R2 : Lesson transcript [BISKT]

R3 : Safety [RPAUP]

R4 : Aims and values – some examples

[BISKT]


R4 : Rules and procedures for debating

[BISKT]

R5 : Example letter – written by Vivian’s

class [EPW]

R6 : ‘Argument’ phrases [BISKT]

[BISKT]

R5 : Questions for pupils – to think

about how to improve (craft) what

they have written in their first

draft [PU]

Key

Resources

Section 5 Ways of becoming a critical reader

and writer

Turning oral stories, poems and

games into books

Supporting additional language

learning

School

Curriculum

Key Focus

question

How can you develop pupils’ critical

thinking skills when reading and

writing?

How can you support language learning

by making and designing books?

How can you build supportive

relationships in the additional language?

Learning

Outcomes

for the

Teacher


used questioning to help your

pupils become critical readers of a

range of texts;

assisted your pupils to design and

write stories, information texts and

letters that ‘write back’ to the texts

they have read critically and so

develop thinking skills;

used different ways of assessing

learning.


used discussion to help pupils

understand the similarities and

differences between oral and written

texts;

developed ways pupils can turn

oral stories, poems, songs or games

into written and illustrated forms;

explored how to produce books of

stories, poems, games and songs

for a class library.


begun developing relationships

between pupils that support their

learning in the additional language

and help them reflect on their own

learning;

provided opportunities for pupils to

communicate with proficient or

mother-tongue speakers of the

additional language,

set up opportunities for

communication with pupils beyond

your school.

Resources R1 : Asking questions – to encourage

pupils to think critically about a

story [RPAUP]

R2 : Outline of a letter to an author

[RPAUP]

R3 : Critical reading of advertisements

[BISKT]

R4 : Designing advertisements

[RPAUP]

R1 : How stories are made into books

[BISKT]

R2 : A checklist for pupils – to use when

editing their work for a book [PU]

R3 : Turning pupils’ stories into a ‘Big

Book’ [RPAUP]

R4 : Features of good cover design

[BISKT]

R1 : Pen-pals [BISKT]

R2 : Writing letters [BISKT]

R3 : Assessing pen-pal letters [PU]

R4 : Songs and stories about processes

[RPAUP]

Key

Resources






NUMERACY

Module 1 2 3

Investigating Number and

Pattern

Exploring Shape and Space Investigating Measurement

and Data Handling

Section 1 Learning through games Exploring shapes Introducing measurement

School

Curriculum

Key Focus

question

How can games help pupils learn basic

number skills?

How can you help pupils develop and

use a mathematical vocabulary for

shape?

How can you explore pupils’ prior

knowledge of measure, and plan

practical activities to develop

understanding?

Learning

Outcomes

for the

Teacher


Developed your skill in organising

the class in ways that will help

pupils show respect for each other

developed your skills in asking

questions to encourage thinking

Used different ways to gather data

to help pupils discuss who they are


used open-ended sorting activities

to explore knowledge of shapes;

explored practical ways to

introduce pupils to the language or

‘register’ of mathematical terms;

used practical activities to develop

pupils’ understanding and use of

mathematical descriptions of basic

geometric shapes.


used mind maps to find out what

pupils already know about

measurement and measuring;

used cross-curricular teaching to

see how subject areas are

interlinked;

planned your lessons to meet

pupils’ needs in developing their

understanding of measure.

Resources R1 : Number bond games [RPAUP]

R2 : Games to practise numeracy skills

[RPAUP]

R3 : Table to record numeracy skills

[PU]

R4 : The cultural game of Africa

[RPAUP]

R1 : Using feely bags [RPAUP]

R2 : A mathematical dictionary

[RPAUP]

R1 : A measurement mind map [EPW]

R2 : How mind maps can help

mathematics teachers and pupils

[BISKT]

R3 : Heart rate [BISKT]

R4 : Units of measurement [RPAUP]

R5 : Space and measure [PU]

Key

Resources

Using group work in your

classroom




Section 2 Patterns in number charts Practical ways from sheet to cube Measuring and handling time

School

Curriculum


Key Focus

question

How can you use number charts to help

pupils find patterns in numbers?

How can you help pupils ‘see’ and

mentally transform geometric shapes?

How can you help pupils to understand

and measure time?

Learning

Outcomes

for the

Teacher


helped pupils to find patterns using

number charts;

set up and managed investigations

using number charts;

improved your skills at working

with groups.


explored practical ways to use the

local environment and simple nets

to help pupils understand 3D

objects;

used investigation and problem

solving to extend your pupils’

thinking about the different nets to

make cubes;

used dice to encourage mental

visualisation and transformation of

cubic nets.


used practical activities to enhance

your skills in mixed-ability teaching;

considered the benefits of cross-

curricular teaching in measuring

time;

developed your skills in managing

an active classroom and resourcing

it well.

Resources R1 : 100-square number chart [RPAUP]

R2 : Thinking about your lesson [BISKT]

R3 : Partial number squares [RPAUP]

R4 : Mrs Dosou’s multiplication charts

[EPW]

R1 : Net of a tin (a cylinder) [RPAUP]

R2 : 11 nets for a cube [RPAUP]

R3 : Dice facts [BISKT]

R4 : Numbered dice net [RPAUP]

R1 : Ways of measuring time long ago

[RPAUP]

R2 : Water clocks – ways of measuring

time throughout history [BISKT]

R3 : Sundials [BISKT]

R4 : Units of time [RPAUP]

Key

Resources


classroom


thinking

Using investigations in the

classroom


classroom


classroom.

Section 3 Ways to solve number problems Exploring 3D geometry Discussing data

School

Curriculum

Key Focus

question

How can you develop pupils’ problem-

solving skills using number problems?

How can you use practical tasks to

investigate the relationship of 2D to 3D

shapes?

How can pupils collect, collate and

understand data?

Learning

Outcomes

for the

Teacher


used strategies to explore pupils’

ways of solving mathematical

problems;

distinguished between deep and

superficial features of mathematical

problems;

used techniques to develop

thinking about thinking in your pupils.


developed your own subject

knowledge of regular polygons (2D

shapes) and polyhedra (3D objects);

explored practical activities to help

pupils investigate the relationship

between polygons and polyhedra.

By the end of this section, you will:

be familiar with a range of different

data sets that pupils can usefully

collect for analysis;

have developed your knowledge of

graphically representing data;

have developed and used a

structured question approach to

assess your pupils’ understanding.


Resources R1 : Why problem solving is important

[BISKT]

R2 : Ways to help pupils solve problems

[BISKT] [ICS]

R1 : Collecting and making shapes and

objects [RPAUP]

R2: Photograph of a pyramid [RPAUP]

R3 : Nets [PU]

R4 : 3D objects [BISKT]

R5 : Recording results [PU]

R1 : Tally chart [RPAUP]

R2 : Data handling [BISKT]

R3 : Charts and graphs [BISKT]

R4 : Structured questions [BISKT]

R5 : Kano’s rainfalls [RPAUP]

Key

Resources

Using explaining and


Using mind maps and




classroom

Assessing learning

Section 4 Seeing multiplication visually Exploring symmetry Working with weight

School

Curriculum

Key Focus

question

How can you help pupils to see patterns

in number?

How can you use everyday objects to

develop pupils ‘abstract’ understanding

of symmetry?

How can practical work be used to

teach the measurement of weight using

inexpensive resources?

Learning

Outcomes

for the

Teacher


explored multiplication with your

pupils through visual means;

used rectangular shapes to help

pupils understand factors;

used investigations to explore

patterns in number series.


used group work to help develop

pupils’ understanding of symmetry,

including multiple lines of symmetry

and orders of rotational symmetry;

developed a range of strategies

including using open-ended

questions to develop thinking skills

around symmetry;

worked across curriculum areas to

extend ideas about symmetry.


helped pupils develop their

understanding of weight by using

practical activities;

established pupils’ understanding

of the need for and use of standard

units for weight

explored different ways to

organise your class.

Resources R1 : Square numbers [RPAUP]

R2 : Table of multiplications [RPAUP]

R3 : Tens and units [RPAUP]

R4 : Times table (Example 9 times

table) [RPAUP]

R1: Examples of symmetry found in

nature [RPAUP]

R2: Examples of symmetry in Nigerian

masks [RPAUP]

R3 : Symmetry – lines and rotation

[RPAUP]

R4: Examples of symmetry in art and

fabrics [RPAUP]

R5: Polygons [PU]

R6 : Recording symmetry [PU]

R1 : Simple balance [RPAUP]

R2 : Pupil instructions for estimating and

comparing weights [RPAUP]

R3 : Pupil instructions for a weighing

activity [RPAUP]

Key

Resources


classroom






classroom

Section 5 Practical work with fractions Teaching transformations Investigating distance


School

Curriculum

Key Focus

question

How can you help pupils to understand

fractions?

How can you develop confident mental

modelling in geometry?

What practical and imaginative

approaches can you use to develop

pupils’ understanding of distance?

Learning

Outcomes

for the

Teacher


developed pupils’ understanding of

fractions using simple resources;

used group work and problem

solving to increase pupils’

confidence in dealing with fractions.


introduced pupils to

transformation, congruence,

translation and reflection;

used cut-out shapes as a means

to develop the mental transformation

of geometric shapes;

considered the challenges of

differentiating this work for older and

younger pupils, and tried some

different approaches.


developed ways of teaching

measurement of length in a more

pupil-centred way;

developed your ability to organise,

support and assess practical

investigations around distance.

Resources R1 : Fractions [RPAUP]

R2 : Fraction strips [RPAUP]

R3 : Fraction discs [RPAUP]

R4 : Comparing fractions [BISKT]

R6 : Questions for self-evaluation

[BISKT]

R1 : Some Nigerian fabric patterns

[RPAUP]

R2 : Examples of congruent shapes

[RPAUP]

R3 : Translation [BISKT]

R4 : Translating and reflecting triangles

[BISKT]

R1 : Sample questions [RPAUP]

R2 : Two ways to check [RPAUP]

R3 : Question on length [RPAUP]

R 4 : Big tree [RPAUP]

Key

Resources


classroom.


Assessing learning


classroom


classroom


SCIENCE

Module 1 2 3

Looking at Life Investigating Materials Energy and Movement

Section 1 Classifying living things Investigating and classifying

materials

Everyday forces – investigating

movement

School

Curriculum

Key Focus

question

How can you help pupils organise their

observations of living things?

How can you use games and

investigations to help pupils identify and

classify materials?

How can we find out and build on pupils’

ideas about forces?

Learning

Outcomes

for the

Teacher


collected and displayed real items

in a logical way in your classroom

to support your pupils’ learning

about grouping living things;

used model building as a way of

recording what your pupils know

about different plants and animals;

organised your pupils into pairs or

small groups to undertake

independent research projects on

different life cycles.


used games to assess and develop

pupils’ awareness of materials

around them;

explored ways of demonstrating

properties of matter to pupils and

helped them to classify materials

around them;

guided pupils to more independence

in setting up their own investigations.


used different methods to find out

pupils’ ideas about forces around

them;

considered how to record your own

and pupils’ learning in this topic;

supported your pupils to do

investigations in small groups.

Resources R1 : An African family tree [RPAUP]

R2 : The current agreed classification of

living things [RPAUP]

R3 : The seven common characteristics

of all living things [BISKT}

R4 : Plant models [RPAUP]

R5 : Pupils’ models of animals from

scrap [EPW]

R6 : Story wheel of the life cycle of the

bean [RPAUP]

R1 : The scavenger hunt game

[RPAUP]

R2 : Lesson plan: Which can be

compressed – solid, liquid or gas?

[RPAUP]

R3 : Sample of pupil’s work [EPW]

R4 : Planning an investigation [BISKT]

R5 : Reading packaging [RPAUP]

R1 : Finding forces in pictures [RPAUP]

R2: Force games [RPAUP]

R3 : Force word spiders or burrs [EPW]

R4 : Summary of forces for the teacher

[BISKT]

R5 : How can we reduce friction? [PU]

R6 : More ideas for experiments around

forces [RPAUP]

Key

Resources


classroom


classroom

Using new technologies

Using new technologies Using mind maps and



classroom



classroom

Section 2 A closer look at plants Exploring solids Exploring sounds and music

School

Curriculum

Key Focus

question

How can you help pupils ask investigate

plants in the local environment?

How can you encourage pupil inquiry to

explore properties and changes in

solids?

How can you involve your pupils in

assessment?

Learning

Outcomes

for the

Teacher


explored how to help pupils ask

questions, observe and make

deductions to develop their

knowledge of local plants;

worked with pupils to develop

positive attitudes to how the local

habitat is valued and cared for;

planned and carried out a class

project to develop a local nature

trail.


supported pupils as they carry out

their own science investigations

(inquiry-based learning);

explored different ways to present

the results of their investigations;

used informal discussion with your

pupils to share ideas and develop

interesting areas of inquiry.


used peer assessment with your

pupils;

used resources from the local

community to produce musical

instruments with your pupils;

used practical activities to develop

your pupils’ understanding of how to

produce different sounds.

Resources R1 : Looking at plants [BISKT]

R2 : Reproduction in flowering plants

[RPAUP]

R3 : Developing a nature trail [RPAUP]

R1 : Making a zigzag book [RPAUP]

R2 : Looking at properties of solids

[RPAUP]

R3 : Lesson plan on solubility [RPAUP]

R4 : Disappearing ice cube race

[RPAUP]

R5 : Molecules and atoms [BISKT]

R1 : Sound story [RPAUP]

R2 : Sound waves – teacher notes

[BISKT]

R3 : Ideas pupils may have about

working in a group [RPAUP]

R4 : Ideas for judging each instrument

[RPAUP]

R5 : Traditional musical instruments

[BISKT]

Key

Resources


classroom



classroom Using explaining and


Assessing learning


classroom


classroom

Using the local community/

environment as a resource

Section 3 Investigating animals: hunters and

the hunted

Looking at liquids Investigating electricity

School

Curriculum

Key Focus How can you help pupils investigate How can you use different activities to What sorts of practical activities with


question how different living things feed? investigate liquids? electricity can you do in your classroom

Learning

Outcomes

for the

Teacher


used pupil observations of

ecosystems and species to explore

animal adaptations and behaviours;

provided opportunities for pupils to

share their knowledge;

undertaken project work with your

pupils.


used ‘big picture’ mind maps to

see what pupils already know when

starting a new topic;

undertaken practical classroom

demonstrations to challenge pupils’

thinking;

planned different sorts of activities

including investigations and drama

to develop pupils’ understanding of

the role of water.


gained confidence to do practical

activities in your classroom involving

electricity and improved your

understanding of the dangers

associated with electricity;

used rotating group work;

supported your pupils in

undertaking investigations in small

groups.

Resources R1 : Food chain [EPW]

R2 : Likely local ecosystems [RPAUP]

R3 : Keeping a praying mantis in the

classroom [BISKT]

R4 : Local knowledge [BISKT]

R1 : Surviving in the desert [RPAUP]

R2 : Sample mind map: Preliminary

activity – creating a mind map of all

we know about water [RPAUP]

R3 : Instructions for making a

waterwheel [BISKT]

R4 : Making a big book [BISKT]

R5 : Surface tension – information for

teachers [BISKT]

R1 : A careful look at the torch bulb

[RPAUP]

R2 : Safe ways to investigate electricity

[BISKT]

R3 : Lighting a bulb – templates and

discussion [PU et RPAUP]

R4 : Workcards [RPAUP]

R5 : Electromagnets: Teacher notes

[BISKT]

Key

Resources

Using new technologies Using mind maps and


Planning and preparing your

lessons

Using mind maps and brainstorming

to explore ideas


classroom

Section 4 Plants and animals adapting to

survive

Investigating air Looking at light and shade

School

Curriculum

Key Focus

question

How can you encourage pupils to make

deductions from their detailed

observations?

How can you use models, experiments

and discussions to help pupils build a

picture of air?

How can we integrate science with other

areas of the curriculum?

Learning

Outcomes

for the

Teacher


encouraged pupils to make

deductions from their observations

of living things (thinking and

behaving scientifically);


considered how to support

language learning in science;

explored ideas about air and


supported pupils in carrying out

their own investigations;

encouraged your pupils to develop


used mind maps to record

observations;

undertaken collaborative open-

ended activities.

particles with your pupils;

used different ways to assess your

pupils.

the science skill of prediction;

developed your own skills and

confidence in integrating different

areas of the curriculum.

Resources R1 : Mind mapping [EPW and BISKT]

R2 : Ideas for a temporary pond

[RPAUP]

R3 : Mini-beasts [RPAUP]

R4 : Questions on moving in the air

[BISKT]

R5 : Examples of flight patterns and

wing shapes [BISKT]

R1 : An introductory ‘air’ lesson

[RPAUP]

R2 : Air experiments [RPAUP]

R3 : ‘What lifts an airplane?’ Practical

activities to carry out with your class

[RPAUP]

R4 : The slow paper race [RPAUP]

R5 : Finding out more about air

[RPAUP]

R1 : Safety advice for teachers [BISKT]

R2 : Wall shadows [RPAUP]

R3 : Information on light [BISKT]

R4 : Additional reflection activities

[RPAUP]

R5 : Ideas for creating shadow puppets

[RPAUP]

R6 : Periscopes – ideas to get you

started [RPAUP]

Key

Resources

Using mind maps and





Section 5 Developing attitudes about our

environmental impact

Wise use and reuse of materials From Earth to the stars – using

models

School

Curriculum

Key Focus

question

How can you help pupils develop values

of caring and concern for the

environment?

How can you develop responsible

attitudes to material use and reuse?

How can you use models to help pupils

develop their understanding of the

universe??

Learning

Outcomes

for the

Teacher


used discussion to help pupils

become more aware of their values

and attitudes towards the

environment;

used different resources (articles,

information books, web sites,

photographs, drawings etc.) with

your pupils;

helped your pupils plan, participate

in and assess environmental action

projects.


used different ways to develop

responsible attitudes towards the

use of material resources;

organised practical projects to reuse

materials;

worked with your pupils to develop

criteria to evaluate different products

and processes.


used different models to help

pupils develop their understanding

of the Earth in space;

used brainstorming, observation

and model building to explore

pupils’ own ideas about the

universe;

explored storytelling as a way of

encouraging pupils in the study of

space.

Resources R1 : The ‘Out of Africa’ theory of human R1 : Renewable and non-renewable R1 : Modelling night and day [RPAUP]


origins [BISKT and RPAUP]

R2 : Interrogating artefacts [BISKT and

RPAUP]

R3 : History of technology [BISKT]

R4 : White throat guenon [EPW]

R5 : Thinking globally – acting locally

[RPAUP]

R6 : Ideas pupils may have about

working in a group [RPAUP]

resources [BISKT]

R2 : Products from crude oil [BISKT]

R3 : Making compost [IPSC]

R4 : Ecological footprint [RPAUP]

R5 : Lesson plan: Finding the best

waste material ball [RPAUP]

R2 : Day and night questionnaire

[RPAUP]

R3 : Sun, Moon and Water [RPAUP]

R4 : The moon and its relationship to

the Earth and the sun – background

for the teacher [BISKT]

R5 : Solar system – facts and figures

[RPAUP]

R6 : A scale model of the solar system

[RPAUP]

Key

Resources

Using mind maps and



Assessing learning

Using mind maps and





to explore ideas


SOCIAL STUDIES / ARTS

Module 1 2 3

Developing an Understanding

of Place

Investigating History Looking at the Arts

Section 1 Mapping the local environment Investigating family histories Exploring the visual arts

School

Curriculum

Key Focus

question

How can you use the local environment

to develop pupils’ understanding of

maps and place?

How can you structure small-group

activities in your classroom to develop

collaborative working and build self-

confidence?

How do you explore the visual arts with

your pupils?

Learning

Outcomes

for the

Teacher


used local resources to develop

your skills in teaching about the

physical features of home and

school environments;

used games to extend your pupils’

understanding of maps;

used group work as a teaching

and learning strategy to manage

large and small classes.


structured your activities to help

pupils understand themselves and

their relationships with other family

members;

used small-group discussions to

build pupils’ self-confidence as they

investigate their family histories.


developed your skills in carrying

out classroom activities and related

discussions in the area of visual

arts;

developed pupils’ knowledge of the

visual arts that are produced and

used in the community;

undertaken practical artwork with

your pupils.

Resources R1 : Map symbols [BISKT]

R2 : Sample map [RPAUP]

R3 : Questions for maps [RPAUP]

R1 : Kinship chart [RPAUP]

R2 : Another kinship chart [RPAUP]

R3 : My timeline [RPAUP]

R1 : A homework list of local artefacts

[EPW]

R2 : Categories for organising types of

artworks and artefacts [RPAUP]

R3 : An African mask [RPAUP]

Key

Resources


classroom


thinking


classroom




classroom

Section 2 Human settlements and resources Investigating how we used to live Organising practical craft activities

School

Curriculum

Key Focus What different activities can you use to How can you develop your pupils’ How can you help pupils ask questions


question explore why people settle in particular

places?

thinking skills in history, using oral and

written sources?

about and produce local crafts

Learning

Outcomes

for the

Teacher


used small group work and debate to

help pupils understand the

resources needed for living;

used pictures and maps to explore

the relationship between the

availability of resources and human

settlement..


used oral history and documents

to develop pupils’ thinking skills in

history;

planned and carried out activities

that help pupils gather and use oral

evidence to find out about past

events


found out what pupils already know

about local crafts;

organised your pupils into small

groups to undertake research

activities;

planned practical activities to help

pupils produce and evaluate their

own craft items.

Resources R1 : Natural resources and human

settlement in Nigeria [RPAUP]

R2 : How to debate an issue [BISKT]

R3 : Bush burning [RPAUP]

R4 : Different environments [RPAUP]

R1 : Oral history [BISKT]

R2 : Possible interview question

[RPAUP]

R3 : The Nigerian civil war [BISKT]

R4 : The Aba women’s riot [BISKT]

R1 : Research questions on traditional

tools and implements [RPAUP]

R2 : Assessment sheet for research

presentations [RPAUP]

R3 : Making pots [BISKT

Key

Resources


thinking



Section 3 Investigating weather Using different forms of evidence in

history

Using dance for learning

School

Curriculum

Key Focus

question

How can you make the study of the

weather more open-ended and activity

based?

How can you use mind mapping and

fieldwork to develop historical skills?

How can you use dance to enhance

learning and physical well-being?

Learning

Outcomes

for the

Teacher


developed pupils’ skills of

observation, data collection and

interpretation of weather patterns in

order to predict and forecast the

weather;

used group work to encourage

cooperative learning as pupils

design and construct weather

instruments.


used pictorial maps to help pupils

see the importance of the natural

environment in human settlement

patterns (see also Module 1,

Section 2);

used small-group investigations,

including fieldwork, to develop

pupils’ understanding of early

African societies.


explored ways to show how African

dance traditions can express

society’s needs and values;

helped your pupils understand the

changing nature of tradition through

practical dance;

drawn on dance traditions to improve

learning and assessment, and

develop pupils’ physical well-being.

Resources R1 : African folklore relating to weather R1 : Great Zimbabwe [BISKT] R1 : Stories of the Venda drum [BISKT]


– a teacher resource [BISKT]

R2 : A weather observation chart [PU]

R3 : Measuring wind direction and

speed [RPAUP]

R4 : Observational chart [PU]

R5 : How weather affected Mr Ojo and

his family [RPAUP]

R2 : Pictorial map of Great Zimbabwe

[RPAUP]

R3 : A mind map about keeping cattle

[RPAUP]

R4 : Cattle in traditional life – the Fulani

[BISKT]

R5 : The role of cattle – past and

present [PU]

R2 : Local traditions [BISKT]

R3 : Refining our dance [RPAUP]

R4 : Thinking back about dance

[RPAUP]

Key

Resources


classroom


to explore ideas






Section 4 Investigating the changing

environment

Understanding timelines Using music in the classroom

School

Curriculum

Key Focus

question

How can you raise pupils’ awareness of

the issues of resources and pollution in

the environment?

How can you use timelines and other

sources to develop understanding of

cause and effect?

What different approaches are there to

making music in the classroom?

Learning

Outcomes

for the

Teacher


used different strategies to raise

awareness of pollution and climate

change;

used an investigative approach to

help pupils understand the effects

of pollution;

used group work and simple

fieldwork to develop young pupils’

understanding of local resources.


used timelines to represent

historical change over time;

helped pupils to identify the key

events in a particular historical

process;

encouraged pupils to view history

not just as a series of dates to be

learned but as a process to be

investigated;

used a variety of sources to help

pupils see that one event may have

many causes.


used the environment and

community as resources for

learning;

planned practical music activities;

involved pupils in making their own

music, using different musical

cultures and forms.

Resources R1 : Plant handout [RPAUP]

R2 : Water issues [RPAUP]

R3 : Maize seed experiment [RPAUP]

R4 : The water cycle [BISKT]

R5 : Global warming articles [BISKT]

R6 : Nigeria’s sinking coastlines

[BISKT]

R1 : Some important historical events

since independence [BISKT]

R2 : African timelines template

[RPAUP]

R3 : Key events in the move to

independence [BISKT]

R1 : Exploring sound [RPAUP]

R2 : Making instruments [RPAUP]

R3 : Listening to sounds in everyday life

[RPAUP]

R4 : Praise singing [BISKT]

R5 : Pupil praise songs [BISKT]

R6 : Musical pipes [BISKT]

Key

Resources

Using mind maps and



Section 5 Investigating other people and

places

Using artefacts to explore the past The art of storytelling

School

Curriculum

Key Focus

question

How can you help pupils explore

similarities between different people

and different places?

How can you use artefacts and other

evidence to explore local and national

history?

How can you help pupils appreciate

stories and develop their storytelling

skills?

Learning

Outcomes

for the

Teacher


explored difference and similarity

across different African contexts;

used interactive strategies that

allow the comparison of

communities and practices across

contexts;

set up a focused classroom

research activity using a range of

resources.


used artefacts to help pupils raise

questions about and understand the

past;

developed lessons that allow pupils

to think about their national history in

relation to their own identities;

involved local experts and the

environment in your lessons to

stimulate pupils’ interest in local

history.


planned and managed classroom

activities to develop an appreciation

of stories and storytelling;

used local contacts and resources

to develop your knowledge about

the culture of storytelling;

devised and used strategies to

help pupils write their own stories.

Resources R1 : Living in different communities

[RPAUP]

R2 : A comparison of Owo and Idodo

[RPAUP]

R3 : Education for sustainable

development (ESD) [BISKT]

R1 : Using artefacts in the classroom

[BISKT]

R2 : My artefact [PU]

R1 : A caterpillar’s voice [RPAUP]

R2 : Stories and fables from across

Africa [RPAUP]

R3 : Pictures for stories [RPAUP]

R4 : Using pictures as a stimulus for

story writing [RPAUP]

Key

Resources


thinking


classroom


classroom

Utiliser l'environnement local

comme ressource




to explore ideas



LIFE SKILLS

Module 1 2 3

Personal Development – How

Self-Esteem Impacts on

Learning

Exploring Social Development Community Issues and

Cit izenship

Section 1 Ways to explore who pupils are Exploring social networks Exploring good citizenship

School

Curriculum

Key Focus

question

How can you help pupils explore who

they are in ways that are sensitive and

stimulating?

How can using role play, family trees

and local experts help you explore

social networks?

How can you use different ways of

organising pupils to develop their

understanding of citizenship?

Learning

Outcomes

for the

Teacher


developed your skills in organising

the class in ways that will help pupils

show respect for each other;

developed your skills in asking

questions to encourage thinking;

used different ways to gather data

to help pupils discuss who they are.


set up discussions and used family

trees to identify pupils’ immediate

and extended family;

used role play and problem solving

to explore school networks and

relationships;

worked with local experts to extend

pupils’ knowledge about community

networks.


developed your skills to help you

relate pupils’ previous knowledge to

new knowledge about citizenship;

found different ways to help pupils

find out about community

responsibilities;

organised a school assembly.

Resources R1 : Similarities and differences [BISKT]

R2 : Asking questions about feelings

[BISKT]

R3 : How to conduct a class survey

[BISKT]

R4 : Observing your pupils [BISKT]

R1 : Reasons for living in families –

Miss Ndonga’s class list [BISKT]

R2 : Family network [PU]

R3 : Role plays for exploring school

networks [RPAUP]

R1 : Rights and duties of children – Mrs

Nqwinda’s class list [EPW]

R2 : Rights of the Child in Nigeria

[BISKT]

R3 : Excerpt from the Constitution of

Nigeria, showing those who qualify

to be a Nigerian citizen [BISKT]

Key

Resources

Using role play/dialogue/drama in

the classroom







Section 2 Planning physical growth and

development sessions

Investigating our place in the

community

Ways to investigate gender issues

School

Curriculum


Key Focus

question

How can you plan lessons to develop

self-esteem?

How can you use storytelling and local

knowledge and culture to enhance

learning?

How can you use interactive strategies

to discuss gender issues?

Learning

Outcomes

for the

Teacher


planned lessons that are focused

on clear learning outcomes to

investigate growth and development;

explored ways to include games

and exercises into your lessons;

used problem solving in whole-

school activities.


found out more about the local

community through discovery

learning;

used role play to identify

acceptable behaviour in different

situations;

used storytelling to develop pupils’

awareness of different cultures.


explored attitudes to gender

through single-sex group work;

used reverse role play to highlight

gender stereotyping;

used local experts and drama

presentations to share ideas on

gender issues.

Resources R1 : Introduction to physical

development [BISKT]

R2 : Planning ways to introduce the four

principles of physical development

[BISKT]

R3 : Using games and physical exercise

[BISKT]

R4 : How Mr Ogunlade taught his

lesson [BISKT]

R5 : Mr Ogunlade’s other ideas for

health promotion [BISKT]

R6 : Picture of an unhealthy school

environment [PU]

R1 : What is a community? [BISKT[

R2 : Sample questions pupils might ask

to find out more about local

community groups [RPAUP]

R3 : One family’s rules [RPAUP]

R4 : Role play on community

relationships [RPAUP]

R5 : Intercultural communities [BISKT]

R6 : Conflict in the community [RPAUP]

R1 : Gender issues [BISKT]

R2 : Gender – what do you think? [PU]

R3 : Reverse role play [RPAUP]

Key

Resources

Planning and preparing your

lessons




the classroom


the classroom

Section 3 Exploring pupils’ ideas about

healthy living

Ways of taking responsibility Looking at work and employment

School

Curriculum

Key Focus

question

How can you use prior knowledge and

group work to develop understanding of

healthy living?

How can you link home and school

knowledge to help school achievement?

How can different ways of grouping

pupils develop understanding of work

and employment?

Learning

Outcomes

for the

Teacher


used class and group discussion

to find out what pupils already

know;

learned how to build on pupils’


used linking activities at home and at

school;

used group work and discussion to

identify how beliefs and values relate


used ‘think-pair-share’ to help your

pupils realise the importance of

work in the home and community;

prepared collaborative (joint)


prior knowledge;

used local resource people to

motivate pupils to learn.

to classroom behaviour;

helped pupils make their own rules

for classroom behaviour.

activities and assessed individual

learning;

used local contexts and resources

to motivate pupils to understand

about work and employment.

Resources R1 : Healthy living practices [BISKT]

R2 : Ideas for classroom displays

[RPAUP]

R3 : Local foods [RPAUP]

R1 : The benefits of classroom

principles [BISKT]

R2 : Using monitors [BISKT]

R3 : Asking children to agree rules

[BISKT]

R1 : Ways of earning money – Mr

Petrus’ class list [EPW]

R2 : Worksheet for the visit to the

market [PU]

Key

Resources


thinking

Using mind maps and




Section 4 Activities to support emotional well-

being

Investigating self-esteem Exploring the environment

School

Curriculum

Key Focus

question

How can you set up activities to support

pupils’ emotional well-being?

How can you use stories and other

activities to develop and assess pupils’

self-esteem?

How can you gather data to develop

pupils’ learning about the environment?

Learning

Outcomes

for the

Teacher


organised different activities to

develop and support emotional well-

being in your classroom;

worked in a positive and

affirmative manner;

reflected on your own behaviour in

developing your pupils’ emotional

well-being.


used different activities and ways of

grouping pupils to develop self-

esteem;

developed your understanding of

factors that can influence self-

esteem;

planned a community-based activity;

used ways of assessing learning.


used real-life stories, data gathering

and diaries to develop

understanding of environmental

issues;

planned, carried out and reflected

on an action on a local

environmental issue;

assessed the learning of the class

and the success of the project.

Resources R1 : Reflecting on your behaviour

[BISKT]

R2 : Mrs Oshodi’s reflections on her

approach [BISKT]

R1 : A story about self-esteem [RPAUP]

R2 : Types of abuse [BISKT]

R3 : The role of schoolteachers [BISKT]

R4 : Finding out what pupils already

know about relationships [BISKT]

R5 : Responses to the role play [BISKT]

R1 : Problems of getting water [EPW]

R2 : Water usage diary [PU]

R3 : The story of the selfish farmer

[RPAUP]

R4 : Questions concerning use of the

land [PU]


R6 : Guidelines for planning a

community-based activity [BISKT]

R5 : Mary Ojerinde [RPAUP]

Key

Resources




the classroom



Assessing learning

Section 5 Ways to promote spiritual well-

being

Ways of managing conflict Sensitive ways to raise HIV and

AIDS

School

Curriculum

Key Focus

question

How can you promote spiritual well-

being in your classroom?

How can you manage conflict in your

classroom and help pupils to manage

disagreements?

How can you teach a sensitive topic like

HIV and AIDS in a constructive and

supportive manner?

Learning

Outcomes

for the

Teacher


explored ways to promote positive

attitudes in the classroom;

used storytelling and discussion to

help pupils feel safe and secure;

identified individual behaviour to

support pupils’ learning;

planned activities to help celebrate

life with the whole class and school.


developed strategies for managing

conflict within the classroom;

used pair work to identify different

causes of conflicts and ways of

resolving them;

used problem solving to resolve

conflicts.


prepared yourself for teaching a

sensitive subject such as HIV and

AIDS, using a variety of resources

including the Internet;

used different methods such as role

play and local experts to ensure

active learning;

created a sensitive learning

environment to develop

understanding of HIV and AIDS.

Resources R1 : Celebrations [BISKT] R1 : A family conflict [BISKT]

R2 : ‘Discussions prevent community

conflict’ [BISKT]

R1 : HIV and AIDS in Africa [BISKT]

R2 : The classroom atmosphere

[BISKT]

R3 : HIV and AIDS quiz [PU]

R4 : Transmission runaround [RPAUP]

R5 : Role play for HIV and AIDS lessons

[BISKT]

Key

Resources


the classroom

Using mind maps and

