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
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.
TESSA-Nigeria: Overview of Resources
Page 1
LITERACY
Module
Reading and Writing for a

Range of Purposes
Using Community Voices in

Your Classroom
Promoting Communication
in an Additional Language
Supporting and assessing

reading and writing
Investigating stories
Providing natural contexts for

language practice
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:

have:

have:
used songs and rhymes to

teach beginners to read;
used environmental print and

grocery packaging to teach
reading, writing and design;
used investigation and research

methods to develop your
classroom practice;
used classroom management

to help pupils learn an
additional language;
investigated pupils
understanding of stories;
used games and everyday

activities to develop pupils
language skills and vocabulary.
Section 1
School
Curriculum
Resources
explored ways of supporting

learning with group work;
developed your ability to

assess learning.
R1 : What successful readers and

writers need to know [BISKT]
R1 : Traditional fables [BISKT]
R2 : Examples of songs and

rhymes RPAUP]
R3 : Questions about stories [PU]
R3 : Example questions to ask

about a grocery item [RPAUP]
R4 : Preparing for a community
walk during which pupils
will notice environmental
print [RPAUP]
Key
Resources
Section 2
explored ways to create original

stories.
R2 : Why people tell stories [EPW]

R4 : How Mrs Abdullahi found her
story [BISKT]
R1 : Total physical response ideas

[BISKT]
R2 : A writing frame for instructions
[RPAUP]
R3 : Recipes [RPAUP]
R5 : The river that swept away

liars [RPAUP]
R6 : Assessing your story [BISKT]
Researching in the classroom

Using explaining and
demonstrating to assist
learning
Stimulating interest in reading

stories
Ways to collect and perform

stories
Ways towards fluency and

accuracy
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

have:

have:

have:
School
Curriculum
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
worked with your local

community to promote
language skills and pride in
cultural heritage;
planned and organised

opportunities for performance
guided your pupils towards

control of the structures of the
additional language;
used drills, songs, poems and

stories to teach language
structures;
Page 2
reading;
Resources
before an audience.
explored different ways to

promote sustained silent
reading (SSR) in your
classroom.
helped your pupils to monitor

their own work as they look for
meaning and correct use of
verbs.
R1 : Preparation for shared reading

[RPAUP]
R1 : Sample invitation letter

[RPAUP]
R1 : Alternative lesson structures

used by Mr Gasana [BISKT]
R2 : Questions to use with book

readings first, second and
third readings [RPAUP]
R2 : Assessing group story

performances [PU]
R2 : Sale advertisement [RPAUP]

R3 : Verb tense charts [RPAUP]
R4 : A praise poem [PU]
R3 : A story [RPAUP]
R5 : Verbs and adverbs in the

poem My Drum by Francis
Faller [BISKT]
R4 : Sustained silent reading

[BISKT]
R6 : Writing frame to support

planning a story [RPAUP]
Key
Resources
Using storytelling in the

classroom
Using group work in your

classroom
Assessing learning
Working with multi-grade

classes
Being a resourceful teacher in

challenging conditions
Section 3
Ways of reading and

responding to information texts
Using local games for learning
Creating opportunities for

communication
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

have:

have:

have:
School
Curriculum
Resources

create questions and tasks that
encourage close reading of
texts and personal responses;
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
used traditional and local

games to support learning
activities;
created activities for real

communication in your
additional language class;
motivated pupils and built

their confidence in using
language through games, songs
and rhymes;
developed a library of
resources to stimulate natural
communication;
extended your own skills in

thinking about your role and
effectiveness by investigating
the value of games for learning.
used group and pair work to

develop interaction in the
additional language.
R1 : Text on litter [RPAUP]
R1 : Action-reflection cycle [BISKT]
R2 : Introductory questions
[RPAUP]
R2 : Research on local games in

the curriculum [BISKT]
R3 : Good posters [BISKT]
R3 : Word games [RPAUP]
R4 : A pie chart [RPAUP]
R4 : Skipping song [RPAUP]
Section 4
Using mind maps and

brainstorming to explore ideas
Ways of presenting your point

of view
R3 : Words and meanings bones

in the body [RPAUP]
R5 : Making meaning [RPAUP]
R6 : The kapok tree [RPAUP]

Using questioning to promote
thinking
R2 : Ideas for pictures [RPAUP]
R4 : Describe and arrange [RPAUP]
R5 : Text on the baobab [RPAUP]
Key
Resources
R1 : More information gap activities

[RPAUP]
Using story and poetry

classroom

classes
Ways to build on home

language knowledge
School
Curriculum
Page 3
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

have:

have:

have:
supported pupils in expressing

their points of view in speech
and in writing;
used name or praise poems or

stories to stimulate pupils ideas
for writing;
developed your ability to help

pupils understand other
peoples situations, feelings
and points of view;
used resources such as

magazine or newspaper articles
to stimulate ideas for writing life
stories (biographies);
used discussion to explore

inclusion issues.
Resources
R1 : Child who is left out [RPAUP]

R2 : Games that promote
understanding of physical
disability [RPAUP]
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.
explored drafting and

crafting when writing.
R1 : Preparing lessons on name or

praise poems [BISKT]
R1 : Poem [RPAUP]
R2 : Name poems and stories

[RPAUP]
R3 : Safety [RPAUP]
R3 : Structure of debating
speeches [BISKT]
R3 : Praise poems and stories

[RPAUP]
R4 : Rules and procedures for

debating [BISKT]
R4 : Preparing lessons on life

stories [BISKT]
R5 : Example letter written by

Vivians class [EPW]
R5 : Questions for pupils to think

about how to improve (craft)
what they have written in
their first draft [PU]
R6 : Argument phrases [BISKT]
R2 : Lesson transcript [BISKT]

R4 : Aims and values some
examples [BISKT]
Key
Resources
Section 5
Ways of becoming a critical

reader and writer
Turning oral stories, poems and

games into books
Supporting additional language

learning
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

have:

have:

have:
School
Curriculum
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;
Resources
used different ways of

assessing learning.
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
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;
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.
explored how to produce

books of stories, poems, games
and songs for a class library.
R1 : How stories are made into

books [BISKT]
R1 : Pen-pals [BISKT]
R2 : A checklist for pupils to use

when editing their work for a
book [PU]
R3 : Assessing pen-pal letters [PU]
R3 : Turning pupils stories into a

Big Book [RPAUP]
R2 : Writing letters [BISKT]

R4 : Songs and stories about
processes [RPAUP]
Page 4
advertisements [BISKT]
R4 : Designing advertisements
[RPAUP]
Key
Resources
R4 : Features of good cover design

[BISKT]


Page 5
NUMERACY
Module
Investigating Number and

Pattern
Exploring Shape and Space
Investigating Measurement
and Data Handling
Learning through games
Exploring shapes
Introducing measurement
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

have:

have:

have:
Section 1
School
Curriculum
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
Resources
used open-ended sorting

activities to explore knowledge
of shapes;
used mind maps to find out

what pupils already know about
measurement and measuring;
explored practical ways to

introduce pupils to the language
or register of mathematical
terms;
used cross-curricular teaching

to see how subject areas are
interlinked;
used practical activities to

develop pupils understanding
and use of mathematical
descriptions of basic geometric
shapes.
planned your lessons to meet

pupils needs in developing
their understanding of
measure.
Used different ways to gather

data to help pupils discuss who
they are
R1 : Number bond games [RPAUP]
R1 : Using feely bags [RPAUP]
R2 : Games to practise numeracy

skills [RPAUP]
R2 : A mathematical dictionary
[RPAUP]
R3 : Table to record numeracy

skills [PU]
R1 : A measurement mind map

[EPW]
R2 : How mind maps can help
mathematics teachers and
pupils [BISKT]
R3 : Heart rate [BISKT]
R4 : The cultural game of Africa

[RPAUP]
R4 : Units of measurement [RPAUP]

R5 : Space and measure [PU]
Key
Resources
Section 2

classroom

classes

Patterns in number charts
Practical ways from sheet to

cube
Measuring and handling time
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

have:

have:

have:
School
Curriculum
helped pupils to find patterns

using number charts;
set up and managed

investigations using number
charts;
explored practical ways to use

the local environment and
simple nets to help pupils
understand 3D objects;
used investigation and

enhance your skills in mixedability teaching;
considered the benefits of

cross-curricular teaching in
Page 6
improved your skills at

working with groups.
problem solving to extend your

pupils thinking about the
different nets to make cubes;
Resources
used dice to encourage

mental visualisation and
transformation of cubic nets.
Section 3
developed your skills in

managing an active classroom
and resourcing it well.
R1 : 100-square number chart

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

[RPAUP]
R1 : Ways of measuring time long

ago [RPAUP]
R2 : Thinking about your lesson

[BISKT]
R2 : 11 nets for a cube [RPAUP]
R3 : Partial number squares

[RPAUP]
R4 : Numbered dice net [RPAUP]
R2 : Water clocks ways of

measuring time throughout
history [BISKT]
R3 : Dice facts [BISKT]
R4 : Mrs Dosous multiplication

charts [EPW]
Key
Resources
measuring time;

classroom

thinking
Using investigations in the

classroom
R3 : Sundials [BISKT]
R4 : Units of time [RPAUP]

classroom

classroom.
Ways to solve number

problems
Exploring 3D geometry
Discussing data
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

have:

have:
By the end of this section, you will:
School
Curriculum
used strategies to explore

pupils ways of solving
mathematical problems;
distinguished between deep

and superficial features of
mathematical problems;
Resources
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.
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.
R1 : Why problem solving is

important [BISKT]
R1 : Collecting and making shapes

and objects [RPAUP]
R1 : Tally chart [RPAUP]
R2 : Ways to help pupils solve

problems [BISKT] [ICS]
R2: Photograph of a pyramid

[RPAUP]
R3 : Charts and graphs [BISKT]
R3 : Nets [PU]
R4 : 3D objects [BISKT]
R2 : Data handling [BISKT]

R4 : Structured questions [BISKT]
R5 : Kanos rainfalls [RPAUP]
R5 : Recording results [PU]

Key
Resources
Section 4
Seeing multiplication visually
Using explaining and

learning
Using mind maps and

Exploring symmetry

classes

classroom
Assessing learning
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?
Page 7
Learning
Outcomes
for the
Teacher

have:
explored multiplication with

your pupils through visual
means;
used rectangular shapes to

help pupils understand factors;
used investigations to explore

patterns in number series.

have:
Resources
R1 : Square numbers [RPAUP]

R2 : Table of multiplications
[RPAUP]
used group work to help

of symmetry, including multiple
lines of symmetry and orders of
rotational symmetry;
developed a range of
strategies including using openended questions to develop
thinking skills around
symmetry;

have:
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

organise your class.
worked across curriculum

areas to extend ideas about
symmetry.
R1: Examples of symmetry found

in nature [RPAUP]
R1 : Simple balance [RPAUP]
R3 : Tens and units [RPAUP]
R2: Examples of symmetry in

Nigerian masks [RPAUP]
R2 : Pupil instructions for

estimating and comparing
weights [RPAUP]
R4 : Times table (Example 9 times

table) [RPAUP]
R3 : Symmetry lines and rotation

[RPAUP]
R3 : Pupil instructions for a

weighing activity [RPAUP]
R4: Examples of symmetry in art

and fabrics [RPAUP]
R5: Polygons [PU]
R6 : Recording symmetry [PU]
Key
Resources
Section 5

classroom



classroom
Practical work with fractions
Teaching transformations
Investigating distance
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

have:

have:

have:
School
Curriculum
Resources
developed pupils
understanding of fractions
using simple resources;
introduced pupils to
transformation, congruence,
translation and reflection;
developed ways of teaching

measurement of length in a
more pupil-centred way;
used group work and problem

solving to increase pupils
confidence in dealing with
fractions.
used cut-out shapes as a

means to develop the mental
transformation of geometric
shapes;

organise, support and assess
practical investigations around
distance.
considered the challenges of

differentiating this work for
older and younger pupils, and
tried some different
approaches.
R1 : Fractions [RPAUP]
R2 : Fraction strips [RPAUP]
R3 : Fraction discs [RPAUP]
R4 : Comparing fractions [BISKT]
R6 : Questions for self-evaluation
[BISKT]
Key
Resources

classroom.
R1 : Some Nigerian fabric patterns

[RPAUP]
R1 : Sample questions [RPAUP]
R2 : Examples of congruent shapes

[RPAUP]
R3 : Question on length [RPAUP]
R3 : Translation [BISKT]
R 4 : Big tree [RPAUP]
R4 : Translating and reflecting

triangles [BISKT]
R2 : Two ways to check [RPAUP]

classes
Assessing learning

classroom

classroom
Page 8
Page 9
SCIENCE
Module
Looking at Life
Investigating Materials
Energy and Movement
Classifying living things
Investigating and classifying

materials
Everyday forces investigating

movement
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

have:

have:

have:
used games to assess and

develop pupils awareness of
materials around them;
used different methods to find

out pupils ideas about forces
around them;
explored ways of demonstrating

properties of matter to pupils
and helped them to classify
materials around them;
considered how to record your

own and pupils learning in this
topic;
supported your pupils to do

investigations in small groups.
Section 1
School
Curriculum
Resources
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.
guided pupils to more

independence in setting up their
own investigations.
R1 : An African family tree

[RPAUP]
R1 : The scavenger hunt game

[RPAUP]
R1 : Finding forces in pictures

[RPAUP]
R2 : The current agreed

classification of living things
[RPAUP]
R2 : Lesson plan: Which can be

compressed solid, liquid or
gas? [RPAUP]
R2: Force games [RPAUP]
R3 : The seven common

characteristics of all living
things [BISKT}
R3 : Sample of pupils work [EPW]
R4 : Summary of forces for the

teacher [BISKT]
R4 : Plant models [RPAUP]
R5 : Reading packaging [RPAUP]
R4 : Planning an investigation
[BISKT]
R5 : Pupils models of animals from

scrap [EPW]
R3 : Force word spiders or burrs

[EPW]
R5 : How can we reduce friction?

[PU]
R6 : More ideas for experiments
around forces [RPAUP]
R6 : Story wheel of the life cycle of

the bean [RPAUP]
Key
Resources

classroom

classroom
Section 2
Using new technologies
Using mind maps and


classroom

classroom
A closer look at plants
Exploring solids
Exploring sounds and music
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?
School
Curriculum
Key Focus
question
Page 10
Learning
Outcomes
for the
Teacher

have:
Resources
Key
Resources

have:
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.

present the results of their
investigations;
used peer assessment with

your pupils;
used resources from the local

community to produce musical
instruments with your pupils;

develop your pupils
understanding of how to
produce different sounds.
used informal discussion with

your pupils to share ideas and
develop interesting areas of
inquiry.
R1 : Looking at plants [BISKT]
R1 : Making a zigzag book [RPAUP]
R1 : Sound story [RPAUP]
R2 : Reproduction in flowering
plants [RPAUP]
R2 : Looking at properties of solids

[RPAUP]
R2 : Sound waves teacher notes

[BISKT]
R3 : Developing a nature trail

[RPAUP]
R3 : Lesson plan on solubility

[RPAUP]
R3 : Ideas pupils may have about

working in a group [RPAUP]
R4 : Disappearing ice cube race

[RPAUP]
R4 : Ideas for judging each

instrument [RPAUP]
R5 : Molecules and atoms [BISKT]
R5 : Traditional musical
instruments [BISKT]

classroom
Section 3
supported pupils as they carry

out their own science
investigations (inquiry-based
learning);

have:

classes
classroom Using explaining and
learning
Assessing learning

classroom

classroom
Using the local community/

environment as a resource
Investigating animals: hunters

and the hunted
Looking at liquids
Investigating electricity
Key Focus
question
How can you help pupils

investigate how different living
things feed?
How can you use different

activities to investigate liquids?
What sorts of practical activities

with electricity can you do in your
classroom
Learning
Outcomes
for the
Teacher

have:

have:

have:
School
Curriculum
Resources
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.
R1 : Food chain [EPW]

R2 : Likely local ecosystems
[RPAUP]
R3 : Keeping a praying mantis in
the classroom [BISKT]
R4 : Local knowledge [BISKT]
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
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.
R1 : Surviving in the desert

[RPAUP]
R1 : A careful look at the torch bulb

[RPAUP]
R2 : Sample mind map: Preliminary

activity creating a mind map
of all we know about water
[RPAUP]
R2 : Safe ways to investigate

electricity [BISKT]
R3 : Instructions for making a

waterwheel [BISKT]
R4 : Workcards [RPAUP]
R4 : Making a big book [BISKT]

R5 : Surface tension information
for teachers [BISKT]
R3 : Lighting a bulb templates

and discussion [PU et RPAUP]
R5 : Electromagnets: Teacher notes
[BISKT]
Page 11
Key
Resources
Section 4
Using mind maps and

Using mind maps and

Planning and preparing your

lessons

classroom
Plants and animals adapting to

survive
Investigating air
Looking at light and shade
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

have:

have:

have:
encouraged pupils to make

deductions from their
observations of living things
(thinking and behaving
scientifically);
considered how to support

language learning in science;
supported pupils in carrying

out their own investigations;
explored ideas about air and

particles with your pupils;
used different ways to assess

your pupils.
encouraged your pupils to

develop the science skill of
prediction;
developed your own skills and

confidence in integrating
different areas of the
curriculum.
School
Curriculum
used mind maps to record

observations;
undertaken collaborative openended activities.
Resources
R1 : Mind mapping [EPW and

BISKT]
R1 : An introductory air lesson

[RPAUP]
R1 : Safety advice for teachers

[BISKT]
R2 : Ideas for a temporary pond

[RPAUP]
R2 : Air experiments [RPAUP]
R2 : Wall shadows [RPAUP]
R3 : What lifts an airplane?

Practical activities to carry out
with your class [RPAUP]
R3 : Information on light [BISKT]
R4 : The slow paper race [RPAUP]
R5 : Ideas for creating shadow

puppets [RPAUP]
R3 : Mini-beasts [RPAUP]
R4 : Questions on moving in the air
[BISKT]
R5 : Examples of flight patterns
and wing shapes [BISKT]
Key
Resources
Section 5
Using mind maps and


R5 : Finding out more about air

[RPAUP]
R4 : Additional reflection activities

[RPAUP]
R6 : Periscopes ideas to get you

started [RPAUP]
Developing attitudes about our

environmental impact
Wise use and reuse of

materials
From Earth to the stars using

models
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

have:

have:

have:
used different ways to develop

responsible attitudes towards
the use of material resources;
used different models to help

pupils develop their
understanding of the Earth in
space;
used brainstorming,
School
Curriculum
used discussion to help pupils

become more aware of their
values and attitudes towards
the environment;
used different resources
organised practical projects to

reuse materials;
Page 12
(articles, information books,

web sites, photographs,
drawings etc.) with your pupils;
Resources
helped your pupils plan,

participate in and assess
environmental action projects.
R1 : The Out of Africa theory of

human 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]
worked with your pupils to

develop criteria to evaluate
different products and
processes.
R1 : Renewable and non-renewable

resources [BISKT]
R1 : Modelling night and day

[RPAUP]
R2 : Products from crude oil

[BISKT]
R2 : Day and night questionnaire

[RPAUP]
R3 : Making compost [IPSC]
R3 : Sun, Moon and Water [RPAUP]
R4 : Ecological footprint [RPAUP]
R4 : The moon and its relationship

to the Earth and the sun
background for the teacher
[BISKT]
R5 : Lesson plan: Finding the best

waste material ball [RPAUP]
R6 : A scale model of the solar

system [RPAUP]
Using mind maps and

Using mind maps and

Assessing learning

explored storytelling as a way

of encouraging pupils in the
study of space.
R5 : Solar system facts and

figures [RPAUP]
R6 : Ideas pupils may have about

working in a group [RPAUP]
Key
Resources
observation and model building

to explore pupils own ideas
about the universe;
Using mind maps and

Page 13
SOCIAL STUDIES / ARTS

Module
Developing an
Understanding of Place
Investigating History
Looking at the Arts
Mapping the local environment
Investigating family histories
Exploring the visual arts
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

have:

have:

have:
Section 1
School
Curriculum
Resources
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;

carrying out classroom
activities and related
discussions in the area of visual
arts;
used small-group discussions

to build pupils self-confidence
as they investigate their family
histories.
developed pupils knowledge

of the visual arts that are
produced and used in the
community;
undertaken practical artwork

with your pupils.
R1 : Map symbols [BISKT]
R1 : Kinship chart [RPAUP]
R2 : Sample map [RPAUP]
R2 : Another kinship chart [RPAUP]
R3 : Questions for maps [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

classroom

classroom

thinking

Human settlements and

resources
Investigating how we used to

live
Organising practical craft

activities
Key Focus
question
What different activities can you

use to explore why people settle in
particular places?
How can you develop your pupils

thinking skills in history, using oral
and written sources?
How can you help pupils ask

questions about and produce local
crafts
Learning
Outcomes
for the
Teacher

have:

have:

have:
used small group work and

debate to help pupils
understand the resources
needed for living;
Section 2
School
Curriculum
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.
Page 14
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]
Key
Resources
Section 3
R1 : Oral history [BISKT]

R2 : Possible interview question
[RPAUP]
R3 : The Nigerian civil war [BISKT]
R4 : The Aba womens riot [BISKT]

thinking

R1 : Research questions on
traditional tools and
implements [RPAUP]
R2 : Assessment sheet for research
presentations [RPAUP]
R3 : Making pots [BISKT
Investigating weather
Using different forms of

evidence in history
Using dance for learning
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

have:

have:

have:
School
Curriculum
Resources
developed pupils skills of

observation, data collection and
interpretation of weather
patterns in order to predict and
forecast the weather;
used pictorial maps to help

pupils see the importance of
the natural environment in
human settlement patterns
(see also Module 1, Section 2);
used group work to encourage

cooperative learning as pupils
design and construct weather
instruments.
used small-group
investigations, including
fieldwork, to develop pupils
understanding of early African
societies.
R1 : African folklore relating to

weather a teacher resource
[BISKT]
R1 : Great Zimbabwe [BISKT]
R2 : A weather observation chart

[PU]
R3 : A mind map about keeping

cattle [RPAUP]
R3 : Measuring wind direction and

speed [RPAUP]
R4 : Cattle in traditional life the

Fulani [BISKT]
R4 : Observational chart [PU]
R5 : The role of cattle past and

present [PU]
R5 : How weather affected Mr Ojo

and his family [RPAUP]
Key
Resources
Section 4
explored ways to show how

African dance traditions can
express societys 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.
R1 : Stories of the Venda drum
[BISKT]
R2 : Local traditions [BISKT]
R3 : Refining our dance [RPAUP]
R4 : Thinking back about dance
[RPAUP]
Using mind maps and



Investigating the changing

environment
Understanding timelines
Using music in the classroom
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?

classroom
R2 : Pictorial map of Great

Zimbabwe [RPAUP]
School
Curriculum
Key Focus
question
Page 15
Learning
Outcomes
for the
Teacher

have:
used different strategies to

raise awareness of pollution
and climate change;
used an investigative
approach to help pupils
understand the effects of
pollution;
Resources
used group work and simple

fieldwork to develop young
pupils understanding of local
resources.
R1 : Plant handout [RPAUP]

R2 : Water issues [RPAUP]
R3 : Maize seed experiment
[RPAUP]
R4 : The water cycle [BISKT]
R5 : Global warming articles
[BISKT]

have:
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.
R1 : Some important historical

events since independence
[BISKT]
R2 : African timelines template
[RPAUP]
R3 : Key events in the move to
independence [BISKT]

have:
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.
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]
R6 : Nigerias sinking coastlines

[BISKT]
Key
Resources
Section 5
Using mind maps and

Investigating other people and

places
Using artefacts to explore the

past
The art of storytelling
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

have:

have:

have:
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.
School
Curriculum
explored difference and

similarity across different
African contexts;
used artefacts to help pupils

raise questions about and
understand the past;
used interactive strategies

that allow the comparison of
communities and practices
across contexts;
developed lessons that allow

pupils to think about their
national history in relation to
their own identities;
set up a focused classroom

research activity using a range
of resources.
involved local experts and the

environment in your lessons to
stimulate pupils interest in local
history.
Resources
R1 : Living in different
communities [RPAUP]
R1 : Using artefacts in the

classroom [BISKT]
R2 : A comparison of Owo and

Idodo [RPAUP]
R2 : My artefact [PU]
R2 : Stories and fables from across

Africa [RPAUP]
R3 : Pictures for stories [RPAUP]
R3 : Education for sustainable

development (ESD) [BISKT]
Key
Resources
R1 : A caterpillars voice [RPAUP]
R4 : Using pictures as a stimulus

for story writing [RPAUP]

thinking

classroom


classroom
Utiliser l'environnement local

comme ressource
Using mind maps and

Page 16
LIFE SKILLS
Module
Personal Development
How Self-Esteem Impacts
on Learning
Exploring Social
Development
Community Issues and

Citizenship
Ways to explore who pupils are
Exploring social networks
Exploring good citizenship
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

have:

have:

have:
set up discussions and used

family trees to identify pupils
immediate and extended family;
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;
Section 1
School
Curriculum
Resources

organising the class in ways that
will help pupils show respect for
each other;
developed your skills in asking

questions to encourage thinking;
used role play and problem

solving to explore school
networks and relationships;
used different ways to gather

data to help pupils discuss who
they are.
worked with local experts to

extend pupils knowledge about
community networks.
R1 : Similarities and differences

[BISKT]
R2 : Asking questions about
feelings [BISKT]
R3 : How to conduct a class survey
[BISKT]
R1 : Reasons for living in families

Miss Ndongas class list
[BISKT]
R2 : Family network [PU]
R3 : Role plays for exploring school
networks [RPAUP]
R4 : Observing your pupils [BISKT]

Key
Resources
Section 2
Using role
play/dialogue/drama in the
classroom
organised a school assembly.
R1 : Rights and duties of children

Mrs Nqwindas 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]

classes

classes


Planning physical growth and

development sessions
Investigating our place in the

community
Ways to investigate gender

issues
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

have:

have:

have:
School
Curriculum
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
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
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.
Page 17
whole-school activities.
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 Ogunlades other ideas for
health promotion [BISKT]
R6 : Picture of an unhealthy school
environment [PU]
Key
Resources
Section 3
Planning and preparing your

lessons
classes
cultures.
R1 : What is a community? [BISKT[
R1 : Gender issues [BISKT]
R2 : Sample questions pupils might

ask to find out more about
local community groups
[RPAUP]
R2 : Gender what do you think?

[PU]
R3 : Reverse role play [RPAUP]
R3 : One familys rules [RPAUP]

R4 : Role play on community
relationships [RPAUP]
R5 : Intercultural communities
[BISKT]
R6 : Conflict in the community
[RPAUP]
Using role
classroom
Using role play/dialogue/drama

in the classroom
Exploring pupils ideas about

healthy living
Ways of taking responsibility
Looking at work and

employment
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

have:

have:

have:
used class and group

discussion to find out what
pupils already know;
used linking activities at home

and at school;
learned how to build on pupils

prior knowledge;
used think-pair-share to help

your pupils realise the
importance of work in the home
and community;
used local resource people to

motivate pupils to learn.
helped pupils make their own

rules for classroom behaviour.
prepared collaborative (joint)

activities and assessed
individual learning;
used local contexts and

resources to motivate pupils to
understand about work and
employment.
R1 : Healthy living practices

[BISKT]
R1 : The benefits of classroom

principles [BISKT]
R1 : Ways of earning money Mr

Petrus class list [EPW]
R2 : Ideas for classroom displays

[RPAUP]
R2 : Using monitors [BISKT]
R2 : Worksheet for the visit to the

market [PU]
School
Curriculum
Resources
R3 : Local foods [RPAUP]

Key
Resources
Section 4

thinking
Using mind maps and


used group work and discussion

to identify how beliefs and
values relate to classroom
behaviour;
R3 : Asking children to agree rules

[BISKT]
Activities to support emotional

well-being
Investigating self-esteem
Exploring the environment
How can you set up activities to

support pupils emotional wellbeing?
How can you use stories and other

activities to develop and assess
How can you gather data to

develop pupils learning about the
School
Curriculum
Key Focus
question
Page 18
Learning
Outcomes
for the
Teacher
Resources

have:
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.
pupils self-esteem?
environment?

have:

have:
used different activities and

ways of grouping pupils to
develop self-esteem;
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.
developed your understanding

of factors that can influence
self-esteem;
planned a community-based
activity;
used ways of assessing
learning.
R1 : Reflecting on your behaviour

[BISKT]
R1 : A story about self-esteem

[RPAUP]
R1 : Problems of getting water

[EPW]
R2 : Mrs Oshodis reflections on

her approach [BISKT]
R2 : Types of abuse [BISKT]
R2 : Water usage diary [PU]
R3 : The role of schoolteachers

[BISKT]
R3 : The story of the selfish farmer

[RPAUP]
R4 : Finding out what pupils

already know about
relationships [BISKT]
R4 : Questions concerning use of

the land [PU]
R5 : Mary Ojerinde [RPAUP]
R5 : Responses to the role play

[BISKT]
R6 : Guidelines for planning a
community-based activity
[BISKT]
Key
Resources

Using role
classroom

Section 5
Assessing learning
Ways to promote spiritual wellbeing
Ways of managing conflict
Sensitive ways to raise HIV and

AIDS
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

have:

have:

have:
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.
School
Curriculum
Resources
explored ways to promote

positive attitudes in the
classroom;
developed strategies for

managing conflict within the
classroom;
used storytelling and

discussion to help pupils feel
safe and secure;
used pair work to identify

different causes of conflicts and
ways of resolving them;
identified individual behaviour

to support pupils learning;
used problem solving to resolve

conflicts.
planned activities to help

celebrate life with the whole
class and school.
R1 : Celebrations [BISKT]
R1 : A family conflict [BISKT]
R1 : HIV and AIDS in Africa [BISKT]
R2 : Discussions prevent
community conflict [BISKT]
R2 : The classroom atmosphere

[BISKT]
R3 : HIV and AIDS quiz [PU]
Page 19
R4 : Transmission runaround
[RPAUP]
R5 : Role play for HIV and AIDS
lessons [BISKT]
Key
Resources
Using role
classroom
Using mind maps and

Page 20

Teacher Resource Guidebook - Inventory of Teacher Training Resources

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Teacher Resource Guidebook - Inventory of Teacher Training Resources

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TESSA in Nigeria

Inventory of Teacher Training Resources

each section the following details are included:

Example of pupils work

Background information / subject knowledge for teacher

Teacher resource for planning or adapting to use with pupils

the key resources referred to in the section

TESSA-Nigeria: Overview of Resources

Reading and Writing for a

Using Community Voices in

Supporting and assessing

Providing natural contexts for

How can you support learning to

How can you use investigations to

How can you help pupils to practise

By the end of this section, you will

By the end of this section, you will

By the end of this section, you will

used songs and rhymes to

used environmental print and

used investigation and research

used classroom management

used games and everyday

explored ways of supporting

developed your ability to

R1 : What successful readers and

R1 : Traditional fables [BISKT]

R2 : Examples of songs and

R3 : Questions about stories [PU]

R3 : Example questions to ask

explored ways to create original

R2 : Why people tell stories [EPW]

R1 : Total physical response ideas

R5 : The river that swept away

Researching in the classroom

Stimulating interest in reading

Ways to collect and perform

Ways towards fluency and

How can you stimulate pupils to

How can you use performance to

How can you help pupils gain

By the end of this section, you will

By the end of this section, you will

By the end of this section, you will

used shared reading of stories

used activities that focus on

TESSA-Nigeria: Overview of Resources

worked with your local

planned and organised

guided your pupils towards

used drills, songs, poems and

explored different ways to

helped your pupils to monitor

R1 : Preparation for shared reading

R1 : Sample invitation letter

R1 : Alternative lesson structures

R2 : Questions to use with book

R2 : Assessing group story

R2 : Sale advertisement [RPAUP]

R5 : Verbs and adverbs in the

R4 : Sustained silent reading

R6 : Writing frame to support

Using storytelling in the

Using group work in your