Note for teachers using this lesson plan
Before this lesson, prepare clear charts or posters showing children enjoying different rights (e.g., playing, eating, learning) and performing simple responsibilities (e.g., tidying up, helping). The central idea for pupils is to understand that they have things they are allowed to have or do (rights) and things they should do (responsibilities). Successful learning will be observed when pupils can point to pictures illustrating these concepts and give simple examples from their daily lives.
Class: Pre-School Level 3
Term: Second Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Understanding rules at home and school.
Topic: Meaning of Rights and Responsibilities, Rights of a Child
Subject Matter: Rights and Responsibilities: Meaning and Rights of a Child.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Explain in simple terms what “rights” mean.
- Explain in simple terms what “responsibilities” mean.
- List at least two rights of a child.
Affective Domain
- Show appreciation for their own rights.
- Express willingness to carry out simple responsibilities.
Psychomotor Domain
- Point to pictures that show different rights of a child.
- Participate in a simple role-play demonstrating a responsibility.
Social Domain
- Share their ideas about rights and responsibilities during discussion.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education resources on Civic Education.
Instructional Materials
- Charts showing pictures of children playing, eating, learning, and being cared for (illustrating rights).
- Posters showing children helping, tidying up, and listening (illustrating responsibilities).
- Picture cards of various rights and responsibilities.
- Audio device for playing songs.
Rationale for the Lesson
This lesson helps children understand what they are entitled to (rights) and what they are expected to do (responsibilities) in their daily lives. It fosters a sense of self-worth and encourages positive behaviour, laying a foundation for responsible citizenship.Prerequisite/Previous Knowledge
Pupils have a basic understanding of rules at home and in school, and can identify some good and bad behaviours.Lesson Content/Board Summary
Meaning of Rights and Responsibilities, Rights of a Child
What are Rights?
Rights are things you are allowed to have or do. They are things that make you happy and safe.
- You have a right to play.
- You have a right to go to school and learn.
- You have a right to good food and water.
- You have a right to be loved and cared for.
- You have a right to be safe.
What are Responsibilities?
Responsibilities are things you should do. They are your duties to help yourself and others.
- You have a responsibility to listen to your parents and teachers.
- You have a responsibility to share your toys.
- You have a responsibility to help clean up your play area.
- You have a responsibility to be kind to others.
Some Rights of a Child:
- Right to a name.
- Right to go to school.
- Right to play.
- Right to food and water.
- Right to be loved and cared for by family.
- Right to be safe from harm.
Key Words
- Rights – Things you are allowed to have or do.
- Responsibilities – Things you should do.
- Play – Having fun.
- School – A place to learn.
- Care – To look after someone.
Our Rights and Responsibilities Song
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
I have rights, and so do you,
Things we’re allowed to have and do.
Right to play, and right to learn,
Right to love, at every turn.
I have rights, and so do you,
Things we’re allowed to have and do.
I have duties, big and small,
Responsibilities for all.
Help to clean, and share my toys,
Listen well to stop the noise.
I have duties, big and small,
Responsibilities for all.
Actions: For “rights”: Point to self, then outward. Pretend to play, read a book, hug someone. For “duties/responsibilities”: Pretend to sweep, share, cup ear to listen.
Watch and Learn About Rights and Responsibilities
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “rights” by asking pupils what they like to do (play, eat, go to school). Explain that these are their rights. Then, introduce “responsibilities” by asking what they help with at home or school (cleaning, sharing). Explain these are their duties. Use the charts and picture cards to illustrate each point, asking questions like, “What is this child doing?” or “Is this a right or a responsibility?”
What to show or demonstrate: Display the charts and posters clearly. Point to specific pictures as you discuss each right and responsibility. Demonstrate simple actions for the rhyme.
How to use the rhyme/song: Sing the “Our Rights and Responsibilities Song” together with pupils. Encourage them to do the actions. Sing it twice or thrice to help them remember the words and concepts.
How to use the video: Introduce the video as a fun way to learn more about rights and responsibilities. Play the video once. After watching, ask pupils to name one right or one responsibility they saw in the video. Encourage them to share their observations.
What to watch for: Observe if pupils can distinguish between rights and responsibilities, even if they use simple words. Look for their engagement during discussions and activities.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Role-play, Repetition, Video Presentation.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Motivation
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short song about being a good child, e.g., “If you’re happy and you know it, be a good child.”
Pupils’ Activity: Pupils respond to greetings and sing along with actions.
Learning Point: Pupils are settled and ready to learn, connecting to the idea of good behaviour.
Step 2: Introducing Rights
Time: 5 minutes
Teaching Skill: Explaining/Visual Aids
Teacher’s Activity: The teacher shows charts with pictures of children playing, eating, and going to school. The teacher explains that these are things children are allowed to have or do, which are called “rights.”
Pupils’ Activity: Pupils observe the pictures and listen to the explanation. They may point to pictures they like.
Learning Point: Pupils begin to understand the concept of “rights” through visual examples.
Step 3: Discussing Rights of a Child
Time: 4 minutes
Teaching Skill: Questioning/Discussion
Teacher’s Activity: The teacher asks pupils, “What are some things you are allowed to do at home or school?” The teacher guides them to name simple rights like “right to play,” “right to learn,” “right to food,” and “right to be loved.”
Pupils’ Activity: Pupils share their ideas and listen to their classmates’ responses, identifying with the examples.
Learning Point: Pupils identify specific rights relevant to their lives.
Step 4: Introducing Responsibilities
Time: 5 minutes
Teaching Skill: Explaining/Demonstration
Teacher’s Activity: The teacher shows posters of children helping, sharing, and tidying up. The teacher explains that these are things children should do, which are called “responsibilities.” The teacher may demonstrate a simple responsibility like tidying up toys.
Pupils’ Activity: Pupils observe the posters and demonstration, listening to the explanation of “responsibilities.”
Learning Point: Pupils grasp the concept of “responsibilities” through visual and practical examples.
Step 5: Reinforcing with Song and Video
Time: 5 minutes
Teaching Skill: Song/Media Integration
Teacher’s Activity: The teacher leads pupils in singing the “Our Rights and Responsibilities Song” with actions. Afterwards, the teacher plays the short video on “Children’s Rights and Responsibilities” for pupils to watch.
Pupils’ Activity: Pupils sing along with actions and watch the video attentively.
Learning Point: Concepts of rights and responsibilities are reinforced through auditory and visual media.
Step 6: Practical Application/Role-play
Time: 4 minutes
Teaching Skill: Guided Practice/Role-play
Teacher’s Activity: The teacher guides pupils in a simple role-play. For example, one pupil pretends to be hungry (right to food), and another pretends to share a toy (responsibility to share). The teacher gives specific instructions and encourages participation.
Pupils’ Activity: Pupils take turns participating in the role-play, demonstrating understanding of rights and responsibilities.
Learning Point: Pupils apply their understanding in a practical, interactive way.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What is a ‘right’?” (e.g., something you are allowed to have/do)
- “What is a ‘responsibility’?” (e.g., something you should do)
- “Point to a picture that shows a child’s right.” (e.g., playing)
- “Point to a picture that shows a child’s responsibility.” (e.g., helping to clean)
- “Name one right you have.”
- “Name one responsibility you have.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Summarizing/Encouragement
Teacher’s Activity: The teacher briefly recaps that everyone has rights and responsibilities. The teacher encourages pupils to enjoy their rights and always try to do their responsibilities. The teacher ends with a positive affirmation.
Pupils’ Activity: Pupils listen and affirm their understanding.
Learning Point: Pupils consolidate their learning and feel encouraged to practice good habits.
Lesson Keywords
- Rights – Things you are allowed to have or do, like playing or going to school.
- Responsibilities – Things you should do, like helping to clean or sharing your toys.
- Child – A young person, like you!
- Care – To look after someone or something.
Differentiation
- Support: For pupils who need extra help, the teacher will use larger, clearer pictures and focus on only one or two key rights and responsibilities. The teacher will repeat explanations slowly and provide hand-over-hand guidance during role-play if needed.
- Extension: For pupils who grasp the concepts quickly, the teacher will ask them to draw a picture of their favourite right or a responsibility they perform at home. They can also be asked to identify additional examples of rights or responsibilities from their daily routine.
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