Traditional Apprenticeship System: Meaning and Objectives of the Traditional Apprenticeship System and Trades Where Apprenticeship Is Practised | Primary 5 (Basic 5) First Term Week 6 Cultural and Creative Arts

TRADITIONAL APPRENTICESHIP SYSTEM: MEANING AND OBJECTIVES SYSTEM AND TRADES WHERE APPRENTICESHIP IS PRACTISED 

CULTURAL AND CREATIVE ARTS (CCA)

PRIMARY 5 – FIRST TERM – WEEK 6

THEME –  ARTS AND CRAFTS 

PREVIOUS LESSON – Songs and Music with Nigerian Identity: Patriotic Songs, Values of Patriotism and Patriotic Singers in Nigeria | Primary 5 (Basic 5) First Term Week 5 Cultural and Creative Arts

TOPIC – TRADITIONAL APPRENTICESHIP SYSTEM 

LEARNING 

1. Introduction

2. Meaning and Objective of Traditional Apprenticeship System

3. Trades where Apprenticeship are Practiced

4. People Involved in Apprenticeship

5. Importance of Traditional Apprenticeship

6. Qualities of a Good Apprentice

7. Weekly Assessment: Test Questions and Answers/Assignment

8. Summary

LEARNING OBJECTIVES 

By the end of the lesson, pupils should be able to:

1. Explain the meaning of the traditional apprenticeship system.

2. State the objectives of the traditional apprenticeship system.

3. Identify trades where apprenticeship is practised.

4. Differentiate between a master and an apprentice.

5. Explain the importance of apprenticeship in the community.

ENTRY BEHAVIOUR

Pupils have previously learned about occupations, crafts, and skills acquisition.

This lesson builds on that knowledge by introducing the traditional apprenticeship system, its objectives, and the trades in which apprenticeship is practised.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Charts showing different trades

2. Pictures of tailors, carpenters, hairdressers, welders, plumbers, and other artisans

3. Samples of tools used in different trades (where available)

4. Flashcards showing different occupations

5. Short video clips or pictures of apprentices at work (where available)

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION

Many people learn useful skills by working with experienced craftsmen and craftswomen. For example, a person who wants to become a tailor, carpenter, hairdresser, or welder usually learns the trade from an experienced person over a period of time. This method of learning is called the traditional apprenticeship system.

In this lesson, pupils will learn the meaning of the traditional apprenticeship system, its objectives, and the different trades where apprenticeship is practised. They will also understand how apprenticeship helps people acquire useful skills and become self-reliant.

LESSON 1 – MEANING OF TRADITIONAL APPRENTICESHIP SYSTEM

The traditional apprenticeship system is a method of learning a trade, craft, or skill from an experienced person called a master or trainer over a period of time.

An apprentice learns by observing, practising, and working with the master until he or she becomes skilled.

OBJECTIVES OF THE TRADITIONAL APPRENTICESHIP SYSTEM

The traditional apprenticeship system aims to:

1. Teach people useful skills.

2. Prepare learners for self-employment.

3. Preserve traditional occupations and crafts.

4. Reduce unemployment.

5. Promote hard work and discipline.

6. Develop responsibility and good character.

7. Help learners become independent.

TRADES WHERE APPRENTICESHIP IS PRACTISED

Traditional apprenticeship is practised in many trades, including:

1. Tailoring – Making, sewing, and repairing clothes.

2. Hairdressing – Washing, styling, plaiting, and caring for people’s hair.

3. Barbering – Cutting, trimming, and styling mainly men’s and boys’ hair.

3. Carpentry – Making and repairing wooden furniture, doors, tables, chairs, and other wooden items.

4. Welding – Joining metal parts together using heat and special equipment.

5. Bricklaying – Building houses, walls, and other structures with bricks or blocks.

6. Shoe Making – Making, repairing, and designing shoes and sandals.

7. Blacksmithing – Making and repairing metal tools and equipment such as cutlasses, hoes, and gates.

8. Pottery – Making pots, bowls, plates, and other items from clay.

9. Weaving – Making fabrics, baskets, mats, or other materials by interlacing threads or fibres.

10. Bead Making – Designing and making beads for jewellery and decoration.

11. Fashion Designing – Creating and designing different styles of clothing and accessories.

12. Catering – Preparing, cooking, serving, and managing food and drinks for people and events.

13. Electrical Installation – Installing, repairing, and maintaining electrical wiring, lights, sockets, and electrical appliances.

14. Plumbing – Installing and repairing water pipes, taps, sinks, toilets, and drainage systems.

LESSON 2 – PEOPLE INVOLVED IN APPRENTICESHIP

• Master (Trainer): The skilled person who teaches the trade.

• Apprentice: The learner who is being trained.

IMPORTANCE OF TRADITIONAL APPRENTICESHIP

The traditional apprenticeship system helps to:

1. Provide practical skills.

2. Create employment opportunities.

3. Encourage self-reliance.

4. Promote entrepreneurship.

5. Preserve traditional skills and crafts.

6. Improve the economy.

7. Reduce poverty.

QUALITIES OF A GOOD APPRENTICE

A good apprentice should:

1. Be hardworking.

2. Be obedient.

3. Be punctual.

4. Be respectful.

5. Be willing to learn.

6. Be honest.

7. Be patient.

LESSON 3 – WEEKLY ASSESSMENT: TEST QUESTIONS AND ANSWERS/ASSIGNMENT 

A. Multiple Choice Questions

1. The traditional apprenticeship system is a way of _______.

A. learning a trade or skill

B. playing football

C. travelling abroad

D. reading newspapers

2. A person who teaches a trade is called a _______.

A. master

B. apprentice

C. customer

D. driver

3. A learner under a skilled person is called an _______.

A. apprentice

B. teacher

C. engineer

D. doctor

4. Which of the following is a trade where apprenticeship is practised?

A. Tailoring

B. Swimming

C. Dancing competition

D. Cycling

5. One objective of apprenticeship is to _______.

A. teach useful skills

B. waste time

C. encourage laziness

D. stop learning

B. Fill in the Gaps

Complete the sentences using the words in the box: apprentice, skills, master, carpentry, tailoring

6. An experienced trainer is called a _______.

7. A learner in apprenticeship is called an _______.

8. _______ is the trade of making and sewing clothes.

9. Apprenticeship helps people acquire useful _______.

10. _______ is the trade of making furniture from wood.

C. True or False

11. Apprenticeship helps people learn a trade. _______

12. A tailor can train an apprentice. _______

13. Apprenticeship encourages laziness. _______

14. Plumbing is not a trade. _______

15. An apprentice learns from a master. _______

D. Match Column A with Column B.

Column A – Column B

16. Tailoring – A. Joining metals

17. Hairdressing – B. Making furniture

18. Carpentry – C. Sewing clothes

19. Plumbing – D. Repairing water pipes

20. Welding – E. Styling hair

ANSWER KEYS

1. A – Learning a trade or skill

2. A – Master

3. A – Apprentice

4. A – Tailoring

5. A – Teach useful skills

6. master

7. apprentice

8. tailoring

9. skills

10. carpentry

11. True

12. True

13. False

14. False

15. True

16. C – Sewing clothes

17. E – Styling hair

18. B – Making furniture

19. D – Repairing water pipes

20. A – Joining metals

SUMMARY

In this lesson, pupils learned that the traditional apprenticeship system is a method of learning a trade or skill from an experienced person called a master through practical training over a period of time.

Pupils also learned the objectives of the traditional apprenticeship system, which include teaching useful skills, promoting self-employment, preserving traditional crafts, reducing unemployment, encouraging hard work and discipline, and helping learners become self-reliant.

Furthermore, pupils identified trades where apprenticeship is practised, such as tailoring, hairdressing, barbering, carpentry, welding, bricklaying, shoe making, blacksmithing, pottery, weaving, bead making, fashion designing, catering, electrical installation, and plumbing.

Finally, pupils understood that the traditional apprenticeship system equips people with practical skills, creates employment opportunities, promotes entrepreneurship, and contributes to the economic development of the community.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

Step 1: Introduction – The teacher displays pictures of different artisans such as a tailor, carpenter, hairdresser, welder, plumber, and shoemaker. The teacher asks pupils to identify the occupations and describe what they do.

Pupils’ Activities: Pupils identify the artisans and describe their trades.

Step 2: Meaning of the Traditional Apprenticeship System – The teacher explains that the traditional apprenticeship system is a method of learning a trade or skill from an experienced person called a master.

Pupils’ Activities: Pupils explain the meaning of the traditional apprenticeship system in their own words.

Step 3: Objectives of the Traditional Apprenticeship System – The teacher explains the objectives of apprenticeship, including:

• Teaching useful skills

• Promoting self-employment

• Preserving traditional crafts

• Encouraging hard work and discipline

• Reducing unemployment

Pupils’ Activities: Pupils state the objectives of the traditional apprenticeship system.

Step 4: Trades Where Apprenticeship Is Practised – The teacher introduces trades where apprenticeship is practised, such as:

• Tailoring

• Hairdressing

• Barbering

• Carpentry

• Welding

• Bricklaying

• Shoe making

• Blacksmithing

• Pottery

• Weaving

• Bead making

• Fashion designing

• Catering

• Electrical installation

• Plumbing

Pupils’ Activities: Pupils identify the different trades and discuss the skills required for each.

Step 5: Master and Apprentice – The teacher explains the difference between a master and an apprentice and describes how an apprentice learns practical skills from the master.

Pupils’ Activities: Pupils differentiate between a master and an apprentice.

Step 6: Group Activity – The teacher divides the class into four groups and assigns the following activities:

• Group 1: Explain the meaning of the traditional apprenticeship system.

• Group 2: State the objectives of the traditional apprenticeship system.

• Group 3: Identify trades where apprenticeship is practised.

• Group 4: Differentiate between a master and an apprentice and explain why apprenticeship is important.

Each group presents its work to the class.

Pupils’ Activities: Pupils discuss, present, and answer questions from other groups.

Step 7: Lesson Summary – The teacher reviews the meaning, objectives, and importance of the traditional apprenticeship system and the various trades where apprenticeship is practised.

Pupils’ Activities: Pupils answer oral questions and summarise the lesson.

Step 8: Evaluation – The teacher asks oral and written questions to assess pupils’ understanding of the lesson.

Pupils’ Activities: Pupils answer the evaluation questions and identify different apprenticeship trades.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

NEXT LESSON

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LESSON EVALUATION 

Teacher asks pupils,

1. Explain the meaning of the traditional apprenticeship system.

2. State five objectives of the traditional apprenticeship system.

3. Identify five trades where apprenticeship is practised.

4. Differentiate between a master and an apprentice.

5. Explain five importance of apprenticeship in the community.