The Goldsmith Vocational Aptitude Primary 1 Second Term Lesson Notes Week 8

Subject: Vocational Aptitude

Class: Primary 1

Term: Second Term

Week: 8

Age: 5–6 years

Topic: The Goldsmith

Sub-topic: Meaning, Tools, and Work of a Goldsmith

Duration: 40 Minutes

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H1: The Goldsmith – A Golden Lesson of Skill, Culture, and Storytelling

Let me take you back to a breezy Wednesday morning at Royal Crescent Nursery and Primary School, Lagos. My Primary 1 class was just waking up from break, their teeth glinting with traces of Gala and Ribena. I picked up a small, shiny bracelet from my desk — a little gold piece I’d borrowed from my mother. I didn’t even have to say a word.

“Maaaa! This thing is shining like my mummy’s wedding ring!” shouted Farida, her eyes wide.

“My uncle makes earrings with fire and hammer — is that what we’re learning today?” Efe asked, already halfway to his seat.

Yes. Today, we were diving into the world of the Goldsmith — the artisan whose hands mold dreams into gold.

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Behavioral Objectives

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

1. Define who a goldsmith is.

2. Mention at least four tools used by a goldsmith.

3. Describe the main duties of a goldsmith.

4. Identify the difference between a goldsmith and other craftsmen like blacksmiths.

5. Appreciate the cultural value of goldsmiths in Nigerian society.

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Key Terms and Definitions

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Set Induction (Classroom Scene)

Teacher: [Holding up a golden bracelet] “Children, what do you think this is?”

Deborah: “Is it gold? My mummy said gold is expensive!”

Tolu: “Ahan! My sister said she will marry a man that can buy her golden earrings.”

Teacher (laughing): “Ehn ehn! So today, we’ll learn about the amazing person who makes those shiny things — the goldsmith!”

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Entry Behavior

Ask pupils:
“Have you ever seen someone melting gold or fixing a chain before?”
Many will mention wedding rings, shops in Balogun market, or uncles in the village who “melt metal and pour it like water.”

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Learning Materials and Resources

• Real or toy jewelry (ring, bracelet)

• Pictures of a goldsmith at work

• Short video (if digital tools available)

• Tools like hammer, tongs (plastic models)

• Local fabric (to wrap sample jewelry in)

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Background Knowledge

Children may have seen jewelry sellers in local markets or even in their homes. This builds on their understanding of appearance, status, and celebration in Nigerian culture — where gold is worn at weddings, birthdays, and church thanksgiving.

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Embedded Core Skills

• Observation

• Cultural appreciation

• Craft and tool recognition

• Storytelling and communication

• Vocabulary development

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Main Content ( Who is a Goldsmith?)

A goldsmith is a special type of craftsman who works with gold and other metals to make jewelry. They melt gold, shape it, decorate it, and sometimes repair broken jewelry.

Goldsmiths are not like the blacksmiths who make farming tools — they make beautiful items people wear.

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Tools Used by a Goldsmith

1. Anvil – A flat strong block for shaping gold.

2. Crucible – A strong pot where gold is melted.

3. Blowtorch – It brings strong heat to melt gold.

4. Tongs – They use it to hold the hot gold.

5. Hammer – For shaping the gold gently.

6. Magnifying Glass – To see tiny details when working.

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What Does a Goldsmith Do?

• Melts gold and other precious metals

• Designs earrings, necklaces, and rings

• Repairs broken jewelry

• Cleans old gold to make it shine again

• Sometimes engraves names on rings or pendants

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Classroom Story: Grandpa’s Bracelet

I once shared a story with my pupils about my grandfather’s wedding bracelet — handcrafted by a goldsmith in Ibadan. I remember how Grandpa used to say, “The hands that made this, Emily, were guided by prayer and patience.” That sparked a conversation in class.

Micheal: “Did he use fire?”

Teacher: “Yes o! But gently, like how mummies fry chin-chin with care!”

Zainab: “Will I learn to be a goldsmith in JSS1?”

Teacher: “You might. Or you may just understand how valuable handwork is.”

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Classroom Discussion: What Pupils Said

Teacher: “Who wears gold at home?”

• Chisom: “My mummy wears it when she’s going to naming ceremony.”

• Samuel: “My uncle said his ring is real gold but he hides it so his wife doesn’t collect it.”

• Anita: “My grandma has earrings from when she was small like me!”

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Class Activity: Fill-in-the-Blank (Multiple Choice)

1. A goldsmith works with ________.
   a) sand b) gold c) wood d) rubber (Answer: b)

2. A tool used for melting gold is ________.
   a) Towel b) Bucket c) Crucible d) Blender (Answer: c)

3. Goldsmiths use a ________ to hold hot objects.
   a) Brush b) Tongs c) Net d) Spoon (Answer: b)

4. Jewelry made of gold includes ________.
   a) Clothes b) Pots c) Rings d) Bags (Answer: c)

5. The flat metal block used is called ________.
   a) Hammer b) Table c) Anvil d) Chair (Answer: c)

6. Gold is melted using a ________.
   a) Ice b) Blowtorch c) Candle d) Lightbulb (Answer: b)

7. A goldsmith repairs broken ________.
   a) Shoes b) Jewelry c) Chairs d) Clothes (Answer: b)

8. A goldsmith is different from a ________.
   a) Banker b) Doctor c) Blacksmith d) Farmer (Answer: c)

9. A magnifying glass helps to ________.
   a) Clean b) Cook c) See tiny things d) Dance (Answer: c)

10. Jewelry is worn on the ________.
    a) Head b) Nose c) Body d) Face (Answer: c)

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Theory Questions (Evaluation)

1. Who is a goldsmith?

2. Mention two things a goldsmith does.

3. Name three tools used by a goldsmith.

4. What is the purpose of the blowtorch?

5. Have you ever seen someone wearing gold? Describe it.

6. Why do people value gold in your community?

7. Who wears jewelry more — men or women?

8. What happens when jewelry breaks?

9. How is gold melted?

10. Why should we respect artisans?

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Teacher’s Role

• Display sample jewelry or pictures

• Explain each tool with real-life comparisons

• Ask children to share jewelry stories

• Connect goldsmith work to Nigerian culture

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Pupils’ Role

• Observe and describe objects

• Ask questions about goldsmiths

• Share what they know about jewelry

• Participate in storytelling and quizzes

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Assessment

• Oral questions

• Role-play: Pretend to be a goldsmith

• Drawing goldsmith tools

• Matching tools to their names

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Conclusion: A Golden Future

Children, every gold ring you see on your mum’s finger was once just a lump of metal. It was fire, patience, and the skill of a goldsmith that turned it into beauty. Maybe one day, one of you will shape beauty too — not just with gold, but with your hands, your kindness, your words.

Read More

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