Sss 1 Scheme of Works

ENGLISH STUDIES
SS I
WEEK FIRST TERM
PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

TOPIC CONTENT
OBJECTIVE LEARNING GUIDE
TEACHER STUDENTS MATERIALS
1. Spoken English Students should be able 1. Use of picture charts 1. Hangs a picture on the 1. Follow teacher’s 1. Chalkboard Students to:
Oral composition to: to develop a chalkboard. directives or examples. 2. Objects narrate the event
Skills I narrate orally, using chart/narration. 2. Discusses and event 2. Narrate based on the 3. Picture in a chart.
1. Narrative objects, picture etc. 2. Use of special words paying attention to picture. 4. Charts
to bring out narrative pronunciation of 5words 3. Pay attention to 5. Dictionary
elements in a discourse. and voice modulation. pronunciation stress
and voice modulation.
VOC. DEV. Students should be able Kitchen wares utensils, 1. Guides students to make 1. Mention things in 1. Chalkboard Students to:
Vocabulary to: ward rope, living room, a list of items found in the the home. 2. Dictionary 1. list 5items in
associated with the 1. list words store, pantry, dining home. 2. Explain the 3. Chart etc. the home.
home representing things in room, upholstery etc. 2. Leads students to exp- meaning of the words 2. list 3 items in
the home. lain in their own words the using the dictionary. the kitchen
2. explain the meaning meaning of home related 3. make sentences
of home related words. worlds. with the words .
3. make sentences with
the words.
Grammar Nouns – Students should be able 1. State the rules for 1. Uses short Passages and 1. Define Nouns 1. Chalkboard Students to:
Numbers to: forming plural. sentences to explain nouns. 2. Form plural nouns 2. Textbook 1. state the rules
1. define nouns 2. Forming plural 2. Makes the students learn orally. for forming plural
2. learn the rules for nouns. the rules for forming 3. Learn the rules for nouns.
forming plurals. plural. forming plural. 2. define nouns
3. form plural nouns. 3. Leads students into 3. form plural
forming of plural nouns. nouns.
1
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
READING Students should be 1. Dictionary for initial 1. Explains contextual 1. Participate in the 1. Chalkboard Students to:
COMPREHENSION able to: word meanings and other word meaning as opposed exercise by listening 2. Students text read passages
Reading to 1. differentiate levels of meanings of to literal or surface or carefully to the 3. Dictionary selected from the
comprehend word- between contextual same words. dictionary meaning teacher’s 4. Newspaper and materials available
meanings through and literal meanings 2. Selected passage to 2. Illustrates the illustrations. magazine clippings with words
context 2. use their dictionary identify certain words and explanation practically 2. Listen attentively underlined for
as an aid for findings their contextual meanings. using a text or sentences to to the teacher to get substitution in order
levels of meanings. 3. Newspaper and bring out the difference the difference to give some
3. use some words in magazine clippings with between this level of between the literal contextual
making more certain words underlined meaning and the literal and contextual meanings.
sentences to bring out for identification of meaning. meaning.
meaning contextually. contextual usage note: 3. Uses various materials
3. recognize when Passages to be used such recorded text,
such words are used in should include topics of students text etc.
other contextual current issues such as:
situation. Agriculture, economy,
National Food and Drug
Administration and
Control (NAFDAC).
2 Vocabulary Students should be 1. Uncle, Aunt, Nephew, 1. Leads students to 1. Mention the 1. Tree diagram Students to:
Associated with able to: Sister, Brother, Sister-in- mention the different kinds different kinds of e.g. family tree 1. list family life
Family Life 1. mention correct law, Brother-in-law, of people in the family. people in their 2. Story of a family words
words for relations. Distant relative, Ancestor, 2. Asks the students to family and what 2. explain the
2. identify the words Siblings, Next of kin etc. explain in their own words each stands for. meaning of fiancée,
representing activities 2. Activities within the the meaning of a particular. 2. The students fiancé, aunt, uncle,
relating to family life. family: courtship, relationship using a family discuss and write nephew etc.
3. fill in gaps using marriages divorce, burial, tree. about some 2. describe a
family life words. naming ceremony, activities in the naming/marriage
engagement, fiancé, family. ceremony they have
fiancée. witnessed.
3. fill gaps suing
family like words.
2
ENGLISH STUDIES
SS I
FIRST TERM
ACTIVITIES
WEEK
PERFORMANCE TEACHING AND EVALUATION

TOPIC CONTENT
OBJECTIVE TEACHER STUDENTS LEARNING GUIDE
MATERIALS
LISTENING Students should be 1. A Listening 1. Reads the selection to the 1. Listen attentively to the 1. Interesting Students to:
COMPREHENSION able to: selection: students and asks them to selection. passage from 1. identify new words
1. listen attentively to A Passage note important words they 2. Write down new words. students reading from the selection.
Listing to tell the a passage pretended A Story hear. 3. Explain the meaning of text. 2. tell their meanings
meaning of words in orally with A Poem 2. Identifies some of the the words as used in the 2. Stories in context.
context understanding. A Dramatic Piece words and the sentences in context. 3. Poem 3. make 2 sentences
2. tell the general as 2. The selections which they occur. 4. State other possible 4. Word cards with each of the
well as contextual used should reflect 3. Leads the students to meaning of the words 5. Sentence strips identified words
meanings of the current national explain the meaning of the using the dictionary. reflecting contextual
words. values and words contextually. 5. Make sentences with meaning.
3. identify new words orientation e.g. 4. Leads the students to the words to reflect both
from the passage. a. The Nigerian explain other possible the contextual and other
4. make other constitution meanings using the meanings.
sentences with the b. Duties of a citizen dictionary.
words to reflect the c. Right to fair
contextual meanings. hearing
d. Moderation in life
activities.
CONTINUOUS Students should be 1. Narrative 1. Explains the narrative 1. Listen to the teacher. 1. Textbook on Students to:
WRITING able to: composition using composition. 2. Pick out relevant words narrative 1. generate 10
Narrative 1. express themselves this topic: my first 2. Focuses on the choice of for use in narrative 2. Charts that can appropriate words for
clearly through a day at college words and tenses for writing. aid narrative use on a given topic.
narrative composition. 2. Tense forms for narrative essays. 3. Explain and pick the writing 2. generate 5 topic
2. write a well narrative essay. 3. Explains the need and proper tense for narrative 4. Textbook on sentences for the
punctuated sentences 3. Developing topic importance of well writing. punctuation usage topic.
for a narrative sentences. punctuated essays for 4. Learn to punctuate 3. write a good
composition. 4. Appropriate effective. communication. properly for effective introductory
3. use appropriate sentence types. 4. Leads students to discuss communication. paragraph and a
tense form usually the and generate topic sentences 5. Generate topic sentence befitting conclusion
past tense for writing a for their different for the given topic. on the topic.
narrative essay. paragraphs. 6. Write good narrative 4. develop a good
5. Leads students to develop composition. narrative essay of
logical, flowing narratives. appropriate length.
3
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
GRAMMAR – Students should be able 1. Definition 1. Defines gender 1. Defines gender in 1. Chalkboard Students to:
NOUNS AND to: 2. The four genders 2. Leads students to their own words. 2. Textbook 1. define noun
GENDER 1. explain nouns and i. Masculine gender mention noun genders. 2. Listen to the teacher gender
gender. ii. Feminine gender 3. Discusses in detail noun as the discusses. 2. list the four
2. list the four genders. iii. common gender genders, using relevant 3. Give relevant noun genders.
3. discuss the different iv. Neuter gender examples. examples of the 3. give 2
types. of gender using 3. Explanation of the different noun examples for each
appropriate examples. listen genders. genders. of the genders.
3 SPOKEN Students should be able Words like 1. Shows pictures of the 1. Repeat the words as 1. Chalkboard Students to:
ENGLISH to: 1. /j/ view, beauty real objects as well as pronounced by the 2. Dictionary 1. mention three
Selected Consonant 1. differentiate between eunuch, jam, pronounce them. teacher. 3. Consonant chart words containing
Sounds – θ,Z,3,δ,j the sounds of these 2. /z/ beds, goes, birds 2. Uses the words 2. Make sentences 4. Pictures each of the
etc. consonants. buzz, bus contextually in sentence following the teacher’s 5. Real objects sounds.
2. identify words in 3. /3/ television, examples: examples. 6. Textbook 2. make sentences
which they occur. confusion, vision, a. you can view the picture 3. List words in which with them.
3. use such words in 4. /θ/ thin, think, author, b. the birds are singing the sound occurs. 3. read the
sentences. bath, wreath, mouth, c. he has a big mouth sentences in order
4. list more words in cloth d. his mother is pretty. to pronounce the
which they occur. 5. /δ/ Mother, Brother, sounds correctly.
Father, they
3 Vocabulary Students should be able 1. Crops: grams seeds, 1. Takes the students on a 1. Listen attentively to 1. Charts, real Students to:
Associated with to: seedlings tubers, visit to a farm the teacher. objects 1. state major
Agriculture 1. list words associated cassava, cocoyam, yam 2. Explains briefly the 2. List the crops they 2. A visit to a farm importance of
with crops and use carrots, onions etc. importance of farming. know and how they 3. A passage on farming.
them in sentences. 2. Farming Activities 3. Leads the students to are planted. Agriculture and 2. make sentence
2. mention words bush-clearing, planting identify common crops and 3. Identify some farm crop farming with related
associated with farming season, ridge-making, words associated with activities they are words.
activities. staking, pruning, them using real objects and familiar with.
manure, fertilize. chart.
4
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
READING
COMPREHENSION
Reading to
comprehend word- As in week 1 As in week 1 As in week 1 As in week 1 As in week 1 As in week 1
meaning through
context
1. EXPLAIN AND Students should be 1. Revision of the 1. Selects sentences and 1. Pay attention to the 1. Students text Students to:
GIVE EXAMPLES able to: previous lesson on passages from student’s teacher’s explanation 2. Selected 1. students to give
OF BOTH 1. revision of the nouns. texts, Newspaper and and illustrations. passages and examples of
COUNTABLE AND precious lesson on 2. Explanation of magazine clippings and 2. Asks questions for sentences countable and
UNCOUNTABLE. nouns. countable and other such materials. clarity and better 3. Chalkboard uncountable
2. explanation of uncountable nouns. 2. Uses these to teach the understanding of 4. Newspaper and nouns.
countable and 3. Nouns and both various aspects under points. magazines 2. make sentences
uncountable nouns. countable and content. clippings. with countable
3. determine them by uncountable depending and uncountable
their characteristics. on the structure e.g. nouns.
4. use them in Water-a cup of water, 3. pick countable
contextual sentences. Sugar – a cube of sugar. and uncountable
5. recognize and 4. Uncountable nouns nouns from a
identify nouns that that are used in singular given passage.
are both countable forms e.g. news, advice,
and uncountable. trousers, scissors,
binoculars.
5
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
4 1. LISTENING Students should be able Listening selection: 1. Reads the selection to 1. Listen to the 1. Interesting Students to:
COMPREHENSION to: -a poem the students and ask them selection. passages give contextual
Listening to tell the 1. identify new words -a passage to note important words 2. List new words 2. Poem meaning of 10
meaning of words in from the passage. they hear. identified. words from the
context 2. tell the general 2. Leads students to tell the 3. Tell their contextual passage.
meaning of the words . general and contextual and dictionary
3. explain the meaning meanings of the words. meanings.
of the words, the context
in which they were used
in the selection.
2. READING
COMPREHENSION
Reading to
As in Week 1 As in Week 1 As in Week 1 As in Week 1 As in Week 1 As in Week 1
comprehend word
meaning through
context
3. CONTINUOUS Students should be able Narrative 1. Focuses on the choice of 1. Explain and pick the Textbooks on Students to:
WRITING to: composition using words and tenses for proper tense for narrative develop a good
Narrative write well punctuated this topic: narrative essays. narrative writing. composition narrative essay of
sentences for a narrative -a day I will never 2. Leads students to 2. Learn to punctuate an appropriate
composition. forget develop logical flowing properly for effective length.
narrative. communication.
6
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
4. NOUNS TYPES Students should be able 1. Revision of previous
to: lesson on nouns
1. List types of nouns 2. Types of nouns:
2. Explain with - proper noun
concrete examples - common noun
types of noun - concrete noun
- collective noun
2. Examples proper
nouns
a. Names of people e.g.
As in week 3 As in week 3 As in week 3 As in week 3
Kate.
b. Days of the week e.g.
Thursday etc.
Common nouns – Boy,
Woman, Teacher etc.
Abstract Noun –
Beauty, Truth, Wisdom
etc.
- Collective nouns – A
flock of sheep.
5 1. SPOKEN Students should be able Words like: twist, 1. Shows strips of 1. Imitate the teacher’s 1. Chalkboard Students to:
. ENGLISH to: sweep, sweet, swear, cardboard with pre-written pronunciation. 2. Picture chart 1. pronounce the
Consonants 1. list words with twig, twine. words showing the sound. 2. Make sentences 3. Real objects words.
Followed by /W/ consonants that are 2. Pronounces them as well with the words. 2. use the words
followed by /w/. as uses them in sentences. in contextual
2. pronounce the words 3. Writes the sentences on sentences.
correctly. the chalkboard.
the words.
4. identify them in
words and sentences.
7
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
2. Vocabulary Students should be able 1. Implements tractor, 1. Leads students to 1. Follow the Students to:
Associated with to: hoe, axe, cutlass, silo- identify farming teacher’s example, 1. list three
agriculture 1. mention words barn bult-dozer, wicker, implements using a good list out farm common farming
associated with farming harvester. chart. implements. implements.
implements. 2. Other related words 2. Selects reading passage 2. Identify farming 2. explain the
As in week 3
2. identify other words bumper harvest, famine, containing other farming implement and other meaning of the
related to farming crop-rotation, a good related words. farm related words. following words –
activities. harvest, a bad harvest bumper harvest
3. tell meaning of etc. famine harvester.
farming related words.
3. LISTENING
COMPREHENSION
Listening to tell the As in week 2 As in week 2 As in week 2 As in week 2 As in week 2 As in week 2
meaning of words in
context
4. Noun Phrases with Students should be able 1. What is a noun Uses short passage and Respond by 1. Short passages Students to:
the definite article to: phrase? sentences to revise noun identifying nouns from student’s text. identify the noun
1. explain noun phrase 2. The definite article and identify. noun phrases and noun phrases in 2. Chalkboard phrases in a given
with the definite article. and its function with example: the sentences and 3. Printed passage.
2. identify a noun phrase. the noun. - the boy kicked the ball. passages. sentences on
3. build up noun phrases 3. Use passages and - people love to watch the cardboards
using the definite article. sentences to identify game of football.
noun phrases.
6 LISTENING Students should be able 1. Materials dealing 1. Leads students to 1. Listen attentively 1. Speech written Students to:
. COMPREHENSION to: with real life situation. discuss the speech to the speech debate 1. State main 5
1. Listening to grasp 1. listen attentively to 2. Main points of a 2. Presents the speech 2. Students say the points in the
main points or idea identify main ideas in a speech. 3. Asks questions to elicit main idea of the speech
speech. 3. Tape record speech. the main points of the speech 2. Identify key
2. identify key words in speech 3. Discuss the sentences
a speech. speech 3. State 5 key
3. identify key sentences words signally a
from a speech. main point.
8
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
2. READING Students should be 1. Dictionary for initial word 1. Explains 1. Listen to the 1. Chalkboard Students to:
COMPREHENSION able to: meaning and other meaning contextual word teacher’s 2. Dictionary read passages
Reading to 1. differentiate and other levels of meanings meaning as opposed explanations 3. Student’s texts selected from the
comprehend word – between contextual of same words. to literal or surface or 2. Listen attentively material available
Meaning through and literal meanings. 2. Selected passage to identify dictionary meanings. to the teacher to get with words
context 2. use their dictionary certain words and their 2. Uses the dictionary the difference underlined for
as an aid for finding contextual meanings. as an aid to explain between literal and substitution.
levels of meanings. levels of meanings. contextual meanings.
3. CONTINUOUS 1. Narrative composition using
WRITING this topic:
a. Narrative As in week 2 -the story of the Governor who As in week 2 As in week 2 As in week 2 As in week 2
stole millions from the state
treasury
4. Grammar Students should be 1. Exception to the use of Students to:
Noun phrases with able to: indefinite with noun include: 1. mention the
the definite article 1. explain the a. some diseases e.g. flu, four exceptions to
exception in the use of cancer, smallpox, chicken pox, the use of definite
the as definite article diarrhea. articles with the
with nouns. b. names of lakes that retain noun phrases.
2. identify two the title e.g. lake Chad, on the 2. Give examples
positions of noun lake Chad As in week 5 As in week 5 As in week 5 for each
phrases in sentences c. mountains e.g. Mt. Everest.
a. as subject d. institutions e.g. St. Gregory,
b. as object of the not the St. Gregory.
sentence e. countries e.g. Ghana, not the
Ghana, Nigerian, not the
Nigeria but the united
Kingdom
9
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
7 SPOKEN Students should be able 1. Use of picture charts 1. Calls students attention 1. Follow teacher’s 1. Chalkboard Students to:
. ENLGISH to: to develop a to various things/events. directives and 2. Objects take part in turns
1. Oral Composition describe orally using chart/description of Begin for example by examples. 3. Pictures describing the
Skills I objects pictures etc. pictures, objects, hanging a picture on the 2. Describe an object 4. Dictionary objects, event etc.
2. Descriptive situations, events. chalkboard 3. Pay attention to
2. Use of special words 2. Describes it with pronunciation stress
to bring out the attention on pronunciation, and voice modulation.
descriptive elements in of words and stress and
the discourse. voice modulation.
2. Vocabulary Students should be able 1. The meaning of 1 Leads students to explain 1. Listen to the teacher 1. Real object Students to:
Associated with to: fishing the meaning of fishing and explain the 2. Picture 1. explain the
Fishing 1. explain the word 2. Words associated using diagram. meaning of fishing. 3. Charts meaning of the
fishing. with fishing-book, fish 2. Leads them to identify 2. Make sentence with 4. A visit to a fish word farming.
2. list words related to trap, line and sinker, words associated with some of the selected farm 2. list of words
fishing. fish pond, fish season, fishing. words following the relating to fishing.
3. tell the meaning of fish dam, fishing 3. Explaining meaning of teacher’s example. 3. make sentences
listed words. equipment. selected words 3. Mention words with the words.
4. make sentences with 4. Makes sentences with associated with
the words. the words. farming that they
know.
10
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
3. CONTINUOUS Students should be able to: 1. Descriptive 1. Writes the topic on 1. Join the teacher to 1. Selected sample Students to:
WRITING 1. express themselves composition using the chalkboard. analyze the paragraph paragraph on 1. generate 10
Descriptive clearly through a descriptive this topic: 2. Discusses the for: appropriate topics appropriate words
composition. -the Petrol State in appropriate kinds of a. word types 2. Photographs for description –
2. select appropriate words times of fuel scarcity. words and sentences b. sentence types 3. Charts (mainly
and sentences for 2. Tense forms for descriptive writing. c. punctuation 4. word cards adjective).
descriptive composition (present & past) 3. Leads students to d. tenses 5. Sentence strips 2. generate topic
3. generate enough topic necessary for analyze the sample 2. Develop a descriptive 6. Real objects sentences on a
sentences to be developed descriptive essay. paragraph for all the paragraph following the 7. Visit to places an given topic for
into a full composition. 3. Choice of words characteristics of teachers prompting and scenes. description.
4. use appropriate tense (Adjectives and descriptive assistance. 3. states 2 major
forms for writing adverbs). composition. 3. Join the teacher to list tenses for
descriptive composition. 4. Sample paragraph 4. Explains the topics appropriate for descriptive
5. list appropriate tense on descriptive essays. appropriate the forms descriptive composition. composition.
forms for writing 5. Short, well – present and past for 4. write a good
descriptive composition. punctuated sentences description. introductory
as appropriate for paragraph
description. 5. write a good
concluding
paragraph to
develop a good
descriptive essay
on a given topic.
4. GRAMMAR Students should be able to: 1. Process of 1. Explains the process 1. Listen attentively to 1. Chalkboard Students to:
Nominalization of 1. define nominalization as nominalizing of nominalization the process and the 2. Dictionary 1. nominalied 10
Adjective a process of changing from 2. Farm classes to be 2. Nominalized words functions of nominalized 3. Students text adjectives.
one form class to noun. nominalized e.g. 3. Make a list/table of words. 4. List of selected 2. use them in
2. nominalized adjectives. Adjectives words and 2. Participate in building words. contextual
3. use the nominalized Wise – wisdom nominalized words. the table of new sentences.
words in contextual Long- length 4. Uses them in nominalized words.
sentences. Strong-strength contextual sentences. 3. Use them in
White – whiteness contextual sentences.
11
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
8 LISTENING Students should be able 1. Tape recorded 1. Plays an interesting pre- 1. Listen attentively to 1. Conversation Students to:
. COMPREHENSIO to: conversation. recorded conversation the recorded between two 1. state 5 main
N 1. listen attentively to 2. Main points in 2. Asks students to identify conversation. people on fake points in the
Listening to grasp main ideas in a conversation. the main ideas in a 2. Discuss the drugs. conversations
main points or idea conversation. 3. Materials dealing conversation. conversation with the 2. A debate on a termed to.
2. identify main points with real life situations. 3. Leads students to teacher. boy/girl child 2. identify 2 or
in a conversation discuss the conversation 3. Say the main ideas 3. A play for more irrelevant
3. identify key words in 4. Asks question to elicit of the conversation. dramatization on points.
a conversation. the main points of the 4. Answer questions illegal bunkering. 3. identify 2
4. identify key conversation. on the conversation or 4. A tape recorded points of
sentences from a talk. conversation or secondary
conversation. 5. Identify key talk. importance.
words/sentences. 4. identify topic
sentences.
2. READING Students should be able 1. Short prose passages 1. Leads students to 1. Pay attention in to 1. Chalkboard Students to:
COMPREHENSIO to: 2. Short discussion on recognize and identify grasp the teacher’s 2. Flash cards pick out main
N 1. read and understand topical issues key/main points in the explanation and 3. Short prose points.
Reading to a given passage. 3. use passages on passage. demonstration. passage.
comprehend main 2. identify the words Issues such as: 2. Corrects them where 2. Participate actively
ideas or story line that indicate main 1. corruption necessary. in reading and
points in the passage. 2. environmental discussion exercises.
3. retain key words or pollution.
key sentences in a 3. HIV/AIDS etc.
passage.
3. CONTINUOUS 1. Descriptive
WRITING composition using this
Descriptive topic:
As in Week 7 As in Week 7 As in Week 7 As in Week 7 As in Week 7
-a flood disaster
caused by blocked
drains.
12
ENGLISH STUDIES
SS I
WEEK
FIRST TERM

TOPIC CONTENT
4. GRAMMAR 1. Functions of Students to:
Nominalization of nominalized words 1. nominalize five
Verbs 2. Form classes to be verbs.
As in Week 7 As in Week 7 As in Week 7 As in Week 7
nominalized e.g conquer – 2. use them in
conquest dance – dancer. contextual
sentences.
9 Vocabulary Students should be 1. Meaning of animal 1. Takes students on a 1. Examine the farm 1. A dairy farm Students to:
. Associated with able to: husbandry. visit to a dairy farm. and list the equipment 2. A chart 1. tell meaning of
Animal Husbandry 1. explain the 2. Meaning of poultry and 2. Gets the farm hands in and activities they see. 3. Pictures animal husbandry.
meaning of animal piggery. farm to supply the words 2. Listen to the farm 4. Story on animal 2. tell the
husbandry. 3. Words associated with for some of those hand and write down husbandry. difference
2. differentiate dairy farming –pen, cage, equipment and activities. the words they do not 5. Students text. between a poultry
between poultry and milking time, chicken 3. Gives assignment to the know. farm and a
farming. diseases, vet doctor, farm class based on the visit 3. Write the products piggery.
3. identify words hand, rooster, day-old. like describing the and by-products of 3. list 6 words
associated with dairy 4. Other related words products and by-products animal husbandry relating to dairy
farming. cattle, ranch, poultry, of animal husband. based on their visit to farming and
4. identify words herdsmen. the farm. animal husbandry.
related to animal
husbandry.
2. SPOKEN Students should be Words such as: 1. Shows strips of Repeat words as 1. Cardboard Students to:
ENGLISH able to: curious cardboard with pre- pronounced by the 2. Stripes of use each of the
Consonants pronounce rightly cure written words showing teacher and the cardboard words to make
followed by /j/ consonants followed endure the sound. sentences. They make containing words sentences with
by /j/. humour 2. Pronounces them their own sentences. and sentences. correct
future correctly as well as use pronunciation of
he is a curious boy them in sentences. the sounds.
he should endure the pain 3. Write the sentences on
the chalkboard.
3. CONTINUOUS As in week 7 Descriptive composition As in week 7 As in week 7 As in week 7 Students to:
WRITING using this topic: write a full length
Descriptive A fire incident in my street. composition
13
ENGLISH STUDIES
SS I
WEEK FIRST TERM

TOPIC CONTENT
4. GRAMMAR Students should be 1. Revision of previous 1. Revises with the 1. Participate in the 1. Selected passage Students to:
Irregular Verbs able to: lessons on verbs. students the previous revision. and sentences. exercises on
1. explain what 2. What is meant by lesson on verbs 2. Listen attentively to 2. Student’s texts irregular verbs –
irregular verb is and irregular verbs – 2. Explains step by step grasp and understand dictionary. frilling blank
why it is so called. illustrating with what is contained in the the points being sentences with
2. recognize and examples content section. taught. irregular verbs.
identify irregular 3. Selected sentences
verbs. and passages for
identification of
irregular verbs.
10 1. SPOKEN Students should be Words such as: dew, 1. Pronounces the words 1. Repeat the teacher’s 1. Chalkboard Students to:
ENGLISH able to: you, view, due, cue, distinctly and correctly. pronunciation 2. Flash cards 1. make
Consonants followed recognize and new, human, humour, 2. Uses them in sentences distinctly and 3. Picture etc. individual
by /j/ pronounce distinctly stew etc. Examples: to bring out their correctly. sentences with the
/u/ sounds and correctly words 1. i have a new dress meanings. 2. Repeat the words.
with /j/ /u/ consonant 2. my mother made a 3. Demonstrates some of sentences the teacher 2. pronounce the
sounds. delicious stew last night the words e.g. view, made individually end words correctly.
3. she wants to view humour etc. in small groups.
that film.
2. LISTENING 1. Gives the students this 1. Participate actively 1. Chalkboard
COMPREHENSION debate topic: 2. A debate as in
Listening to grasp a girl child is better than a content
main points or ideas boy child. As in week 8
(Short debate) As in week 8 As in week 8 2. Organizes the students As in week 8
for the debate
As in week 8.
14
ENGLISH STUDIES
SS I
WEEK FIRST TERM

TOPIC CONTENT
3. READING Students should be able 1. Short discussion on 1. Chalkboard
COMPREHENSIO to: topical issues 2. Picture
N 1. listen attentively to 2. Dialoques to bring
Reading identify the words that out main As in week 8
comprehend main indicate main points in points/themes/key As in week 8 As in week 8
idea or storyline a conversation. points in all of the
2. retain key words in a above listening and
conversation or discussion sessions.
discourse.
10 4. GRAMMAR Students should be able 1. The forms of Explains step by step what 1. Printed list of
Irregular verbs to: irregular verbs each is contained in the content. irregular verbs
1. Identify the different with examples. forms
forms of irregular 2. Use of irregular As in week 9 2. Chalkboard As in week 9
verbs. verbs in contextual 3. Dictionary
2. Explain the process sentences.
of forming them.
11 REVISION
12 EXAMINATION
15
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
1. World Associated Students should be able 1. The definition of 1. Explains what 1. Attempt individual 1. Drawing Students to:
with Religions. to: traditional religion traditional religion explanation of the term 2. Related reading 1. tell what they
1. tell the meaning of 2. Words associated with means. traditional religion. passage drawn understand about
a. Traditional traditional religion. traditional religion 2. Asks students to list 2. Identify and list from civics/social religion.
Religion 2. list words associated - shrine, cult, diviner, words that are words associated with studies textbooks. 2. make a list of
with traditional oracle, charm, amulet, associated with traditional religion. 3. A visit to a traditional
religion. divining, ritual traditional religion. 3. Listen to the passage shrine. religious words.
3. make sentences with divination, sacrifice etc. 3. Reads out a passage and identify more 3. make sentences
traditional religion. reflecting traditional words associated with with them.
4. explain the meaning religious practices. traditional religion. 4. explain the
of such words in 4. Leads a visit to a 4. Write their meanings of some
context of passages and shrine. observations on the of the words on
stories. shrine. context.
2. SPOKEN Students should be able Words like: quiet, 1. Pronounces the 1. Imitate the teacher’s 1. Chalkboard Students to:
ENGLISH to: quench, quarter, words distinctly. pronunciation of the 2. Flash cards of 1. pronounce the
Consonant sounds pronounce in words equality, equal, question 2. Uses them in words. words and words distinctly
followed by /kw/ e.g. contextual sentences. 2. Read through the sentences and correctly.
1. He has the answer to 3. Demonstrate some sentences and make 3. Picture charts. 2. use the words
the question. of the words. new ones. in contextual
2. My friend lives in the sentences.
junior staff quarter.
16
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
3. READING Students should be able 1. Short prose passages 1. Explains the words 1. Listen carefully and 1. Students reading Students to:
COMPREHENSION to: from students text to the students. attentively to grasp text. 1. reads and
Reading to 1. listen carefully and 2. Newspaper and 2. Leads students to what the teacher has 2. The dictionary students identify
comprehend attentively to identify magazine clipping. identify the words in explained. 3. Chalkboard both main and
supporting details the supporting ideas. the various passages to 2. Participate actively in 4. use newspaper supporting
2. differentiate between be used. the exercises. and magazine point/ideas.
main and supporting. 3. Recognize and clippings 2. a few students
ideas in a prose passage identify the words to read
3. retain both main and introducing supporting individually while
supporting ideas or secondary others note both
identified. points/ideas. the main and
4. recognize words that supporting points.
signifies 3. read in small
details/illustrations and groups and
examples in a prose identify and
passage. supporting
secondary
points/idea.
4. identify four
words introducing
supporting points.
4. GRAMMAR Students should be able 1. Simple tense forms as 1. Explains the simple Listen carefully to 1. Students texts Students to:
Complex Tense Form to: in: tense forms using grasp what is being 2. Chalkboard do some exercises
1. use the simple tense i come appropriate explained. 3. Games based on e.g. filling the
forms in conversation. you come illustrations. the content gaps, substitution
2. identify them she comes 2. Leads students to 4. Dictionary table, sentence
wherever they meet they come use them correctly. 5. Selected text and making, games
them in use. we come 3. Participates passages etc.
3. use them correctly in 2. Students into sentence actively.
sentences. makings 4. Uses the dictionary.
3. The teacher corrects
them where necessary.
17
ENGLISH STUDIES
SS I
SECOND TERM
WEEK

TOPIC CONTENT
2. 1. Vocabulary Students should be able 1. Definition or meaning 1. Speaks briefly about 1. Real Object Students to:
associated with to: of Christianity Christianity. - Holy Bible 1. explain the
Christian Religion 1. define Christianity. 2. Words associated with 2. Lists some words 2. Sentence strips Christianity.
2. list words associated Christianity associated with to visit a Church 2. listen words
with Christianity. - The Holy Bible, one Christianity and asks associated with
3. make sentences with God, Clergy, Pope, the students to list the Christianity.
the listed words. Bishop, Nun, holy rest. 3. make 5
4. explain the words in communion, pew, aisle, 4. Reads a passage on As in Week 1 sentences using
context of a passage or Monk, Deacon, Pastor, Christianity to the words associated
story. Reverend father, Elder, students. with Christianity.
Evangelist, Sin, 5. Leads students to 4. tell the meaning
Repentance, Prayer, visit a Church. of some of the
Fasting, Convert, words.
Convert, Archdeacon,
Deaconess etc.
2. LISTENING Students should be able 1. Words that signify the 1. Presents the speech 1. Listen attentively to 1. Live speeches Students to:
COMPREHENSION to: presentation of details to the students. the speech or passage. 2. Recorded 1. list 4 words that
- listening to Identify 1. listen to speeches a. Because 2. Leads students to 2. Discuss the speeches signal details.
details attentively. b. As a result discuss the presentation and 3. Stories 2. make 4
2. locate words c. For example presentation and the identify the main ideas. 4. Passages which sentences using
signifying details. d. In other words main ideas. 3. List words which are to be read out these words.
3. identify illustrations e. Such as 3. Leads students to signal details from the by a teacher 3. explain the
of the main points via f. Consequently etc. identify the words or passage or speech. 5. Word cards function of each
details. 2. A speech or story in group of words 6. Sentence strips of the listed words
which the above words signaling details or in indicating
and expressions can be illustrations. details.
found. 4. Asks questions on
presented details.
18
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
3. CONTINUOUS Students should be able 1. The meaning 1. Tells students the 1. Listen to the 1. Textbooks Students to:
WRITING to: 2. The forma meaning of an teacher’s and join to 2. A sample 1. explain what an
1. explain what an a. Address, date informal letter. discuss the informal informal letter informal letter is.
Letter Writing informal letter is. b. Salutation 2. Takes students letter and to whom it 3. A Chart 2. list 3 persons to
2. list types of informal c. Body through a sample can be written whom they can
a. Informal Letter letters. d. Closing/subscript informal letter with all 2. Examine the sample write informal
3. learn the format of an relevant features. provided by the teacher letters to.
informal letters. 3. Calls students in order to note the
attention to the important features
address, date, and 3. Write their own
opening salutation in addresses, date and
the letter. opening salutation as
part of an informal
letter.
4. GRAMMAR Students should be able 1. More complex forms 1. Revises the 1. Listen carefully to
Complex Tense to: as in: Previous Lesson on grasp what is being
Forms 1. recognize and use the a. I am coming the simple tense explained and be able to
various tense forms in b. I have come forms. use them correctly
English. c. I have been coming 2. Goes through the 2. Use the dictionary
2. identify them d. I may have been other forms and when in need
wherever they meet deceived. explains them clearly. 3. Participate in the As in week 1 As in week 1
them in use. 2. Use various examples a. Have verbten game.
3. use them correctly in and illustrations for b. Bet verbten
sentences. better and more effective c. Bet verbting
4. use the dictionary grounding and d. Going to t verb
effectively as an aid to understanding. e. Shall verb
resolve problems.
19
ENGLISH STUDIES
SS I
WEEK
SECOND TERM

TOPIC CONTENT
3 1. Vocabulary Students should be able 1. Definition of Islamic religion 1. Explains Islamic 1. Listen and 1. The Koran Students to:
Associated with to: 2. words associated with Islamic religion. ask questions. 2. Visit to a 1. explain the
Religion 1. Explain what Islamic religion Koran, Mosque, Hajj, 2. Lists some words 2. List more Mosque, where term Islamic
- Islamic Religion religion stands for Pilgrimage, Ablution, Jumat, associated with the words possible religion.
2. List some words Sheik, Sunna, Ummra, Hadith, religion associated with 3. Story books and 2. list 10 words
associated with Islamic Aribiya (prophet) Auliya (saint) 3. Asks students to religion. selected relevant associated with
religion and use them in Muslim festivals Sallah, Id-el list other words they 3. Make simple passages Islamic religion.
sentences Malud, Id-el Kabir, Id –el Fitri, know or have heard. sentences using 3. make
3. Explain the meanings others – Kettle, praying mats etc. 4. Makes sample selected words. sentences with
of some of the words in sentences with some any 5 of the
context listed words. words.
2. SPOKEN Students should be able to 1. Syllabic /L/ in words such as 1. Pronounces the Imitate the 1. Flash cards of Students to:
ENGLISH pronounce words with little bottle, kettle, rattle, novel, worlds with syllabic teacher’s pre-prepared words use each of the
Syllabic Consonant /L/ syllabic consonant /L/ simple. /L/. pronunciation, and sentences words in a
without deleting it or a. Little by little says a thoughtful 2. Uses them in repeating the 2. Real objects correct sentence
inserting intrusive vowel boy sentences. sentences such as bottle,
sounds. b. The bottle is on the table. 3. Uses flash cards picture, chalk and
c. The novel is interesting. and real objects to chalkboard
drill the students in
the pronunciation.
3. READING Students should be able
COMPREHENSION to:
1. listen carefully and
Reading to attentively to identify the
As in week 1 As in week 1 As in week 1 As in week 1 As in week 1
comprehend supporting details.
supporting details 2. differentiate between
main and supporting ideas
in a prose, passage.
4. GRAMMAR Use various examples and
Complex Tense Form illustrations for better and more
As in week 1 As in week 1 and
As in week 1 and 2 effective grounding and As in week 1 and 2 As in week 1 and 2
and 2 2
understanding of the simple tense
forms and complex tense forms.
20
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
4. 1. SPOKEN Students should be able to: 1. Words like: often, 1. Pronounces the words Imitate the Flash cards of pre- Students to:
ENGLISH Pronounce words with sudden, ripen, certain, with syllabic /n/. teacher’s prepared words and use each of words
syllabic /n/ without deleting mutton 2. Uses them in pronunciation, sentences in a correct
Syllabic consonant it or inserting intrusive a. there is a sudden sentences. repeating the sentence
/n/ vowel sounds. knock on the door 3. Uses flash cards and sentences.
b. It is certain that she real objects to drill the
will visit students in
pronunciations.
2. LISTENING
As in week 2 As in week 2 As in week 2 As in week 2 As in week 2 As in week 2
COMPREHENSION
3. READING
COMPREHENSION
Reading to As in week 1 As in week 1 As in week 1 As in week 1 As in week 1 As in week 1
comprehend
supporting details
4. CONTINUOUS Students should be able to: 1. Revises the 1. Displays a sample of 1. Participate in the 1. A sample Students to:
WRITING write an informal letter meaning and format of informal letter with discussion. informal letter. write an informal
Letter writing using the appropriate layout. an informal letter. relevant features. 2. Write an 2. Class text. letter that has all
a. Informal letter 2. Discusses the 2. Leads students to informal letter. the required
language and tone of examine the body of an features.
an informal letter informal letter with
(relax, flexible, not special attention to the
many rules tolerate types of words and
slangs, and colloquial sentences used.
usage).
21
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
5. 1. VOCABULARY Students should be able Other words 1. Explains each of these 1. Participate in 1. The dictionary Students to
DEVELOPMENT to: associated with terms. sentence making 2. Passages on explain the
Other expression 1. identify other religion are: Convert, 2. Makes sentences with 2. Explains meanings religion matter. meaning of:
associated with expression associated fanatic, hermit, atheist, them to exemplify their of the words. 3. Sentence strips 1. fanatic
religion with religion. martyr, pantheist, meanings. 4. Word cards 2. hermit
2. explain the meanings of saint, agnostic. 3. atheist
those words.
the words.
2. SPOKEN Students should be able 1. Words of two 1. Pronounces the words Repeat what the 1. Chalkboard, Students to:
ENGLISH to: syllables with stress on correctly. teacher pronounced 2. Cardboard 1. pronounce all
Words of two Pronounce words of two the second syllable. 2. Uses them in correct both the words and 3. Strips containing the words.
syllables stressed on syllables which are 2. Words such as: contextual sentences e.g. sentences correctly, words and individually and
the second syllable. stressed on the second enjoy, impound, a. We enjoy listening to to reflect the right sentences in small groups.
syllable correctly. engulf, inform, incite, our teacher. stressing. 2. use them in
welcome, excite. b. I will invite all my sentences.
classmates. 3. show their
c. It is not good to incite meanings and
people against others. reflect correct
stressing.
3. LISTENING
COMPREHENSION
Listening to identify As in week 2 As in week 2 As in week 2 As in week 2 As in week 2 As in week 2
details
4. DICTATION Students should be able Student’s Reading

to: text.
pronounce and spell
correctly difficult words
from comprehension
passages.
22
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
6. 1. LISTENING Students should be able to: 1. Speaker’s mood, 1. Presents the speech or 1. Listen attentively 1. Recorded speech Students to:
COMPREHENSION 1. identify a speaker’s tone and purpose in: recorded material to the speeches (Live or talk showing 1. identify different
Listening to identify mood from a recorded a. A speech of illustrating sharply or recorded). different kinds of tones in presented
a speaker mood, tone speech varying tones contrasting tones, moods 2. Identify the moods, moods and tones. speeches etc.
and purpose. 2. identify a speaker’s tone b. A dramatic word 2. Leads students to tones, and purposes. 2. Topic should 2. identify a
from a speech and a recorded discuss different tones 3. Judge the reflect current speaker’s purpose
3. from the mood and tone, speech used and the effectiveness of tones concern e.g. from the tone of a
identify a speaker’s 2. Materials dealing effectiveness in to convey the mood HIV/AIDS presented drama.
purpose. with real life conveying the speaker’s and purpose intended. environmental 3. explain the
situations. purpose. 4. Discuss the pollution, relationship between
3. Explains the relationship between corruption etc. mood and tone.
relationship between mood and tone, tone 4. explain the
tone, mood and purpose. and purpose. relationship between
tone and purpose.
2. READING Students should be able to: Use carefully 1. Explains to the 1. Listen carefully 1. Dictionary Students to:
COMPREHENSION 1. recognize the various selected passages students what mood, and attentively to 2. Various prose 1. identify contrasts
Reading to identify elements signal to purpose from: tone and purpose are grasp the explanation, passages in mood, tone and
the writers mood, and tone in a reading 1. students text back up with a dictionary so as to be able to 3. Student’s text purpose in given texts
tone and purpose and passage. 2. newspaper and search. Students read out differentiate between 4. Chalkboard and passages.
the relationship 2. differentiate between magazine clippings the meanings followed the elements. 5. Recorded tapes 2. distinguish/define
between purpose and purpose and tone. 3. recorded materials by a general discussion 2. Participate actively mood and tone, and
tone. 3. recognize the to reflect aspects of for clearer in the discussion of describe how mood
relationship between tone, moods, tones and understanding. passages rendered. can affect tone.
purpose and meaning in a purpose. 2. Demonstrates and 3. Identify contrasts
readings discourse. 4. questions based on illustrates how mood indicating mood, tone
4. demonstrate clearly the selected materials affects tone and tone and purpose.
purpose and meaning for identification of affects meaning and 4. Take part in
5. recognize and identify mood, tone, purpose purpose. reading some of the
the contrast in tone and and meaning. 3. Uses the various passages.
mood while listening to materials – student’s
another reads. text, recorded materials,
questions to bring out
these sharp contrasts.
23
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
3. CONTINUOUS
WRITING As in week 4 As in week 4 As in week 4 As in week 4 As in week 4 As in week 4
a. Informal letter
4. GRAMMAR Students should be able 1. Teaching of the 1. Revises precious 1. Participate in the 1. Collection of Students to:
Complex Sentences to: structure of a complex lessons on sentence revision. sentences and short 1. make five
1. explain what a sentences: Subordinators, type. 2. Listen to understand passages. sentence to show
complex sentence is. concord, types of clauses 2. Lists connectors for the teaching and 2. Games to complex
2. identify complex 2. Discussion of the complex sentences. explanations of the reinforce the sentences.
sentences. structure of a complex 3. Uses them to teacher. content. 2. give passage to
3. make complex sentence one illustrate their correct. 3. Make sentences to 3. Dictionary identify complex
sentences. independent/main clause 4. Lists types of show the appropriate sentences.
and one or more complex clause and knowledge of the 3. give sentences
dependent clause(s) e.g. uses them in sentences structure. with missing
a. The man who come last to illustrate their correct connectors for
night was her father use. students to fill the
b. The rat ran out of the 5. Points out the distinct correction
room when the children features of the structure. connectors.
ran in.
7. Words associated Students should be able Advertising: 1. Explains the word 1. Learn the meaning 1. A relevant Students to:
with Profession. to: 1. meaning advertising. of advertising. passage 1. explain the
a. Advertising 1. explain the meaning 2. a comprehension on 2. Leads students to 2. Read the passage 2. A dictionary meaning of
of advertising. advertising read the selected and identify words in 3. Sentence strips advertising.
2. read a passage on 3. words associated with passage. the passage associated 4. A visit to an 2. list 5 words
advertising. advertising – advertising 3. Drills the class on the with the topic. advertising agency associated with
3. identify words agent, promotion, meanings of the words 3. Make correct if possible advertising.
associated with products, public relations associated with sentences with the 5. An advertising 3. make correct
advertising in the agency, photography, advertising. words. practitioner sentences wit 3 of
passage. tripod, film, advertising 4. Brings in an 4. Listen to a the listed words.
4. explain the meanings agency/firm, prints advertising practitioner professional 4. fine 2 related
of the words and use posters, magazines, to speak to the class on advertising words in the
them in sentences. newspaper, bill boards his profession using the practitioner and ask dictionary.
etc. appropriate technical questions on the
terms. technical terms, if any.
24
ENGLISH STUDIES
SS I
SECOND TERM
WEEK

TOPIC CONTENT
2. SPOKEN The students 1. Words like: exception, 1. Revises stress on two 1. Imitate the teacher’s 1. Real objects Students to:
ENGLISH words should be able to: encompass, photograph, syllables words pronunciation correctly. 2. Dictionary 1. pronounce the
of three syllables pronounce words prohibit, exhibit, examine etc. 2. Pronounces the words 2. Use the dictionary if 3. Chalkboard words and use
stressed on first, of three syllables 2. Stress on 1st syllable in placing the right stress. necessary. 4. Picture them in
second and third with appropriate nouns and on 2nd if verbs. 3. Uses the words in 5. Flash cards sentences.
syllables stress. a. That photograph looks nice sentences to show their 6. Charts etc. 2. read the
b. I want to examine my class meanings and their correct. sentences with
today pronunciation distinct and
c. She does not want to exhibit 4. Uses the dictionary correct stress
her work. where necessary. placement.
3. CONTINUOUS Students should be 1. The meaning of a semi- 1. Explains semi-formal 1. Listen to the teacher’s 1. A sample of Students to:
Semi-formal letters able to: formal letter letter introduction and participate semi-formal letter explain what a
1. explain what a 2. The format of a semi-formal 2. Go through a sample of when necessary 2. Textbook semi-formal
semi-formal letter letter a semi-formal letter with 2. Examine the sample of letter is.
is a. Address, date the students using their text semi-formal letter taking 2. list situations
2. list types of b. Salutation 3. Draws students attention note of all relevant in which a semi-
semi-formal letters. c. Heading to the characteristics of features: formal letter is
3. state the persons d. Body semi-formal letter - the writers prepare.
to whom a semi- e. Closing/subscript displayed in the sample on a. Address
formal letter can be 3. The language and tone of a display. b. The date
written. semi-formal letter. 4. Leads students to c. The Salutation
4. The difference between and examine the body of the d. The Body
informal and a semi-formal letter, taking not of the e. Closing
letter. language and how it differs f. Signature
5. The person to whom a semi- from an informal letter. 3. Examine the body of
formal letter can be written. 5. Leads students to letter taking note of the
examine the tone and language used as
complimentary close and different from those of the
the signature as used in informal letter.
seminal letter. 4. Practice writing in semi-
formal letter.
4. GRAMMAR
Complex Sentences
25
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
8. 1. LISTENING 1. Speaker’s mood, tone
COMPREHENSION and purpose in:
Listening to identify a. Poem
a speaker, moods As in week 6 b. Class discussion As in week 6 As in week 6 As in week 6 As in week 6
tone and purpose 2. Short debate between
selected members of the
class
2. READING
COMPREHENSION
Reading to identify
the writer’s mood,
tone and purpose and
the relationship
between purpose and
tone.
3. CONTINUOUS Students should be able 1. A revision of the 1. Revises the format 1. Participate actively in Students to:
WRITING to: format of a semi-formal of semi-formal letter. the revision and write a semi-
Semi-formal letter 1. write a semi-formal letter. 2. Discusses the discussions. 2 formal letter with
letter using the 2. The language and tone language and tone of a Write a semi-formal all the required
appropriate layout. of a semi-formal letter. semi-formal letter with letter. As in week 7 features.
2. write a well the class using a
punctuated semi-formal sample.
letter.
4. DICTATION Students should be able Students Class text

to:
pronounce and spell
correctly words from
comprehension
passages.
26
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
9. 1. Words Associated Students should be able Stock Exchange: 1. Explains the 1. Read the passage on 1. A relevant Students to:
with profession to: 1. meaning meaning. stock exchange. reading passage 1. explain the
b. Stock Exchange 1. tell the meaning of 2. words associated with 2. Presents a passage 2. Identify words 2. Sentence strips meaning of stock
the term stock stock exchange on stock exchange to related to stock 3. Word cards exchange.
exchange. - stock broker, shares, the class. exchange. 4. A stock 2. list words
2. identify words dividends, speculator, 3. Leads them to 3. Make sentences with exchange facility related to stock
associated with it. profit margin, identify related words the identified words. 5. A dictionary. exchange.
3. make sentences with bankruptcy, stock, in the passage. 4. Visit the floor of 3. make correct
the various words. customer, stock market. 4. Leads them to make stock exchange. sentences with
identified to exemplify correct sentences 5. Listen to the stock them.
their meaning. using these words. broker, asks and answer 4. list some
4. state the importance 5. Invites a stock- questions. importance of
of stock exchange. broker to speak to the stock exchange.
students on his
profession and its
benefits.
6. Takes them to the
floor of a stock
exchange.
2. SPOKEN Students should be able Words such as 1. Revises the three 1. Listen attentively 1. Real objects Students to:
ENGLISH to: supervisor legislation, syllable words. 2. Imitate teacher’s 2. Dictionary 1. pronounce
Words of four 1. pronounce with the agriculture, fortunately, 2. Pronounces the four pronunciation correctly. 3. Chalkboard some words.
syllables stress on 1st, right stress placements, ambassador, education, syllable words 3. Use the words in 4. Picture 2. read sentences
2nd or 3rd syllables words of four syllables. tribalism, e.g. correctly with the sentences with 5. Charts with appropriate
2. distinguish between 1. My father is the appropriate stress. appropriate stress. 6. Flash cards stress placement.
words of varied supervisor 3. Uses the word in 4. use the dictionary if
syllables. 2. Tribalism should not sentence making to necessary.
be encouraged show their appropriate
3. Mrs. Okeke is the meanings and their
Nigerian ambassador in correct pronunciation.
United States of 4. Uses the dictionary
America. where necessary.
27
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
3. READING
COMPREHENSION
Reading to identify
the writers mood,
tone and purpose and
the relationship
between purpose and
tone
4. GRAMMAR Students should be able 1. Revision of previous 1. Uses similar steps Students to:
Compound Sentences to: lessons on complex as in week 7 for give similar
1. explain what a sentences. complex sentences exercises as used
compound sentence is. 2. Treat and explain the for week 7 but,
2. identify a compound various aspect under As in week 7 As in week 7 based on
sentence within a complex sentences in compound
passage. week. sentence.
3. construct a
compound sentence.
28
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
10 1. SPOKEN More exercises on stress Leads students into Participate actively.
ENGLISH on four syllable words using the dictionary to
As in week 9 using the dictionary out four syllable words Same as week 9 As in week 9
with correct stress
placement.
2. LISTENING Students should be able Words that indicate 1. Presents a list of 1. Listen to the 1. List of Students to:
COMPREHENSION to: direction directions to the teacher’s directions and directional words 1. follow given
Listening attentively 1. identify terms that 1. Left turn students to follow. follow them and terms specific
to follow directions indicate directions. 2. Right turn 2. Presents them in the 2. Listen to the passage 2. Passages and directions.
effectively 2. follow directions 3. Straight ahead context of a passage with directions speeches 2. list 3
effectively. 4. Round about 3. Leads students to 3. Pay attention to containing words/terms that
5. Specific sign post follow the directions. follow the directions as directions indicate
6. Landmarks 4. Leads students to stated in the passage 3. Charts showing directions.
(Buildings, tree etc). identify the key 4. Identify key directions using 3. state the
directional terms. directional terms heard landmarks and importance of
5. Takes students 5. List the marks and signs. land marks in
through how to use signposts leading to following
landmarks, sign posts particular familiar directions.
to locate directions destinations.
6. Leads students to 6. Describe routes to
describe to other the given destinations
students how to get to in such a way that other
given destinations e.g. students can get there
– their churches; the without difficulty/using
stadium, the primary land marks, sign posts
school in the town; a etc.
popular market etc.
29
ENGLISH STUDIES
SS I
WEEK SECOND TERM

TOPIC CONTENT
3. CONTINUOUS Students should be able 1. Meaning of a record 1. Explains what a 1. List to the teacher 1. A sample record Student to:
WRITING to: 2. types of records records by showing a and mention other types book. 1. define record
Record Keeping 1. define records. 3. Importance uses of record book and of record books that 2. Different kinds book.
2. list different kinds of records explaining what it is. they know. of records: 2. list 3 types of
records. 4. Records of some past 2. Explains the 2. Listen, got down a. a diary record that can be
3. state the importance events importance uses and points and give other b. a school register kept.
of records and record 5. Diary of events need for record books reasons for keeping c. a scheme of 3. state language
keeping. (personal) 3. Using a record of an records. work of records.
4. keep records 6. Language of records event in the sample 3. Examine the record d. a visuals book 4. write a simple
concisely and concise, accurate, devoid record book, discusses book and the e. log book etc. record of the
accurately for future of irrelevant details) the language of record conciseness of the day’s event in the
reference. 7. Other record books keeping, making it language used. class.
e.g. Register, visitors concise and accurate. 4. Prepare a record of
books etc. 4. Leads students to the events of the day.
keep a record of the (As an example) using
day’s events clear and concise
language.
4. GRAMMAR Students should be able More sentences on Uses similar steps as Students to:
More exercises on to: complex and compound in week 7 and 9 for give similar
complex and 1. differentiate between sentences to bring their complex and exercises as used
compound sentences complex and compound differences. compound sentences. Same materials as for week 7 and 9
Do as in week 7 and 9
sentences. in week 7 and 9 but based on
2. recognize the complex and
coordinating compound
conjunctions. sentences.
11 REVISION
12 EXAMINATION
30
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
1. 1. VOCABULARY Students should be 1. Definition 1. Explains the 1. Listen to the 1. Real objects Students to:
DEVELOPMENT able to: 2. Words that are meaning of antonyms teacher’s 2. Word cards 1. explain meaning
Antonyms exactly 1. explain the opposite in meaning: using examples. explanations. 3. An apt. passage or of antonyms.
opposite in meaning meaning of antonyms good-bad friendly- 2. Leads students to 2. Identify antonyms story. 2. fill in the gaps
2. read a passage hostile, discipline – identify words and in a given passage 4. Photographs of using antonyms.
featuring words that indiscipline, their opposites. 3. Make sentences opposite items 3. make sentences
are opposite in temporary-permanent, 3. Takes students with the selected with 3 set of
meaning rich – poor, light-dark, through a passage words to reflect their antonyms to reflect
3. list words and their black – white, man – containing antonyms. meanings. their meanings.
opposites and use woman
them in sentences
2. SPOKEN Students should be Use of simple 1. Reads sentences and 1. Listen to the 1. Sentence for Students to:
ENGLISH able to: sentences such as: short passage to teacher’s rendition. individual reading. make sentences
10 Stress timing in 1. recognize, 1. pick up that book demonstrate as a 2. Imitate the 2. Short printed prose and read passages,
English sentences, articulate correctly 2. who is writing the model of what is performance both of passages. applying stress and
correct phrasing and timing in sentences. essay. expected of the sentences and 3. Chalkboard tone modulation
voice modulation in 2. modulate their 3. use short prose students. passages. 4. Dictionary correctly.
continuous prose voices to give passages on current 2. Points out the effect 3. Read in small
reading appropriate tone issues such as ‘Waste of tone modulating groups.
reflection, avoiding disposal’ ‘HIV/AIDS’ 3. Corrects students
monotone in prose etc. performance.
reading.
31
ENGLISH STUDIES
SS I
WEEK THIRD TERM
TEACHING AND
PERFORMANCE ACTIVITIES EVALUATION
TOPIC CONTENT LEARNING
OBJECTIVE GUIDE
3. READING Students should be Use the following: 1. The need for note 1. Grasp the 1. Tape the Students to:
COMPREHENSION able to: 1. Student text and other taking/making form explanations. materials. 1. assign
Reading to make 1. read and simplified story books. listening and reading 2. Apply the skills 2. Clippings from title/leading other
notes comprehend the 2. Clippings from sessions. discussed during the newspaper and than the one for the
message of the newspaper and magazines. 2. Explain the stages illustration/demonstr magazines original text.
passage by 3. Taped materials on toward effective note ation exercise. 3. Simplified story 2. identify theme of
following story line topical issues such as: taking/making. 3. Follow the books. a passage.
plot. a. Honesty as a guiding This involves skills teacher’s 4. Passages of 3. read two short
2. assign titles and principle. such as: instructions. topical issues as in passage to the
headings to b. Dignity in labour a. Listening attentively. content. students paragraph
passages. c. Examination malpractice b. Reading with by paragraph to
3. identify the main d. Corruption must go, join concentration. enable the students
points in the the battle. c. Identifying key do the above.
individual words and sentences.
paragraphs that d. Applies these skills
make up the so as to reproduce an
passage. outline note.
4. Uses some of the
materials to illustrate
and demonstrate the
above points.
4. GRAMMAR Students should be 1. Adjuncts are adverbials. 1. Revises previous Students to: 1. Selected Students to:
Adjuncts (Adverbs) able to: 2. They modify verbs lessons on adverbs 1. Participate sentences and 1. identify adjuncts
1. recognize and use prepositional phrases, 2. Explains adjuncts 2. make sentences of passages in a given passage.
adjuncts in indefinite pronouns and and use in sentences to their own using 2. Game chart 2. uses adjuncts in
sentences and other noun phrases examples. illustrate adjuncts 3. Dictionary sentence to brings
writings correctly a. He was in the house 3. Introduces games 3. Identify adjuncts 4. Chalkboard out their meanings.
2. identify them in (prepositional phrase of that involve adjuncts in given passages
passages time). 4. Take part in the
b. He came quickly game.
(Manner)
c. They came for launch
(reason).
32
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
2. 1. VOCABULARY Students should be Words that are nearly Students to:
DEVELOPMENT able to: opposite in meaning 1. fill in blank
1. list words that are 1. Cheerful-unhappy spaces
Antonyms as words nearly opposite in sickly-healthy 2. make sentences
ii. Nearly opposite in meaning. harmonious-discordant with 3 sets of
meaning 2. read passages False – Genuine antonyms
As in week 1 As in week 1 As in week 1
featuring words that Tough – tender 3. read a passage
are opposites in containing words
meaning or nearly that are opposite in
opposite in meaning. meaning and nearly
opposite in
meaning.
2. LISTENING Students should be Listening to selections 1. Presents materials 1. Listen to the Passages covering Students to:
COMPREHENSION able to: of different styles written in different material and identify different topics of 1. listen to a
Listening to identify 1. listen to a work of 1. Expository styles. the style. national interest and selection and
a speaker’s style art and identify the materials 2. Leads students to 2. Discuss the written in different identify the style.
writer’s style: 2. Narrative materials identify characteristics characteristics of the styles e.g. self control, 2. list
a. exposition of the different styles different styles with hard work, fairness in characteristics of
b. narration e. narrative and the teacher. dealing with others. each style.
c. description expository. 3. Asks and answer 3. develop a
d. argument 3. Asks questions on questions on style. paragraph to reflect
style. each style.
4. Leads students to
develop paragraphs
reflecting narrative
and expository style.
3. CONTINUOUS Students should be 1. General revision of As in week 10 of 2nd As in week 10 of 2nd As in week 10 of 2nd Students to:
WRITING able to: previous lesson on Term Term Term write a simple
Record Keeping write a simple record record keeping record of the day’s
of the day’s event in 2. Writing a simple event in the class.
the class. record of the day’s
event in the class.
33
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
4. GRAMMAR Students should be 1. Revision of 1. Revises previous 1. Participate in the 1. Dictionary Students to:
Adjuncts (Adverbs) able to: previous lesson on lessons on adjuncts. revision. 2. Game chart 1. fill substitution
1. recognize classes adjuncts 2. Uses to make 2. Make sentences of 3. Chalkboard tables.
of adjuncts (time, 2. Classes of Adjuncts sentences to show their own in using 4. Selected sentences 2. identify adjuncts
purpose, reason etc). are: their classes. adjuncts. and passages in a given passage.
2. identify them in -adjuncts of place 3. Introduces games 3. Identify adjuncts in
passages. -adjuncts of reason that involve adjuncts. given passages.
-adjuncts of manner 4. Take part in the
-adjuncts of time games.
Adjuncts of degree
etc.
3. Use them in
sentences to illustrate
their classes e.g.
i. He came quickly
(manner).
ii. He Left the book in
the house Place).
3. 1. VOCABULARY Students should be 1. Definition of 1. Explains the Listen to the 1. Diagrams Students to:
DEVELOPMENT able to: synonyms. meaning of synonyms. teacher’s explanation 2. Sentence strips 1. define
Synonyms as words 1. explain the 2. Words that are the 2. Makes sample of the meaning of 3. Word cards synonyms.
1. With the same meaning of same in meaning: sentences to exemplify synonyms. 4. Chart 2. list 5 sets of
meaning synonyms. quick – fast the use of the words. synonyms.
2. give examples of strong – powerful 3. make correct
synonyms with the buy-engaged sentences using the
same meaning. brave-fearless/bold words.
3. make sentences fearful-timid
with some of the enemy – foe
words.
34
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
2. SPOKEN
ENGLISH
Stress timing in
English sentences;
correct phrasing and
voice modulation in
continuous prose
reading
3. READING Students should be As in week 1 1. Revises previous As in week 1 As in week 1 Students to:
COMPREHENSION able to: lesson on reading to read two short
Reading to make 1. identify key make notes. passages to the
notes words/sentences. 2. Leads students to students paragraph
2. identify the main, read through a given by paragraph to:
supporting/secondary passage. 1. identify theme of
points. 3. Asks questions on the passages.
identifying main and 2. identify main
supporting points. and supporting
/secondary points.
4. GRAMMAR Students should be 1. He is fast runner
Adjuncts Adverbs) able to: (adjective).
differentiate between 2. He runs fast
their use as adjunct (adverb).
and as adjectives. 3. This is the quickest
way.
35
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
4 1. LISTENING Students should be 1. Key words that aid 1. Presents a speech, 1. Students listen 1. Passage on topics of Students to:
COMPREHENSION able to: summary of speeches, lecture or a passage to attentively to the current concerns 1. identify 4 key
Listening for 1. listen attentively to lectures etc. the students. presentation. 2. Speeches lectures words in the
summary through a presented material a. In addition 2. Explains to the 2. List the relevant etc. presented selection.
identifying key words (passage, lecture, b. As well as students the words as identified 3. Word cards 2. identify 4 key
speech etc). c. First, second, third significance of the from the passage. 4. Sentence strips. sentences signaled
2. identify key words etc. words or group of 3. List the relevant by the key words.
that signal main d. Also works in summarizing sentences signaled by 3. arrange
ideas. e. Furthermore materials. the key words already identified sentences
3. identify key f. Despite etc. 3. Leads them to identified. logically as a
sentences signaled by 2. Passages, speeches identify the relevant 4. Make a summary summary of the
the relevant key and lectures on current words in the speech, of the presentation by selection presented.
words. topics in which these lecture or passage. putting the sentences
4. put the sentences words can be found. 4. Leads students to together.
together in a Current Topics identify relevant topic
summary form. a. Right to peaceful sentences, signaled by
association these words.
b. Rights of the child
c. Service
d. Courtesy etc.
36
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
2. READING Students should be 1. Selected passages 1. Explains that 1. Listen attentively 1. Selected pros Students to:
COMPREHENSION able to: on topical/current summary is reduction to grasp the various passages of various identify:
Reading for summary 1. acquire and issues as ‘patriotism; of original prose work points being subjects. a. theme/key/topic
develop skills that privatization in etc. explained and taught. 2. Recorded tapes sentences.
will help- them in Nigeria, Kidnapping 2. Revises student 2. Recall their 3. Students texts b. supporting
sumarizing passages- etc. previous lesson on previous lesson on 4. Chalkboard etc. /secondary points
skills such as 2. Recorded passages main and supporting identifying main and in a given passage.
assigning titles or of suitable levels in 3 Explaining the skills supporting pints and 2. assign title or
headings to passages. either narrative, of summary thus participate actively in heading to
2. identify descriptive, expository identifying: the demonstration passages
topic/theme or key or argumentative form. a. the theme/topic/key lesson. b. summarizes one
sentences as well as sentences. short prose
main and supporting b. the passage.
idea. supporting/secondary c. pick out five key
points. words in the
c. assigning passage to be
title/heading. summarized and
4. Teaches the words, including same in
props and phrases the summary.
usually adverbs and
adjuncts such as: for
examples, as,
furthermore etc. that
are handy in summary
writing.
5. Uses some of
selected materials to
demonstrate and
illustrate summary
writing, applying the
skills and points
discussed.
37
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
3. CONTINUOUS Students should be 1. General features of 1. Defines a speech. 1. Listen and 1. Sample speeches Students to:
WRITING able to: a speech: 2. Lists occasions for participate actively. 2. Textbooks on 1. list 3 occasions
Speech writing 1. list the primary a. the opening speeches. 2. Examine a sample speeches. that demand speech
features of a speech. greetings or protocol 3. Describes the speech to note the 3. Class texts that treat making.
2. write a good b. the general important and major special features. speech making. 3. list the 4
speech for any introduction features of a speech. 3. Identify minor important and
occasion as required. c. the main body 4. Leads students to differences between major features of a
d. the conclusion identify the minor speeches for different speech.
2. characteristics of differences in occasions. 3. state 2 major
speeches for different speeches for different characteristics of:
occasions like: occasions. a. welcome
a. welcome address address.
b. prize giving b. a wedding toast.
ceremony
c. wedding toast etc.
4. DICTATION Students should be Words picked from 1. Student’s textbook Students to:
able to: passages selected from 2. Students reading dictation
pronounce and spell students class text. text.
new words from
comprehension
passages.
5. 1. VOCABULARY Students should be Words that are nearly
DEVELOPMENT able to: the same in meaning:
Synonyms as words 1. make a list of Securely – safely
nearly the same in words nearly the Guest / visitor
meaning. same in meaning. Adore / admire etc.
2. use the words As in week 3 As in week 3 As in week 3 As in week 3
correctly in sentences
to reflect their
meaning
3. read a passage
featuring synonyms.
38
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
2. SPOKEN Students should be able 1. Expository 1. Discusses with the 1. Participate in the 1. Chalkboard Students to:
ENGLISH to: 2. Use of exact students, using topics discussion. 2. Dictionary 1. mention five
Oral composition effectively expose points words/sentences to such as “If I were the 2. The discussion 3. Strips of chalkboard words that could be
skills II in a given topic, object or bring out/expose principal of our could be in small containing words that used in discussing
event with appropriate definite and exact school….” groups that the could be used in each topic.
words. points of an event. 2. Suggests what teacher would discussing the topics 2. carryout a
words/sentences monitor, direct and etc. dictionary search
structure that could be correct. of ten words that
used to bring out or could be used for
expose the points. each skill.
3. LISTENING Students should be able
COMPREHENSION to:
Listening for As in week 4 As in week 4 As in week 4 As in week 4 As in week 4 As in week 4
summary through
identifying key words
4. GRAMMAR Students should be able Explains the 1. Explains and 1. Listen attentively 1. Students texts Students to:
to: process of this teaches the process. to the explanation. 2. Dictionary 1. make sentences
1. recognize that verbs relationship with 2. Uses examples to 2. Differentiate 3. cardboards with both the single
enter into structural examples illustrate (A good between verbs and containing selected verbs and new
relationships with a. come + across, dictionary should be adverbs in verbs and sentences structure of verb +
adverbial particles. in, by, forward, off, handy here). sentences. particle.
2. identify in the structure out, up, round, to, 3. Brings out the 3. Identify verbs and 2. pick out phrasal
which part is verb and on, through etc. meanings of the adverbs in verbs from given
which is adverb, use them structure as different sentences. passage.
in sentences. from their meanings as 4. Use the dictionary 3. list phrasal verbs
3. recognize that the single verbs. when necessary. for the meanings to
structure got from the be written out.
combination is usually
connotative rather than
denotative meaning.
4. use the dictionary as an
aid in this construction.
39
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
6 1. LISTENING
COMPREHENSION
Listening for As in week 4 As in week 4 As in week 4 As in week 4 As in week 4 As in week 4
summary through
identifying key words
2. READING
COMPREHENSION As in week 4 As in week 4 As in week 4 As in week 4 As in week 4 As in week 4
Reading for summary
3. CONTINUOUS Students should be 1. Revises general 1. Describes the 1. Listen attentively 1. Sample speech Students to:
WRITING able to: features, introduction, important and major to the teachers 2. Students text 1. state the major
speech writing write a good speech the main body and features of a speech. explanation. characteristics of a
for any occasion as conclusion of a good 2. Leads students to 2. Bring out the welcome address.
required. speech. identify features of a features of a welcome 2. write a welcome
2. Characteristics welcome address. address. address.
a. Welcome address 3. Engages the 3. Participate in the
students in discussing discussion on a
a welcome address sample welcome
using a sample. address.
4. GRAMMAR b. Got back, down, 1. Uses the dictionary 1. Use the dictionary 1. Student texts Students to:
Phrasal Verbs after, through, under, to bring more to look for the 2. Dictionary 1. pick out phrasal
up, out, by etc. examples to illustrate combination and the verbs from given
that combination. new meanings. passage.
As in week 5 2. Brings out the 2. make sentences 2. list phrasal verbs
meanings of the with phrasal verbs. for the meaning to
structure as different be written out.
from their meanings as
sing verbs.
40
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
7 1. VOCABULARY Students should be Words commonly 1. Explains the 1. Listen and make 1. A reading passage Students to:
DEVELOPMENT able to: misspelt – receive, importance of correct contribution. containing the words 1. identify swords
Spelling of 1. identify words that conceive, deceive, spelling. 2. Read the passage of interest. that are difficult to
commonly mis-spelt are commonly mis- thief, chief, mis-chief, 2. Presents a passage and take note of the 2. A good learner’s spell.
words and the use of spelt. grateful, dining, in which many of the words. dictionary. 2. fine 3 of such
the dictionary 2. spell the words beginning, decision, misspelt words 3. Locate these words 3. Word cards words in the
correctly. succeed, success, feature. in the dictionary. 4. Sentence strips dictionary.
3. user the dictionary process, reference, 3. Explains the 4. Compare the 3. tell the meaning
to check the spellings referee, across, importance of the meaning of the words of 2 of the words.
of such words. occasion, occurrence, dictionary for the in the dictionary and
4. tell the meanings procefure, proceed, spelling of words. the context of the
of such words in omission, 4. Leads students to passage read.
context. accommodation, identify the words 5. Listen to the
recommendation, from the passage. teacher’s dictation
misspelt, admission, 5. Leads them to learn and practice the
committee, embarrass the spelling of the spelling of the words.
etc. words from the
passage and the
dictionary.
2. SPOKEN Students should be 1. Argumentative 1. Discusses with the
ENGLISH able to: skills in oral speech. student using topics
Oral composition use words correctly 2. Right words should such as:
skills II to argue out a point. be used to argue, “ a boy child is better
4. Argumentative convince and buttress than a girl child”.
a point in an argument. 2. Suggests what As in week 5 As in week 5 As in week 5
words/sentences
structure that could be
used to argue,
convince and buttress
the points.
41
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
3. CONTINUOUS 1. Revision of Students to:
WRITING previous lessons on 1. state 2 major
Speech writing speech writing. characteristics of a
As in week 6 As in week 6 As in week 6 As in week 6
2. Characteristics of a wedding toast.
speech such as a 2. write a wedding
wedding toast. toast.
4. GRAMMAR Call + off, out, in , at,
Phrasal verbs As in week 6 away, back, for, on, As in week 6 As in week 6 As in week 6 As in week 6
upon, up.
8 1. LISTENING
COMPREHENSION
Listening for
summary through
identifying key
words.
2. READING
COMPREHENSION
Reading for summary
3. CONTINUOUS Students should be 1. Features of a 1. Leads students to 1. Join the teacher to 1. A newspaper Students to:
WRITING able to: newspaper article. list the features of a list the features of a 2. A text book with the 1. list 3 major
Popular articles for 1. list the features of 2. The differences typical newspaper or typical newspaper features of a features of a
various reading a typical newspaper between the features magazine article. article. newspaper article newspaper article
audiences article. of a newspaper article 2. Displays a sample 2. Examine the clearly stated 2. state 2 major.
2. differentiate and speech or letter. article and leads the sample article and 3. A magazine differences
between the features students to examine it. note the major 4. A chart stating the between a
of a newspaper article 3. Leads students to features. features of newspaper article
and the features of a discuss the features 3. Discuss the a. An article and a speech or a
speech or letter. including the language features through b. A speech letter.
and style. asking and answering c. A letter
questions on the
article.
42
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
4. DICTATION Students should be
able to:
pronounce and spell
difficult words from
passages selected
from their class text.
9 1. VOCABULARY Students should be 1. Takes students 1. Participate Students to:
DEVELOPMENT able to: through spelling drills. actively. 1. take part in
Spelling of 1. spell the words 2. Gives a correct 2. Listen to the dictation exercise.
commonly misspelt correctly. pronunciation of the teacher’s 2. pick out the
Same as in week 7 As in week 7
words and the use of 2. pick out the words. pronunciation and correctly spelt
the dictionary correctly spelt words articulate the same. words from
from multiple choice. multiple choice.
2. SPOKEN Students should be Use the skills 1. Revises with the 1. Revision 1. Flash cards Students to:
ENGLISH able to: developed under oral students previous 2. Understanding the 2. Card board 1. jot down the
Speaking to use words orally to composition skills to lessons on oral debate procedure and 3. Real clock for time points they will
persuade/convince persuade and make a introduce students to composition skills. 3. Taking part in the keeping speak on
convincing argument. organize debate 2. Discusses the sample general 4. Chalkboard 2. jot down the
sessions on topics such different aspects of discussion. 5. Dictionary points as the
as: debate procedure, such speakers take their
1. farmers are more as speaker. turns.
important than doctors 3. On each side, time
2. women are better allocation, panel of
leaders judges, time keeper
3. corruption destroys etc.
a nation 3. Uses a topic to
illustrate and
demonstrate the points
to be taken care of.
43
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
3. READING
Reading for summary
4. GRAMMAR Students should be a. Give + up, in, back, Go through the same As in previous lesson Same materials as in Students to:
Phrasal Verbs II able to: off, away process as in previous on phrasal verbs. previous lessons on make sentences
1. recognize the b. Put + off, up, away, lessons on phrasal phrasal verbs. with phrasal verbs
structure as phrasal on, into verbs. and tell their
verbs. meanings.
2. use the correctly in
sentences.
3. construct such
structure.
4. use the dictionary
as aid.
10 1. SPOKEN Organize debate 1. Organizes the Take part in sample Students to:
ENGLISH session on the topic: students for a class general discussion debate on the topic:
Speaking to ‘women are better debate. and the debate ‘women are better
persuade/Convince As in week 9 leaders. 2. Uses a topic to proceedings. As in week 9 leaders’.
illustrate and
demonstrate the points
to be taken care of.
2. READING
Reading for summary
44
ENGLISH STUDIES
SS I
WEEK THIRD TERM

TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
3. continuous Writing Students should be 1. Articles on issues of 1. Revises students 1. Discuss the topic Students to:
able to: current interest like precious lesson on written by the teacher write a short article
write a good article a. Bribery of public features, language and with the relevant for the school
suitable for the officers style of article which it audience in mind magazine.
school magazine or b. Fraudulent different from a (especially in terms
newspaper. acquisition of speech or a letter of language used)
properties. 2. Writes this topic on 2.Write a short article
c. The importance of a the chalkboard. for the school
good quality life “Bribery of public magazine as a
As in week 9
d. Cleanliness is next officers” practice exercise
to godliness etc. 3. Leads students to
discuss the topic,
taking cognizance of
the audience for which
it is meant.
4. Leads them to write
a short article for the
school magazine.
10 4. GRAMMAR c. Bring + Back, Goes through the same As in previous lesson Use the same materials Students to:
Phrasal verbs II about, up, in out process as in previous on phrasal verbs. as in previous lessons do exercises
d. Take + away, off, lessons on phrasal on phrasal verbs. involving sentence
As in week 9
up, in verbs. making with the
phrasal verbs using
substitution tables.
11 REVISION
12 EXAMINATION
45
MATHEMATICS
SS I
FIRST TERM
THEME: NUMBER AND NUMERATION
ACTIVITIES
WEEK
TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

OBJECTIVES LEARNING GUIDE
TEACHER STUDENTS RESOURCES
1 Number Base Students should be (1) Conversion from (1) Guides students to (1) State some bases Charts showing the Students to:
System. able to: one base to base 10 count numbers in such as binary (base conversion from one (1) convert number
(1) convert numbers (2) Conversion of different bases. 2), ternary basic, as base to the another from other bases to
from other bases to decimal fractions in (2) Converts from one in binary (base 5) etc. (Diennes blocks). base 10.
base 10. one base to another. base to the other (3) Convert numbers (2) 16.42 to base
(2) convert decimal (3) Performing fractions from one from one base to the 107 .
fraction from other arithmetic operation in base to the other. other. (3) 234 to base 67
bases to base 10. number base. (3) Performs (4) Convert decimal (4) solve some
(3) perform some (4) Application to arithmetic operation, fraction from one problems on
basic operations on computer such as; addition, base to base ten. arithmetic
number bases. programming. subtraction, (5) Perform operations
(4) apply number multiplication and arithmetic operation involving bases.
base system to division on bases. on bases.
computer
programming.
2 Modular arithmetic Students should be (1) Revision of Guides students to: (1) Define modular A chart showing Students to:
able to: arithmetic operations. (1) revise arithmetic arithmetic. modular arithmetic solve problem on
(1) define the term (2) Conceptual view of operations of integers. (2) Perform addition, samples of shift duty, modular arithmetic,
modular arithmetic. modular arithmetic. (2) define modular subtraction, menstrual chart. perform the
(2) perform some (3) Simple operation arithmetic. multiplication etc. in arithmetic
basic arithmetic of modular arithmetic (3) add, subtract, modular arithmetic. operations of:
operations of and it application to divide and multiply in (3) Apply modular -addition
addition, subtraction life. modular. arithmetic in market -subtraction
etc. (4) appreciate its days, menstrual -multiplication
(3) apply modular application to shift calculation and -division.
arithmetic in duty, name market anniversaries.
everyday life. days, menstrual
calculation in real life
situation.
46
MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

3 Indices Students should be (1) Revision of Guides students to: (1) Convert some Chart of: Students to:
able to: standard form. (1) Converts numbers ordinary integers to -standard form. (1) convert
(1) solve problems on (2) Introduce to standard from viz-a- standard form viz-a- -laws of indices. numbers to
standard form. examples on indices viz. viz. -solution on indicial standard form viz-
(2) use the standard (3) Law of indices: (2) Explains the (2) Establish a equations. a-viz.
notation of indices (a) × = concept of indices relationship between (2) relate indices to
appropriately. (b) ÷ = using the laws. shorthand and long standard from.
(3) identify indices as (c) ( )y = etc. (3) Drills students on from notation of (3) state laws of
a shorthand notation (4) Application of calculation involving indices. indices.
of the standard form. laws of indices to indices. (3) State the laws of (4) solve problems
(4) solve problems of problem solving. (4) Shows a solution indices and solve on indicial
indicial equations chart of problems on some problems. equations.
applying the laws of indices.
indices.
4 Logarithms Students should be (1) Definition of Guides students to: (1) Define logarithms (1) Indices/logarithm Students to:
able to: logarithm (1) Define the concept and its laws. chart. (1) convert given
(1) Define logarithm (2) Deducing of logarithm. (2) Deduces a (2) Graph board with indices to
(2) deduce a logarithm from indices (2) Establish a relationship between graph of = 10 logarithm
relationship between and standard from. relationship between indices and (3) Logarithm table (2) find indices of
indices and logarithm (3) Graph of = 10 indices and logarithms charts, antilogarithm given numbers
(3) use the graph of (4) Reading of logarithms. (3) Solve problems table chart, logarithm (3) plot the graph
= 10 for logarithm and (3) Shows a chart on on logarithms with or table booklet. of = 10 and
multiplication and antilogarithm tables. indices/logarithm e.g. without using read values from
division if = 10 , then logarithm table. the graph find
(4) find the = log logarithm and
logarithms and (4) Solve problems on antilogarithms
antilogarithm of logarithms with or using table.
numbers graters than without using the
one. logarithm tables.
47
MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

5 Effective use of Students should be (1) Use of logarithm (1) Guides students to (1) Apply the use the Newspapers, daily Students to:
logarithm tables in able to: tables in calculations; review laws of logarithm table and stock summary. (1) solve problems
calculations (1) use logarithm division, powers etc. logarithms and read charts in problem Logarithm table charts on logarithms of
tables in calculation. (2) Application of the table in solving. and booklet. numbers greater
(2) use logarithm logarithms in capital calculations. (2) Explain the than one.
table to solve market etc. (2) Guides students in concept of capital (2) explain the
problems relating to explain the concept of market. meaning of capital
capital market and capital market (3) Solve problems market.
other real life (3) Solves problems relating to capital (3) solve problem
problems. involving shares and market etc. relating to capital
stocks etc. market.
THEME: ALGEBRAIC PROCESSES
6 Simple Equations and Students should be (1) Change of subject Guides students to: (1) Explain with (1) Charts showing Students to:
variations able to: of formula, involving (1) discovers the examples of concept the processes involved (1) solve problems
(1) change the subject roots, brackets, processes involved in of change of formula. in change of a on change of
of any given equation powers. changing subjects to (2) List the types of subjects. subject of formula.
(2) solves problems (2) Subjects of formula. variation. (2) Charts displaying (2) explain the
on any types of formula and (2) explains the (3) Solve problems types of variations. types of variation.
variation. substitution. concept of variation involving variations. (3) apply the
(3) apply the concept (3) Types of variation; and the various types. concepts of
of variation to word direct etc. (3) applies these variation to
and real life (4) Application of concepts of variation problem-solving
problems. variation. to problem-solving. situation.
48
MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

7 Quadratic Equation Students should be (1) Revision of Guides students by (1) Explain quadratic (1) A chart showing Students to:
able to: factorizations of solving: equations and quadratic expressions factorize
(1) identify a integers (1) quadratics expression by and equations. -integers
quadratic equation. (2) Factorization of expression and applying it to (2) Quadratic equation -quadratic
(2) solve problems quadratic expressions equations using problem solving box. expressions
involving quadratic and equations. factorization. (2) Factorize (3) Factor chart. -quadratic
equations using (3) Solution of (2) grouping or factor quadratic equations equations.
different methods. quadratic equation of methods may be using grouping or
(3) solve quadratic form applicable where factor method
equation of the form = 0 either necessary. (3) Solve quadratic
= 0 either =0 = 0. (3) solves quadratic equations using
=0 =0 expressions and factor method:
equations of the form, = 0 either
= 0 either =0 = 0.
=0 = 0.
8 Formation of Students should be (1) Formation of Guide student to: (1) Observe the roots (1) Quadratic equation Students to:
quadratic equations able to: quadratic equation (1) use given roots to of quadratic equation chart. (1) construct
with given roots. (1) form quadratic with given roots. form quadratic charts. (2) Roots of quadratic quadratic equation
equations with given (2) Drawing quadratic equations. (2) Use roots to equation chart. with given roots.
roots. graph. (2) display the roots of constructs quadratic (3) Graph board and (2) construct table
(2) draw quadratic (3) Obtain roots from quadratic equation equation books. of values.
equation graphs. a quadratic graph. charts (3) Prepare table of (4) Mathematical set (3) draw graphs of
(3) read roots from (4) Applications of (3) guide students to value and plot and broom stick. a given quadratic
quadratic graphs. quadratic equation to plot given points using graphs. (5) Relevant Computer equation.
(4) solve word real life situation. graph board. (4) Solve word Assisted Instruction (4) solve word
problems relating to (4) lead students to problem involving (CAI). problems involving
life situation using solve word problems. quadratic equation. real life situation.
quadratic equation
principles.
49
MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

9 Logical Reasoning Students should be able (1) Simple statement (1) Explains the (1) State some simple Charts showing Students to:
to: (2) Meaning and concept of simple statements example of simple (1) state some
(1) explain what is a examples of simple statement. (2) State whether a statement true/false simple statement.
simple statement with statement. (2) Guides students to given statement is statements, negation of (2) write true/false
examples. (3) True or false validate the true/false true or false. statements. in some given
(2) identify true and negation of simple of a statement, and it (3) Negate some statement.
false statements. statement. negation accordingly. given statement. (3) negate given
(3) state the negation of statement.
a simple statement.
10 Logical operations Students should be able (1) Compound Guide students to: (1) Write examples of Charts showing Students to:
and their symbols to: statement: (1) distinguishes compound statement, examples of give example of :
(1) distinguish between -meaning and types between simple and conjunction, compound statements, (1) compound
simple and compound (2) Logical operators compound statement. disconjunction etc. conjunction, statement,
statement. and symbols. (2) gives a collection (2) Construct truth implication, bi- conjunction,
(2) give examples of (3) List of logical of construction, table chart for each of implication etc. disconjunction,
conjunction, operators and disconjunction, the five logical Truth-table chart. implications etc.
disconjunction, symbols: compound implicating etc. operations. (2) list the five
implication, bi- statement, (3) constructs a true logical operation
implication. conjunction, table chart for logical and their symbols.
(3) list 5 logical conditional operations. (3) construct truth
operations. statement etc. table for each
(4) write the truth value logical operations.
of a compound
statement involving
any of the five logical
operations.
11 REVISION
12 EXAMINATION
50
MATHEMATICS
SS I
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

1 Constructions I Students should be able (1) Construction of Guide the students to: (1) Recall and list Drawing board, Students to:
to: angles and triangles. (1) state steps to follow the steps involved in mathematical sets, (1) list steps
(1) construct a triangle (2) Bisection of in construction of angle. construction of chalkboard etc. involving in
with given sides. special angles 30o, (2) lead students to angles and triangles. construction of
(2) bisect a given line 45o, 60o and 90o. construct angles and (2) Construct given angles.
segment. (3) Apply the triangle. special angles, (2) construct
(3) bisect a given angle. construction (3) examine student’s triangle etc. triangles, angles,
(4) bisect special angles principles to construction work and (3) Label the bisect line
(such as: 30o, 45o, 60o problems –solving. make corrections where constructions segment, special
and 90o). necessary. correctly. angles etc.
(5) apply the concept of (4) apply the concept to (3) label the
special angles to problem-solving. triangles, line
problem-solving. segment etc.
2 Constructions II Students should be able Construction of: Guides students to: (1) List the steps Chalkboard, Students to:
to: (1) An angle equal (1) list and explain involved in mathematics set, (1) explain steps
(1) list and explain to a given angle- 4- steps used in construction. drawing board etc. used in
steps used in sided plane. construction of angles- (2) To construct construction.
construction. (2) Locus of moving 4- sided plane. some 4-sided plane (2) construct four
(2) construct equivalent points equidistance (2) constructs figures as directed sided plane figure.
angles. from tow lines, 2 equivalent angles. by the teacher. (3) locus of
(3) construct four sides points etc. (3) constructs locus of (3) Construct locus moving points.
plane figures. moving points of a moving points. (4) construct
(4) construct locus of equidistant from two equivalent angles.
moving points, points, two times a
equidistant from, two fixed point.
points, two lines, a
fixed point etc.
51
MATHEMATICS
SS I
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

3 Proofs of some basic Students should be able (1) Proof of sum of Guides students to: (1) Prove some (1) Cardboard Students to:
Theorems to: angles in a triangle (1) applies the format of theorems using the papers. (1) list the basic
(1) state the is 180o. proofs such as: underlying (2) Cut out triangles formal of proving
format/proof of some (2) The exterior -given required to prove principles. (3) Protractor, rule basic theorems in
basic theorems in angle of a triangle is -construction (2) Apply the etc. euclidean geometry.
euclidean geometry. equal to the sum of -proof, Q.E.D. theorems to (2) prove that the
(2) apply the proofs in two opposite angels. (2) proofs the theorems: problem-solving. sum of angles in a
problem-solving on (3) Application of -the exterior angle of a triangle is 180o etc.
geometry. the proved theorems triangle is equal to the (3) prove that
to solving problems sum of two interior exterior angle of a
on angles. opposite angles. triangle is equal to 2
(3) application interior opposite
angles.
(4) apply the
theorems to problem-
solving.
4 Deductive Proofs Students should be able Riders include: Leads students prove (1) Take part in a Model of: Students to:
to: (1) angles of parallel the followings: discussion class, -parallelogram (1) state the steps for
(1) apply deductive lines. (1) angles of parallel moderated by the -parallel lines proving some basic
skills in proving: (2) angles in a line, polygon. teacher in some -polygons theorem.
(a) angles on parallel polygon (2) congruent triangles deductive proofs. -mathematical set (2) prove some
lines. (3) congruent (3) properties of State properties of: -cut out paper etc. theorems such as:
(b) angles in polygon triangle parallelogram. (a) angles on angles on parallel
congruent. (4) properties of (4) intercepts theorems. parallel line, lines.
(c) properties of parallelogram (5) solving problems by polygon, congruent (3) properties of
parallelogram. (5) intercept applying these basic triangle, parallelogram etc.
(d) intercept theorems. (6) theorem theorems. parallelogram and (4) list properties of
(2) solving problems by intercept theorem. the above stated.
applying these basic (5) apply theorem to
theorems. problem-solving.
52
MATHEMATICS
SS I
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

5 Trigonometric Ratios Students should be able (1) State the (1) Display chart of (1) Study the chart (1) Mathematical set. Students to:
to: trigonometric ratios right-angled triangle (2) Identify the (2) A chart showing (1) draw a right-
(1) state the trigonometric of a right-angled with well stated trigonometric ratios trigonometric ratios of angled triangle,
ratios of sine, cosine, and triangle. trigonometric ratios and apply it to a right-angled triangle. identifying
tangent in right angled (2) Solving sine, cosine and problem-solving. trigonometric
triangles. problems involving tangent. ratios.
(2) solve problems the use of (2) Solves problems (2) calculate
involving using the trigonometric involving the use of lengths, angles
trigonometric ratios. ratios. trigonometric ratios. using trigonometric
ratios.
6 Derived Students should be able (1) Trigonometric Guides students to: (1) Construct right (1) Mathematical set. Students to:
Trigonometric Metric to: ratios of: (1) constructs right angled triangles of (2) Cut out shapes of (1) construct
Ratios of Special (1) derive trigonometric -Angle 300 angled triangles of 30o, 30o, 45o and 60o. right-angled triangles shapes of right-
Angles 30o, 45o and ratios of special angles -Angle 45o 45o and 60o. (2) Derive the showing angles 30o, angled triangle
60o 30o, 45o and 60o. -Angle 60o (2) derives trigonometric ratios. 45o and 60o showing angles
(2) apply the concept of (2) Application of trigonometric ratios (3) Apply the 30o, 45o and 60o.
special angles 30o, 45o trigonometric ratios using right-angled trigonometric ratios (2) apply
and 60o to problem- to problem-solving. triangle and equilateral to problem-solving. trigonometric
solving. triangle. ratios to problem-
solving.
7 Application of Students should be able (1) Application of Guides students to: (1) Draw diagram (1) A mathematical Students to:
Trigonometric Ratios to: trigonometric ratios apply trigonometric involving angles of set. (1) draw diagrams
to Problem Solving (1) apply the use of of special angles to ratios involving angles elevation and (2) Drawing board, involving angles of
trigonometric ratios of simple problems. of elevation, and depression. sheet. elevation,
30o, 45o and 60o to solving (2) Sine, cosine depression. (2) Apply depression etc.
problem without using a and tangent of trigonometric ratios (2) solve problems
calculator. angles between 0 to problem-solving. applying the
(2) solve problems of and 360o. trigonometric
sine, cosine and tangent ratios.
of angles between 0 and
360o.
53
MATHEMATICS
SS I
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

8 Trigonometric Ratios Students should be able Trigonometric ratios Displays charts of the (1) Study the unit Chart showing unit Students to:
WRT Unit Circle. to: related to the unit unit circle with right- circle chart and circle. (1) draw unit circle
(1) relate sine and circle. angled triangle inside measure the (2) measure angles
cosine ratios to the unit for students to measure respective length. and sides.
circle. length solve problems (2) Apply concept to (3) calculate ratios.
(2) solve problems on involving unit circle for problem-solving. (4) state relationship.
unit circle. students to copy. between
trigonometric ratios
and unit circle.
9 Graphs of Sine of Students should be able Graph of sine of Guides students to: Draw graphs of sine (1) Graph board, Students to:
Angles to: angles. constructs tables of with interval of 30o book. construct tables of
(1) prepare table of values for sine using (2) Mathematical values for sine using
values. intervals of 30o. set. 30o, 60o etc.
(2) draw graphs of sine (3) Broom stick.
of angles.
(3) interpret the sine
graph.
10 Graph of Cosine, Students should be able (1) Graph of cosine Guides students to: Construct table of (1) Graph board, Students to:
Tangent of Angles. to: of angles. constructs table of value of cosine and book. construct tables of
(1) prepare table of (2) Graph of tangent value for cosine and tangent and plot (2) Mathematical value for cosine and
values. of angles. tangent, hence plotting graphs respectively. set. tangent of and angles
(2) draw graph of the graph. (3) Broom stick. in the respective
cosine and tangent of graphs.
angles.
(3) interpret the cosine
and tangent graph.
11 REVISION
12 EXAMINATION
54
MATHEMATICS
SS I
THIRD TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

1 Mensuration I Students should be able Length of arcs of Leads students to: (1) Draw and label a (1) Pie Students to:
to: circles. (1) find the lengths of circle. demonstration (1) draw and label a
(1) revise the arcs of circle using pie (2) Find lengths of board. circle.
components of a circle. demonstration board. arcs of circle using (2) Round objects (2) find lengths of
(2) find the length of (2) in deducing the pie demonstration like ball etc. some round objects
arcs theoretically and formula for finding board. (3) String like ball.
practically. length of arc. (3) Participate in (3) Rule. (3) find length of
(3) use formula to find (3) solve problems using deducing the given arcs using
length. formula. formula. formula.
(4) Solve problems
involving length of
arcs of a circle.
2 Mensuration II Students should be able Sectors and Guides students to: (1) Determine the (1) Pie Students to:
to: segments. (1) find the perimeter of perimeter of sectors demonstration (1) determine the
(1) determine the sectors of circle of circle. board. perimeters of given
perimeter of sectors of a (2) ask students to cut (2) Cut out some (2) Round objects sectors.
circle. out segments of circle. segment from circle like ball etc. (2) find the perimeter
(2) determine the (3) measure certain (3) Solve problems (3) String of given segment
perimeter of segments perimeter of objects as on lengths, sectors (3) Rule. using formula and by
of circle. exercise. and segments. measurement.
3 Area of a Sector and Students should be able (1) Area of sectors Guides students to: (1) Cut out sectors Cut out card board Students to:
Segment to: of a circle (1) cut out circles with and measure the papers with different (1) find area of given
(1) find the area of a (2) Area of segment angles like 50o, 60o, 82o respective angles. angles, sectors.
sector. of a circle at the centre (2) Deduce the mathematical set. (2) determine the area
(2) determine the area (3) Relationship (2) find the area of given formula for sectors of segment of circle
of a segment. between the sector sectors and segment. and segment. or cone.
(3) state the relationship of a circle and a (3) find relationship (3) Find area of (3) determine
between the sector and surface area of a between the sector of a sector and segments relationships between
segment of a circle. cone. cone, circle, etc. and the as exercise. sectors and segment
surface area of such of circle or cone.
objects.
55
MATHEMATICS
SS I
THIRD TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

4 Surface Area of Solid Students should be able Surface area of Guides students to: (1) Recall the Cut out shapes of Students to:
to: solids: (1) state the formula of formula for each (1) Cube (1) state the formula
(1) find the surface area (a) cube, cuboids the surface area of the solid: (2) Cuboids of the area of cube,
of: (b) cylinder, cone following solids: (a) cube, cuboids (3) Cylinder cuboids etc.
(a) cube, cuboids (c) prism, pyramids (a) cube, cuboids (b) cylinder, cone (4) Cone (2) apply the formula
(b) cylinder, cone using the standard (b) cylinder, cone (c) prism, pyramids (5) Prisms of area of solids to
(c) prism, pyramids formula. (c) prism, pyramids (2) solve-problems (6) Pyramids problem solving.
(2) apply the formula to by applying the
problem-solving. formula.
5 Volume of Solids. Students should be able Volume of solid: Guides students to: Apply the formula Cut out shapes of Students to:
to: (a) cube, cuboids (1) revise the area of for volume of solid (1) Cube (1) find the volume
(1) find the volume of (b) cylinder, cone solids and state the to problem-solving. (2) Cuboids of solid:
solids: (c) prism, pyramids volume of solids: (3) Cylinder (a) cube, cuboids
(a) cube, cuboids using the formula (a) cube, cuboids (4) Cone (b) cylinder, cone
(b) cylinder, cone appropriately. (b) cylinder, cone (5) Prisms (c) prism, pyramids
(c) prism, pyramids (c) prism, pyramids (6) Pyramids
6 Area and Volume of Students should be able (1) Surface are and Guides students to: (1) Solve problems Model of: Students to:
Frustum to: volume of frustum (1) find the surface area on surface area and (1) fraction of cones (1) solve problem on
(1) find surface area of a cone and and volume of fraction volume of fraction and pyramids. surface area and
and volumes of fraction pyramid. of a cone and pyramid. of a cone and (2) relevant volume of:
of a cone and pyramid (2) Surface area and (2) solve some pyramid. compound shapes. (a) fraction of cone
(2) find the surface area volume of problems on finding (2) Solve problems and pyramids
and volume of compound shapes. surface area and on surface area and (b) compound shapes.
compound shapes. volume of compound volumes of
shapes and ask students compound shapes.
questions.
56
MATHEMATICS
SS I
THIRD TERM
THEME: STATISTICS
ACTIVITIES
WEEK

7 Statistics: Data Students should be able (1) Collection of Leads students to: (1) Collect the data Charts showing bars Students to:
presentation to: meaningful data, (1) assemble the ages of on age of students in of student ages. collect data and
(1) collect and present tabulation and students in the class as the next arm and presentation.
data in a meaningful presentation. an example. analyse the ages.
form. (2) tabulate data
(2) interpret data. collected using a range
(3) list various forms of
presentation e.g. bar
chart, line graph etc.
8 Frequency Students should be able (1) Frequency Guides students to: (1) Draw bar charts, (1) Poster of real life Students to:
Distribution to: distribution. (1) constructs table from histogram, line data. (1) construct
(1) construct frequency (2) Linear graph, bar given data. graph etc. from (2) Graph board, frequency table.
tables. grapes and (2) draws different types given data. books, mathematical (2) draw different bar
(2) draw different types histograms. of line graphs, bar chart, (2) Enumerate the set. charts with given data
of linear graphs and bar component bar graphs. difference between (3) draw histogram
charts. (3) construct histogram bar charts and with unequal and
(4) states difference histogram. equal width.
between bar chart and
histogram.
57
MATHEMATICS
SS I
THIRD TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

9 Pie Chart. Students should be able Pie chart Guides students to: (1) Calculate Compass, protractor, Students to:
to: (1) calculate angular sectorial angels. a rule etc. (1) calculate the
(1) calculate the equivalent of it item on (2) Draw pie charts sectorial component
sectorial component of the data. (3) Interpret data of pie charts.
pie chart (2) draw chart using their using the pie charts. (2) draw a pie charts
(2) draw pie chart compasses and (3) interpret data in a
correctly protractors. pie charts.
(3) interpret the pie (3) interpret the pie
chart. chart.
10 Frequency polygon Students should be able Frequency polygon Guides students to: Construct frequency Graph board, Students to:
to: construct frequency polygon from a papers, and books. (1) construct a
construct frequency polygon of a given grouped data. frequency polygon of
polygon of a given distribution. a given distribution.
distribution.
11 REVISION
12 EXAMINATION
58
CIVIC EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
1 Values I Students should be able 1. Meaning of values. 1. Leads discussion on 1. Define values. 1. Pictures. Students to:
to: 2. Types of values e.g. meaning of values. 2. List the types of 2. Charts. 1. define the term
1. define values. Honesty, Justice etc 2. Explains the types values and ask 3. Textbooks. values.
2. state the types of 3. Justice, its variation of values. questions. 2. explain honesty
values. and sources. and justice.
3. explain justice and
selflessness.
4. demonstrate
incidences of selfless
activities.
2 Values II Students should be able 1. Incidences of 1. Guides to discuss 1. Participate in the 1. Pictures. Students to:
to: selfless activities. the meaning of class discussion. 2. Posters. 1. discuss the
1. define values. 2. Instances of selfless incidences of selfless 2. Contribute to the 3. Bible. instances of selfless.
2. state the types of activities e.g. charity activities. stories. 2. state the roles of
values. and destitute homes, 2. Narrates the good red cross society.
3. explain justice and good Samarian (Lk. samaritan as instances
selflessness. 10.30-37), Red Cross of selfless activity.
4. demonstrate Society etc.
incidences of selfless 3. Non Governmental
activities. Organizations
[NGO’s].
59
CIVIC EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
3 Values III Students should be able 1. Opportunity to defend oneself 1. Guides students in class Participate in class 1. Video clips. Students to:
. to: e.g. contact the police, report to discussion. discussion and also 2. Posters. 1. list three ways
state the reasons to get the authority, run to church etc 2. Leads students on how contribute. 3. Charts. you can defend
involved in community 2. Involvement in the to be involved in yourself.
services. community services e.g. community services. 2. state two
National Youth Service Corps 3. Guides reasons why reasons to get
[NYSC] of Nigeria, Boy’s they should involve in involved in
Scouts and Girl’s Guide etc community services. community
3. Reasons to get involved in society.
community service e.g.
i. one feels good
ii. it can strengthen one’s family
iii. it promotes sense of oneness
etc
4 HIV/AIDS I Students should be able 1. Meaning of HIV/AIDS. 1. Explains the meaning 1. Listen and ask 1. Textbooks. Students to:
to: 2. Causes of HIV/AIDS. of HIV/AIDS. questions. 2. Posters. 1. define
1. explain the meaning 3. Symptoms of HIV/AIDS. 2. States the causes of 2. Mention the 3. Charts. HIV/AIDS.
of HIV/AIDS. HIV/AIDS. causes of 2. mention four
2. identify the 3. Identifies the symptoms HIV/AIDS. symptoms of
symptoms of HIV. and effects of HIV/AIDS. HIV/AIDS.
3. state the effects of
HIV/AIDS.
5 HIV/AIDS Students should be able 1. Preventive measure of 1. Guides students to 1. Participate in 1. Text books. Students to:
contd. II to: HIV/AIDS e.g. use of condom, mention five preventive class discussion. 2. Video clips. state two
1. state the preventive faithfulness to partners etc. measures of HIV/AIDS. 2. Contribute to the 3. Charts. preventive
measures of HIV/AIDS. 2. Stigmatization of PLWHA. 2. List some discussion. measures of
2. discuss the 3. Solution of people living with stigmatization of HIV/AIDS.
HIV/AIDS HIV/AIDS (PLWHA) e.g. PLWHA.
stigmatization. Awareness campaign, 3. Guides students to
Enlightened etc. mention some of the
solutions of
stigmatization.
60
CIVIC EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
6 Youth Students should be able 1. Concept of youth 1. Explain the 1. Participate in 1. Text books. Students to:
empowerment I to: empowerment. meaning of class discussion. 2..Posters 1. discuss two
1. explain the concept 2. Meaning of empowerment. 2. State the 3. Charts. empowerment
of empowerment. empowerment. 2. Leads students to empowerment strategies you know.
2. list empowerment 3. Empowerment state the strategies of strategies. 2. mention three
strategies. strategies e.g. youth empowerment. 3. List the objectives objectives of youth
3. state the objectives of education, 3. Guides the students of youth empowerment.
youth empowerment. organization etc. to list the objectives of empowerment.
4. Objectives of youth youth empowerment.
empowerment.
7 Youth Students should be able 1. Importance of youth 1. Guides students to 1. List the 1. Text books. Students to:
empowerment II to: empowerment e.g. it state the importance. importance of youth 2. Video clips. 1. list seven youth
1. state the importance makes one-self 2. Leads them to empowerment. 3.Posters empowerment skills.
of youth empowerment relevant, it reduces mention the different 2. Discuss the 4. Charts. 2. give two
skills. crime. youth empowerment hindrances to youth importances of youth
2. list the different 2. Different youth skills. empowerment. empowerment skills.
youth empowerment empowerment skills 3. Guides students to
skills. e.g. hat making, bead state the hindrances to
3. discuss the making etc youth empowerment.
hindrances to youth 3. Hindrances to youth
empowerment. empowerment.
8 Citizenship I Students should be able 1. Meaning of 1. Guides students to 1. Participate in 1. Pictures. Students to:
to: citizenship. define citizenship. class discussion. 2. Charts. 1. define citizenship
1. define citizenship. 2. Goals of citizenship 2. Leads tudents to 2. Mention the goals 3. Textbooks. education.
2. state or list the goals education. mention four goals of of citizenship 2. state five goals of
of citizenship 3. Benefits of citizenship education. education. citizenship education.
education. citizenship education.
3. discuss the benefits
of citizenship
education.
61
CIVIC EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
9 Citizenship II Students should be able 1. Meaning of laws. 1. Guides students to 1. Define law. 1. Textbooks. Students to:
to: 2. Types of laws e.g. define law. 2. Mention the types 2. Charts. 1. define law.
1. define laws. private law, public 2. Leads students to of laws. 3. Posters. 2. differentiate
2. State the types of law, criminal law etc. mention three types of 3. Participate in between public and
laws. 3. Different between laws. class discussion. private law.
3. list the right of public and private law. 3. States the different
individuals. between public and
4. discuss the different private laws.
between public and
private laws.
10 Nationalism and Students should be able 1. Meaning of 1. Guides students to 1. Define 1. Textbooks. 1. define
major world civic to: Nationalism. define Nationalism. Nationalism. 2. Newspapers. Nationalism.
problems. 1. state the meaning of 2. Reasons for 2. Leads students to 2. List the reasons 2. list the roles of
Nationalism. Nationalism. list the reasons for for Nationalism. individuals.
2. mention some 3. Roles of Nationalism. 3. mention three civic
Nationalistic. individuals, groups 3. Guides students to problems.
3. list the roles of and political parties. mention the roles of
Nationalistic. individuals, groups
and political parties.
11 REVISION
12 EXAMINATION
62
CIVIC EDUCATION
SS I
WEEK SECOND TERM
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

1 Representative Students should be able 1. Define representative 1. Guides students to 1. Define 1. Nigerian Students to:
Democracy to: Democracy. define democracy. democracy. constitution. 1. give five
1. define democracy. 2. Characteristics of 2. Leads students to 2. Explain the 2. Textbooks. characteristic of
2. explain the representative state the characteristics of 3. Resource person. representative
characteristics of Democracy. characteristics of representative democracy.
representative 3. Advantages of democracy. democracy. 2. list three
democracy. representative 3. Guides students to 3. List the advantages and
3. state the advantages Democracy. state the advantages advantages and disadvantages each of
and disadvantages of 4. Disadvantages and disadvantages of disadvantages of representative
representative representative representative representative democracy.
Democracy. Democracy. democracy. democracy.
2 Rule of law Students should be able 1. Meaning of rule of 1. Leads students to 1. Define rule of 1. Nigerian Students to:
to: law. define rule of law. law. constitution. 1. define rule of law.
1. state the meaning of 2. Feature/Attributes of 2. Explains the 2. List the principle 2. Textbooks. 2. state two features
rule of law. the principle of rule of principle of rule of of rule of law. 3. Resource person. of principle of rule of
2. discuss the features law e.g. equality before law. 3. Discuss the law.
of the principle of rules the law, right to 3. Leads to discuss maximum liberty for
of law. personal liberty etc. the maximum liberty its citizens.
3. explain the 3. Maximum liberty for for its citizens.
maximum liberty for its citizens.
citizens.
3. Rule of law. Students should be able Role of majority with Explains the rule of Listen and ask 1. Nigerian Students to:
to: adequate safe guards to majority with questions. constitution. state the rule of
1. state the meaning of the minorities e.g. adequate safe guard 2. Textbooks. majority with
rule of law. geographical to the minorities. adequate safe guard
2. discuss the features representative, to the minorities.
of the principle of rules proportional
of law. representative.
3. explain the
maximum liberty for its
citizens.
63
CIVIC EDUCATION
SS I
WEEK SECOND TERM

4 Pillars of Students should be able 1. Meaning of 1. Guides students to 1. Define Reccomended Students to:
democracy. to: constitution. define constitution. constitution. textbook. 1. define constitution.
1. define constitution. 2. Types of 2. Leads students to 2. State the types of 2. mention two types
2. state and explain the constitution e.g. state the types of constitution. of constitution and
types of constitution. written constitution, constitution. 3. Explain written explain its features.
3. list the features of flexible constitution 3. Guides students to and unwritten
constitution. etc. list the features of constitution.
3. Features of each types of
constitution. constitution.
5 Strong institutions Students should be able 1. Strong institution as 1. Guides students to 1. Mention the Arms 1. Constitution. Students to:
as major pillar of to: a pillar of democracy mention the Arms of of Government. 2. Charts. 1. list the arms of
democracy. 1. discuss the strong e.g. the Arms of Government. 2. Explain the term government.
institution. government. 2. Leads students to Armed Forces. 2. explain the
2. state other strong 2. Other strong explain the term following terms:
institution. institutions e.g. Armed Armed Forces. i. armed forces
forces, the civic so- ii. civic societies
cities etc.
6 Federalism, State Students should be able 1. Meaning of 1. Guides students to 1. Define 1. Textbook. 1. define federalism.
and Local to: federalism. define federalism. federalism. 2. Charts. 2. list four reasons for
Government. 1. define federalism. 2. Reasons for the 2. Leads students to 2. List the reasons the adoption of
2. state the reasons of adoption of federalism state the reasons for for the adoption of federalism.
the adoption of federal e.g. common colonial the adoption of federalism. 3. list three
government. experience, desire for federalism. 3. List the advantages and
3. list the advantages local autonomy etc 3. Guides students to advantages and disadvantages each.
and disadvantages of 3. Advantages and list advantages and disadvantages of
federalism. disadvantages of disadvantages of federalism.
4. explain the citizen’s federalism. federalism.
responsibilities. 4. Citizen’s
responsibilities.
64
CIVIC EDUCATION
SS I
WEEK SECOND TERM
7 Political parties. Students should be able to: 1. Meaning of political 1. Guides students to 1. Define political 1. Textbooks. Students to:
1. define political party. parties. state the meaning of parties. 2. Political logo. 1. define political
2. state the functions of 2. Functions of political political parties. 2. List the functions parties.
political parties. parties. 2. Leads on features and of political parties. 2. mention two
3. state the types of 3. Types of political functions of political 3. Mention the types types of political
political parties. parties e.g. mass party, parties. of political parties. parties.
elite party 3. Guides on types of
4. Party system e.g. one political parties.
party system, two party
system etc.
8 Free Press. Students should be able to: 1. Meaning of press. 1. Guides students on the 1. Define press. 1. Textbooks. Students to:
1. define free press. 2. Types of press e.g. meaning of free press. 2. List the roles of 2. News papers. 1. define free
2. mention types of press. media, prints, electronic 2. State the types of free press. 3. Radio. press.
3. state the roles of free etc press. 3. State the 2. state two types
press. 3. Roles of free press in 3. Mention some of the limitations of press. of media.
4. list the limitation of a democratic rule. roles of free press. 3. list four roles of
press. 4. Limitations of the free press.
press.
9 Human Rights. Students should be able to: 1. Meaning of human 1. Guides students to 1. Define human 1. Textbooks. Students to:
1. define human rights. rights. define human right. rights. 2. 1999 1. define human
2. state some human right. 2. Examples of human 2. Leads students to 2. Mention four Constitution. right.
3. mention the date of rights. mention some examples examples of human 2. state two
declaration of human 3. History of UDHR. of human rights. rights. examples of
rights. 3. Discusses the history human rights.
of UDHR.
10 The seven Students should be able to: 1. Meaning of the seven 1. Guides students to 1. Explain the 1. Textbooks. Students to:
freedom of 1. explain the meaning of core freedoms of UDHR. explain the meaning of meaning of seven 2. News papers. explain the seven
UDHR. seven cores of freedoms of 2. Seven core freedoms seven freedom core of freedom of UDHR. core freedom of
UDHR. of UDHR e.g. freedom UDHR. 2. Mention six core UDHR.
2. mention the seven core discrimination, want fear 2. Discusses the seven of freedom of
freedoms of UDHR. etc. core freedom of UDHR. UDHR.
11 REVISION
12 EXAMINATION
65
CIVIC EDUCATION
SS I
THIRD TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
1. Responsibility of Students should be able 1. Role of individuals and Guides students to State the roles of 1. Textbooks. Students to:
individuals and to: groups e.g. advocacy state the roles of individuals and 2. News papers. state the roles of
groups in list the roles of some through prints, electronic individuals and groups groups. 3. Charts. some individuals
maintaining individuals and groups media, awareness advocating for human and groups
human rights advocating for human campaigns etc right. advocating for
[UDHR] right. 2. Examples of individual human right.
e.g. Gani Fawerimi, Femi
Falana etc.
3. Examples of groups
NGO’s, NUJ, Amnesty
international etc.
2 Responsibilities of Students should be able Establishment of agencies Leads students to State some of the 1. Textbooks. Students to:
Government in to: e.g. legal aid council, UBE, mention some of the Government 2. News papers. state some of the
maintaining human list the roles of NAPEP, TIO, NAPTIP etc. Government establishment 3. Charts. Government
right. Government in establishment agencies. establishment
maintaining human agencies. agencies.
right.
3. Cultism I Students should be able 1. Meaning of cultism. 1. Guides students to 1. Define cultism. 1. Textbooks. Students to:
to: 2. Different cult groups define cultism. 2. Name the different 2. News papers. 1. define cultism.
1. define cultism. [especially in schools] e.g. 2. Leads students to cult groups and their 3. Photographs. 2. list three
2. identify the different Black Axe, Buccaneers, state the different cult symbols. different groups
cult groups and their Eiye etc. groups. 3. State the origin of and their symbols.
symbols. 3. Origin of cultism. 3. Leads students to cult. 3. state the origin
3. state the origin of state the origin of cult. of cult.
cult.
4. list reasons for cult
groups.
66
CIVIC EDUCATION
SS I
THIRD TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
4 Cultism II Students should be able 1. Reasons for joining cult 1. Explains the 1. List the reasons for 1. Magazine. Students to:
to: e.g. the urge and desire to reasons for joining joining cult. 2. Video clips. 1. list three
1. state the be important, to look cult. 2. Participate in class 3. Textbooks. reasons for
consequences of tough, sense of security 2. Guides students to discuss. joining cult.
cultism. etc. discuss girls in cult. 3. Mention the 2. mention six
2. list the reasons for 2. Girls in cult. 3. Analyses the consequences of consequences of
joining cult. 3. Consequences of cultism consequences of cultism. cultism.
e.g. expulsion, ,murder, cultism.
untimely death etc
5 Cultism III Students should be able 1. Preventive measures Guides students on Discuss ways of 1. Magazine. Students to:
to: against cultism e.g. abiding ways to prevent preventing cultism. 2. Video clips. state four
state four preventive in rules and regulations, cultism. 3. Textbooks. preventive
measures against studying hard, faith in God measures against
cultism. as a protector etc cultism.
6 Orderliness Students should be able 1. Meaning of orderliness. Leads students to Actively participate 1. Magazine. Students to:
to: 2. Examples in the society define orderliness and in the process. 2. Video clips. defines
1. define orderliness. e.g. listening skills, driving mention some 3. Textbooks. orderliness and
2. mention examples of skills. Decorum, queuing examples. state some
orderliness. culture etc. example of
orderliness.
7 Human Trafficking Students should be able 1. Meaning of human 1. Guides students to 1. Explain human 1. Textbook. Students to:
to: trafficking. define human trafficking. 2. Pictures. 1. identify the
1. define human 2. Causes of trafficking trafficking. 2. Outline the causes 3. Pamphlets. causes of human
trafficking. e.g. poverty, greed, 2. Leads students to of human trafficking. trafficking.
2. state the causes of corruption, low self esteem mention the causes of 2. write an essay
human trafficking. etc. human trafficking. on the danger of
3. universal causes of 3. Universal causes of 3. Guides students to human trafficking.
human trafficking. human trafficking e.g. lack state the universal
of public awareness of causes of human
dangers of trafficking, lack trafficking.
of effective anti trafficking
legislations etc.
67
CIVIC EDUCATION
SS I
THIRD TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
8 Human Trafficking Students should be able 1. Causes of human Guides students to list Participate in class 1. Textbook. Students to:
& II to: trafficking e.g. abject the causes of human discussion. 2. Pictures. mention the
9 1. define human poverty, lack of political, trafficking from 3. Pamphlets. causes of human
trafficking. social and economic countries of origin. trafficking from
2. state the causes of stability etc. countries of
human trafficking. 2. Causes of human origin.
3. universal causes of trafficking from countries,
human trafficking. origin of destination.
10 Human Trafficking Students should be able 1. Effects and 1. Guides students to Contribute to the 1. Textbook. Students to:
III to: consequences of human mention the efforts of discussion and take 2. Pictures. 1. mention five
1. state the effect of trafficking e.g. death, government and down note. 3. Pamphlets. consequences of
human trafficking. unwanted pregnancy, loss individuals in stopping human trafficking.
2. list the consequence of man power, drug and human trafficking. 2. list the effect of
of human trafficking. alcohol addiction etc 2. Leads students to human trafficking.
2. Government and state the consequences
individual effort to stop of human trafficking.
human trafficking e.g.
NATIP, Enactment of law,
Roles of NGO’s like
WATCLEF.
11 REVISION
12 EXAMINATION
68
BIOLOGY
SS I
FIRST TERM
THEME 1: ORGANIZATION OF LIFE

TEACHING AND
WEEK
PERFORMANCE ACTIVITIES
TOPIC CONTENT LEARNING EVALUATION
OBJECTIVES
1 SCIENCE OF Student should be able 1. Biology as a science 1. Teacher introduces 1. Student listen 1. Charts showing the Students to:
LIVING THINGS to: 2. the scientific the subject biology attentively two major field of 1. what is biology
1. explain the meaning methods and mention the two 2. State the steps biology as well as 2. mention the two
of biology 3. Usefulness of major field botany and involved in specialized field major fields o0f
2. mention the two biology zoology scientific methods 2. Diagrammatic biology
major field of biology – 2. List the steps after the teacher representation of the 3. list and briefly
botany and zoology involved in scientific 3. Mention the steps involved in explain the steps
3. list steps involved in method usefulness of scientific methods involved in scientific
scientific methods 3. Prompt the students biology as a career. methods
hypothesis, theory and to elicit fats on the 4. state the
law, controlled usefulness of biology importance of
experiment. biology
4. state the usefulness
of biology
69
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
2 RECOGNIZING Students should be able 1. Characteristics of 1. Teacher proved a 1. Students collect 1. Plants and animals in Students to:
LIVNING to: living things live cockroach and a as many living the environment 1. list three
THINGS 1. state the 2. Differences between potted plant. Teacher things as possible 2. Slides of unicellular characteristics of
characteristics of living plants and animals asks students to from the school organism, onion bulbs, living things
things 3. Organization of life observe. premises and record cow’s heart, alimentary 2. state three
2. give examples of a. Levels of 2. Teacher prepare or them canal of a goat differences between
levels of organization organization of life brings prepare 2. Students view the 3. Charts of the above plants and animals
of life - Cell Euglena microscope slides of slides ;under the organisms 3. state two
3. state complexity of paramecium) Euglena or microscope and 4. Models of heart and advantages and
organization in higher - Tissue (Hydra) Paramecium, and record their digestive system of disadvantages each of
organizations - Organ (Onion bulb, Hydra mounts them on observation some animals complexity in higher
the heart of a cow) the microscope 3. Students observe organisms.
- System (eg. 3. Teacher provides the specimens,
Digestive system, onion bulbs, cow’s record their
excretory system). heart and the digestive observations and
b. Complexity of system of a goat. make inferences
organization in higher
organisms and
disadvantages
70
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
3. Classification of Students should be able 1. Kingdom monera 1. Teacher to grow 1. Students to Culture of boctena and Students to:
living things to: prokaryotes) single- cultures of bacteria observe the cultures, blue-green algae 1. state the
1. Kingdoms 1. state the celled, motile or non- and blue-green algae record and make Microscope, characteristics
Monera, Protista. characteristics features motile organisms. No 2. Teacher prepare inferences microscopic slides, features of the
of the kingdoms and definite nucleus, slides of 2. Students view the cover slips and ditch kingdom of monera
give specific examples Bacteria and blue- chalamydomonas or slides and ditch water and protista
of representative green algae make up amoeba water under the Prepared slides of 2. student should be
organisms this kingdom. 3. Teacher guide the microscope, record amoeba, able to describe
2. describe each of the 2. Kingdom prottista students to collect their observations chlamydomonas etc. single celled
representative Eukaryotes) Single- ditch water and view and make inferences organism
organisms celled motile or non- samples under 3. state some
3. recognize each of the motile organisms microscope. examples of single
representative organism complex cell structure celled organisms
with definite nucleus
e.g. Chlamydomonas
and amoeba
71
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
Classification of Students should be able 1. Kingdom fungi 1. Guides students to Observe and record 1. Mushroom or mould Students to:
living things to: Eukargotes): Mainly uproot the perm plant, observation and 2. Moss, ferms, water 1. state how to grow
1. Kingdoms 1. state the non-motile organisms collect pistia (water make inference. lettuce flowering Rhizopus.
Monera Prostista characteristics features composed of hyphae lettuee) and breaks plants. 2. describe Rhizopus
and fungi, Plantae of the kingdom fungi, containing muclei e.g some branches of 3. Charts/drawing all and mushroom.
and Animalia plantae and animalia. moulds, musharooms shrubs and bring them the organism listed 3. describe structures,
2. give specific example and rhizopus. to the laboratory for above. habitabs and adaptive
of representative 2. Kingdom plantae students to observe. features of moss,
organisms. Eucargotes) mainly 2. Uses the chart of ferm, lemna, pistia
3. describe specific and called non-motile various kingdom to and flowering plants.
mushrroms. organisms which explain and to describe 4. describes
4. describe specific contain chlorophy II their characteristic structures, habitats
examples of that enable them to features. and habitat adaptive
representative photosynthesis e.g features of
organism. perns pines oil palms earthworms,
and yam plants. cockroach, snail, toad
3. KingdomAnimaha etc.
(Eucarytes) many-
celled, motile
organisms that feed on
other organism e.g
corals worms, frogs,
snakes, monkeys and
cows.
72
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
4. The Cell The student should be 1. Cell as a living unit 1. Provides prepared 1. Observe the slides 1. Microscope Students to:
able to: of organism. slides of paramecium under the 2. Slides 1. state why the cell
1. recognize single 2. Forms in which or euglena, volvox and microscope and 3. Prepared slides is a living unit.
celled organism: living things exist: spirogyra. record their 4. Charts showing 2. identify the various
Amoeba, paramecium, i. idenpent: amoeba, 2. Guides students to observations forms in which cells forms in which cells
euglena, paramecium, eugiena collect spirogyra, from 2. Observe spirogyra exist. exist.
chadamoydomones. etc. ponder ditch, feel and and note its nature 5. A generalized 3. describe the
2. distinguish between ii. as colony, e.g. observe and record 3. Draws and label diagram of a cell. structure of the cell.
free-living cells and volvox their observations. those organisms 6. Diagram/charts of 4. differentiate and
idonies, filaments and iii. as filament e.g. 3. Draws and label 4. Observes slides plant and animal cells. distinguish a plant
tissues. spirogyra. how organism on the and charts of plant cell from an animal
3. describe the general 3. Cell structure: board. and animal cell draw cell.
structure of a cell. i. the cell theory ii. Mounts slides of and not their
4. list the function ii. cell structure and plant and animals cell differences and
performed by the organ function of cell for student’s similarities.
cells. Differentiate components. observation.
between plant and iii. differences and iii. Presents charts
animal. similarities between showing similarities
plant and animal cells. and differences in
plants and animal
cells.
73
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
5. The cell and its Student should be able 1. Diffusion 1. Provides chap perfume 1. Sprays the Perfume potassium Student to:
environment to: i. Definition and request a student to perfume as directed permanganate, 1. state definitions of
1. demonstrate ii. Process spray it one end of the by the teacher. beaker and water the processes.
Diffusion and Osmosis iii. Significances classroom 2. Describe what Pig’s bladder thistle 2. carryout
experimentally using 2. Osmosis 2. Places a crystal of happened. punnel sugar, peeled experiments to
living and non living i. Diffusion of water potassium permanganate 3. Repeat the yam, slopper and demonstrate the
tissue. through a selectively in a beaker of water and experiments, champ. process.
2.recognize that permeable membrane leave it to stand and ask observe, record and
osmosis is a porm of ii. Haemolysis the students to observe discuss their
diffusion. iii. Plasmolysis what has happed observation.
3. recognize that iv. Osmometer with 3. Demonstrates 4. Describe what
plasmolysis can lead to living material experiments to show happened or result
wilting and haemolysis v. Biological osmosis in a of the experiment.
and lead to loss of significance of these i. A non-living system 5. List the biological
blood. processes. and significance of these
ii. A living system processes.
4. Demonstrates
experiment to show
efforts of solutions of
different concentrations
on red blood cells, effects
of water and sugar
solution on onion cells.
74
BIOLOGY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES
6 Some properties Students should be able 1. Feeding definition 1. Sets up experiment to 1. Observe, record and 1. Spirogyra Students to:
and functions of to: and types show: discuss experiments. fertilizers yeast and 1. write shorts note
the cell 1. recognize that some i. Micronutrients a. the effects of different 2. Observe the rat. on the following:
nutrients ii. Macronutrients nutrients on spirogyra experiments and to 2. Conical flash, i. micronutrients
(micronutrients) are 2. Autotrophy b. the effects of high identify the gas boiling tube, ii. macronutrients
needed in small i. Photosynthesis concentration of produced using a Elodea plant. iii. heterotrophy
quantities which others ii. Chemosynthesis fertilizers on plants. glowing splint. 3. Sodium v. photosynthesis
(macronutrients) are 3. Heterotrophy 2. Guides students to 3. Observe the hydroxide, rubber 2. differentiate
needed in large 3. Role of enzymes demonstrate action of experiments, record bung, conical hask, between autographs
quantities. 4. Excretion plyalin on cooked starch. and discuss their potted plants, and heterotrophy.
2. recognize that certain 5. Excretory organ 3. Sets up experiments to observations. clamp, Vaseline 3. state three basic
cells are autotrophic cells in living cells. demonstrate the release 4. Produce saliva from materials necessary
and other are ii. Waste products of of oxygen during their months to for photosynthesis
heterotrophic. metabolic activities of photosynthesis. carryout the 4. state and discuss
3. discuss the role of living cells. 4. Performs experiment experiments. the role of enzymes
enzymes in digestion iii. Forms in which to show: in digestion.
4. infer that excretion is waste products are a. that a carbon dioxide 5. define excretion in
the removal of excreted. (carbon Iv oxide) is used relation to cell.
metabolic waste by green plants in
products from the cell sunlight.
which may be toxic or b. that starch is formed
excess of the need of in photosynthesis.
the cell. Removal of
wastes is by diffusion
through the contractile
vacuole.
75
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES GUIDES
7. Some properties Students should be able 1. Cellular respiration. 1 Set up experiment. 1. Observe and Yeast and Rat Students to:
and functions of to: i. Definition of cellular a. Respiration in yeast discuss experiments. Glass bottle bent glass 1. write the different
the cell 1. recognize that cells respiration. anaerobi. 2. Draw the kerbs tubing, testube, lime stages of the krebs
require proteins, fats ii. Aerobi respiration b. Respiration in rat cycle along with the water, living rat cycle.
and oil, carbohydrates catabolism) Krebs aerobic). teacher. respiratory bottle, two 2. distinguish
for the production of cycle. 2. Draws the krebs 3. Observe the hole rubber stopper. between aerobic and
new protoplasm, for iii. Anaerobic cycle on the experiments and text anaerobic respiration.
repair, growth and respiration chalkboard . for the presence of 3. discuss the uses of
provision of energy. iii. Anaerobic carbon iv oxide in food to organisms.
2. show experimentally respiration. the gas given out in
that the breakdown of iv. Energy release aerobi respiration.
carbohydrate may during respiration
partial (fermentation) or 2. Anabolism –
complete. usefulness of food.
76
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
8. Some properties Students should be able 1. Basis of growth cell 1. Teacher sets up 1. Students to plant 1. Graph sheets, potted Students to:
and functions of to: division (mitosis) experiments to show maize grains and plant to take record of 1. define the growth
the cell cort 1. identify growth as: enlargement and factors that affect plant cowpea seeds and growth on daily basis in relation to cell
growth i. increase in dry weight differentiation and animals growth watch them 2. Prepared slides of division
ii. irreversible increase ii. Regulation of such as availability of germinate and grow. paramecium and 2. describe factors
in side and length growth by hormones nutrients, water, Taking note of the euglena, microscope that affects growth
iii. increase in number 2. Cell reactions to its humidity, light, length of stem and culture of paramecium 3. Write short note on
of cells. environment temperature and number of leaves and euglena the following:
2. carryout experiment: ii. Irritability as basic hormones. produced and record 3. Rotted plants, cut out a. meristerm
i. from which brings characteristics of the 2. Teacher performs daily shoots of plants, earth b. intercalary growth
growth curves could be protoplasm experiments to show: 2. Students observe worm c. mitosis
constructed iii. Types of responses a. Phototrophic experiments record 4. describe one
ii. determine the regions response of shoots and draw up experiment to
of fastest growth e.g in b. Geotropic response conclusions. demonstrate tropism
the root of shoots in shoots and another
3. demonstrate by c. Phototactic response in roots.
experiment factors that in earth worm
affect growths. 3. Teacher sets
4. explain the ability of experiment to show
cell to respond to growth as:
external stimuli a. Increase in grass
height
b. Increase in length
77
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
9. Movement Students should be able 1. Movement Teacher makes 1. Students observe 1. Prepared slides of Students to:
to: i. Cyclosis a. Cultures of movement paramecium and 1. mention the organ
1. explain ability o cell ii. Organ cells for paramecium and paramecium and euglena cell used by
to defect and respond to movement euglena and mouth euglena 2. Microscope culture paramecium and
external stimuli. iii. Growth movement them under the 2. Students observe of paramecium and euglena for
2. recognizes some as regulated by auxins microscope cilia and flagella euglena movement
organ cells for b. Teacher provides using prepared 2. what are the roles
movement prepared slides of slides of the following
3. identify structural paramecium and hormones in plants
adaptations for mobility euglena i. Auxins
eng. Cilia and flagella ii. Gibberellins
iii. Cythokinins
78
BIOLOGY
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES
10 Some properties Students should be able Reproductions forms a. Teacher provides a. Students make 1. Yeast, warm water, Students to:
and functions of to: of reproduction yeast, warm water and temporary mount of plastic bowls. 1. what is vegetative
the cell 1. recognize a. Asexual plastic bowls yeast cells, identify 2. flowers of different propagation:
continued. reproduction of the i. Fission b. Teacher provides and draw yeast cells, plants, flamboyant i. asexual
reproduction ability of living things ii. Budding prepared slides of that show budding (flame of the forest) ii. sexual
to produce new iii. Vegetative conjugation in b. Students examine flowers, razor blade reproduction
individual of their type propagation paramecium mounted 3. Charts of male and 2. write short note on
2. distinguish between b. Sexual c. Teacher provides paramecium, female gonads the following:
sexual and asexual i. Conjugation prepared slides of identify and draw - budding
reproduction ii. Fusion of male and conjugation in conjugating - binary fission
3. explain the following female gametes, spirogyra and paramecia - conjugation
types of reproduction: mitosis, structure and longitudinal section of c. Students to - reproduction
- Asexual functions of the male the pistil of a glower observe, record and 3. differentiate
- Sexual and female gametes d. Teacher gets discuss with the between mitosis and
- Vegetative students to collect teacher taking note meiosis.
propagation flamboyant flower. of ovule which 4. in a tabular form,
- conjugation contains the ovum, list 4 differences
- Fertilization and all other parts of between sexual and
4. mention the parts of the flower. asexual reproduction.
the male and female
gonads
11 REVISION
12 EXAMINATION
79
BIOLOGY
SS I
SECOND TERM
THEME 2: ORGANISM AT WORK
TEACHING AND
WEEK
OBJECTIVES
1 Tissues and Students should be able 1. Skeleton and 1. Teacher provide 1. Students observe all 1. Arthropods Students to:
supporting to: supporting systems in cockroaches, the specimens taking earthworms 1. state three
systems 1. recognize different animals: grasshoppers, note of the different cartilaginous fish, differences between
skeletal and supporting i. Biological centipede, earthworm skeletons and stating bones of animal, monocotyledonous
tissues significance and cartilaginous the types of skeleton mammalian skeleton and dicotyledonous
2. state the arrangement ii. Forms e.g Chitin, fish, individual bones 2. Student to identify 2. Monocotyledonous plant
of skeletal and cartilages and bones. of the mammalian and list the main parts and dicotyledonous 2. state the
supporting tissues in 2. Types of skeletons skeleton and infant of the mammalian plants e.g guinea grass, relationship between
animals i. Hydrostatic mammalian skeleton skeleton. and water leaf, snails skeleton and muscles
3. state the different skeleton 2. Teacher provide 3. Student view and toads during movement
supporting tissues ii. Exo-0skeleton transverse section of transverse section of 3. discuss what plants
(turgid parenchyma, iii. Endo-skeleton roots and stem of roots, stem and leaves and animals would
collenchymas, xylem 3. Vertebrate monocotyledonous under micro scope and look like without
(wood) sclerenchyma) skeletons and dicotyledonous make drawing of the exo-and endo-
in plants, and the - The skull plants tissues taking note of skeleton
arrangement of these - Sternum and ribs 3. Teacher to provide the shapes of the cells 4. use the boiling or
supporting tissues - Limb girdles materials for students of various tissues. burying method to
4. state the functions of - Limbs to make a working 4. List differences produce the skeleton
skeleton and supporting 4. Bones of the model of a human between monocot and of a small mammal.
tissues vertebral column arm dicot plants 5. identify the
5. Observe the characteristics of
protective functions of different bones of the
the shell of snails and vertical column.
skull of a toad.
80
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
2. Tissues and Students should be able Different types of 3. Teacher to provide 2. Students to extract 1. Small mammals Students to:
supporting system to: supporting tissues in a small mammal and skeleton using small 2. Pot heating source 1. state the functions
continued 1. state the functions of plants: guide students to mammalian either by eg. Store and cooker of skeleton and
skeleton and supporting - location and produce a boiling or burring 3. Mentholated spirit, supporting tissues in
tissues in animals and arrangement of mammalian skeleton method bleach animal and plants
plants and how these structural 4. Teacher to provide 3. Student to note the 4. Different bone 2. state the location
functions are performed components different bones of the distinguishing features specimens from the of the supporting
2. construct a working - functions of vertebral column and of the bones of the vertebral column tissue in plants.
model of a human arm skeleton in animals: guide the students to vertebral column.
and explain how it i. protection identify their
functions ii. support features.
iii. locomotion
- functions of
supporting tissues in
plants:
i. strength
ii. rigidity
iii. resistance against
the forces of wind
and water.
81
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
3. Nutrition in Students should be able 1. Food substance: 1. Teacher provide 1. Students categorize 1. Many types of food Students to:
mammals to: a. Types of food garri, yam, rice, meat, the food items under 2. Charts showing the 1. list five food items
1. define what food substances butter, olive oil, for classes of food constitutes of a that contains fats and
substances are i. Carbohydrates common salt, fish 2. Students observe balanced diet oil, protein and
2. list types of food ii. Fats and oils prawn, pepper, the experiments and 3. Olive oil, bile from carbohydrate
substances and state iii. Proteins cowpea, beans crabs make inferences bird and yeast, fresh 2. describe a meal
wheat make a balanced iv. Mineral salts and onions etc. to the 3. Students grow meat. that is balanced and
diet is v. Vitamin class rhizopus on bread and 4. Materials for identify the food
3. lisst types of vi. Water 2. Teacher perform observe the performing food tests substances it contains
heterotrophic nutrition b. Balanced diet experiment to show degradation of the e.g. feeling’s solution 3. distinguish
and feeding mechanism c. Heterotrophic a. Show bread daily and benedict’s solution between
in holozoic organism nutrition emulsification of fats heterotrophic and
- Types of or oils holozoic feeding.
heterotophic nutrition b. Identification of
- Holozoic nutrition different food types.
- Saprophytic Teacher perform
nutrition experiment to show
- Parasitic nutrition that yeast cells
82
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
4. Nutrition in Students should be able 1. Feeding 1. Teacher performs Student to: 1. Teeth of herbivore Student to:
animals to: mechanism in experiment to show 1. Observe the and carnivores 1. list types of teeth
continued i. list types of holozoic organisms: that yeast cells different teeth, draw 2. Chart showing or 2. draw and label a
feeding mammalian teeth - filter feeding produce a digestive and label illustrating the internal mammalian tooth
mechanism in ii. describe the structure - deposit feeding enzyme that degrade 2. Observe the structure of a 3. state function of
holozoic of a mammalian tooth - fluid feeding food. experiment, record and mammalian tooth playlin in food
iii. state the dental 2. Mammalian teeth 2. The teacher expose discuss Saliva, test tubes, digestion
formula and adaptation a. The different types some pieces of meat benedict solution, 4. list the various
of dentition to mode of of teeth: in the laboratory starch iodine solution, types of enzymes in
nutrition i. Incisors 3. Teacher collects distilled water. their importance in
2. describe digestion in ii. Canines different types of digestion
Amoeba, Earthworm iii. Premolars teeth from the
cockroach grass hopper iv. Molars abattoir and from
and birds. b. Structure of a tooth killed cats or goat
c. Dental formula 4. Teacher to dissect
d. Adaptations of a cockroach and a
dentition to mode of pigeon to show the
nutrition alimentary canals
3. Enzymes 5. Teacher performs
a. What are enzymes experiment to test for
b. Characteristics of the acidity of the
enzymes enzymes plyalin
c. Classification of
enzymes
d. Importance or
enzymes
83
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
5. Basic ecological Student should be able Ecosystem 1. Teacher takes 1. Student study the Charts, photographs, Student to:
concepts to: Component and sizes student on a field trip community record and films define ecosystem,
1. name components of 1. Ecological to at least one of the discuss Nice food niche and habitat.
any ecosystem concepts biotic communities 2. Students study them
2. measure or estimate – Environment e.g a forest reserve or and discuss
sizes of some – Biosphere a botanic garden 3. Student to observe
ecosystem – Lithosphere 2. Teacher makes the rats discuss and
3. relate the dynamic – Hydrosphere available study chart, make conclusions.
nature of an ecosystem – Atmosphere photographs, and
to its size. – Labiates films of different
– Niche biotic communities in
– Population Nigeria and biomes
– Biotic community of the world
(biome) 3. The teacher guides
– Ecosystem the students to study
ii. Component of an what happens to a
ecosystem and sizes cleared piece of land
– Abiotic, biotic and also to study the
aquatic, terrestrial effects of food
shortage using mice.
4. Teacher guides the
student to measure of
the ecosystem.
84
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
6. Basic ecological Student should be able 1. Local biotic 1. Teacher displays 1. Student to study one Dry and wet Students to:
concepts to: communities or the ecological or more of those thermometer, soil 1. describe the major
continued 1. mention major local biomes instruments before ecosystem: a rotten thermometer, rain biomes of the world
Nigerian) biotic i. Tropical rainforest the students and log, a puddle and a gauge, quadrat, fish and gi8ve the
communities ii. Southern guinea makes then to use pond, a stream and trap, a pooter, insect characteristics of
2. give name of savanna them to measure river a bush. net, specimen, bottles each biome.
organisms typical each iii. Northern guinea ecological factors. 2. Students study the etc. 2. list the various
communities savanna 2. Teacher takes instruments and write factors affecting the
3. briefly describe iv. Sahel savanna students to the field their use population of an area.
different types of v. desert and shave them how 3. Student use the 3. with the aid of a
communities in vi. Swamp/estuarine to measure the materials provided to histogram, show the
a. Tropical regions regions populations of a measure the various animal/plant
b. Temperate regions 2. Major biomes of small area. population of a small species in a given
4. name ecological the world: area. area.
factors common to all i. tropical forest 4. Students make
habitats. ii. savanna histograms, bar charts
5. briefly describe each iii. desert and graph to show
of the factors pointing iv. shrub different species in a
out their relative v. afro-alpine community
importance vi. swamp
85
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
7. Continuation Students should be able 1. Population studies 1. Teacher provides 1. Students observe - Loam soil Student to:
Basic ecological to: by sampling method. loamy soil, sandy soil the drainage capacity - Sandy soil 1. state ecological
concept 1. name ecological i. Population size and clay soil, of each soil type. - Clay soil factors common to all
factors common to all ii. Dominance measuring cylinder, 2.Students take record - Measuring cylinder, habitats
habitats iii. Density cotton wool, funnel and discuss their cotton wool, funnel and 2. name factors that
2. briefly describe each iv. Factors that affect and water observations water affect population
of the factors pointing population 2. Show students how Students measure 3. list some
out their relative 2. Ecological factor to use various results some of the ecological Different types of measuring instrument
importance aquatic, terrestrial, to draw inference factors which they measuring instruments and their uses e.g.
3. mention the factors and factors common 3. Show students how have studied e.g. e.g. thermometer rain thermometer rain
which affect water to habitats. to use measuring Temperature gauge meter-rule gauge meter-rule
retentively of soil, types Importance of instruments to measuring cylinder, measuring cylinder
and determine the ecological factors to measure the physical wind vane wind vane
amount of water each population of animals factors of an 4. mention the
soil type can hold. and plants. ecosystem. E.g different types of soil
3. Relationship temperature, rainfall and explain what
between soil types etc. determines the
and water holding ii. Teacher displays amount of water
effect of soil on ecological each soil can hold.
vegetation instruments.
4. Simple
measurement of
ecological factors
a. Physical factors
b. Edaphic factors
ii. Measuring
instruments
86
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
8. Function in Student should be able 1. Antorophy and 1. Show examples of 1. Students collect 1. Plants and animals Students to:
ecosystem to: Heterotrophy antotrophs and organisms and 2. Cardboard paper, 1. state the
1. define the terms i. Producers (antotrophs) heterotrophs to classify them as marker distinguishing feature
antotrophs and ii. Consumer students producers 3. Cardboard paper, between an antotroph
heterotrophs heterotophs) 2. Guide student to consumers and marker and heterotroph
2. recorgnize that food iii. Aquatic and make chart showing decomposers 2. distinguish
relationship among terrestrial examples of relationship among 2. Students develop between pyramid of
living things producers and consumers organisms e.g food a chart showing energy and pyramid
3. state that trophic 2. Trophic levels chain and food web. food relationship of numbers.
level refers to the parts a. Energy relationship among organism 3. use food chain to
of food chain concepts of 3. Students construct describe energy flow
4. define or describe i. Food chain and explain pyramid in an ecosystem.
food chains and ii. Food web of energy/numbers
pyramid of b. Non-cychi nature of
energy/number chemical energy transfer
5. describe the nature of c. Nutrient cycle
energy flow in the 3. Energy flow
ecosystem i. Food/energy
4. state that is a relationship in aquatic
progressive diminution and terrestrial
of the feeding chain environments.
5. recognize a definite ii. Pyramid of
change in number of energy/numbers
individual from one iii. Nature of energy
feeding level to another. flow as describe by food
chains
87
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
9 Energy Students should be able 1. Energy loss in the 1. Teacher draws on 1. Students discuss Charts and cardboards Students to:
transformation in to: ecosystem the chalkboard the energy loss as a 1. state why the tip of
nature 1. use the knowledge of i. Solar radiations its pyramidal shape of limiting factor in the pyramid of
energy losses in the intake and loss at the feeding relationship primary production i.e energy has the least
ecosystem to explain earth surface 2. Teacher uses the production of number of organisms
the pyramidal shape of ii. Energy loss in the law of autotrophy) 2. state the first and
feeding relationships. biosphere thermodynamics to 2. Students recall second law of
2. state that only a iii. Measure of explain energy flow instances which are thermodynamics
small percentage of the primary production across the trophic explained by laws of 3. mention 3 types of
radiant energy actually e.g. the amount and level thermodynamics. ecological pyramid
gets to plants rate of energy and explain them
3. state the first and fixation.
second laws of 2. Laws of
thermodynamics and thermodynamics
use them to explain - First law
ecological events such - Second law
as pyramid of energy, application of both
food chain, energy laws to ecological
flow. phenomena
88
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
10 Relevance of Students should be able 1. Classification of plants 1. Teacher shows 1. Students collect 1. Different types of Students to:
biology to to: i. Botanical classification students various specimen of various plant 1. make a large
agriculture 1. classify plants using eg. algae, spermatophytes) types of plants and plants and classify 2. Charts showing charge showing
botanical and ii. Agricultural classifies them. them using the three different plant types different ways of
agricultural techniques classification e.g fibers, 2. Teacher leads techniques. 3. Small birds classify plants
of classification latex) students to visit 2. Teacher leads 4. Diseased plant 2. discuss the effect
2. describe the effects iii. Classification based on farm projects to students to visit farm types. of bush burning on a
of various agricultural life cycles e.g annuals, observe various projects to observe 5. Pre-mature fruits piece of farm land
activities on ecological perennials) effects of fertilizers various effects of shed by diseased 3. list some plant pest
systems 2. Effects of agricultural and herbicides fertilizers and plants and discuss their
3. identify pest of activities on ecological 3. Takes students herbicides 6. Different types of economic importance
various crops and systems on field trip to a 3. Takes students on plant pest eg.
indicate their control i. Bush clearing/burning farm land cleared field trip to a farm Cassava mosaic
4. describe some ii. Tillage by burning land cleared by
common diseases iii. Fertilizer/herbicide and 4. Take students to burning
caused by pest and their the effects a livestock farm to 4. Take students to a
control iv. Effects of different identify pest of livestock farm to
5. identify factors that types of farming on animals. identify pest of
affects production of ecological system animals
crops 3. Pests and diseases of
6. identify some agricultural importance
methods of preserving i. Knowledge of pest types,
and storing food stuff life cycle and control)
7. list the factors ii. Diseases (types control)
89
BIOLOGY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES
Relevance of Students should be able 1. Food production 1. Demonstrate 1. Students to set up 1. Fresh vegetable Students to:
biology to to: and storage different food storage experiments to show 2. Dry vegetables 1. discuss common
agriculture 1. identify factors that i. Ways of improving methods to students how food can 3. Fresh cassava ways of preserving
continued affect production of crop yield e.g. during process deteriorate in storage 4. Processed garri. farm products
crops ii. Causes of wastage 2. Collect a large 2. Students practice 2. list the
2. identify some methods of number of insects and different modes of consequences of
methods of preserving preserving and use them to food preservation shortage of food
and striving food stuff storing food demonstrate the 3. Students carryout an (food crisis) on the
3. list the factors that 2. Population growth effect of food experiment to show population
affects and food supply shortage the effect of limited
i. Population growth reproduction and food on animals
ii. Availability of man’s population growth populations e.g mice,
food. 3. Relationship lizard etc.
between availability
of food and human
population effects of
food storage.
4. Government
efforts to increase
food production eg.
agricultural
revolution
11 REVISION
12 EXAMINATION
90
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
1 Micro-organisms Students should be able 1. Micro-organism in 1. Divide the students 1. Students in each 1. Petri-dishes, Student to:
around us to: air and water into working groups group grow cultures of culture medium 1. state where micro-
1. identify some micro- i. Group of micro provide each group micro-organisms from 2. Slides, slides organisms can be
organisms in air and organisms: bacterial, with sterilized Petri air, water and under covers, microscope, found
water viruses, some algae dishes which contain the finger nails stains 2. state what could be
2. state the protozoa and some culture medium 2. The should live the 3. Charts showing happened to the teeth
characteristics (colour, fungi 2. Coordinate the cultures for three days i. some micro- if not properly
pattern of growth, ii. concept of culturing activities of the and then observes, organism and where brushed for a long
appearance) of colonies 2. Identification of students and have record and make they are located I time
of micro-organisms micro-organisms in them discuss their inferences humans 3. describe some
3. identify micro- i. Air experiments 3. Perform ii. Some carriers of characteristics of
organisms that can be ii. Pond water 3. Mount some experiments to show micro-organisms some micro-
found on and inside iii. River specimen from the presence of micro- organisms
human bodies e.g under iv. Stream different Petri-dishes organisms on the 4. what are the effect
the finger nails, mouth 3. Micro-organisms in under a micro scope teeth, in expired air of micro-organism on
cavity and expired air our bodies and food: and ask pupil to and dirt under the man, animals etc.
4. describe the effects ways in which and observe nails.
(beneficial and harmful) places through which 4. Put up a chart 4. View the micro-
of micro-organisms on micro-organisms enter showing the effects of organisms under the
human body. our bodies micro-organisms microscope to identify
4. Carriers of micro- their pattern of growth
organisms. Examples of 5. Suggest the effects
carriers of micro- of micro-organisms on
organisms, location of food, body, etc.
micro-organisms in
carriers. Types micro-
organisms
91
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
2. Micro-organisms Student should be able 1. Growth of micro- 1. Demonstrates 1. Measure and record 1. Graph sheet Student to:
in action to: organisms ways of culturing and monitor growth of a given 2. Palm wine, yeast, 1. state the
1. recognize the measuring the growth growth rate of micro- micro-organism from sugar milk, orange juice relationship among
presence of microbes of micro-organisms organisms a prepared culture, and pineapple juice growth of micro-
by the colonies they 2. Beneficial effects 2. Discusses with plot a growth curve 3. Chart showing mode organism and
form of the micro- students the and interpreter it. of spread of some environmental factors
2. measure the rate of organisms e.g. in economic importance 2. Perform experiment micro-organism. 2. state the main
growth of microbes nature medicine and of micro-organisms, on fermentation to ingredients for the
3. list the beneficial industries and give students produce alcohol fruit production of alcohol
effects of microbes 3. Harmful effects of projects to carryout to juice and yoghurt
from everyday some microbes: assess the effects of 3. Students produce 3. list some diseases
experience i. Types of disease micro-organisms yoghurt from fresh caused by micro-
4. recognize that some causing micro- milk organisms
microbes causes organisms 4. Students list the 4. discuss some
diseases ii. Disease caused by name of some micro- beneficial effects of
5. recognize that some micro-organisms organisms and the micro-organisms.
disease causing micro- iii. Ways in which disease they cause.
organisms are air-bone, disease-causing
water bone and from Pathogenic) micro-
food. organisms spread and
are transmitted
92
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
3. Towards better Students should be able 1. Control of harmful 1. Teacher organizes 1. Students work in 1. Ovens, antibiotics, Students to:
health to: micro-organism: and takes students to groups to perform Petri-dishes 1. list some vectors of
1. describe some ways control of disease visit sewage different aspect of the 2. Charts showing micro-organism
by which disease causing micro- treatment plant experiment on control proper refuse treatment 2. how can we protect
causing micro- organisms, high 2. Teacher invites of micro-organisms, and disposal modes our environment
organisms and temperature, resource person to using high 3. Charts listing health from harmful micro-
infections diseases can antibiotics high talk on public health temperature, organizations and their organisms
be controlled. salinity antiseptics and get students to antibiotics etc. areas of work. 3. students to list
2. state ways of dehydration. write and submit - Student collect ways by which water
controlling vectors. 2. Vectors essays on results of the separate can be protected from
3. list ways of i. Definition refuse/sewage experiments and pollution
protecting ourselves ii. Ways of disposal discuss 4. list 4 International
from diseases caused by controlling vectors 3. Teacher get 2. Students perform health organizations,
micro-organisms 3. Student’s health student to construct experiment to show describing their area
caused by vectors maintenance of good proper waste disposal that spraying of a body of work
4. describe methods health sites of stagnant water with
used in disposal of a. Importance to 4. Display charts on: a layer of oil can
refuse and sewage community i. Proper waste destroy a vector eg.
5. name some national b. Ways in which disposal mosquito
health organization and communities do these ii. Refuse treatment 3. Student study the
what they do i. Refuse disposal iii. Public health stages in the life cycle
6. describe some role ii. Sewage disposal organizations. of mosquito
individuals should play iii. Protection of 4. Student charts on
to ensure good health. water health organizations
iv. Protection of food and their area of work.
v. Control of diseases
vi. Health
organization
93
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
4. Aquatic habitat Students should be able 1. Characteristics of a Teacher takes 1. Observe the pattern Ecological instruments Students to:
(marine habitat) to: marine habitat students to study a of the distribution of e.g such discussed to 1. state the major
1. describe the 2. The major zones specific site of the biotic components compared turbidity of zones of marine
characteristic of marine i. Inter-tidal zone shallow water near in the habitats and water, container for habitat
habitats ii. Littoral zone the shore (Littoral their adaptive features. collective samples 2. state common
2. describe the pattern ii. Oceanic zone zone) edge of the sea 2. Identify the biotic adaptive features
of distribution of plants 3. Distribution of the (intertidai zone) components found in marine.
and animals in marine organism in the 3. Collect samples
habitat, noting the habitat from the site and study
dominant ones. 4. Adaptive features them taking note of
3. recognize some of marine organisms adaptive features
adaptive features of the e.g bladder for 4. Construct food
plants and animals in floating, hold fast for chains of the biotic
the habitat attachment. components
4. infer the food chain 5. Take readings of
of the organisms temperature, relative
5. determine the humidity and light
physical factors, eg. intensity.
temperature, relative
humidity, light wind
PH.
94
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
Estuarine habitat Students should be able 1. Characteristics of - Guide students to 1. Observe the pattern Ecological instrument Student to:
to: estuarine habitat study a specified site of distribution of the eg. Light meter, 1. state three
1. describe the 2. Types of estuary - Emphasize the biotic components of container for collecting characteristics of
characteristics of the 3. Distribution of the significance of osmo- the study and their samples estuarine habitat
estuarine habitat plants and animals in regulation to adaptive features. 2. sate some of the
2. describe the pattern estuarine habitat. estuarine animal 2. Identify the biotic physical factors
of distribution of plants 4. Adaptive features components operating in the
and animals of plants and animals 3. Collect samples habitat
3. recognize some in estuarine habitat from the site 3. what is osmo-
adaptive features for the 4. Construct food regulation, and why
plants and animals in chains of the biotic is it important for
the habitat components estuarine organisms.
4. infer the food chain 5. Take reading of
of the organisms temperature, relative
5. determine the humidity and
physical factors, e.g estimated light
temperature, relative intensity
humidity , light, wind
and PH.
95
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
5 Fresh water Students should be able 1. Characteristics of 1. Take students to a On a prepared site, 1. Sashay disc and other Students to:
habitat to: fresh water habitat specified site of study pupils led their teacher ecological instruments 1.. state the
1. recognize the variety 2. Types of fresh (a fresh water habitat) to: 2.Charts showing characteristics of
and size of fresh water water e.g pond and guides 1. Observe the patter characteristics of fresh fresh water habitat
habitat i. Stagnant ones them to carryout the of distribution of the water habitat, and 2. state some
2. recognize the variety ii. Running water activities listed biotic components of plants and animals, adaptation of animals
and distribution of 3. Adaptive features 2. Ensures that the site and their found in them. and plants in dresh
various organism in of fresh water students are not taken adaptive features. 3. Map of Nigeria water habitat
fresh water habitat organisms to infested fresh 2. Students identify showing different
3. recognize seasonal 4. Fresh water water habitat eg. the biotic components habitats
changes in the size and organisms With guinea worm 3. Collect samples
population of the from the site
habitat 4. Construct food
4. recognize the chains of the biotic
adaptation of the components
animals and plants in 5. Take reading of
the chosen fresh water temperature, relative
habitat humidity and estimate
5. estimate the light intensity.
proportion of mineral 6. Estimate light
salt [present in the penetration using
habitat sashay disc
6. inter food chain in 7. Estimate
the chosen fresh water movements of water
habitat and speed of flow
8. Determine PH,
depth, size, turbidity
96
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
6 Terrestrial habitat Students should be able 1. Characteristics of a 1. Identify a marsh On a pre-selected site, - Ecological Students to:
1. marsh to: march where to take student students implements eg. 1. state types of
1. recognize type of 2. Formation of for excursion. 1. Observe the pattern Shovels, trowels, marshes
marches marshes 2. Guard against of distribution of the containers for collecting 2. list the names of
2. correlate the effect of 3. Types of marshes students entering a biotic components of samples five terrestrials
rainfall or any other 4. Plants and animals marsh by letting them the site and their - Charts showing animals that visit the
source of water and that live in marshes know the risks adaptive features marshy areas marsh
evaporation to the 5. Adaptive features involved. 2. Identify the - Map of Nigeria 3. give three
changes in a marsh of these plants and terrestrial animals that showing or outlining examples of plants
animal usually visit the march the marshy areas that thrive in
and other biotic marshes.
components
3. Construct food
chain of the biotic
components
5. Take readings soil
and air temperature,
relative estimate light
intensity.
97
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
Forest Students should be able 1. Characteristics of a 1. Identify a forest On a pre-selected site, 1. Ecological materials:
to: forest site to take students students hoes, shovels,
1. recognize that water 2. Strata in the forest on an excursion 1. Observe the pattern containers for specimen
is not always as 3. Distribution of 2. Let the students of distribution of the 2. List names of some
available to organism in plants and animals know the inherent biotic components of predominant plants and
terrestrial habitats as to that inhabit a forest dangers in forests and the sign animals in a grass land
those in aquatic 4. Adaptive features equip them to take 2. Identify the biotic habitat
habitats. of the plants and precaution components 3. Identify some
2. recognize that water animals 3. Collect samples characteristics of plants
conservation is an from the site and animals found in
important problem in 4. Construct food grassland that made
terrestrial habitats chains of the biotic them suitable for their
3. mention effects of components habitat.
climatic factors on 5. Take readings of
vegetation temperature relative
4. identify the humidity, and
characteristics of the estimated light
forest habitat intensity.
5. recognize trophic
levels and distribution
of animals in a forest.
6. recognize the
stratification of plants
in forest
7. construct food chains
available in a forest.
98
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
7. Arid lands Student should be able 1. Characteristics of 1. Identify an avid On a pro-selected site 1. Ecological Student to:
to: arid lands land to take students students instruments that will 1. state some
1. recognize arid land 2. Types of arid lands on excursion 1. Observe the pattern measure factor in the characteristic of arid
as places where water is 3. Distribution of the 2. Visit the site to of the distribution of habited lands
not available to organism in the habit. judge its suitability the biotic components 2. Map of Nigeria 2. describe some
organism because it is 4. Some adaptation of for study under and/on latter, on showing the arid adaptations exhibited
scarce of frozen organisms to arid trunks, branches and regions by organisms in the
2. mention that sum, lands leaves of tress 3. Charts showing arid habitat
extremes of i. Water conservation 2. Collect samples of characteristics of the
temperature, and water in plants and animals biotic components arid lands and the
security are factors that ii. Body temperature 3. Identify collected components
desert lives have to regulation in plants biotic components
cope with and animals 4. Take readings of
3. differentiate could relative humidity and
deserts (tundra) from estimate light
hot deserts (sahara) intensity.
4. adaptation of 5. Student should take
organisms to arid lands note of soil on
vegetations
99
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
8 Grass land Student should be able 1. Characteristics of 1. Identify grassland On a pre-selected site, 1. Ecological Students to:
to: grassland where to take students: implements eg. Hoes, 1. state three
1. recognize that the 2. Types of grassland students to. 1. Collect samples shovels, containers for dominant diametic
problem of water 3. Distribution of 2. Visit the site to 2. Observe the patterns specimens factors in a grassland
conservation is greater plants and animals in ensure its suitability of distributions 2. Map of Nigeria 2. list names of some
in the grassland than in a grassland for study 3. Identified collated showing the grassland predominant plants
the forest 4. Some adaptations 3. Equip the students biotic components regions and animals in a
2. notice the of grassland to undertake the 4. Take readings of 3. A picture showing a grassland habitat
progressive absence of communities proposed visit. relative humidity, typical grass land or 3. identify some
water demanding trees i. Air-conditioned temperature, estimated savanna with animals characteristics of
and grasses from the rest by termites light intensity inhabiting it. plants and animals
grassland ii. Thick barks eg. 5. Collect and observe found in grasslands
3. recognize the Baobab and palms the soil texture and that made them
dominant climatic iii. Lead fall infer the propensity suitable for the
factors. iv. Underground and poor water habitat
4. describe the stems eg. Grasses holding retentivity
structural and other
adaptations of grassland
plants and animals
5. identify the
predominant plant and
animals species and the
energy relations
between them.
6. describe the soil
structure of grassland
100
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
9 Reproduction in Students should be able 1. Reproduction in 1. Mount specimen 1. Collect water from 1. Prepared microscope Students to:
unicellular to: Amoeba by asexual from the ditch on the ditch and view under slides of conjugation in 1. define asexual and
organisms and 1. describe reproduction reproduction microscope for the the microscope to spirogyra, torch light sexual reproduction
invertebrates in i. Binary fission students to observe. view and observe 2. Charts illustrating 2. describe the two
i. Amoeba ii. Multiple fission 2. Collect maggot of unicellular organisms binary and multiple major ways by which
ii. Paramecium 2. Reproduction in housefly and keep for 2. Students to watch fission spirogyra and
iii. Spirogyra paramecium by: observation earthworm at night 3. Maggots from paramecium
2. describe reproduction i. Asexual 3. Collect egg laid by with a torch light housefly reproduce
in reproduction a snail and keep in a 3. Observe the 4. Snail’s eggs. 3. describe the mode
i. Earthworm ii. Sexual closed container for housefly’s maggots of reproduction found
ii. Cockroach reproduction observation daily and note your in earthworm
iii. Housefly 3. Reproduction in 4. Collect some observation
iv. Snail spirogyra by: earthworms and keep 4. Observe the snail’s
i. Asexual or in a suitable container egg
vegetative for students to
reproduction observe
ii. Sexual
reproduction or
conjugation
4. Reproduction in
the earthworm
- Sexual reproduction
only
101
BIOLOGY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES
10 reproduction in Students should be able 1. Reproduction in 1. Request students to 1. Prepare a chart to 1. Chart showing 1. define asexual and
unicellular to: cockroach collect eggs of show complete complete and sexual reproduction
organisms and 1. differentiate between i. Fertilization in cockroaches and metamorphosis incomplete 2. describe the mode
invertebrates cont complete and internal observe 2. Cardboard sheets metamorphosis reproduction found in
incomplete ii. Exhibits 2. Teacher collect 3. Markers 2. What is the main cockroach
metamorphosis incomplete egg of snail and slow 4. containers feature of reproduction 3. define the term
2. describe reproduction metamorphosis to the students in snail metamorphosis
in a named inserts with 2. Reproduction in 3. Teacher 3. Chart showing stages 4. list the stages of
complete and housefly differentiate the eggs of metamorphosis in the life cycle of
incomplete i. Fertilization is of cockroach from cockroach cockroach and
metamorphosis internal that of snail with 4. Eggs of cockroach housefly
ii. Exhibits complete their colour and
metamorphosis shape
3. Reproduction in
snail
i. Fertilization is
internal
ii. Lay eggs which
hatch into young
snails
11 REVISION
12 EXAMINATION
102
CHEMISTRY
SS I
FIRST TERM
THEME: INTRODUCTION TO CHEMISTRY

ACTIVITIES
WEEK

1 Introduction to Students should be able (1) Meaning of (1) Defines chemistry (1) Participate in the (1) Pictures of chemical Students to:
Chemistry I to: chemistry. giving adequate class discussion. industries and (1) define chemistry.
(1) define chemistry (2) Career prospects examples. (2) Ask and answer laboratories. (2) state five (5)
(2) list the various tied to chemistry. (2) Guides students to questions. (2) Poster and charts careers opportunities
careers open to people (3) Application identify career, (3) Locally available that are linked to
who have studied (hospital, military, prospect in chemical industries. chemistry.
chemistry. teaching, chemical chemistry. (3) list three (3)
(3) explain the and petrochemical (3) Uses pictures and applications of
application of industries, space charts to guide class chemistry in each of
chemistry. agriculture etc.) discussion. the following:
-hospital
-forensic
-military
-industries
-agriculture
2 Introduction to Students should be able (1) Adverse effects of (1) Discusses the (1) Visit chemical (1) Any paint (e.g. Students to:
Chemistry II to: chemicals, drug, application of industries and write Hosanna paint) list the scientific
(1) describe the abuse, poisoning, chemistry and reports. (2) Dye. methods of carrying
adverse effect of corrosion, pollution. adverse effect on (2) Describe each step out investigations.
chemicals. (2) The scientific chemicals. involved in scientific
(2) explain the ways in methods. (2) Takes students to method of enquiry.
which scientists obtain visit chemical
scientific information. industries e.g. paints,
Tie and Dye,
vegetable oil and
petrochemical
industries.
103
CHEMISTRY
SS I
FIRST TERM
THEME: THE CHEMICAL WORLD

ACTIVITIES
WEEK

3 Particulate Students should be (1) Define physical and (1) Demonstrates the (1) Students demonstrate (1) Water Students to:
nature of able to: chemical changes. physical and chemical physical and chemical (2) Common salt (1) state the
matter I (1) define physical and (2) Comparing the changes using simple changes. (3) Sugar differences between
chemical changes. characteristics of examples, like burning (2) Listen to the difference (4) Candle physical and
(2) distinguish physical and chemical of candle, salt between physical and (5) Paper chemical changes.
between physical and changes. dissolving in water, chemical changes, with (6) Matches. (2) give examples of
chemical changes. (3) Define elements burning of magnesium appropriate illustrations. physical and
(3) distinguish compounds and ribbon and preparation (3) Identify the process of chemical changes.
between elements mixtures. of pap (akamu) and chalk making as a chemical
compound and (4) Definition of atom starch, and finally change.
mixtures and molecules. using chalk (CaCO3) (4) Practice the
(4) define atoms as a product of demonstration and try to
(5) explain the chemical change. illustrate the chalk (CaCO3)
meaning of molecules. as chemical change.
4 Particulate Students should be (1) Dalton’s atomic (1) Draws atomic Try to practice the draw of (1) Models coloured Students to:
nature of able to: theory. structure and atomic structure. (beads). (1) draw atomic
matter II (1) state dalton’s (2) Atomic structure arranging electrons (2) Calcium structure.
atomic theory. (3) Constituents of protons, neutron round carbonate {Calcium (2) calculate the
(2) describe how the atoms, protons, the nucleus. trioxocarbonate (iv) empirical and
particles are arranged neutrons and electrons. (2) Guides students to (CaCo3)}. molecular formula
in the atom. (4) Arrangement of calculate the empirical of a given
(3) define atomic electron around the formula from compound.
-mass number nucleus. percentage (3) state the dalton’s
-isotopes (5) Atomic number composition. atomic theory.
(4) calculate the mass number and (3) Guides students to
relative atomic masses isotropy calculate the relative
of atoms. (6) Relative atomic molecular mass of a
masses based on C-14 compound.
isotope.
104
CHEMISTRY
SS I
FIRST TERM
ACTIVITIES
WEEK

5 Symbols Students should be (1) Chemical symbols (1) Guides students to write (1) Write the names (1) Periodic table Students to:
Formulae and able to: of element. chemical symbols and formulae and symbols of the of elements. (1) write correct
Equations I (1) state the symbols (2) Valency correctly. first twenty (20) (2) Coloured beads. symbols of
of the 20 elements -Definition of valencies (2) Guides students to write and elements and other element.
and other common -Valencies of elements balance the chemical equations. common elements. (2) write correct
elements. and radicals. (3) Guides students to calculate the (2) Write and formulae of simple
(2) write chemical -Writing formulae from empirical and molecular formula of balance chemical binary compounds.
formulae and valencies. a compound. equation correctly.
chemical equations. (3) Empirical and
molecular formulae.
(4) Law of conservation
of matter.
6 Symbols Students should be (1) Law of constants (1) Performs experiments to (1) State law of (1) Copper II Students to:
Formulae and able to: composition. illustrate a conservation of mass. constants trioxocarbonate (1) solve equation
Equations II (1) define law of (2) Law of multiple (2) Performs experiment to composition. (IV) base on law of
constant composition proportion. illustrate law of constant (2) Solve some (2) Two examples multiple
(2) to investigate the (3) Chemical equations. composition questions. of black copper II proportions.
law by demonstrating (3) Defines law of constant (3) Report the oxide. (2) describe
experiment using composition. experiment using experiment to
copper (ii) (4) States law of multiple the correct format. illustrate the
trioxocarbonate (iv), proportions. following:
two samples of block (5) Guides students to report the -law of constant
copper (ii) oxide. experiment in the correct format: composition.
(3) illustrate that -aim -law of multiple
matter is neither -objectives proportions.
created or destroyed. -apparatus -report simple
(4) state the law of -method experiment using
multiple proportions. -diagram the correct format.
(5) illustrate multiple -result -write and balance
proportions. -discussion chemical
-conclusion equations.
105
CHEMISTRY
SS I
FIRST TERM

ACTIVITIES
WEEK

7 Chemical Students should be able (1) Period table (first) (1) States the first (1) Write down the (1) Bland period table Students to:
Combination I to: 20 elements only. twenty elements. names and symbols of template (1) list the first 20
(1) identify the first (2) Electronic (2) Draws the the first 20 elements. (2) Models elements on the
twenty elements of the configuration of electronic (2) Model and draw (3) Charts. period table.
period table. atoms. configuration of these the electronic (2) draw the
(2) write the electronic elements. configurations of electronic of the first
configuration of atoms elements. twenty elements.
of the 20 elements.
(3) explain the concept
of atomic numbers.
8 Chemical Students should be able (1) Types of bond a (1) Describes the (1) Participate in class (1) Bland period table Students to:
Combination II to: strong bond e.g. types of bonds and discussion. template (1) state the
(1) state the reasons electrovalent (ionic). their characteristic. (2) Watch teacher (2) Models differences between
why electrovalent most -Covalent (2) Uses simple demonstrations, ask (3) Charts. electrovalent,
metallic atoms with -Co-ordinance demonstrations to and answer questions. covalent and dative
valence give and covalent (dative illustrate the types of bond.
electrons. bonds) bond in common (2) categorize
(2) differentiate -Metallic bonds substances like substances based on
between various types (2) Weak bonds e.g. camphor common types of bonding.
of chemical bonding. hydrogen bond salt (NaCl) Sulphur
(3) state the types of -Van-dar waals etc.
bond that exist between forces.
copper ii and water
molecules.
106
CHEMISTRY
SS I
FIRST TERM

ACTIVITIES
WEEK

9 Chemical Students should be able (1) Systems of (1) Write Practice giving the (1) Models Students to:
Combination III to: naming compounds. conventional and conventional and (2) Charts write conventional
name compounds by -Conventional IUPAC names IUPAC names and IUPAC names of
their conventional and -IUPAC common substances. substances. substances.
IUPAC names. (2) Any of these 2 (2) Participate in
naming systems is class discussion.
acceptable at this
level.
10 Chemical Students should be able (1) State of matter (1) Explains the (1) Participate in class (1) Table salt Students to:
Combination IV to: -Solid different states of discussion (2) Sugar (1) state the
(1) explain the - Liquid matter. (2) Observe teacher’s (3) Camphor balls postulates of the
following: - Gaseous state (2) Draws the demonstrating state of (4) Some liquid e.g. oil, kinetic theory
solid, liquid, gaseous - The kinetic theory structure of each of matter using solid water (2) state the
states of matter. and its application them. particle and dish. (5) Aerosol relationship between
(2) differentiate (3) Explains the kinetic theory and the
between solid, liquid kinetic theory and state of substances.
and gaseous state of change of state.
matter.
(3) discuss the kinetic
theory and its
applications.
(4) state which of the
three states of matter
has no fixed shape, no
fixed volume and least
dense.
11 REVISION
12 EXAMINATION
107
CHEMISTRY
SS I
SECOND TERM

ACTIVITIES
WEEK
TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS RESOURCES
1 Gas laws Students should be able to: (1) Boyle’s law (1) Defines Boyle’s law (1) State the Boyle’s law (1) Pictures and Students to:
(1) demonstrate diffusion of (2) Charles law (2) State Charles law (2) Define Charles law charts. (1) state the gas
gases. (3) General gas (3) Illustrate Boyle’s (3) Explain the general gas (2) Piston and laws.
(2) define Boyle’s law equation. law equation. pump. (2) perform some of
(3) state Charles law (4) Gay-Lussa’s (4) Writes the equations the experiments.
(4) experiment to verify law for both laws.
Charles law (5) Performs
(5) explain the Kelvin scale experiments to explain
of temperature and its the laws.
relationship to Celsius Scale.
2 Gas laws Students should be able to: (1) Avogadro’s law (1) Defines Avogadro’s (1) State Avogadro’s law Cotton wool and Students to:
(1) state why Avogadro’s (2) Ideal gas law. (2) Write ideal gas equation. ammonia solution solve the related
law sometime referred to as a equation. (2) Performs (3) State Graham’s law of concentration HCL problems and
hypothesis. (3) Graham’s law experiments to explain diffusion. calculation
(2) state Avogadro’s law. (4) Molar volume the laws: (4) Define the molar volume involved.
(3) explain the effect of of gases. -effects of temperature of gases.
pressure on the volume of a on the volume of a gas. (5) Watch the performed
gas. -effects of pressure on experiments.
volume of a gas.
-diffusions of gases e.g.
cotton wool soaked in
ammonia solution and
conc. HCL.
3 Gas laws Students should be able to: (1) Avogadro (1) Explains Avogadro (1) Describe Avogadro Thermometer and Students to:
(1) explain the Avogadro number and the number and the mole number and the mole glass vessel. solve the related
number and the mole mole concept. concept. concept. problems and
concept. (2) Calculations (2) Solves many (2) Ask questions and take calculations
(2) solve calculations based based on the gas examples based on the down notes. involved.
on the gas laws. laws. gas laws. (3) Try to solve relevant
calculations.
108
CHEMISTRY
SS I
SECOND TERM

ACTIVITIES
WEEK

4 Standard Students should be able to: (1) Classification of (1) Guides students to (1) State the (1) Water Students to:
Separation (1) explain the need for substances understand the need principles behind (2) Sand (1) state the
Techniques for separation. (2) Filtration for separation. the choice of (3) Common salt principles applied
Mixtures. I (2) state the different standard (3) Evaporation (2) Demonstrates the separation (4) Iodine crystals in the separation of
methods of separating mixtures (4) Decantation method of separation. techniques. (5) Sulphur power. mixture.
and their individual application. (5) Floatation (2) Manipulate (6) Separating funnel (2) list the different
(3) manipulate different (6) Frostation. different apparatus (7) Evaporating dish. standard methods
apparatus for separation as used in separating of separating
techniques. substances. mixtures.
(4) draw separation techniques (3) Draw separation (3) draw the
apparatus. technique apparatus. apparatus.
5 Standard Students should be able to: (1) Crystallization (1) Defines (1) State (1) Water Student to:
Separation (1) state the separation process and fractional crystallization. crystallization (2) Sand state the separation
Techniques for that will most likely yield high crystallization. (2) States the uses of (2) Demonstrate (3) Common salt process that will
Mixtures. II quality ethanol (95%) from (2) Distillation and each mixture precipitation and (4) Iodine crystals most likely yield
palm wine. fractional distillation. (3) Demonstrates the magnetism (5) Sulphur power. high quality
(3) Precipitation. methods of (3) Draw separation (6) Separating funnel ethanol (95%) from
(4) Magnetism precipitation and technique apparatus. (7) Evaporating dish. palm wine.
magnetism.
6 Standard Students should be able to: (1) Chromatography (1) Defines Explain (1) Ink Students to:
Separation (1) state the concept of (2) Sublimation chromatography. chromatography (2) Lie big condenser state the criteria for
Techniques for chromatography. (3) Pure and (2) Demonstrates (3) Cubes of sugar. purity.
Mixtures. III (2) state the criteria for purity.
(3) distinguish between pure
and impure substances.
(4) state the separation
technique that should be use to
separate the ink.
109
CHEMISTRY
SS I
SECOND TERM
THEME: CHEMISTRY AND ENVIRONMENT

ACTIVITIES
WEEK

7 Acids Students should be able (1) Acids (1) Defines acid (1) Define acids (1) Ripe and unripe Students to:
to: (2) Characteristics (2) Identifies acids (2) State the fruits (mango, (1) state some common
(1) define acid of acids. using laboratory characteristics of acids orange, pawpaw, acids.
(2) state the (3) Types of acid. indicators (Methyl (3) Identify acids by grape, lime etc. (2) list the characteristics
characteristics of acids. (4) Preparations of orange). using laboratory (2) Sour milk. of acids
(3) state the uses of acid. (3) Prepares indicators indicators (Methyl (3) Brightly coloured (3) distinguish between
acids from flower extracts. orange) flower or leaves strong acids and weak
(4) distinguish between (4) Identifies acid by (4) Prepare indictors (hibiscus, cotton acids.
strong and weak acids. using the prepared from flower extracts ixora, allemande,
(5) explain how an acid flower extract as (5) Perform blue balls etc.)
base indicator works. indictors. experiment to (4) Litmus paper.
(5) Performs illustrate the reactions (5) Methyl orange.
experiment to illustrate of acids. (6) Fitter paper
the reactions of acids. (7) Mortar/pestle
8 Bases and Salts I Students should be able (1) Bases (1) Defines what bases (1) Identify bases (1) Chemical (NaOH, Students to:
to: (2) Characteristics are. using the prepared KoH, HCl, H2SO4) (1) mention the
(1) define bases and of bases. (2) Performs flower extracts as (2) Distill water characteristics of bases.
salts. (3) Preparation of experiments to illustrate indictors. (3) Ethanol (2) distinguish between
(2) identify bases and bases neutralization reaction (2) Identify and (4) Acetone acids and bases.
salts. (4) Salts. of bases and salt. prepare salt (normal (Propanone) (3) list the different types
(3) describe the nature (5) Relative acidity (3) Guides students to basic). of salts.
of proton in an aqueous and alkalinity (the classify indicators into (4) prepare salts by
solution. PH scale). acidic or basic neutralization reactions
(4) explain indicators. e.g. nacl, cuso4
neutralization reactions. (4) Guides students in (5) distinguish between
(5) state properties of the preparation of salts. the various place where
salts. the knowledge of PH
(6) state the rules of value is put to use.
solubility of salts in
water.
110
CHEMISTRY
SS I
SECOND TERM

ACTIVITIES
WEEK

9 Bases and salts II Students should be able (1) Deliquescent (1) Explains efflorescence Define efflorescence (1) Washing soda Students to:
to: efflorescent. and deliquescent. and deliquescent. (2) Sodium (1) Guide students
(1) Define efflorescent (2) Hygroscopic (2) Demonstrates trioxocarbonate (IV) to explain these
(2) State deliquescent substances efflorescence, terms deliquescent.
(3) Solubility of deliquescence and (2) Hygroscopic
salts in water. hygroscope substances.
(3) Demonstrates
solubility of salt.
10 Water Students should be able (1) Sources of Guides students to: (1) Bring different (1) Charts Students to:
to: water (1) Identifies properties of types of water (preparation of water, (1) state the
(1) state sources of water. (2) Types of water water. samples. uses of water) properties of water.
(2) state the properties of (soft and hard (2) Lists source of water. (2) State the difference (2) Water samples (2) mention the
water. water) (3) Mentions some water between pure and (river, wall, tap etc.) types of water.
(3) state why alum is used (3) Water pollution. impure water samples (3) Soap (3) describe
for purification of town pollutants (4) Demonstrates causes based on colour, (4) Sample of hard laboratory
water supply. (4) Use of water of water hardness. odour, hard and soft water preparation of water.
(4) explain the laboratory (5) Laboratory (5) Gives the laboratory water. (5) Sample of (4) state some water
preparation of water. preparation of properties of water as a (3) Participate in class contaminated water. pollutants.
(5) distinguish between water. reading assignment. discussion. (5) state the uses of
salt and hard water. (4) Read and report on water.
(6) define pollution the laboratory of
(7) list some water water.
pollutants.
(8) state the uses of water.
(9) describe the procedure
for the laboratory
preparation of water.
11 REVISION
12 EXAMINATION
111
CHEMISTRY
SS I
THIRD TERM
THEME: THE CHEMISTRY OF LIFE
ACTIVITIES
WEEK

1 Carbon and its Students should be able to: (1) Definition of (1) Leads students to a (1) Identify and list carbon Samples of carbon Students to:
compounds I (1) identify various carbon guided identification of which contain compounds containing (1) list 10
substances in and around (2) Structure of carbon which contain in and around us. compounds in and compounds of
us that contain carbon. carbon. compound in and around us. (2) Write the electron around us e.g. stick carbon (iv).
(2) explain carbon. (3) Allotropes of (2) Explains the meaning of structures of carbon and paper etc. (2) discuss the
(3) describe the unique carbon allotropes of carbon. relate to its forming relationship of
characteristics of carbon as (4) Diamond (3) Describes diamond. various compounds. compounds listed
an element (5) Graphite (4) Describes charcoal. (3) Give two use of to life.
(4) give 3 physical (6) Charcoal diamond.
properties of diamond ad (4) Draw the structure of
graphite. graphite
(5) State uses of graphite.
2 Carbon and its Students should be able to: (1) Structure and (1) Explains the structure of (1) Draw the structure of Models or coloured Students to:
compounds II (1) describe the properties and allotropes allotropy. beads. (1) List 3
relationship between the allotropes. (2) Draws the structure of (2) Give the properties of properties each of
structure of carbon and the (2) The allotropes it. carbon (iv) oxide,
existence of many natural combustion of (3) Gives properties of carbon
and synthetic carbon carbon allotropes. allotropes. monoxides.
containing compounds. (4) Introduces the (2) List the
phenomenon of allotrope allotropes of
using carbon. carbon.
3 Carbon and its Students should be able to: (1) Coal (1) Explains the term coal (1) Explain carboniferous Real examples of Students to:
compounds III (1) infer that a large (2) Different types (2) Explains carboniferous process. crude oil fractions (1) define coal.
percentage of world energy of coal. process. (2) Explain industrial such as Petrol (2) list types of
needs depend on carbon (3) Industrial (3) Guides students to distillation of coal. (PMS), Diesel oil, coal.
which contain compound distillation of understand the different (3) List all the products Kerosene, shells, (3) mention uses
like coal. coal. types of coal. obtained from distillation fruits, alkanols. of coal.
(2) explain the four types (4) Uses of (4) Describes the industrial of coal.
of coal. products. distillation of coal. (4) Take down chalkboard
(3) state all the uses of (5) States the uses of summary.
products. products.
112
CHEMISTRY
SS I
THIRD TERM
THEME: THE CHEMISTRY OF LIFE

WEEK

4 Carbon and it Students should be able (1) Coke (1) Describes how coke is (1) Explain coke Recommended Students to:
compounds IV to: (2) Gasification obtained. (2) List gasification texts. (1) explain coke.
(1) definition of coke. and uses. (2) Explains the uses of uses. (2) describe
(2) explain gasification of (3) Carbon (iv) coke. (3) Give reasons why gasification of coke.
coke oxide and carbon (3) Define gasification of coke is used in the (3) list the uses of
(3) state the uses of coke. monoxide (carbon coke. extraction of metal. coke.
(4) state why coke is used (ii) oxide). (4) Explains why it is used
as a reducing agent in the as a reducing agent in the
industrial. industrial and extraction of
metals
5 Carbon and it Students should be able Synthetic gas: Synthetic gas manufacture Explain synthetic gas. Gas from decaying Students to:
compounds V to: -Manufacture and an d carbon uses. foods, fruits and state manufacture
identify carbon (iv) oxide. carbon uses. vegetable. and carbon uses.
6 Carbon and it Students should be able (1) Carbonic acid (1) Preparation of salt. (1) Write down note Trioxocharbonate Students to:
compounds VI to: (trioxicarbonate (2) Explain the properties of (2) Perform (iv) salt. write the names
prepare trioxocharbonate (iv) salt. carbon (iv) oxide. experiment investigate correctly and their
(iv) salt. (3) Preparation of (3) Carbon (ii) oxide. that charcoal gases. chemical equations.
trioxocarbonate
(iv).
7 Carbon and it Students should be able (1) Hydrocarbon (1) Performs fractional (1) Watch and write Collect pamphlets, Students to:
compounds VII to: and its main classes distillation of: down report. brochures, bulletins (1) state the main
(1) state the main classes and source of -crude oil (2) Literature projects. and photographs on classes of
of hydrocarbons hydrocarbons -a mixture of easily oil exploration in hydrocarbon.
(2) explain the formation (2) Crude oil and separable liquid. Nigeria. (2) crude students to
of crude oils natural gas (2) Describes crude oil and explain the
(3) Importance of natural gas. formation of crude
hydrocarbons. (3) Lists the importance of oil.
hydrocarbons.
113
CHEMISTRY
SS I
THIRD TERM
THEME: CHEMISTRY AND INDUSTRY

ACTIVITIES
WEEK

8 Chemical Students should be able (1) What is chemical (1) Defines of chemical (1) Look at the (1) Pictures Students to:
Industries I to: industry? industries. discuss pictures of (2) Charts (1) explain
(1) explain the meaning (2) Types of chemical (2) Uses pictures of some local chemical industries (3) Alcohol. chemical industry
of chemical industry. industries. industries to guide students to (2) Participate in in Nigeria.
(2) identify chemical (3) Importance to the identify chemical industries. class discussion. (2) state the
industries in their individual. (3) Initiates and guide (3) Visit chemical importance of the
locality. discussion on the economic industries and industries to
(3) mention the types of importance of the chemical observe the processes individuals nation.
chemical industries. industries. taking place there.
9 Chemical Students should be able (1) Exclusion to (1) Carries out excursion to as (1) Ask and answer Collect available Students to:
Industries II to: chemical industries many industries as possible. questions. raw materials e.g. list the effect of
classify chemical (2) Raw material used (2) Collects sample industrial (2) Write down their lime, paint cement. the industries to
industries on the basis in the chemical products and demonstrate that observation. environment.
of raw materials used. industries and their paint, cement lime are
sources. chemical.
10 Chemical Students should be able (1) Division of the (1) Explains the division of Mention the division (1) Perfumes Students to:
Industries III to: chemical industries, chemical industries. of chemical (2) Chemical (1) distinguish
(1) Explain the heavy chemical. (2) Browses the internet for industries. industries in the between heavy and
meaning of fine (2) Fine chemical information of chemical locality. fine chemical.
chemicals. (3) Fertilizers industries. (2) identifies ways
(2) give examples of (4) Plastics of solving some of
heavy chemicals. (5) Metallurgy the environmental
(6) Pharmaceutical problems.
11 REVISION
12 EXAMINATION
114
PHYSICS
SS I
FIRST TERM
SUB-THEME 1: INTERACTION OF MATTER, SPACE AND TIME
ACTIVITIES
WEEK

1 Fundamentals and Students should be able (1) Fundamental quantities (1) Leads discussion (1) Give examples of (1) Metre rule Students to:
derived quantities to: mass, length, time, current, on standard units of derived quantities (2) Tape (1) distinguish
and units (1) define fundamental temperature, energy etc. measurement. and units. (3) Spring balance fundamental
and derived quantities. (2) Fundamental units: Kg. (2) Displays these (2) Should identify (4) Chemical quantities for derived
(2) distinguish between M, S, K, A etc. measuring these measuring balance. quantities.
fundamental and (3) Derived quantities: force, instruments. instruments. (5) Venier calipers. (2) identify and how
derived quantities. speed, volume, area etc. (3) Demonstrates (3) Should measure to use the measuring
(3) distinguish between (4) Derived units: Ms-1, M3, the measurement of length, mass of instrument.
fundamental and M2 etc. the fundamental objects in their
derived units. quantities. environment.
2 Position distance Students should be able (1) Concept of position, Demonstrates how Use the metre rule to (1) Metre rule Students to:
and displacement to: distance and time. to use a size metre measure the length (2) Tape (1) use different
distinguish between (2) Concept of displacement. string to measure and breadth of the (3) A pair of measuring
distance, and (3) Measurement of distance length of the field, classroom etc. compasses string instruments to
displacement in a and displacement. classroom block, and protractor. measure.
translational motion. (4) Distinction between students table and (2) identify a body in
distance and displacement. chair. motion or at rest
relative to reference
point.
3 Time Students should be able (1) Concept of time. (1) Leads discussion (1) Practice the use (1) Sand-clock Students to:
to: (2) Ways of measuring time. in the use of of: (2) Funnel-sand, (1) Use different
(1) define time. (3) Units of time and repetitive events to -Heat beat beaker and retort types of measuring
(2) list various conversion. define day and -Sand clock stand, water clock instruments to
instrument for night, season and -Pendulum burette, water measure time
measuring time. festivals. -Stop clock/watch pendulum bob, correctly.
(3) construct a clock for (2) Displays some (2) Discuss the use of string stop (2) To solve
measuring time interval measuring repetitive events to clock/watch ticker- numerical problems:
for simple system that instrument. define day and night, time and tape. how many sec in: A
has a repetitive motion. seasons and festival. day, weeks, years etc.
115
PHYSICS
SS I
FIRST TERM
ACTIVITIES
WEEK

4 Motion I Students should be able Types of motion (1) Sketches the (1) Observe and A trolley/toy car, Students to:
to: -Random motion patterns of various classify different types simple pendulum (1) distinguish
(1) define motion. -Translational motion types of of motion. loaded spiral types of motion,
(2) list most of the -Rotational motion motion/charts. (2) Feel forces by spring, rotating fan, citing examples
motions in a given -Oscillatory motion (2) Uses the motion -Pullying on a spiral loaded test tube from the
environment. -Relative motion of trolley to show spring. vibrating in water, environment.
(3) classify a list of the part played by (3) Bending a ruler or a cardboard (2) identifying a
familiar motions into friction in motion of a beam. showing the body in motion or
random, rotational, bodies. patterns of motion. at rest relative to a
Oscillatory and reference point.
translational motion.
5 Motion II (4) identify forces that (2) Cause and effects of (3) Uses the effect Pulling a string tied to Spiral spring, ruler, (3) state causes of
can cause a given body motion of magnet on nails a block of wood or G-Clamp, string, force, give various
to move. (3) Types of force: Contact to show force field. pushing the block. block of wood, application of a
(5) identify forces that force (4) Pushes and pulls permanent magnet, force.
show(s) down and force field to show contact nail, books and (4) state the
finally stop a moving (4) Reducing friction force. pencils, advantages and
body. (5) Uses pencils and polystyrene balls disadvantages of
polystyrene balls to and stone. frictions.
reduce friction.
6 Motion III (6) reduce friction in a (5) Simple idea of circular (6) Demonstrates Swinging a thread (1) Borex/ball Students to:
given situation. motion. motion in a vertical tyied to a stone. bearing Greeze, (5) distinguish
(7) identify circular horizontal circle: (2) Planetary chart angular speed from
motion. - show difference showing them angular velocity.
(8) solve numerical between angular motion round a
problems in friction and speed and velocity central object.
circular motion. -show centripetal Force balancing
force. them.
116
PHYSICS
SS I
FIRST TERM
ACTIVITIES
WEEK

7 Speed and Students should be able (1) Concept of speed (1) Rolls an object (1) Plot distance time (1) Ticker-timer Students to:
Velocity to: (2) Concept of velocity through a measured graph. and others, metre (1) distinguish
(1) distinguish between (3) Distance-time graph or distance, measure (2) Solve simple rule, stop between speed and
speed and velocity. displacement-time graph. the time taken and problems on speed and clock/watch and velocity.
(2) plot a dist-time calculate the speed. velocity. graph sheets. (2) plot dist-time
graph and deduce the (2) Uses the ticker- (2) Mathematical graph and deduce
speed of motion from timer to show the set. speed and velocity
the slope of the graph. speed/velocity of a from it.
moving trolley.
8 Rectilinear Students should be able (1) Concept of acceleration Uses ticker-timers to Plot graphs of speed (1) Ticker-timer Students to:
Acceleration I to: (2) Uniform/non uniform obtain dotted ticker. against time or and accessories; Define concept of
(1) explain the concept acceleration velocity against time graph sheets, ruler, acceleration
of uniform motion. to obtain uniform pair of scissors students to plot V-t
acceleration of a body. graph and made
deductions.
9 Rectilinear Students should be able (3) Velocity-time graph (2) apply the
Acceleration II to: (4) Analysis of rectilinear concept of
(2) determine motion acceleration in
acceleration from a order problem.
velocity-time graph.
10 Scalars and Students should be able (1) Concept of scalars Distinguishes Give examples of A chart listing Students to:
Vectors to: (2) Concept of vectors between scalars and scalar and vector scalar and vector differentiate scalars
distinguish between (3) Distinction between vectors. quantities. quantities with from vectors.
scalar and vector scalars and vectors. their symbols and
quantities. unit.
11 REVISION
12 EXAMINATIONS
117
PHYSICS
SS I
SECOND TERM
SUB-THEME 2: CONSERVATION PRINCIPLES

WEEK

1 Work, Energy and Students should be able to: (1) Concept of work, Demonstrates how (1) To solve Chart showing the Students to:
Power I (1) explain work, energy and energy and power to use the problems of K. e, P. displacement of a (1) explain the
power and give examples of each (2) Interchangeability definitions of K. e, e and work. box by a fore concept of work,
(2) calculate of work and energy. P. e and power to acting horizontally energy and power.
-The work done, given a force (3) Determination of solve simple at an angle. (2) solve simple
and displacement it produces in work, energy and problems. problems on
its direction. power. work, energy and
power.
2 Work, Energy and explain: gravitational (4) Work done in a (2) Work done in a (1) Chart showing
Power II P. e at the height above a given force field force field in a falling object
reference plane. (5) Types of energy: P. -Lifting and through a height h
(3) calculate power in watts given e and K. e. -Failing bodies as work done by
an applied force and the time it (6) Conservation of - Energy and power gravity x stop
takes to produce a displacement. mechanical energy watch, meter rule
to measure power
(Climbing stair)
chart showing
energy
conversation.
3 Work, Energy and (4) identify the type of energy (1) Charts showing
Power III possessed by a body under given energy conversions
condition.
(5) distinguish between K. e and
P. e.
(6) identify energy transformation
from one from into another
conservation of energy.
(7) state the law of conservation
of every.
118
PHYSICS
SS I
SECOND TERM

WEEK

4 Heat Energy I Students should be (1) Concept of (1) Uses the Kinetic Solve simple Thermometers, ball and Students to:
able to: temperature theory to explain problems involving ring apparatus, bar (1) show
explain temperature, (2) Effects of heat on changes in linear, area and breaker apparatus wax, understanding of
expansion, change of change of state temperature volume expansively burner breather. the concept of
state. expansion (2) Shows that a gas temperature and
expands when heated effects of heat on
and explain this matter
observation using (2) solve problems
kinetic molecular on Linear, area and
theory. volume expansion
5 Heat Energy II Students should be (3) Concept of (1) Using kinetic (2) Distinguish Water or alcohol, (3) show
able to: vaporization molecular theory to between good and iodine/complier/naplithr understanding on
(1) explain (4) Expansively explain it bad conductors of elene balls. the applications of
vaporization using the heat, using metals, heat transfer.
kinetic molecular water and air as
theory. examples
6 Heat Energy III (2) explain (5) Transfer heat by (2) Demonstrates (3) Identify a better (1) Linear expansively Students to:
conduction, conduction convection linear, area and absorber of radiant apparatus, density (1) apply the
convection and and radiation. volume expansively. heat between black bottle and liquid heat knowledge of
radiation in terms of (3) Demonstrate and shinning source. absorption of
the kinetic molecular convection current in surface. (2) Different metal rods radiant energy in
theory. water. coated with wax and life.
bunker. Potassium
permanganate crystals.
(3) A chart on land and
sea breezes.
(4) Leslie cube,
thermometer.
119
PHYSICS
SS I
SECOND TERM

WEEK

7 Electric Charges I Students should be (1) Production of charges. Guides students in (1) Produce charges (1) Glass, Students to:
able to: (2) Types of charges. producing charges by: rubbing two plastic/comb, (1) show
charge a body by using different suitable materials wooden materials, understanding of
friction, induction and methods. against each other. silk cloth. how charges are
contact. (2) Electroscopes produced,
identified,
distributed and
stored.
8 Electric Charges II (2) identify bodies (3) Distribution of charges. (2) Placing a charged (3) Electroscopes (2) use gold-leaf
charged either (4) Storage of charges. body near on (4) Chart showing Electroscopes.
similarly or uncharged body. the acting of
oppositely. heightening
conductors
9 Electric Charges III (3) to demonstrate (5) Identification of Students to:
action at points charged points in materials identify point
charged. e.g. Knife end, screw charges in
driver etc. materials.
10 Overview of the
terms work
11 REVISION
12 EXAMINATIONS
120
PHYSICS
SS I
THIRD TERM
SUB-THEME 3: FIELDS AT REST AND IN MOTION
ACTIVITIES
WEEK
TOPIC PERFORMANCE TEACHING AND EVALUATION

OBJECTIVES CONTENT LEARNING GUIDE
1 Description and Students should be (1) Concept of field Uses iron fillings (1) Throw heavy (1) Stones or any Students to:
property of fields able to: (2) Types of fields and bar magnet is objects into the air heavy objects. distinguish types
(1) identify force -Gravitational show field and field and describe what (2) Bar magnets and properties of
fields. -Magnetic and lines. happens horse shoe magnets, fields.
(2) identify the - Electric fields (2) Play with magnets compass needles
properties of a force (3) Properties of a force and use the compass iron fillings, bar
field. field. needle to plot field magnet, horse shoe
lines. magnet.
2 Gravitational field. Students should be (1) Acceleration due to (1) Demonstrates (1) Ticker-timer to (1) Ticker-time and Students to:
able to: gravity. the use of ticker- determine its accessories (1) explain concept
(1) identify force (2) Shape and dimension of timer to determine acceleration due to (2) Pendulum bob, of an acceleration
fields from a set of the earth. acceleration due to gravity. string and retort due to gravity.
forces. gravity. (2) Use simple stand, the globe. (2) solve simple
(2) explain why two (2) Leads discussion pendulum experiment problems on
solid bodies of on shape and to determine objects moving
different masses dimension of the acceleration due to vertically in a
released from rest at earth using the gravity. gravitational field
the same point globe. (3) describe the
simultaneously fall to shape of the earth.
the ground at the same
time.
(3) describe the shape
of the earth.
121
PHYSICS
SS I
THIRD TERM
ACTIVITIES
WEEK

3 Electric Field I Students should be able to: (1) Electric lines (1) Shows lines of (1) Make electric circuit using (1) Charts showing Students to:
(1) draw electric lines of of force force using a test the cell, key, ammeter, the lines of force (1) explain the
force around (2) Potential positive charge voltmeter, resistors. In parallel (2) Two different properties of electric
-isolated positive charge difference and (2) Demonstrates and series. metals. A cell, field.
- isolated negative charge electric current production of a (2) Measure current and thermocouples, a (2) draw different
-two like charges placed (3) Production of continuous flow of potential difference for parallel coil solar cells, field patterns (two
near each other. electric current charge: and series arrangement of key, ammeters, charges like and
-two unlike charges placed (4) Electric circuit -chemical resistors. resistors, unlike).
near each other -heat voltmeters
-mechanical and solar
energy.
4 Electric Field II Students should be able to: (5) Electric (3) Illustrates the (3) Classify common materials (1) Cell, resistors, Students to:
(2) generate a continuous conduction importance of fuse in into conductors and insulators ammeters, (3) solve simple
flow of charges. through materials electric circuits by with the aid of electric cell, an voltmeters bulb, problems involving
(3) explain electric current. (6) Ohm’s law setting up a short- ammeter and a lamp. different metals, current, pad,
(4) set up a simple electric circuit plastics, wood, resistance in an
circuit ceramics. electric circuit.
(5) distinguish between (2) Different types (4) solve simple
conductors and insulators. of wire. problems involving
Ohm’s law.
5 Electric Field III (6) define resistances as (4) Investigate the effect of (3) Electric motor, (5) differentiate
opposition to flow of varying the potential difference pulley set of electrical conductors
charges (Electrons). between two points of a weight, stop clock. from insulators.
(7) calculate the electrical conductor (4) Fuse wire, (6) problems on
work done in a given (5) Investigate factors affecting bulbs solar cell. resistivity of a
circuit. electrical resistance conductor at
(6) Investigate the relationship constant
between mechanical and temperature.
electrical energy. (7) solve problems
(7) Measure electrical power. on electrical power.
122
PHYSICS
SS I
THIRD TERM
ACTIVITIES
WEEK

6 Particulate Students should be able to: (1) Structure of (1) Recalls the black (1) Observe the Black box, smoke Students to:
nature of matter (1) formulate simple hypothesis matter: Evidence of bore experiment in relative motion of cell and microscope (1) explain the
and test them before they can draw particle nature of JSS inter-science HCL fume with that - A long tube, corks, structure and state
conclusions based on specific matter. observes random of NH4OH fume. HCL and NHOH, of matter.
information. (2) Simple atomic motion of particles. (2) Estimate the size cotton wool (2) measure the
(2) explain how molecules of a structure. (2) In a beam of of an oil molecule absorbent. size of a molecule
substance move relative to other (3) Molecules: Their light entering from an oil drop -Yam, knife blade, a as a class activity.
molecules of the same substance. size and nature through a window experiment. big bowl, water (3) distinguish
(3) describe the atomic structure of (4) Crystal structure into a dusty room. falcum powder, oil. between crystals
matter. of matter. (3) Under the and non-crystals
(4) state the constituents of the (5) State of matter: microscope using giving examples.
atom. Solid, liquid and gas. the smoke cell.
(4) Leads discussion
on the concept of
atom; give a simple
illustration e.g.
successive cutting of
a piece of yam.
SUB-THEME: ENERGY QUANTIZATION AND DUALITY OF MATTER
7 Particulate (5) use molecular theory to explain (5) Photon: Particle (5) Uses models to (3) Discuss on the Model of the atom (4) mention the
nature of matter the three states of matter. nature of photons illustrate the three idea that light have particle properties
(6) describe the structure of simple states of matter. particle properties of photons.
crystals. (6) Leads discussion
(7) distinguish between crystalline on the idea that light
and amorphous substances. have particle.
(8) use the concept of photon to
explain that height behave like
particle.
123
PHYSICS
SS I
THIRD TERM
ACTIVITIES
WEEK

8 Fluids at rest and Students should be able (1) Surface tension (1) Performs simple (1) Time, the fall of Measuring cylinder Students to:
in motion to: definition and effects (2) experiments on objects in liquid liquid (water, (1) give examples
(1) define surface tension Viscosity surface tension (2) Applications of Kerosine) stop of effects of
in liquids (3) Applications (2) Leads discussion viscosity in clock, stell balls surface tension.
(2) classify fluids on the applications of designing of ships, masking tape (2) explain effects
according to their viscous viscosity. aeroplane etc. of temperature on
properties. viscosity.
(3) give at least two
examples of the
application of surface
tension and viscosity.
9 Units of Students should be able Units in industry (1) Leads discussion Hold discussion on (1) Types of Students to:
Measurement and to: on units used in units used in thermometric (1) convert
electrical (1) identify units used in industries such as industries such as scales, Co, oF, K industrial units to
continuity testing industry continuity faults temperature in oF1, temperature in oF1 (2) Apparatus the S.I units
in electric circuit. power in Horse power, power in horse marked with H.P (2) use the
(2) construct a simple oil in barrels and land power, oil in barrels, and KWH, electric constructed tester
electrical continuity in acres and land in acres maters used in to detect faults in a
tester. (2) Provides the construct a simple homes given electrical
materials for tester and use to (3) Tester, a metal circuit.
constructing an detect faults in the rod, cell, a bulb.
electrical continuality electric circuits
tester.
(3) Provides a faulty
electric circuit and
lead students to use
the constructed tester
to defect the point of
discontinuity.
124
PHYSICS
SS I
THIRD TERM
ACTIVITIES
WEEK

10 Solar collector Students should be able (1) Solar energy (1) Provides the Construct a solar flat Solar panel. Students to:
to: (2) Solar panel for energy materials for plate collector to (1) use the solar
(1) construct a solar supply. constructing a solar collect solar energy panel to supply
collector. flat plate collector. and use it to heat energy.
(2) explain the use of (2) Leads students to water. (2) explain the
solar energy supply. construct the solar function of solar
collector and use it to panel.
heat water.
(3) Leads discussion
on the use of solar
panels in rural areas in
Nigeria.
11 REVISION
12 EXAMINATIONS
125
FURTHER MATHEMATICS
SS I
FIRST TERM
SUB-THEME: PURE MATHEMATICS
ACTIVITIES
WEEK

1 Sets Students should be able (1) Definition of set (1) Helps the (1) Study the object (1) Charts of Students to:
& to: (2) Set notation method. students to build set around and then different element of (1) define represent
2 (1) define a set (3) Types of set. using common build sets from them sets. set using the different
(2) represent given (a) Null set objects around the use different method (2) Charts of set. methods.
items in set notation (b) Single on set finite students, illustrate to to represent set. (3) Chart of sets (2) solve real life
(3) write out the types and infinite set the students the (2) Gives example using the different problem using Venn
of sets. -Subset different method of of types of set. method of notation diagram.
(4) carry out set -Universal set representing set. (3) Solve problem (4) Chart of types of
operation. -Power set (2) Guides students which involves the set.
(5) draw and use Venn -Set operation to define the types operation. (5) Chart of
diagram in solving real (a) Union of set and their (4) Draw Venn different operation.
life problem. (b) Intersection notation illustrate to diagram of given (6) Chart of 2 set
(c) Complement number the student on how problem. and 3 set Vann
of element in a set to carry out the diagram.
(2) Venn diagram and operation.
application up to 3 set (3) Guides students
problem. to draw Venn
diagram and how to
use them in solving
problem.
126
FURTHER MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

3 Indices and Students should be (1) Law of indices x (1) Explains to the (1) Charts of the law (1) Charts on the Students to:
Logarithms able to: = students the law of of indices and law of indices and (1) solve problem
(1) use the law of ÷ = logarithm. logarithm illustrated logarithm illustrated indices. also solve
indices in solving ( )n = (2) Illustrates to the with example and with examples. problem using the
problem of indicial =1 students that the law solving problem on law of logarithm.
equation. = hold. it. (2) solve problem on
(2) use the law of (3) Drills the indicial equation. also
logarithm with the = √ students on problem solve the problem on
positive base in (2) Application of indices, involving the law of change of base.
calculation change solution of indices logarithm.
the base of a equation up to quadratic (4) Introduces the
logarithm. equation law of logarithm students to the rule
(a) = + of change of base,
illustrate to the
students that the rule
(b) = − hold, drill the
students on change
of base.
(c) =
(d) =1
(e) 1=0
Where: a = 1
=0 ℎ =1
Change of base of
logarithm =
127
FURTHER MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

4 Surds Students should be able (1) Definition of surd (1) Guides students (1) Give example of (1) Chart of Students to:
to: (2) Rules for to give example of surd. examples of surd (1) define surds
(1) define surd manipulating surd √ surd. (2) Solve example (2) Charts of the (2) solve problem
(2) use the rule of surd =√ √ (2) Guides students on the rules for rules for involving surds.
in manipulating surd. to the rules for manipulating surds. manipulating surds. (3) rationalize the
√
(3) rationalize the = multiplication surd. (3) Work non (3) Charts of denominator.
√
denominator of surd. (3) Drills the Example on example on
(√ )n = √ students of on rationalizing the rationalizing the
√ =
√ problems involving denominator. denominators.
(3) Rationalization of surd demonstrate to
denominator the students the
method of
rationalizing the
denominator.
5 Linear Inequalities Students should be able (1) Linear inequalities in (1) Leads students to (1) Solve problems (1) Linear Students to:
to: one variable solve problems on on linear inequalities charts. (1) solve problems on
(1) solve linear (2) Linear inequalities in linear inequalities in inequalities in one (2) The number line linear inequalities in
inequalities in one two variables graph of two variables. variable. (3) Charts of one variable.
variable. linear inequalities in two (2) Guides students (2) Solve problem solution of example (2) solve problem on
(2) solve problem on variables. to construct table of on linear of linear inequalities linear inequalities in
inequalities in two values. inequalities in two in two variables. two variables.
variables. (3) Leads students to variables. (4) Charts of graphs (3) draw the graph of
(3) draw graph of linear plot the values in (3) Construct the of linear inequalities linear inequalities in
inequalities in two graph sheet from the table of value. in two variables. two variables.
variables. graph board. (4) Plot values on (5) Graph board
(4) Highlights the graph sheet showing (6) Graph book.
region that satisfied the region that
the inequalities. satisfies the
inequalities.
128
FURTHER MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

6 Binary operation Students should be able (1) Definition of binary (1) Helps the (1) Study various (1) Chart of standard Students to:
to: operation. students in defining binary operation operation on (1) define binary
(1) define binary (2) Law of binary binary operation on define in set standard set as operation.
operation. operation. set. (2) Solve problems addition of number. (2) solve problems on
(2) identify the different -Associative Law (2) Treat each type involving the law. (2) Chart displaying all the law of binary.
laws of binary -Distributive law of law with (3) Draw the law of binary (3) draw
operation. -Law of example. multiplication table operation. multiplication of
(3) draw multiplication complementation (3) Guides students of some given (3) Chart of table of binary
table for a binary (3) Identify element to draw the binary operation. multiplication table. operation.
operation. inverse of an element. multiplication table
(4) Multiplication table of binary operation
of binary operation. on set with
examples.
7 Function Students should be able (1) Definition of (1) Helps the (1) Give example of (1) Chart of Students to:
to: function students to give function examples of (1) define function
(1) define function (2) Type of function one example of function. (2) Give example of function (2) list types of
(2) distinguish the types to one function into (2) Guides students types of function. (2) Chart of types of function.
of function. function: to define the types (3) Learn the steps function (3) solve problem on
(3) solve problem -inverse function. of function in solving problem (3) Chart of function.
which involve function -identify function. (3) Drills students of function. solutions of some
and its inverse. -constant function. on problem solving. problem on
-circular function. function.
-logarithmic function.
-exponential function.
-composite function.
(3) Application of
function
-solution of problem of
function.
129
FURTHER MATHEMATICS
SS I
FIRST TERM
ACTIVITIES
WEEK

8, Sequence and Series Students should be able (1) Definition of (1) Guides students (1) Participate in (1) Chart of example Student to:
9, to: sequence. to give example of giving example of of sequence and (1) define sequence
& (1) define the nth term (2) The nth term of a sequence. sequence. their nth term (2) find the nth term
10 of a sequence. sequence. (2) Illustrates to the (2) Illustrate to the (2) Chart of example of a sequence
(2) find the nth term of a (3) Definition of series students how to fine students how to find of series, find the nth (3) define series; find
sequence (4) The nth sum of a the nth term of a the nth term of a sum of some series. the nth sum of series.
(3) define series series. sequence. sequence. (3) Find the steps in (4) find the nth sum of
(4) find the sum of (5) Arithmetic and (3) Guides students (3) Give example of finding the nth sum progression
series. geometric progressive. to give example of series. of the progression. recognizes
(5) solve problems on series. (4) Find the nth sum (4) Chart of example convergent or
arithmetic and (4) The methods of of some series of convergent and divergent geometric
geometric progressive. finding the nth sum (5) Find the nth sum divergent geometric progression find their
of a series. of the progression. progression. sum.
(5) Illustrates to the (6) Give example of (5) Chart of example
students the convergent and of sum to infinity of
derivative of the nth divergent geometric convergent
sum of each progression. geometric
progression. (7) Find the sum of progression.
(6) Guides students infinity of
to recognize convergent
convergent and geometric
divergent geometric progression.
progression.
11 REVISION
12 EXAMINATION
130
FURTHER MATHEMATICS
SS I
SECOND TERM
ACTIVITIES
WEEK

1 Trigonometric ratio Students should be able (1) Trigonometric ratios (1) Leads student to (1) Construct right (1) Plane figures of Students to:
& of special angle and to: of 30o 45o 60o. construct right angled triangle of right angle triangle (1) construct shapes
2 logical reasoning (1) define trigonometric (2) Application of angled triangles of 30o 45o 60o. showing angles of of given right angle
ratio of special angle trigonometric ratio of 30o 45o 60o. (2) Derive 30o 45o 60o. triangle of 30o 45o
30o 45o 60o. 30o 45o 60o. (2) Guides student trigonometric ratios (2) Charts of the 60o.
(2) apply the to derive of 30o 45o 60o. trigonometric ratios (2) derive
trigonometric ratio of trigonometric ratios (3) Solve problem of of 30o 45o 60o. trigonometric ratio of
30o 45o 60o to solve of 30o 45o 60o. practical application (3) Charts of 30o 45o 60o.
problem without the use (3) Leads students to of the ratio of 30o examples on (3) solve practical
of table. solve problem using 45o 60o. practical problem. problem using the
the trigonometric (4) Charts showing trigonometric ratio of
ratio of 30o 45o 60o. examples of 30o 45o 60o.
(4) Guides students antecedents and
to use the above consequences of
right angled triangle statement.
to derive
trigonometric ratios
of 30o 45o 60o.
3 Calculating and Students should be able (1) Calculating devices. (1) Guides students (1) Identify, study (1) Abacus, four Students to:
processing device to: -Abacus calculating on how to use the and use the figure table slide (1) recognize given
(1) identify and use device. calculating devices. calculating device. rules, calculator, calculating device.
some calculating (2) Decimal and binary (2) Guides students (2) Solve problem computers. (2) solve given
device. system. to solve problem on on the binary system (2) Charts of problem in decimal
(2) work with number (3) Flow chart decimal and binary (3) Draw flow chart example of the and binary system.
system used in (4) Application of flow systems. (4) Solve problem system. (3) prepare given
computer. charts. (3) Guides students using slow chart. (3) Charts of flow flow charts.
(3) prepare flow charts to draw flow chart chart. (4) solve given
(4) solve problem using (4) Illustrates to the (4) Chart of example problem using flow
flow chart. students the use of on the use of flow charts.
flow chart in solving chart to solve
problem. problem.
131
FURTHER MATHEMATICS
SS I
SECOND TERM
ACTIVITIES
WEEK

4, The straight line on Students should be able (1) Midpoint of a line (1) Guides students to (1) Determine the (1) Charts of line Students to:
5 coordinate geometry to: segment. determine the mid-point mid-point of the segment depicting (1) determine mid-
& (1) determine the (2) Gradient of a of a line segment. segment. the mid-point. point.
6 midpoint of a line straight line (2) Guides students to (2) Determine the (2) Charts of (2) determine
segment. (3) Distance between determine the gradient gradient of a straight determined gradient of straight
(2) determine the two points of a line segment. line. gradients of a line.
gradient of a straight (4) Conditions for (3) Guides students to (3) Determine the straight line. (3) determine the
line. Parallelism and determine the distance distance between (3) Charts of distance between two
(3) determine the perpendicularity. between two point two points. determined distance points.
distance between two (5) Equation of a line (4) Leads students to (4) Solve problem, between two points (4) solve problems on
points. (6) Transform determine the condition using the condition on straight line. parallelism and
(4) determine the relationship into for parallelism and of parallelism and (4) Charts of perpendicular line.
condition for linear form. perpendicularity, leads perpendicularity. problems that (5) determine the
parallelism and (7) Area of triangles students to derive the (5) Derive the involve the use of equation of a straight
perpendicularity. and quadrilateral. equation of line in equation of a line in the condition for line in any form.
(5) determine the different forms. different forms. parallelism and (6) transform
equation of a line in (5) Illustrates to the (6) Transform perpendicularity. relationship into
different forms students how to use the relationship into (5) Charts of linear form.
(6) transform non-linear laws of logarithm in linear forms. equation of a line in (7) find the area of
relationship into linear transforming the (7) Determine the different terms. triangle and
forms. relationship. area of triangles and (6) Charts of quadrilaterals.
(7) determine the areas (6) Guides students to quadrilaterals. transformed
of triangles and determine the area of relationship.
quadrilaterals. triangle and (7) Charts of
quadrilateral where the example of triangle
co-ordinates of the and quadrilateral
vertices are given. whose areas are
been determined.
132
FURTHER MATHEMATICS
SS I
SECOND TERM
THEME: VECTORS
ACTIVITIES
WEEK

7 Vectors in two Students should be able (1) Scalar and vectors (1) Guides students (1) Identify a vector (1) Charts of Students to:
& dimension to: (a) Zero vectors to identify vector and scalar. directed line vectors. (1) distinguish vector
8 (1) state the difference (b) Negative vectors and scalar. (2) Perform simple (2) Charts of sun and scalars.
between vectors and (2) Vector addition and (2) Guides students operation on vector. and difference of (2) solve simple
scalars. subtraction. to perform simple (3) Determine sum vectors using the questions on vectors.
(2) perform simple -Scalar multiplication operation on vector. or difference of triangle and (3) use the triangle
operations on vectors. vectors. (3) Directs students vectors using parallelogram laws. and parallelogram
(3) determine the sum, -Magnitude and direction in using the triangle triangle and (3) Charts of law.
difference of any of a vector. and parallelogram parallelogram law resolved vectors (4) resolve vector in
combination of vectors -Unit vectors law to determine (4) Resolve vectors (4) Charts of given direction.
lying in a plane. (3) The triangle law sum and difference in given direction geometrical drawing (5) define scalar
(4) resolve a vector in a parallelogram law. of vector. (5) Define scalar that illustrate the product
given direction. -Resolution of vectors. (4) Leads students to product. application of scalar (6) apply scalar
(5) define scalar (dot) (4) Scalar (dot) vector resolve vectors. (6) Apply scalar products. product.
product and its application of scalar (5) Guides students product in geometry
application. (dot) product. to define scalar and trigonometry.
product.
(6) Directs students
to apply scalar
product in geometry
and trigonometry
9,
10
11 REVISION AND EXAMINATIONS
&
12
133
FURTHER MATHEMATICS
SS I
THIRD TERM
SUB-THEME: STATISTICS
ACTIVITIES
WEEK

TOPIC OBJECTIVES CONTENT LEARNING GUIDE
1 Location Students should be able Mean, mode, median, Guides students to Determine the Charts of Students to:
& to: deciles percentiles determine the measures of location determined determine the
2 determine the measures quartiles. measures of location of data. measures of measure of location.
of location of data. of data. location.
3 Measures of Students should be able Range inter-quartiles, Guides students to Determine the Charts of Students to:
& dispersion to: mean deviation, and determine the measures of determined measure determine the
4 identify and calculate standard deviation. measures of dispersion of data. of dispersion. measure of
the measures of dispersion. dispersion.
dispersion.
5 Measures of Students should be able Coefficient of variation. Guides student to Determine Charts of the Students to:
location to: determine coefficient of solution of the determine the
calculate the coefficient coefficient of variation. coefficient of coefficient of
of variation variation. variation of data. variation.
THEME: OPERATION RESEARCH
6 History and nature Students should be able Definition of operation (1) Guides students (1) Define operation Chart of historical Students to:
of operation to: research history and to define operation research. development of Define operation
research (1) define operation nature of operation research. (2) Tell the history operation research. research; tell the
research. research. (2) Leads students to of operation of history of operation
(2) give the history and tell the history of research. research.
nature of operation operation research.
research.
7 Models Students should be able (1) Models of operation Guides students to Construct model Charts on the Students to:
to: research. distinguish the that can distinguish models. distinguish models.
distinguish the model of (2) Linear programming models. the models.
operation research. model.
(3) Transportation model
(Least cost and not west
corner).
(4) Assignment models
134
FURTHER MATHEMATICS
SS I
THIRD TERM
SUB-THEME: STATISTICS
ACTIVITIES
WEEK

8 Models Students should be able Practical application of Guides students on Participate in Charts on solution Students to:
to: the models. practical problems solving practical of problems that solve practical
solve practical on the models of problems using the involves the models. problem using the
problems which involve operative research. models. models.
the models.
9,
10
11 REVISION AND EXAMINATIONS
&
12
135
HEALTH EDUCATION
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Meaning and setting Student should be able 1. Health education 1. Differentiates 1. Listen to the 1. Posters. Student to:
for health education. to: - Meaning between health teacher. 2. Flip charts. 1. differentiate
1. differentiate between - Setting for health education and health 2. Asks the teacher 3. Textbooks. between health
health education and education i.e. home promotion. questions. education and health
health promotion. based, school based, 2. Discusses various promotion.
2. discuss the various community based health settings for health 2. explain five (5)
setting for health facilities based and education with the setting for health
education. workplace based. students. education.
2. Health promotion -
Meaning.
2 History of health Student should be able History of health Explains the history 1. Listen to the 1. Video clips. Student to:. trace the
education. to: education in Nigeria. of health education teacher. 2. Photographs. historical
trace the history of in Nigeria. 2. Narrate the 3. Charts. development of
health education in historical 4. Textbooks. health education in
Nigeria. development of Nigeria.
health education in
Nigeria.
3. Community health Student should be able 1. Define community 1. Defines and 1. Explaining 1. Posters. Student to:
service. to: health. explains community community health. 2. Charts 1. define community
1. define community. 2. Community health health. 2. Listing health 3. Magazines and health service.
2. identify community service and their 2. Lists community care services in the Films showing 2. mention two kind
health service and providers. health service and community and give examples of of health services.
providers. (i). Orthodox services their providers. examples of community efforts 3. state two examples
3. state examples of e.g. Primary health care. 3. Lists community community effort in for health of community effort
community effort in (PHC). effort in health health promotion. promotion. for health promotion.
health promotion. (ii). Traditional services promotion.
e.g. Bone setters, Birth
attendant.
3. Community efforts in
health promotion e.g.
awareness campaign
136
HEALTH EDUCATION
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
4. School health Students should be able 1. Definition of school 1. Defines school 1. Lists and explain 1. Textbooks Students to:
programme. to: health programme. health programme. the component of 2. Magazines. 1. define school
1. define school health 2. Component of school 2. Explains the school health 3. Posters. health programme.
programme. health programme. component of programme. 4. Charts. 2. differentiate
2. lists the component (i). Skills based health school health 2. Listens to 5. Medias (Radio, T. between school
of school health education. programme. discussion on global V and Newspapers). health programme
programme (ii). Healthful school 3. Discusses global health initiatives and 6. National school and skills based
3. state the goals and environment. (physical health initiative for ask questions. health policy etc. health education.
objectives of school and biological the promotion of 3. mention two roles
health programme. environment). school health. of the community in
4. discuss some global (iii). School health and the health of the
initiatives for nutrition service. school..
promotion of school (iv). School, home, and 4. lists three (3)
health programme. community relationship. health promoting
3. Goals and objectives initiatives.
of school health
programme
4. Linkages for
promoting school health
programmes (initiatives).
(i). Health promoting
school. (HPS).
(ii). Child friendly
school (CFS).
(iii). Focusing resources
on effective school
health. (FRESH).
(iv). Skill-based health
education (SBHE)
(v). Life skills (LS)
(vi). Education For All
(EFA)
137
HEALTH EDUCATION
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
5 First aid and first Student should be able to: 1. Definition of first Aid. 1. Discusses the 1. Ask questions. 1. First box with the Student to:
. aid treatment. 1. define first aid and it 2. Relevant terms in first meaning of first aid 2. Describe situation items. 1. define first aid.
relevant terms. Aid e.g Causality. and its terms. in which first aid kit 2. Stretchers. 2. mention four (4)
2. discuss the important of 3. Situations in which 2. Describes are used. 3. Pictures. situation that require
first aid treatment. first aid kits are used. situations in which 3. Demonstrate how 4. Films first aid treatment.
3. state the general 4. Principles of first aid first aid kit are used. to apply first aid 3. demonstrate how
principle of first aid treatment. 3. Describes the treatment. to apply first aid.
treatment. 5. Nature of specific principle in first aid 4. Roles play on 4. state two principles
4. lists specific emergency emergency situation treatment and emergence of first aid.
conditions. conditions. specific emergency conditions 5. list two
conditions. emergency
conditions.
6 Safety education. Students should be able Safety education. 1. Discusses the 1. Properly arranged 1. Textbooks. Student to:
to: - Meaning. meaning of safety class room. 2. Broom. 1. explain the need
1. state the meaning of - The need for safety education. 2. Clean school 3. Bucket for safety in school.
safety education. education. 2. States the compound 4. Waste basket. 2. define healthful
2. state the importance of - Principle of safety. importance of safety 3. Pick dangerous school environment.
safety education. education. object from fields
3. States the and courts.
principles of safety
education.
4. Explains healthful
school environment.
7 Human Student should be able to: Definition: 1. Explains the 1. Explain the terms 1. Posters Student to:
. reproduction. define the terms: - reproduction. terminologies used in reproduction 2. Charts 1. define
i. reproduction. - sex gamete related to human system. 3. CDs reproduction and
ii. sex. - ovulation reproduction. 2. Answers 4. Textbooks. menstruation.
iii. gametes. - menstruations. 2. Asks questions. questions. 2. explain the process
iv. ovulation. - fertilization. of fertilization.
v. menstruations. - pregnancy and
vi. fertilization. - gestation.
vii. gestation.
138
HEALTH EDUCATION
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
8. Student should be able to: 1. Description of sex 1. Describes male 1. Draw and label
1. describe the male and organ. and female sex male and female sex
female internal and 2. Process of organ. organ.
external sex organs. fertilization. 2. Processes of 2. Describe the
2. describe the process of 3. Foetal development. fertilization. process of
fertilization and foetal 4. Care of pregnancy and 3. Describes the care fertilization, foetal
development. newborn. of pregnancy and development, care
3. explain the care of newborn. of pregnancy and
pregnancy and newborn. 4. Asks questions. newborn.
9 Human sexuality Student should be able to: 1. Definition: 1. Explains the 1. Answer 1. Posters 1. differentiate
education. 1. define sexuality, - sexuality. nature of human questions. 2. Charts. between sexual
sexuality education and - sexuality education. sexuality. 2. Roles play in 3. CDs reproductive health
sexual health, sexual - sexual health. 2. Describes assertive 4. Textbooks right and gender
reproduction health rights, - sexual reproduction assertive and communication quality.
gender and qualities. health rights. communication skills. 2. list the attribute
2. differentiate between - gender and quality. skills. expressed in assertive
assertive and 2. Assertive and 3. Asks questions. communication.
communication skills communication skills.
applicable to human
sexuality.
10 Family and family Students should be able 1. Meaning of family 1. Describes the 1. Roles play in 1. Posters. Student to:
health roles. to: and household. nature of family and ideals family set-up. 2. Charts 1. differentiate
1. differentiate between 2. Roles, responsibilities household. 2. Itemize the 3. CDs between family and
family and households. and functions of 2. Describes the process of 4. Textbooks. household.
2. differentiate between members of the family. process of marriage traditional courts 2. explain the process
types of families and 3. Marriage and parent and the responsible and religious forms involved in any two
marriages. hood. parenthood. of marriage. forms of marriage.
11 REVISION
12 EXAMINATION
139
HEALTH EDUCATION
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Cells and tissues Student should be able to: 1. Cell of human body. 1. Describes the 1. Draw and label 1. Posters Student to:
& of human body 1. describe the nature of 2. Tissue of the body. nature of cell and the various stages of 2. Stain dyes 1. draw and label
2. cells of human body. 3. Growth and tissues. cell division. 3. Microscope various stages of cell
2. explain the tissue of development. 2. Describes the 2. Draw and label 4. Slides divisions.
human body. nature of tissues of tissues of human 5. Charts 2. draw and label
3. differentiate between the human. body. 6. Textbooks tissues of human
growth and development. 3. Differentiates 3. States the 7. Concrete objects. body.
between growth and differences between 3. differentiates
development. growth and between growth and
development. development.
3. The sense organs. Students should be able 1. Sense organ. Explain different Draw and label 1. Posters. Student to:
to: i. The skin. types and function different types of 2. Charts 1. draw and label two
explain different types of ii. Then eye. of sense organs. sense organs. 3. CDs. sense organ.
sense organ and their iii. The ear. 4. Models. 2. list function of
functions. 5. Concrete objects. each sense organs.
4. Systems of the Student should be able to: 1. Skeletal system. 1. Explain the 1. Draw and label 1. Posters. Student to:
body. 1. differentiate between 2. Muscular System. structure of skeletal the Skeletal system. 2. Charts. 1. draw and label the
skeletal and muscular 3. Human movement. system. 2. Draw and label 3. CDs skeletal system.
systems. 2. Explains then the muscular 4. Real objects. 2. draw and label the
2. draw and label different structure of system. 5. Individual muscular system.
types of bones. muscular system. 3. Demonstrate demonstration. 3. demonstrate two
3. related skeletal and 3. Describes human human movement human movement
muscular system to movement. patterns. patterns.
human movement.
5. Housing. Student should be able to: 1. Criteria for good 1. Lists the criteria 1. Visit housing 1. Posters. Student to:
1. state criteria for good housing. for good housing. estate. 2. Charts. 1. define a house.
housing. i. Setting. 2. Lists the 2. Write report of 3. Magazine and 2. itemize four
2. state the attribute of ii. Ventilation. component of a visit. films showing attribute of good
good housing to health. iii. Lighting standard house. 3. Lists component examples of houses housing.
iv. Sanitation. of a good housing. and its component.
2. Component of a
standard house
140
HEALTH EDUCATION
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6. Water supply Student should be to: 1. Definition of source of 1. Defines water. 1. Listens to 1. Posters. Student to:
1. define source of water water. 2. Lists the sources explanation. 2. Charts 1. define water.
2. lists source of water. 2. Source of water: of water. 2. Enumerate uses 3. Magazine 2. list four sources of
3. describes process of rain, borehole, river, 3. Explains the of water. showing sources, water.
water purifications. streams, spring, well and process of water 3. Describe water purification and uses 3. lists two ways of
4. describes the uses of pond. purification. purification process. of water. purifying water
water. 3. purification of water. 4. Describes the 4. Cloth fitters. 4. mention four uses
4. Uses of water. uses of water. 5. Pipe fitters. of water.
6. Pictures of
boreholes.
7. Drug education Student should be able to: 1. Meaning of drug and 1. Guides student to 1. Listens and ask 1. First aid box. Student to:
1. explain the meaning of drug education. the state meaning of questions. 2. Posters. 1. state clearly the
drug and drug education. 2. Terminologies in drug drug and drug 2. Participate in 3. Textbooks difference between
2. explain commonly used education. (drug abuse, education. class discussion. 4. Charts showing drug abuse and drug
terms in drug education. drug dependence, drug 2. Explains the 3. Lists different classes of drugs and misuse.
3. list classes of misuse, drug addiction, terminologies used ways of taking ways of taking drugs 2. lists four
commonly abused drugs. self-medication, in drug education. drugs. into the body. commonly abuse
alcoholism, 3. Classifies drug drugs.
rehabilitation etc). commonly abused.
3. Classes of drugs
commonly abused.
8. Drug education Student should be able to: 1. Ways of taking drugs 1. Lists ways of 1. Listens and ask 1. First aid box. Student to:
1. mention the various into the body (Oral, taking drugs into the questions. 2. Posters. 1. state three ways of
ways of taking drugs. injection, inhalation, body. 2. Participate in 3. Textbooks taking drugs into the
2. discuss drug abuse. topical and anal). 2. States the effect class discussion. 4. Charts showing body.
3. discuss the danger of 2. Drug abuse meaning. of self medication. 3. Lists different classes of drugs and 2. state three effect of
self medication. 3. Consequences of self 3. States the ways of taking ways of taking drugs self medication.
medication. characteristics of drugs. into the body.
drug addict and its
rehabilitation.
141
HEALTH EDUCATION
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
9 Emotional health Student should be able to: 1. Definitions of 1. Describes 1. Listens to 1. Posters. Student to:
and social health. 1. define emotional emotional and social emotional health. discussion. 2. Charts showing 1. define emotional
health. health. 2. Describes social 2. Participate in classes of emotional health.
2. define social health. 2. Interrelationship health. question and answer and social health 2. define social
3. discuss the between emotional and 3. Illustrates the section. diseases. health.
interrelationship between social health. relationship between 3. Roles play in 3. state two
emotional and social emotional heath and emotional differences between
health. social health. conditions. emotional and social
4. Differentiate health.
between emotional
and social health.
10 Attribute of Student should be able to: 1. Definition of 1. Defines 1. Define 1. Posters. Student to:
emotional and 1. list and discuss the personality and personality. personality. 2. Charts. 1. explain personality
social health. attribute of emotional and personality traits. 2. Discusses 2. Explain 3. Graphic traits.
social health. 2. Personality problems personality traits. personality traits. presentation of 2. lists two
2. understands personality and solutions. 3. Guides in 3. Participate in prevalence of personality problems
problems and solutions. (a). Identification of identifying personal identifying personal diseases. and two solutions in a
(a) identification of personal problems. problems and their problems. 4. Textbooks. tabular form.
personal problems (b). Solving personal solutions.
(b) solving personal problems.
problems.
11 REVISION
12 EXAMINATION
142
HEALTH EDUCATION
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Personal health. Student should be able to: 1. Meaning of personal 1. Explains the 1. Listen to the 1. Textbooks Students to:
1. describe personal health. meaning of personal teacher. 2. Weighing scales. 1. define personal
health. 2. Important of personal health. 2. Ask Questions. 3. Rulers. health.
2. mention the importance health. 2. Discusses the 4. Charts. 2. state the
of personal health. importance of importance of
personal health. physical.
2 Care of the human Students should be able Care of human parts. Describes how to 1. Identify various 1. Posters Student to:
body. to: - The eyes take care of the human body parts. 2. Real life objects. explain how to care
1. explain how to care for - The nose various human parts. 2. States the care of 3. Videos clips for the mouth and the
various body parts. - The ear various body parts. 4. Human hand.
2. identify various human - The skin demonstrations.
body parts. - The hair etc.
3 Nutrition and food Students should be able 1. Definitions 1. Discusses 1. Brings foods 1. Textbooks. Student to:
nutrients. to: - Nutrition. nutrition and food stuffs to the 2. Real food 1. define nutrition
1. define nutrition and - Nutrients. nutrient. classroom. substance. and food nutrients.
food nutrients. 2. Nutrients 2. Describes the 2. Identify sources 3. Posters 2. state the various
2. state the various types - Classes classes of food and of food nutrients 4. Charts. types of foods.
of foods. - Sources. sources of food 3. states the sources
3. states the sources of nutrients. of food nutrients.
food nutrients.
4 Balanced/ Student should be able to: 1. Definition of 1. Explains 1. Groups foods in 1. Textbooks Student to:
adequate diet. 1. define balanced/adequate diet. balanced/adequate the locality. 2. Real foods 1. define
balanced/adequate diet. 2. Food groups in the diet. 2. Plan a table of substances. balanced/adequate
2. classify food groups in locality. 2. Discusses food balanced/adequate 3. Posters. diet.
the community. 3. Nutrition problems. groups in the diet. 4. Charts showing 2. lists component of
3. identify and suggest locality. 3. Identify some food pyramid. balanced/adequate
remedies to nutritional 3. Explains nutritional diet.
problems. nutritional problems. 3. state three
problems. nutritional problems.
143
HEALTH EDUCATION
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
5 Factors Student should be able to: Factors influencing Illustrates factors Give reasons why 1. Textbooks Student to:
influencing lists factors influencing feeding habit/choice of influencing feeding they eat certain 2. Posters. state four factors that
feeding feeding habit. food: patterns/habits foods. 3. Charts. influences feeding
habit/choice of (i). availability. habit.
food. (ii). religion.
(iii). education.
(iv). age.
(v). belief.
(vi). health
(vii). cost.
(viii). occupation.
6 Diseases. Student should be able to: 1. Definition of diseases. 1. Guides student to 1. Listen and 1. Posters. Student to:
1. define diseases 2. Classes of diseases. define diseases. participate in the 2. Charts showing 1. define diseases.
2. state two classes of (i). Communicable 2. States the two class discussion. classes of diseases. 2. state two major
diseases. (ii). Non-Communicable classes of diseases. 2. Give examples of 3. Textbooks. types of disease.
3. differentiate between diseases. 3. States the two classes of 3. differentiate
communicable diseases. 3. Differences between differences between diseases and their between
communicable and non- communicable and differences. communicable and
communicable diseases. non-communicable non-communicable
diseases. diseases.
7 Communicable Student should be able to: 1. Definition of 1. States the Participate in 1. Posters. Student to:
diseases 1. define the term communicable disease, meaning of the mentioning the 2. Charts. lists three examples
communicable disease, epidemiology, terms. different type of 3. Textbooks of each
epidemiology, prevalence prevalence rate etc. - Communicable diseases in 4. Graphic communicable and
rate. 2. Classification of diseases. interacting manners presentation of non-communicable
2. lists and classify communicable disease - Epidemiology. including their prevalence of diseases.
communicable diseases (airborne, water borne, - Prevalence rate epidemiology and diseases.
according to mode of food borne, 2. Guides students prevalence rate.
transmission. insect/animal borne, in mentioning types
body contact infections). of diseases in each
class.
144
HEALTH EDUCATION
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
8 Causes and Student should be able to: 1. Causes of communicable Illustrates effects of 1. Listens to teacher. 1. Textbooks. Student to:
prevention of 1. state the causes and diseases. causative agents, 2. Participate in 2. Magazines. 1. describe the
communicable factors necessary for 2. Conditions for hosts and discussion. 3. Posters. following:
diseases communicable to occur. communicable diseases to environment in 3. State the causes, 4. Charts. (a). causative agents
2. state how communicable occur.: cause and spread of conditions and 5. Graphic (b). hosts
diseases can be prevented. Agent, host and diseases. prevention of illustration etc. (c). environment.
environment. communicable 2. suggest three major
3. Prevention of diseases. ways that diseases can
communicable disease. be spread.
9 Consumer health Students should be able to: 1. Consumer Health. 1. Explains the 1. Describes 1. Brochures of Student to:
education. 1. define consumer health. - Meaning meaning of consumers health health products. 1. differentiate
2. define consumer health - Product consumer health. and consumer health 2. Brochures of between consumer
education. - Services. 2. Explains the education. health services health and consumer
3. differentiate between 2. Consumers health meaning of 2. Identify organizations. health education.
consumer health and education. consumer health consumers product 2. lists two health
consumer health education. - Meaning. education. and services in the product in the
4. identify consumer 3. Features of genuine 3. Discusses various community. community.
product and services products and services consumer product 3. Identifies 3. lists three features
groups (trade market, expiring and services. products with of genuine products.
5. mentions features of date etc). 4. States the features genuine features.
genuine product and of genuine product
services. and services.
10 Consumer health Student should be able to: 1. Laws protecting 1. Explains law 1. Finds out laws 1. Law document. Student to:
education. 1. lists major laws in consumer health in protecting consumer protecting consumer 2. Brochures of 1. state two laws
protecting consumers in Nigeria. health in Nigeria. health in Nigeria. agencies promoting protecting consumer
nigeria. 2. Agencies promoting 2. Describes 2. Make field trips consumers health. health in Nigeria.
2. names agencies consumer health in activities of to agencies 3. Brochures of 2. lists two agencies
promoting consumers Nigeria. agencies promoting promoting consumer agencies promoting protecting consumer
health in Nigeria. e.g. NAFDAC, SON, consumer health in health in Nigeria. consumer health in health in Nigeria.
consumer protection Nigeria. Nigeria.
board).
11 REVISION
12 EXAMINATION
145
PHYSICAL EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
PERFORMANCE EVALUATION
OBJECTIVE GUIDE
1. Philosophy of Students should be 1. And philosophies 1. Discusses 1. Compares the 1. Textbooks. Students to:
physical education able to: of founding fathers. philosophies of the philosophies of the 2. Audio-visual aids. 1. lists two difference
1. states the 2. Changes in founding fathers. founding fathers. 3. CD-ROMS among the philosophies
philosophies of concept of physical 2. Explains the changes 2. Mentions some of the founding fathers.
hetherington, dudley education. in the concept of changes in the 2. mentions three
sergeant wood, john physical education. concept of physical changes in the concept
dewey. education. of physical education.
2. discusses the changes
in the concept of
physical education.
2. Recreation Students should be able 1. Definitions of 1. Defines the 1. Lists and note 1. Posters. Students to:
to: recreation. keywords. the keywords in the 2. Pictures 1. define recreation rest
1. defines recreation. 2. Benefits of 2. Explains the benefits definition. 3. CDs and leisure.
2. identify outcomes of recreation. of recreation. 2. Participate in 4. Open spaces. 2. lists four benefits of
recreation. 3. Differences 3. Discusses some class discussion by 5. Sports facilities recreation.
3. differentiate among between recreation, recreational activities. mentioning some and equipment. 3. lists five recreational
recreation, rest and rest and leisure. 4. Guides students to benefits of activities/facilities and
leisure. list local recreational recreation. equipment.
activities/facilities and 3. Mentions some
equipment. local recreational
activities/facilities
and equipment.
3. National sports Students should be able 1. National 1. Leads discussion on 1. Take down notes 1. CD-ROMS Students to:
championship I to: championship: the organization and as the teacher 2. Textbooks 1. states the
1. lists what constitute organization and administration of explains. 3. Video organization of pattern
national championship. administration. national championship. 2. Participate in the 4. Documentaries. of national
2. national 2. Lists various 2. Differentiates class discussions. championships.
championship components of component of national 2. shows the
organization and national championship. organization of national
administration. championships. championships.
146
PHYSICAL EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
4. National sports Students should be able 1. Types of national 1. Explains types of 1. Take down notes as 1. CD-ROMS Students to:
championship II to: championships. national sports the teacher explains. 2. Textbooks 1. states types of
1. states types of 2. National championships. 2. Participate in the 3. Video. national sports
national sports championship organized 2. States the class discussion. 4. Documentaries. championships.
championships. by different sports difference between 2. differentiates
2. differentiate between associations. championships between
championship 3. National organized sports championship
organized by sports championships associations and co- organized by sports
associations and co- organized by co-operate operate bodies. association and co-
operate bodies. bodies. operate bodies.
5. National sports Students should be able 1. The national sports 1. Explains the 1. Take down notes as 1. CD-ROMS. Students to:
championship III to: festival. significances of the the teacher explains 2. Textbooks 1. describe the
1. differentiate between 2. National national 2. Participate in class 3. Videos national sports
national championship championships championships and discussion on the types 4. Documentaries. festival/the
and national sports organized by Nigerian sports festival. of championships. significance.
festival. school sports federation. 2. Arranges for 3. Record their 2. lists three games
2. states the objectives excursion during observations during involved in the
of Nigerian school any competitions. field trips and Nigerian school
sports federation. excursions. sports federation.
6. Circulatory system. Students should be able 1. The hearts muscle 1. Guides students 1. Draws and label the 1. Diagrams. Student to:
to: 2. Effects of training on to draw and label different parts of the 2. Textbooks. 1. draws and label
1. labels parts of the the heart. the different parts of heart. 3. CD-ROMS. five parts of the
heart. the heart. 2. Participate in class 4. Projectors. heart.
2. differentiate between 2. Explains the discussion on the 5. Pictures. 2. states two
vein and arteries. differences between effects of training on 6. Charts. differences between
3. lists the effects of veins and arteries. the heart. vein and arteries.
training on the heart. 3. Leads students to 3. Listen to the teacher. 3. discusses three
discuss the effects of 4. Asks and answer effect of training on
training on the heart. questions. the heart.
147
PHYSICAL EDUCATION
SS I
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7. Athletics Students should be able 1. The sprints. 1. Demonstrates the 1. Listens to the 1. Textbooks Students to:
(track and field to: (i). The starts. skills involved in the teacher. 2. CD-ROMS 1. demonstrate the
events I) demonstrate (ii). Coasting. sprints, and the baton 2. Practice what the 3. Magazines different starts in
(i). The starts springs. (iii). Finishing. exchange in the relay. teacher demonstrated. 4. Rules book. sprints.
(ii). The baton 2. The baton exchange. 2. Supervises the 5. The baton. 2. demonstrate baton
exchange in the relays. (i). Types of baton children as the practice. change in relay.
exchange.
(ii). The change over
zone.
8. Athletics Students should be able Horizontal jumps. 1. Demonstrate the skills 1. Listen to the teacher. 1. Textbooks. Students to:
(track and field to: (i). Types involved in the 2. Practice what the 2. CD-ROMS demonstrates and
events II) demonstrate the (ii). Techniques. horizontal jumps. teacher demonstrated. 3. Magazines. list two types of
horizontal jumps. 2. Supervises the 4. Rules books. horizontal jumps.
children as they practice.
9. Nigerian Students should be able 1. Dances from the 1. Explains the various 1. Listen to the teacher 1. Pictures. Students to:
traditional to: regions of the country. dances. and take down notes. 2. Dance costume. 1. lists three types of
dances. 1. explains the meaning 2. Costumes for the 2. Demonstrates the 2. Practice the dance 3. Radio cassette. dances and dance
of traditional dances. various dances. various dances steps. and the dance steps 4. CD-ROMS. steps.
2. lists the various 3. Types of traditional 3. Provides costume for while the teacher 2. lists two costume
costume for the dances. dances and dances the various dances. supervises. of the various
3. demonstrates types steps. 4. Displays pictures of dances.
of traditional dances some costumes.
and dances steps.
10 Warm- up Students should be able 1. Meaning of warm- 1. Defines warm-up. 1. Writes the definition. 1. Textbooks. Students to:
. to: up. 2. Explains the types of 2. Listen to the 2. Pictures. 1. define warm-up.
1. define warm-up. 2. Types of warm-up warm-up. explanations and list the 3. CD-ROMS. 2. lists and explains
2. explains the types of 3. Importance of warm- 3. Guides students to types of warm-up. the types of warm-
warm- up activities. up. discuss the importance 3. Participate in class up activities.
3. lists the importance of warm-up before discussion on the 3. mentions two
of warm-up activities. engaging in physical importance of warm-up. importance of
activities. warm-up.
11 REVISION.
12 EXAMINATION
148
PHYSICAL EDUCATION
SS I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1. Concept of the Students should be able 1. Unitary nature of 1. Explains the 1. State the 1. Textbooks Students to:
whole man to: man. disadvantage of relationship 2. Charts 1. explain the
1. explain the 2. Education of the overemphasizing one between the mind interdependence of
interdependence of Physical and aspect of life at the and body. mind and body.
mind and body. Education through expense of another e.g a 2. List ways 2. mention two ways
2. discus how physical the physical. person placing more Physical Education physical Education
education develops the emphasis on the develops the mid a. develops the mind
mind and body. physical at the expenses and body. b. develops the body.
of emotional or social.
2. Describes the role of
Physical Education in
developing the mind
and body.
2. Intramural and Students should be able 1. Definitions 1. Defines intramural 1. Note the 1. Illustrations of the Students to:
extramural to: 2. Intramural and extramural definitions various types of 1. list two intramural
activities I 1. differentiate between activities. activities. 2. Mention some tournaments activities.
intramural and 3. types of 2. Discusses intramural intramural 2. Rule books of 2. draw sketch of
extramural activities. tournament. activities. activities. different sports fixtures for:
2. officiate in 4. Rules and 3. Explains kinds of 3. Explain the 3. Charts a. single elimination
intramural activities. regulations/officiatin tournament. kinds of b. round robin.
3. types of tournament. g in sports. tournament.
3. Intramural and Students should be able 1. List various 1. Leads discussions on 1. Take down notes 1. Textbook Students to:
extramural to: educational levels the different historical and watch pictures. 2. Charts 1. list three
activities II 1. state the various and their sports games. 2. Ask and answer 3. Pictures institutional sports.
educational levels and participation. 2. Invites resource questions. 4. Video tapes 2. discus the interval
their sports festival. 2. the Nigerian persons from relevant 3. Participate in 5. CD – ROMS before the next
2. the nigerian University Games sports council. class discussions. games.
university games (NUGA).
(NUGA).
149
PHYSICAL EDUCATION
SS I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
5. Institutional sports Students should be able 1. The Nigerian 1. Leads discussion on 1. Takes down 1. Textbooks Students to:
to: polytechnic games the different historical notes and watch 2. Charts 1. list two
1. state the various (NIPOGA) games. pictures 3. Pictures institutional sports.
educational levels and 2. Nigerian Advance 2. Invites resource 2. Ask and answer 4. CD-ROMS 2. discus the interval
their sports festival Teachers Colleges of persons from relevant questions 5. Video Tapes before the next
2. discus the significant Education Games sports councils 3. Participate in games.
of the various (NATCEGA) class discussions.
institutional sports
festival.
6. Blood circulatory Students should be able 1. The blood 1. Guides students to 1. Participation in 1. Diagram Students to:
system to: circulation discuss the composition class discussion on 2. Projectors 1. list and explain
1. describe the 2. Function of blood of blood. the composition of 3. Pictures four components of
composition of blood. 3. Types of blood 2. Explains the blood. 4. CD-ROMS the blood.
2. state functions of circulation. functions of blood 2. Listen to teacher 5. Textbooks 2. state five
blood. 3. Guides students to explains the functions of the
3. differentiate between differentiate between functions of blood. blood.
the two types of the two types of 3. Take down notes 3. differentiate
circulation. circulation. on the differences between pulmonary
between the two and systematic
types of circulation circulations.
4. Ask and answer
questions.
7. Games ball - games Students should be able 1. Basic skills in 1. Demonstrates the 1. Listen and watch 1. The Soccer pitch and Students to:
soccer I to: soccer. various skills involved the teacher. ball. 1. list two safety kits
1. explain and 2. Safety in soccer, in soccer. 2. Practice the 2. The soccer boots in soccer and their
demonstrate the basic kits and their 2. Explains the various various skills 3. The shin guards functions.
skills in soccer. functions. protective kits in taught under the 4. CD-ROMS 2. demonstrate four
2. state the safety kits soccer. supervision of the 5. Magazines of Nigerian basic skills in
appropriate to soccer teacher. soccer Heroes and soccer.
and their uses. Heroines.
6. The whistle.
150
PHYSICAL EDUCATION
SS I
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
8. Ball games soccer Students should be able 1. Dress codes in 1. Explains the basic 1. Listen and watch 1. CD-ROMS Students to:
II to: soccer. rules of soccer. teacher. 2. The whistle 1. draw and explain the
1. state important rules 2. The rules of the 2. Lists and states the 2. Take down dimensions of pitch.
governing the game of game of soccer. functions of soccer notes. 2. list five basic rules in
soccer. officials. 3.Ask and answer soccer.
2. the rules of the game questions.
of soccer.
9. Ball games soccer Students should be able 1. Goal keeping Demonstrates the basic Participate in the 1. Ball Students to:
III (practical) to: 2. Kicking skill in soccer. practical class 2. Whistle kick the ball using
demonstrates the 3. Throw-in and out work. 3. Shin guards inside foot, out foot,
various basic skills. 4. Heading 4. Jersey instep etc.
5. Trapping
10 Components of Students should be able 1. Meaning of health 1. Explains the meaning 1. Listen to 1. Textbooks Students to:
. physical fitness to: related and of health and teachers 2. Posters 1. define
1. explain the meaning performance related performance related explanations. 3. Charts (a) health related
of: physical fitness. fitness. 2. Mention the 4. CD-ROMS physical fitness.
a. health related 2. Component of 2. Explains the health components of (b) performance related
physical fitness health related fitness. and performance related health and physical fitness.
b. performances related 3. Components of components of physical performance 2. list two components
physical fitness performance related fitness. related fitness. of:
2. list the components fitness. 3. Guides student to 3. Differentiate (a) health related
of: differentiate between between health and physical fitness and
a. health related health and performance performance (b). performance related
physical fitness related physical fitness. related physical physical fitness.
b. performance related fitness.
physical fitness
11 REVISION
12 EXAMINATION
151
PHYSICAL EDUCATION
SS I
THIRD TERM
THEME 1: POLITICAL CONCEPTS AND PRINCIPLES OF GOVERMENT

ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1. Physical education Students should be able 1. Nationalism and 1. Explains nationalism 1. Gives examples 1. Textbooks. Students to:
ideologies. to: patriotism in physical and patriotism. on patriots in 2. Posters. 1. lists three patriots
relate ideologies in education and sports. 2. Relates ideologies in sports. in sports.
physical education and 2. National physical education to 2. Discusses 2. explains one way
sports to national ideologies. national ideologies. national ideologies physical education
ideologies. that can be can develop natural
developed through ideology.
physical education.
2. Traditional Students should be able 1. Origins of 1. Explains the origins 1. Listen to the 1. Textbooks. Students to:
physical education to: traditional sports in of traditional sports. teacher and take 2. Local musical 1. explains the origin
and sports in 1. explains the origins Nigeria. 2. Guides students to down notes. equipments. of one traditional
Nigeria I and significance of 2. Types of discuss types of 2. Identify some 3. Pictures. sports.
traditional sports. traditional sports. traditional sports. traditional sports 4. CDs. 2. lists four
2. describe the and games. traditional sports or
traditional sports. games in their
locality.
3. Traditional Students should be able Values of traditional 1. Invites resources 1. Practices the 1. Textbooks Students to:
physical education to: sports. persons to demonstrate traditional sports 2. Local musical 1. demonstrates two
and sports in compare traditional some traditional sports and games. equipment traditional sports or
Nigeria II sports and games with or games 2. Mentions some 3. Pictures. games.
those of other cultures. 2. Guides students to values of 4. CDs. 2. states two values
discuss values of traditional sports of traditional sports
traditional sports and and games. and games.
games.
152
PHYSICAL EDUCATION
SS I
THIRD TERM

ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
4. Skeletal system Students should be able 1. Bones types of 1. Guides students to 1. Draw and label the 1. Pictures Students to:
to: bone. identify and label the main parts of the 2. Textbooks 1. draw and label
1. label the main part of 2. Joints: kinds of main parts of the skeleton 3. CD-ROMS some parts of the
the skeleton. joints. skeleton 2. Take done notes as 4. Projectors skeleton.
2. list the joints which 2. Explains the joints the teacher explains 5. Diagrams 2. list five joints that
permits different kind that permits different joints that permit that permits different kind
of movement. kings o f movement permit different kinds so of movement.
3. Supervises student of movement
draw and label 3. Practice labeling the
different parts of the different parts of the
skeleton. skeleton.
5. Respiratory system Students should be able 1. The lungs 1. Guides students to 1. Practice drawing and 1. CD-ROMS Students to:
to: a. The structure draw and label they labeling of the 2. Projectors 1. describe the
1. describe the structure b. The functions respiratory system. respiratory system. 3. Pictures structure of lungs.
of the lungs. 2. Types of 2. Explains the 2. Listen to the teacher 4. Textbooks 2. state the functions
2. state the function of respiration. structure and functions 3. Ask and answer 5. Diagram of the lungs.
the lungs. 3. Effects of of the lungs. questions 3. explain the change
3. discus types of exercise on 3. Explains what takes 4. Take down notes of gases in the lungs.
respiration. respiration. place in respiration 5. Participate in class 4. describe what
4. describe what takes during exercises. discussion. takes place in
place in respiration respiration during
during exercises. exercises.
6. Racket games I Students should be able 1. Types of court 1. Explains the types 1. Listen to the teacher 1. The tennis racket Students to:
tennis I to: surfaces in Tennis. of court/surfaces in and take down notes. 2. Tennis ball 1. list and explain
1. list the types of 2. Equipment in Tennis. 2. Participate in class 3. Diagram of Tennis two types of court.
courts in Tennis. Tennis. 2. Explains the various discussion. court. 2. list three officials
2. list the officials of 3. Official of officials and their 3. Ask and answer of the game of Tennis
the game of Tennis. Tennis. functions in Tennis. questions. and their functions.
153
PHYSICAL EDUCATION
SS I
THIRD TERM

ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7. Tennis II Students should be able Basic skills in Demonstrates the skills Practice the various 1. The Tennis racket Students to:
to: Tennis. involved in Tennis. skills as 2. Tennis ball demonstrate three
demonstrate the basic demonstrated by 3. tennis court basic skills in Tennis
skills in the game of the teacher
Tennis.
9. Table tennis II Students should be able Basic skills in Table Demonstrates the basic Practice the various 1. The Table Tennis bat Students to:
to: Tennis skills involved in Table skills as 2. Table Tennis Table demonstrate three
demonstrate the basic Tennis. demonstrated by basic skills in table
skills in the game of the teacher tennis.
table tennis
10 Physical fitness Students should be able 1. Physical fitness 1. Explains the meaning 1. Discuss the 1. Textbook Students to:
. to: test activities. of physical fitness test meaning of 2. Pictures 1. explain the
1. explain the meaning 2. Administration of 2. Demonstrate the physical fitness. 3. Benches meaning of physical
of physical fitness tests. physical fitness test. selected physical fitness 2. Demonstrate 4. Mats fitness tests.
2. explain the test selected physical 5. Charts 2. explain the
importance of physical 3. Guides the students fitness test 6. Stop watch importance of
fitness test. to perform the physical activities under the 7. Jotters physical fitness test.
fitness test supervision of the
teacher.
3. List the
importance of
physical fitness
test.
11 REVISION
12 EXAMINATION
154
AGRICULTURAL SCIENCE
SS I
FIRST TERM
THEME: BASIC CONCEPTS
WEEK

1 Meaning and Students should be able 1. Definition of Guides the Participate in the Illustrative charts. Students to:
important of to: Agricultural Science. discussion. discussion on the 1. define Agricultural
Agriculture 1. define Agricultural 2. Importance of meaning of Science.
Science. Agricultural Science to Agricultural 2. state five 5
2. state the importance of individual, community Science. importance of
Agricultural Science to and the Nation. Agricultural Science
individual, community to the Nigerian
and the Nation. Economy.
2 Problems of Students should be able 1. Problems related to Guides the Participate in the Illustrative charts. Students to:
Agricultural to: land tenure, basic discussion. discussion. 1. state ten problems
development and 1. identify and discuss amenities, finance, of agricultural
possible solutions. various problems of transportation, storage development in
Agricultural and processing facility, Nigerian.
development in agricultural education 2. state five 5
Nigerian. and extension tools and importance of
2. state possible machinery, farm inputs, agricultural science
solutions to the marketing system, to the Nigerian
identified problems. environmental economy.
degradation etc.
2. Possible solutions to
identified problems.
155
SS I
FIRST TERM
WEEK

3 Meaning and Students should be able to: 1. Meaning of 1. Discusses the Participate in the Visit to Students to:
. Differences 1. explain the meaning of subsistence and meaning and discussion. commercial farms 1. explain the
between subsistence and commercial agriculture. differences between and small holder meaning of
subsistence and commercial agriculture. 2. Differences between subsistence and farms in the subsistence and
commercial 2. differences between subsistence and commercial locality. commercial
Agriculture. subsistence and commercial agriculture agriculture. agriculture.
commercial agriculture based on their 2. States the 2. highlight the
based on their characteristics. advantages and differences between
characteristics. 3. Advantage and disadvantages the two.
3. advantages and disadvantages of commercial
disadvantages of subsistence and agriculture.
subsistence and commercial agriculture. 3. Lists the problems
commercial agriculture. 4. Problems of of subsistence and
4. problems of subsistence subsistence and commercial
and commercial commercial agriculture. agriculture.
agriculture.
4 Role of Students should be able to: Roles of Government in 1. Discussions on Active Give the students a Students to:
Government in 1. state the roles of Agricultural Nigerian Agricultural participation of copy of the 1. mention five
Agricultural Government in Development policies and students in the Nigerian agricultural policies
Development. Agricultural Development. - Agricultural finance, programmes past and discussion on Agricultural policy and programmes.
2. explain credit subsidy present. Nigerian and flyers of some 2. discuss any two 2
a. Agricultural policy - Agricultural 2. Takes students to agricultural agricultural agricultural
b. Agricultural programme. Education visit ADP’s. policies and programmes and programmes of
3. discuss past and present - Agricultural extension programmes. projects. Government.
Agricultural programmes and services
and policies of - Agricultural policies
Government. and programmes review
of past and present e.g.
OFN, ADP etc.
156
SS I
FIRST TERM
WEEK

5 Role of non- Students should be able 1. Meaning of non- 1. Explains the To further give Visit to NGOs on Students to:
Governmental to: Governmental meaning and expected roles of agricultural 1. give two 2
Organization in explain meaning and Organization NGOs importance of NGOs NOGs in programmes in the examples of NOGs.
Agricultural importance of non- 2. Roles of NGOs in with examples local, Agricultural locality. 2. mention five roles
Development. Governmental Agricultural national and Development. of NGOs in
Organization in Development e.g. international. Agriculture.
Agricultural - capacity building 2. Discusses the roles
Development. - extension services of NGOs in
Agricultural
Development.
6 Agricultural laws Students should be able 1. Land tenure system Discussion and Comments on the Copy of the Nigerian Students to:
and reforms. to: in Nigeria. expository. Nigerian land use land use Acts of 1. give example of
1. list and explain the 2. The land use decree decree of 1978 and 1978. the land tenure
land tenure system in of 1978 and its its implications for system in their
Nigeria. implications for agricultural locality.
2. explain the land use agricultural development. 2. discuss problem
decree of 1978 and its development. associated with land
characteristic features. 3. Advantages and use decree of 1978.
3. list the advantages and disadvantages of land
disadvantages of the land use decree in Nigeria.
use decree.
157
SS I
FIRST TERM
THEME 2: AGRICULTURAL ECOLOGY
WEEK

7 Meaning and Students should be 1. Meaning of Agricultural 1. Takes students out 1. Listen and Natural farm Students to:
importance of able to: ecology and ecosystem. to a natural farm interact with the settings, pond and 1. state the meaning
Agricultural 1. define agricultural 2. Components of farm setting. environment. forest set up. of agricultural
Ecology. ecology and ecosystem e.g. 2. Explains the key 2. Undertake group ecology and
ecosystem. Biotic, abiotic, autotrophism concept. work and produce ecosystem.
2. state four and heterotrophism. 3. Guides discussion reports. 2. what are the
components of farm 3. Interactions of the on the relationships components of a
ecosystem. components in the terrestrial between organisms of farm ecosystem.
3. discuss how farm and aquatic agro-ecosystem. interest plant, animals 3. identify at least
crops\animals interact - mono or sole cropping and other organisms three 3 farm setting
with other organisms system. or non organisms. and discuss how
and non living things - mixed cropping system. 4. Groups students farm crops/animals
under different farm - mixed farming system. for out of class study interact with other
settings. - fish ponds. of different farm components of the
- forest rain forest or savanna. settings. ecosystem.
8 Land and its uses Students should be 1. Meaning of land. Guides the Participate in the Charts Students to:
able to: 2. Characteristics of land discussion. discussion. list four 4
1. state the meaning - free gift of nature, immobile, agricultural and
of land. limited in supply etc non-agricultural
2. state the 3. Uses of land: uses of land.
characteristics of - agricultural purposes
land. - crop production
3. mention the use of - wild life conservation
land. - game reserves
- livestock production etc.
4. Non- Agricultural purpose:
- industry
- housing
- transportation etc.
158
SS I
FIRST TERM
THEME 2: AGRICULTURAL ECOLOGY
WEEK

9 Factors affecting Students should be Factors affecting land 1. Guides class Participate in the Charts and pictures. Students to:
land availability able to: availability for agricultural discussion. class discussion. list and explain five
for agricultural 1. list agro-base purposes 2. Displays some factors affecting land
purposes. industries. - land tenure system industrial products. availability for
2. state raw materials - population pressure agricultural purposes.
used in each industry. - soil type and topography
3. state relationship etc.
between agriculture
and industry.
10 Agro-Allied Students should be 1. Agro-based industries and 1. Guides class Participate in the 1. Industrial products Students to:
industries and able to: raw materials: discussion. class discussion. like fertilizers, state five
relationship 1. list agro-based - paper industry pulpwood 2. Displays some beverages. relationships between
between industries. - beverage industry cocoa, industrial products. 2. Agricultural agriculture and
agriculture and 2. state raw materials tea etc. products like cocoa, industries in terms of
industry. used in each industry. - textile industry cotton. cotton etc. agricultural raw
3. state relationship - soap industry materials and
between agriculture -oil seeds etc. industrial products.
and industry. 2. Relationship between
agriculture and industries:
- agriculture provides
market for industrial
products e.g.
Farm machinery, chemicals.
- agriculture provides food
for industrial worker etc.
11 REVISION
12 EXAMINATION
159
SS I
WEEK
SECOND TERM

1 Environmental Students should be able 1. Environmental factors 1. Guides class 1. Participate in the Charts and Students to:
factors affecting to: affecting crops and animals discussion. class discussion. diagrams showing 1. state three major
Agricultural 1. state the production 2. Guides students 2. Grow plants ecto parasite and environmental factors
production. environmental factor a. climate factors e.g. in practical activity under different endo parasite. affecting agricultural
that affects agricultural rainfall, temperature, light, such as soil test for conditions of - Real organisms of production in Nigeria.
productivity. wind etc acidity, effects of moisture and light ecto and endo 2. discuss four climatic
2. explain inter- b. biotic factors e.g. water on plants etc for comparison parasites. factors that affect
relationship among predators, purpose. Agricultural production.
living things. parasites, soil micro
organisms etc
interrelationship such as
competition, parasitism
symbiosis etc
c. edophic factors – soil Ph,
soil texture, soil structure,
soil type etc
2 Soil formation Students should be able 1. Processes of rock Guides class 1. Participate in 1. Laboratory. Students to:
to: formation. discussion on class discussion. 2. Chart and 1. mention different
1. describe processes of 2. Types of rock identification of 2. Observe and pictures of types of rock.
rock formation. - igneous rocks. identify different different types of 2. describe the
2. identify types of - sedimentary types of rocks. rock. processes of rock
rocks. - metamorphic 3. Field trip to formation.
rocky areas.
3 Soil formation Students should be able 1. Factor of soil formation Displays soil Examine soil and 1. Diagram of soil Students to:
and profile to: the parent rock, organisms, profile diagram, profile. profile. 1. state factors of soil
development. 1. list factors of soil climate, topography and conducts students 2. Dug or existing formation.
formation. time. to existing soil soil profile. 2. explain the following
2. describe the effect of 2. Outline of soil formation profile. processes of rock
these factors on soil process e.g. weathering
formation e.g. Weathering process. a. physical
weathering process. b. biological
c. chemical
160
SS I
WEEK
SECOND TERM

4 Soil profile Students should be able 1. Soil profile development. Guides class Participate in class Diagram of soil Students to:
development. to: 2. The basic principles of discussion on basic discussion. profile. 1. draw and label a
1. make a sketch of a soil classification. principles of soil typical soil profile.
soil profile. classification. 2. state principles of
2. discuss the basic soil classification.
principles of soil
classification.
5 Types, Students should be able 1. Types of soil. 1. Displays soil 1. Examine the soil Soil sample, Students to:
composition to: 2. Chemical or mineral samples e.g. samples and measuring cylinders, 1. mention types of
and properties 1. recognize the matter such as clay, sand Loamy, sandy and determine their water etc soil.
of soil I different types of soil. and silt. clayey physical 2. state major
2. name the chemical 2. Conducts characteristics. composition of soil.
element in the soil that laboratory 3. conduct laboratory
constitutes plant experiment to experiment to
nutrients. determine these determine any one of
soil samples e.g. the component
Sedimentation. mentioned.
6 Types, Students should be able 1. Soil Ph 1. Displays soil Carry out 1. Soil sample Students to:
composition to: 2. Physical properties of soil samples e.g. laboratory 2. Soil organisms 1. discuss biological
and properties 1. name soil microbes - soil texture Loamy, sandy and experiment as 3. Ph meter and chemical
of soil I and other soil - soil structure clayey. directed. 4. Litmus paper properties of soil.
inhabiting organisms. 3. Soil classification system. 2. Conducts 2. how will you
2. determine the Ph of laboratory determine physical
different soil types. experiment to properties of soil e.g.
determine water, Soil texture
living organisms Soil structure
and composition of Soil air etc.
the soil. 3. determine Ph of
3. Conducts soil any tow types.
Ph.
161
S.S I
WEEK
SECOND TERM
7 Simple farm Students should be able 1. Meaning of simple farm 1. Displays different Identify the Different types of Students to:
tools to: tools. types of simple farm various simple farm tools 1. identify ten farm
Uses and 1. explain the meaning 2. Types of simple farm tools – tools and accessory tools farm tools. Local tools tools.
maintenance I of simple farm tools. cutlass, hoe spade, shovel etc 2. Discusses simple farm Fabrication 2. describe five of
2. identify various types 3. Identification and description tools with regard workshops the identified farm
of simple farm tools of each of the tools. toidentify and tools.
and accessory tools. description.
8 Simple farm Students should be able 1. The uses of simple farm Discusses simple farm Participate in Different types of 1. state the uses of
tools to: tools. tools with regard to their the discussion farm tools. some farm tools.
Uses and 1. state the uses of farm 2. General maintenance of uses and maintenance. and practice the School farm. 2. outline the
maintenance tools identified. simple farm tools. uses in the maintenance
II 2. state the general school farm. practices.
maintenance of simple
farm tools.
9 Farm Students should be able Farm machinery: Visits to Agro service 1. Identification Farm machines and Students to:
machinery and to: - tractor centres with students or of farm equipment in an 1. explain the
implements I 1. define farm - bulldozer mechanized farm to: machines and Agro service meaning of farm
machinery. - shellers -identifies farm equipment. centre. machinery.
2. recognise the - dryers machines. 2. Active 2. mention five
different types of farm - incubators -discusses the uses of the participation in types of farm
machines. - milking machines etc farm machines. the discussion. machine.
3. list and explain the 3. state three uses of
uses of the different each of the farm
types of farm machines mentioned
machinery. above.
10 Farm Students should be able Tractor coupled implements: 1. Identifies the parts of Participate in Diagram or chart Students to:
machinery and to: - ploughs tractor coupled the discussion. showing the tractor 1. draw and label
implements 1. recognise the major - harrows implements. coupled disc plough.
II parts of tractor coupled - planters 2. Discusses the implements 2. state the functions
implements. - harvesters functions of the parts. Plough, harrow, of the label parts.
2. state their functions. - sprayers, etc planter etc.
11 REVISION
12 EXAMINATION
162
SS I
WEEK
THIRD TERM

1 Maintenance Students should be 1. Reasons for maintaining farm 1. Guides class 1. Participate 1. Functional and Students to:
practices and able to: machines. discussion. actively in class non functional 1. explain five
precautionary 1. state reasons why 2. Maintenance of farm machinery 2. Involves discussion. machines. ways of
measures farm machines should - check water and oil level regularly students on 2. Carry out maintaining farm
be maintained. - carry out routine service maintenance maintenance machines.
2. practice - keep the machine clean etc practices and practices on farm 2. state four
maintenance work on supervises them. machines reasons why farm
the farm machines. available in the machinery should
school. be maintained.
2 Problems of Students should be 1. Meaning of agricultural 1. Guides class 1. Participate Mechanized farm Students to:
Agricultural able to: mechanization. discussion. actively in class site, agro service 1. state the
mechanization. 1. state the meaning of 2. Mechanized agricultural 2. Guides students discussion. centres, charts, meaning of farm
agricultural operations. during visit to 2. Visit to pictures showing mechanization.
mechanization. 3. Advantages of agricultural mechanized farm mechanize farm these machines. 2. list four
2. list advantages and mechanization e.g. increased or agro service or agro service advantages of farm
disadvantages of productivity, reduced drudgery, centres. centres. mechanization.
agricultural timeliness of operation etc. 3. Observe the use 3. list four
mechanization. 4. Disadvantages of agricultural of farm power and disadvantages of
3. state limitation of mechanization e.g. displacement of machinery. farm
agricultural workers, destruction of soil structure, mechanization.
mechanization. environmental pollution etc 4. state four factors
5. Limitation of farm mechanization limiting farm
- economic limitations mechanization in
- technical knowhow etc. Nigeria.
3 Prospects of Students should be Possible ways of improving 1. Guides class 1. Participate Instructional Students to:
agricultural able to: agricultural mechanization discussion. actively in the resource guest state three possible
mechanization. identify possible ways - developing less expensive 2. Invites guest class discussion. lecturer. ways of improving
of improving machines. lecturer. 2. Listen agriculture through
agriculture through - establishing agricultural attentively to the farm
mechanization. engineering school for personal and guest lecturer and mechanization.
fabricate simple machines etc. ask questions.
163
SS I
WEEK
THIRD TERM

4. Sources of farm Students should be 1. Source of farm power Guides class 1. Participate 1. Picture and chart Students to:
power. able to: - human, animal, mechanical, discussion. actively in the of source. 1. list five sources of
1. list the different electrical, solar, wind, water class discussion. 2. Nearby farm to farm power.
sources of farm power. 2. Advantages and disadvantages 2. Visit to nearby identify sources of 2. state the advantages
2. state the advantages of each type. farm. power. and disadvantages of
and disadvantage of the listed sources of
each type. farm power.
5 Classification Students should be 1. Classification of crops based on Displays Observe and note Crop seeds, fruits Students to:
of crops. able to: their use collection of crop the differences and leaves. identify and classify
classify crops based on Cereals, pulses, roots and tubers, seeds, fruits or and group that crops based on uses,
- uses vegetables. leaves. each belongs. life cycle and
- life cycle 2. Classification based on their life morphology.
- morphology cycle.
Annual, biannual, perennial,
ephemeral.
3. Classification based on their
morphology and dicotyledonous
crops.
6 Husbandry of Students should be 1. Botanical name and local or Supervises Cultivation of 1. School farm Students to:
selected crops I able to: common names of the crop cultivation of crops and keeping 2. Farm inputs 1. list major husbandry
1. state major crop 2. Varieties or types crops suited to of appropriate practices.
husbandry practices. 3. Climatic and soil requirement local farm records. 2. carry out approved
2. grow at least one 4. Land preparation environment. husbandry practices
representative crop 5. Methods of propagation, leading to the
from planting date, seed rate, spacing, production of at least
a. cereals sowing depth and cultural one representative from
b. pulses grain, practices, supply, thinning, each group crops.
legumes. manuring and fertilizer 3. prepare and present
applications, weeding, pests and records of farm
diseases activities involved in
6. Harvesting, processing and growing chosen crops.
storage of the selected crops.
164
SS I
WEEK
THIRD TERM

7 Husbandry of Students should be 1. Botanical name and local or Supervises Cultivation of 1. School farm Students to:
selected crops II able to: common names of the crop cultivation of crops and keeping 2. Farm inputs 1. list major husbandry
1. state major crops 2. Varieties or types crops suited to of appropriate practices.
husbandry practices. 3. Climatic and soil requirement local farm records. 2. carry out approved
2. grow at least one 4. Land preparation environment. husbandry practices
crop from 5. Methods of propagation, leading to the
a. roots and tubers planting date, seed rate, spacing, production of at least
b. vegetables and sowing depth and cultural one representative from
fruits. practices, supply, thinning, each group crops.
manuring and fertilizer 3. prepare and present
8 Husbandry of Students should be 1. Botanical name and local or 1. Supervises 1. Cultivation of 1. School farm Students to:
selected crops able to: common names of the crop cultivation of crops and keeping 2. Farm input 1. list major husbandry
III 1. state major crops 2. Varieties or types crops suited to of appropriate 3. Research practices.
husbandry practices. 3. Climatic and soil requirement local farm records. institutes. 2. carry out approved
2. grow at least one 4. Land preparation environment. 2. Excursion to husbandry practices
representative crop 5. Methods of propagation, 2. Visit to an any of the crop leading to the
from each of planting date, seed rate, spacing, established research institutes production of at least
- beverages and spices sowing depth and cultural plantation of such as NIFOR, one representative from
- oil, latex and fibre. practices, supply, thinning, selected crops. RRIN, CRIN. each group crops.
manuring and fertilizer 3. prepare and present
165
SS I
WEEK
THIRD TERM

9 Pasture ad Students should be 1. Meaning of pasture and forage Supervises the Preparation of Visit to livestock Students to:
forage crops I able to: crops. students to forage crop album farm and ranch. 1. state the botanical
1. explain the meaning 2. Uses of forage crops. 1. Prepare forage as group work. names of the following
of pasture and forage 3. Types of pasture crops: crops album forage crops stylo,
crops. - natural pasture 2. Visit livestock calwpo etc
2. state uses of forage - artificial pasture and their farm. 2. mention four
crops. characteristic. problems associated
3. List types of pasture and with pasture
characteristics of such type. distributions and
establishment.
3. list four management
practices in pasture.
10 Pasture ad Students should be 1. Common grasses and legumes Supervises the 1. Preparation of 1. Visit to livestock Students to:
forage crops II able to: used for grazing students to forage crop album farm and ranch. 1. state the botanical
1. identify the main Livestock their botanical names 1. Prepare forage as group work. names of the following
pasture grasses and and characteristics of some of crops album forage crops stylo,
legume, species in them. 2. Visit livestock calwpo etc
Nigeria. 2. Factors affecting the distribution farm. 2. mention four
2. identify the factors and productivity of pasture. problems associated
affecting their 3. Establishment of pasture. with pasture
distribution and 4. Management practices of distributions and
establishment and pasture. establishment.
management. 3. list four management
practices in pasture.
11 REVISION
12 EXAMINATION
166
CHRISTIAN RELIGIOUS STUDIES
SS I
WEEK FIRST TERM
ACTIVITIES TEACHING AND

OBJECTIVES GUIDE
1 Jesus as the I Students should be able to: Jesus as the lamb 1. Guides students 1. Read the bible The holy bible Students to:
am the door and 1. point out Jesus as the lamb Jn. 1:29-34. to read the bible 2. Participate in 1. identify Jesus as a
good shepherd 2. features of a lamb e.g passage. class discussion. lamb.
I. meekness 2. Leads discussion 3. Ask and answer 2. list the features of a
ii. patience on the features of a questions. lamb.
iii. gentleness lamb. 4. Copy chalkboard
iv. obedience summary.
Students should be able to: Jesus as 1. Discussion on the Ask and answer Picture of a shepherd Students to:
1. identify Jesus as the good a. Door and good function of a good questions. and his flock. Picture 1. discuss the function
shepherd and the door shepherd. Jn shepherd. of a door. of the door and good
2. the qualities of a good shepherd 10:1-18. 2. Explain the shepherd.
3. the difference between a good significance of Jesus 2. state the difference
shepherd and a hireling a good shepherd. between a good
4. the function of the door shepherd and hireling.
2 Jesus as the Students should be able to: Jesus as the Guides students to 1. Read the bible The holy Bible, the Students to:
living bread and 1. identify Jesus as the living bread living bread and read the bible and references. student themselves as 1. explain the
water and water. water. Jn. 4:7- state the 2. Discuss the resource material significance of Jesus
2. explain the significance of the 215, Jn. 6:25-40. significance of Jesus importance of food demonstrate as the living water and
two concepts. as bread and water. and water for importance of food bread.
human existence. and water. 2. mention three
values necessary for
growth and happiness.
Students should be able to: Values beside Leads the discussion Copy notes from Food and water. The Students to:
1. enumerate values besides food food and water on the values beside the chalk board. holy bible. 1. mention other
and water that are necessary for that are food and water. values necessary for
growth and happiness. necessary for growth besides food
2. list the spiritual food and water growth. and water.
Christians should take and find 2. explain the spiritual
happiness and be happy. food and water
Christian should take
to make him/her
happy.
167
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
3 Jesus the true Students should be able to: Jesus as the true Reads the passage of Listen carefully 1. the Holy bible Students to:
vine 1. explain the meaning of true vine and God the the bible and and ask question. 2. Life tree 1. narrate the story of
vine and God the vine dresser. vine dresser. Jn. explain. the true vine.
2. identify what the vine represent 15:1-8. 2. sate the spiritual
and who are the branches. relationship between
3. discuss the spiritual meaning of the vine and the
the vine and the branches. dresser.
Students should be able to: 1. Importance of Explains the 1. Participate in the The Holy Bible Students to:
1. state the importance of fruit fruit bearing importance of discussion. 1. explain the
bearing. 2. Benefits of bearing fruit and the 2. Ask questions importance of fruit
2. types of fruit to bear as abiding in Christ benefits of abiding 3. Copy points in bear.
Christians. in Christ. their note. 2. state the benefits of
3. list the benefits of abiding in abiding in Christ.
Christ.
4 Jesus is the Student should be able to: 1. Jesus as the 1. Charcoal Students to:
light of the 1. recognize Jesus as the light of light of the world. 2. Board 1. discuss how Jesus
world the world. Jn. 3:19, Jn. 8:12, 3. Torchlight as the light of the
2. indicate the consequences of Jn. 9:4-5. world.
walking in darkness. 2. Walking in the 2. state three
light. Jn. 12:35- consequences of not
36. walking in the light of
God.
168
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
Students should be able 1. Consequences of Leads student to 1. State the 1. Songs e.g it is a Students to:
to: walking in the discuss their differences great thing to walk in mention the
1. state the difference darkness. experiences when between light and the light. differences and
function of light. 2. Social vices as they walk in darkness. 2. Jesus is the light of functions of light.
2. identify some social evidence of walking darkness. 2. Discussion of God.
vices as walking in in darkness e.g 2. Leads discussion life outside Christ.
darkness. cultism, examination on the consequences
mal-practice. of walking in
darkness.
5 God’s love for man Students should be able 1. Meaning and types 1. Discusses the 1. Listen and 1. The Holy Bible Students to:
to: of love. meaning of love to participate in the 2. Students to 1. explain the meaning
1. explain the meaning 2. Demonstration of the student. discussion. Ask dramatize love of of love.
of love. God’s love to human 2. Explains the and answer parents to their 2. mention different
2. identify various types being. Jn. 3:16-18, different types of question. children. types of love.
of love. Hosea 1-4. love with emphasis 2. Ask and answer 3. The Holy Bible 3. explain one type of
3. explain each type as it on unconditional question. love.
relates to human beings. love. 4. explain how God
4. recognize the extent of 3. Discusses the demonstrated his love
God’s love for human final demonstration to human being.
being. of God’s love. 5. narrate the story of
Hosea and Comer.
Students should be able Need for human 1. Explains the need 1. Listen carefully 1. The Holy Bible Students to:
to: being to respond to for God’s love. 2. Ask and answer 2. Picture of some 1. state two benefits
1. explain the need for God’s love. 2. Explains the questions body praying in the derived in responding
human beings to respond significance of church to God’s love, point
to God’s love. man’s response to out two punishments
God’s love. derived in not
responding to
God’s love.
2. mention ways man
can respond to
God’s love.
169
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
6 Love for one another Students should be able 1. Ways to 1. Explains who 1. Listen carefully. 1. The Holy Bible Students to:
to: demonstrate love for hates others can not 2. Read the bible 2. Use of gist items 1. discuss what it
1. recognize that no one one another claim to know God. passages. means to know God.
can claim to love God 1 Jn. 4:7-8, Jn. 3:17- 2. Guides students 3. Participate in 2. state the benefits of
without loving his 18. to read the class discussion. loving one another,
brothers and sisters. 2. Qualities of love. references in the state five qualities of
2. explain how to love 1st Cor. 13:1-13. bible. love.
one another. 3. Explains the
3. benefits of loving one qualities of love.
another.
4. list the qualities of
love, meek, kind, gentle,
humility, no fear, not
envy.
Students should be able 1. John’s message of 1. Explains the bible 1. Listen and take The Holy Bible Students to:
to: love for one another. references and point down notes. 1. explain how God
1. relate the story of J. 3:34-35, Jn. 15:12- out some important 2. Read the bible showed his love to us
John’s love for one 13, 1st Jn. 4:7-21. points. passages. according to St. John
another. 2. Supremacy of love 2. Explains the 3. Read the bible gospel.
2. state the statement of 1st Cor. 13:1-13. supremacy of love passages. 2. state the supremacy
Jn. 15:13. over their gifts. of love other gifts.
3. state the supremacy of 3. How love saved 3. list some other gift
love over other gifts mankind. from the bible
4. list some other gifts in passage.
the Bible.
170
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
7 Justification by faith At the end of the lesson, 1. Meaning and need 1. Explains the 1. Listen and ask 1. The Holy Bible. Students to:
students should be able for justification. Rm. meaning of questions. 2. Picture of 1. explain the meaning
to: 3:23, Gal. 3:19-2. justification and as 2. Read the bible Abraham the father of justification.
1. state the meaning of 2. Works and law do used in the passage. passages. of faith . 2. discuss condition
the word justification. not justify anybody. 2. Discusses 3. Narrate Paul at for justification.
2. discuss condition Rm. 4:1-5, Gal. 2:16- conditions necessary Damascus 3. narrate the story of
necessary for 21. for justification. experience on how Abraham when he was
justification. 3. Explains that Jesus met him on to offer Isaac to God.
3. explain that works and works and law do the way.
law do not justify not justify anybody. 4. Put down points
anybody. in their books.
Students should be able 1. Faith in Jesus 1. Guides students 1. Participate in The Holy Bible Students to:
to: Christ as condition in the bible reading class discussion. 1. explains the
1. discuss condition for justification. Rm. 2. Explain condition 2. Listen and ask condition necessary
necessary for 1:16-17, Rm. 4:1-5 necessary for question. for justification.
justification. 2. Fruits of justification 3. Write down the 2. state what we mean
2. explain the points of justification. Gal. 3. Explains fruits of point in their note by faith.
justification. 2:19-21. justification book. 3. what are the fruits
3. list the fruits of 3. Faith as the 4. Lists the fruit of of justification.
justification according to condition for justification 4. mention five fruits
the book of Gal. 2:19-21, justification. Rm. according to the of justification.
Gal. 5:22. 10:16-21., Gal. 2:16- bible.
22., Rm. 1:16-17,
Rm. 4:1-5
171
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
8 Law and grace Students should be able 1. Law and grace 1. Guides students 1. Participate in The Holy Bible Students to:
to: Gal. 3:10-14, Rm. to read the bible class discussion. 1. discuss the
1. explain the meaning 4:13-25, Rm. 5:18- passages 2. Read the bible significance and
of law and Grace 21. 2. Explains the passages. implications of law
2. discuss the 2. Difference meaning of law and 3. Ask and answer and grace.
significance and between law and grace. questions. 2. write out the
implications of law and grace Rm. Rm. 3:14- 3. Discusses the 4. Put down points differences between
grace. 21, Rm. 4:13-25, Rm significance and in their book. law and grace.
3 respect the law of the 5:18-21, Gal. 2:15- implication of law 3. list the purposes and
land as well as accept the 21. and grace guides the significance of law
grace of God. 3. Purpose and students to and grace.
4. explain the differences significance of law understand the need
between law and grace. and grace. to honour God’s
5. enumerate the purpose law.
and significance of law 4. Explains the place
and grace. of grace in our lives.
172
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
9 New life in Christ Students should be able 1. Meaning of old life 1. Explains the term 1. Asks questions 1. The Holy Bible Students to:
to: and characteristics of old life. and answer. 2. Picture of 1. mention the nature
1. describe the nature of old life. Gal. 5:19-21, 2. Asks the student to 2. Copy points in successfully/God of the old life.
the old life. Col. 3:5-7, e.g list characteristics of their note book. fearing men and 2. sate the danger of
2. state the danger of fornication, cultism, the old life. 3. State role played women in their living an old life.
living the old life. idolatry, anger, 3. Explains the by drug addict who society. 3. discuss the
3. recognize the need for selfishness, strife, danger of living the have received 3. The Holy Bible importance of living
change. homosexuality, old life. Christ. the new life in Christ.
i. explain the meaning of lesbianism, fraud, 4. Explains the 4. Copy note on the 4. state the
new life. injustices, bribery, meaning of new life. chalkboard. characteristics of the
ii. describe the tax evasion etc. 5. Lists the old and new life
characteristics of the new 2. Meaning and characteristics of new respectively.
life in Christ. characteristic of new life in Christ.
4. state the joy of living a life e.g love, 6. States the benefits
new life. humility, patience, in living a new life in
tolerance, justice, Christ.
patriotism, respect for
handwork and
constitutional quality.
Students should be able 1. Need for change - Explains the need 1. Read the Bible The Holy Bible Students to:
to: Rm. 6: 1-4, Rm. for a change. 2. Ask questions 1. list the qualities of a
1. recognize the need for 15:18-19 - Mention some 3. Put down points change life.
change. 2. Need to stick to benefits for a change. in their book 2. what are the
2. explain the benefits for new life. Col. 3:1-6, - Guides students to 4. Listen carefully benefits one gets for a
the change of old life to Rm 7:46. read the bible changed life?
new life. references. 3. explain the need to
3. recognize the need to - Explains the need to stick to new life in
stick to the new life. stick to the new life Christ.
4. list the nature of new - Guides students to
life. list from the bible the
5. mention some benefits characteristics of new
in sticking to new life. life in Christ.
173
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
10 New life in Christ Students should be able Paul’s letter to the 1. Explains what it 1. Read the bible The Holy Bible Students to:
(continue) to: Philippians on is to humble one passage. 1. discuss the
1. explain the meaning humility. self. 2. Ask questions importance of
of humility. Phil. 2:1-11. 2. Benefits of 3. Put down point humility.
2. explain what Paul humility. in their note books. 2. explain the advice
wrote to the Philippians 3. Explains the Paul gave to
concerning humility. danger of being Philippians on
3. discuss the need to proud. humility.
humble ourselves.
Student should be able Paul, Nicodemus and 1. Explains the old 1. Read the bible The Holy Bible Students to:
to: Matthew as a case life of Paul as a passage. 1. discuss the
1. study the old lives of study of living a new persecutor, 2. Ask questions importance of
Paul, Nicodemus and life. Acts 7:1-31, Jn. Nicodemus at night 3. Put down point humility.
Matthew the tax 3:1-15, matt. :9-13. and Matthew. in their note books. 2. explain the lives of
collector. 2. Explains their Paul, Nicodemus and
2. examine their new new lives. Matthew .
lives respectively.
3. discuss the necessity
for a change.
174
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
Students should be able Paul’s teaching to 1. Explains the need 1. Read the bible 1. The Holy Bible. Students to:
to: Colossians on living to seek the thing passages. 2. The picture of Paul 1. discuss the
1. explain the teaching of a new life in Christ. above. 2. Participate in as a preacher. importance of living
apostle Paul to the Col. 3:1-17. 2. Explains the need class discussion. the new life.
Colossian. to put on a new life 3. Dramatize the 2. list the qualities of a
2. explain the need to in Christ. story of a person changed life.
seek the things above 3. Guides students who lived an old
since they have been to read the bible life before
raised with Christ. passages. accepting Jesus and
3. discuss the need to put now living a new
away the old life of life in Christ.
impurity eg. Fornication,
evil desire, greed,
idolatry etc.
11 REVISION
12 EXAMINATION
175
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Son ship Students should be able Jesus Christ the Son 1. Explains the 1. Read the The Holy Bible Students to:
to: of God. Rm. 8:3, 17, passage read. passage. 1. identify Jesus as the
1. explain what the son 32. 2. Explains that all 2. Listen son of god.
of God means in the believers are Sons attentively. 2. mention two
passage. and daughters of 3. Jot down points occasions to prove that
2. state some proves God. on their note. Jesus is the Son of
that Jesus is the Son of 3. Asks student to God.
God. read the passage.
Students should be able Christians are also 1. Explain that all 1. Read the bible. 1. Who are the Students to:
to: children of God. Rm. believers are sons 2. Listen and put children of God? 1. recognize that all
1. recognize that all 8:1-39, Gal. 3:25-29, and daughters of down points in 2. What qualifies one men are children of
men are children of Gal. 4:6-7, Eph. 1:5. God through faith in their notebook. to be a child of God? God.
God. Christ. 3. How do you 2. qualities that make
2. qualities that make 2. Guides the identify children of all men to be sons of
all men to be sons of student to read the God from children of God.
God. bible. Satan.
3. identify the sons of
god from the sons of
Satan.
2. Qualities of the Students should be able Qualities of the 1. Read the bible The Holy Bible Students to:
children of God, e.g to: children of God e.g passage. list the qualities of
love, peace, humility, 1. enumerate the love, peace, humility, 2. Ask and answer children of God and
gentleness, long qualities of the children gentleness, questions. that of Satan.
sufferings, bearing one of God longsuffering, 3. Put down points
another burden, 2. state what can be bearing one another in their notebook.
meekness done to sustain these burden, meekness
qualities etc.
3. discuss the benefits
of having these
qualities
176
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
Students should be able Rights and 1. Explain the right 1. Listen carefully. The Holy Bible Students to:
to: responsibility of and responsibilities 2. Ask and answer what are the rights and
1. explain the meaning children of God. of the children of question. responsibilities of
of rights and God. 3. Put down points children of God?
responsibilities. 2. Put the points on in their note.
2. list the right of the chalk board,
children of God e.g 3. Ask student to
Right to live, enjoy read the passage.
good health, education,
good job.
3 Son ship (continue) Students should be able Duties of Nigeria 1. State the duties of 1. Participate in the 1. The Holy Bible Students to:
to: citizen to the Nigerian citizen to discussion. 2. Students 1. state the rights and
1. explain their duties to government. the government. 2. Listen and ask themselves as Nigeria privileges you should
the government as 2. List the duties on questions . citizens. enjoy as a citizen of
Nigerian citizens. the board. 3. Jot down points Nigeria.
2. list the duties on the 3. Leads discussion in their notebooks. 2. explain the duties of
chalkboard; obedience on the duties of Nigeria citizen to the
to the government, to Nigerian citizens. government.
maintain government 3. list some duties of
properties well. Keep Nigeria citizen to the
law and orders. government.
3. discuss that
disobedience to the
government will lead to
indiscipline.
177
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
4 Faith and works Students should be able 1. Salvation is by 1. Guides students 1. Read all Video clips of the Students to:
to: faith alone not by to study the bible prescribed bible rich young ruler in 1. explain the term
1. explain the concept works (good deeds) passage passages. Lk. 18:18-27. faith and works in
of faith as a Gal. 1:14, Eph. 2:8, 2. Leads students in 2. Discuss how context.
requirement for Heb. 11:1-5,6. faith/works faith and works are 2. state the fulfilling of
pleasing God. 2. Genuine saving interrelationship. interrelated. faith without works
2. discuss the concept faith manifests itself and works without
of works as used in through works. James faith.
James 2:14-26. 2:14-26. 3. list the good works
3. recognize that that demonstrate
genuine faith Christian faith.
manifested by work.
5. Faith and works Students should be able 1. Meaning of 1. Leads students to 1. Discuss the 1. Video clip of the Students to:
(Continue) to: salvation. know what salvation meaning of three Hebrew men in 1. state the meaning of
1. state the procedure 2. The procedure in entails. salvation. flame of fir. salvation.
for salvation. which man can obtain 2. Discusses how 2. State how one 2. Picture of Daniel 2. what procedure can
2. explain the meaning salvation. one can obtain can obtain in a lion den. man pass through to
of salvation. 3. Men in the bible salvation. salvation. obtain salvation .
3. narrate the story of that demonstrated 3. Identifies the 3. Narrate the story 3. name the three
the three Hebrew men strong faith e.g activities of the of Joshua and Hebrew men through
in the bible. Daniel, the three three Hebrew men Caleb. into the flame of fire.
Hebrew men. Caleb in the bible.
and Joshua,
Abraham.
4. The benefits of the
faith of Daniel,
Joshua, Abraham and
the three Hebrew
men.
178
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
6. The fruit of the spirit Student should be able 1. Definition of fruit Explains every word 1. Learn the 1. Two charts of fruit Students to:
to: as in the context on the charts of fruit meaning of every bearing trees. 1. distinguish between
1. state the definition of 2. the fruit of the bearing tress leads fruits of the spirit. 2. One as fruit of the godly spirits and
fruit as in the context. flesh Gal. 5:1-21 students to examine 2. Discuss some flesh. ungodly spirit (fresh).
2. distinguish between 3. the fruit of the themselves in the conduct prevalent 3. The other as fruit 2. recite Gal. 5:22-23.
the fruit of the spirit spirit Gal. 22-25 light both the fruit among their peer of the spirit.
and that of the flesh. 4. How to bear the of the spirit and the group.
3. identify whether their fruit of the spirit. fruit of the flesh. 3. Discuss how to
conduct is in Acts. 2:38. Rm. 10:9- walk in the spirit.
consonance with the 10 Gal. 5:16.
fruit of the spirit or the 4. Memorize and
fruit of the flesh. recite Gal. 5:19-23.
7. Spiritual gifts I Student should be able 1. Definitions 1. Guides students 1. Participate in 1. Many examples in Students to:
to: - Spiritual gifts to read all bible discussion on the Acts of the 1. identify seven
1. identity at least seven - Talents ICor. 12:4- passages. similarities and Apostles. spiritual fits.
spiritual gifts. 8, Eph. 4:11-13 2. Leads class differences 2. Common exercise 2. state the purpose of
2. state the values and 2. Distribution of discussion. between talents and of spiritual gifts in spiritual gifts.
uses of spiritual gifts. spiritual gift. Cor. 3. Gives assignment spiritual gifts. the church today. 3. indicate where
3. identify and explain 12:7-11. on effective use of 2. Identify their wrong emphasis is
four reason why the 3. Differentiate spiritual gifts in the own spiritual gifts. placed on a particular
church as a body should between spiritual church . gift.
maximize individual gifts and talents. 1
talent to enrich its Cor. 12:7, 11; Eph.
corporate existence. 4:1-end.
179
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
8. Spiritual gifts II Students should be able 1. Spiritual gifts, 1. Gives reading 1. Participate in A chart illustrating Student to:
to: Romans 12:6-8, I assignment to class discussion. the spiritual gifts. 1. describe their own
1. identify where wrong Cor. 12:28, Eph. students. 2. List effective use spiritual gifts.
emphasis is placed on 4:11. 2. Leads class of spiritual gift in 2. differentiate
certain spiritual gifts. 2. Hierarchy of discussions. the church. between spiritual gifts
2. differentiate between spiritual gifts, 1Cor. 3. Guides students and talents from the
spiritual gifts and 12:28, 31, 14:1-5. to different between point o view of
talents. 3. How to identify spiritual gift and Christianity.
3. identify and exercise and exercise their talents. 3. state some
their own spiritual gifts. own spiritual gifts. opportunities open to
you to utilize your
talents within the local
church community.
9. Forgiveness students should be able 1. Meaning of 1. Leads students to 1. Read the bible The Holy Bible Students to:
to: forgiveness 2Cor. read all relevant passages on 1. state the practical
1. state the meaning of 5:18-19, Heb. 8:12. bible passages. forgiveness. meaning of
forgiveness. 2. How to receive 2. Leads students to 2. Discuss the forgiveness.
2. indicate how to forgiveness for ones discuss the practical meaning 2. explain how to
receive forgiveness for own sin, 1Jhon 1:9- consequences of of forgiveness: receive their own
their sins. 18. forgiveness and of - why it is difficult forgiveness.
3. recognize the need to 3. Jesus teaching on unforgiveness. to forgive certain 3. discuss how to
forgive others. forgiveness Matt. offence. forgive one another.
6:12-15. 3. Make a list of
4. Effect of un- your offenders and
forgiveness. Matt. them resolve to
18:21-35. forgive.
180
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
10 Right and obligations Students should be able 1. Types of family 1. Gives reading 1. Read the bible 1. Family tree Students to:
. of family members to: - Nuclear family assignments to passages on the (genealogical) 1. identify the two
1. identify the two types - Extended family students. family. 2. Picture of family types of family.
of family. 2. Rights and duties 2. Classes members 2. Discuss their members in 2. state the right and
2. state the rights and of family members, to describe their traditional family fellowship. obligations of each
duties of family Colossians 2:18-21. traditional family systems. 3. Media publications members of the
members. systems. 3. Describe the on the family family.
3. identify the values 3. Describes roles, role, right and 4. A visit to a court 3. identify the values
found in family rights and obligation of each hearing a case on found in family
relationships. obligations of each member of the family welfare. relationships.
4. discuss the members of the family. 4. discuss the
consequences of failure family. 4. Discuss sources consequences of
of family members to 4. Discusses sources and consequences family member’s
perform their duties as: and consequences of of conflict in the failures to perform
- husband conflict within the family. their duties toward the
- fathers family. family.
-mother
-wife
-parent
-children
11 REVISION
12 EXAMINATION
181
SS I
WEEK THIRD TERM
ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE
TOPIC CONTENT LEARNING GUIDE
OBJECTIVES
1 Humility Students should be able 1. Meaning of 1. Shares with class 1. Read the biblical The Holy Bible Students to:
to: humility. Phil. 2:1- personal passages. 1. explain humility as
1. explain what 11. observations of how 2. Discuss the a Christian virtue.
humility means in 2. Ways of both pride and virtues of Christian 2. describe practical
relation to Christian demonstrating humility have been living as contained ways of displaying
living. humility. rewarded in real life. in the biblical humility in their
2. describe ways of 3. Benefits of 2. Guides students passages. relationship with older
demonstrating humility. humility. James 4:10; discussion on 3. Debate people and their
3. identify benefits of 1Peter 5:6. humility. “Humility in colleagues.
humility. 4. Consequences of 3. Encourages the stupidity”. 3. list benefits of
4. list consequences of pride. James 4:6, 1 memorization of 4. Memorize James humility.
pride. Peter 5:5, Matthew James 4:10. 4:10. 4. identify
23:12. 5. Share personal consequences of pride.
experiences of how
humility has been
rewarded.
6. Class to role
play the content of
John 13:5.
182
SS I
WEEK THIRD TERM

PERFORMANCE
OBJECTIVES
2. Effective prayer Students should be able 1. James teaching on 1. Explains the 1. Read the 1. Pictures of people Students to:
to: prayer. James 1:1-8, meaning of prayer. passages. praying together. 1. explain the meaning
1. explain the meaning 4:1-3, 5:13-20. 2. List the causes of 2. Say some 2. Picture of Jesus at of prayer.
of prayer as a means of 2. Jesus taught his unanswered prayer. prayers. prayer. 2. compose short
communicating with disciples how to pray. 3. Explains the 3. Identify and 3. Pictures of people prayer.
God. Matthew 6:7-13. passages. explain types of meditating. 3. enumerate the
2. explain why some 3. Reasons for 4. Demonstrates prayers. condition that makes
prayers are not unanswered prayer, gestures in prayer 4. Ask questions prayer effective or
answered. Matt. 6:7-13. 5. Explains types of ineffective.
3. indicate how to pray. 4. Types of prayer. prayer such as: 4. identify and explain
4. identify types of - adoration different types of
prayer. - meditation prayer.
- thanksgiving
- petition
- confession and
- intercession
3. Living a life of Students should be able 1. Peters message on 1. Explains the 1. Read the biblical 1. Paper clipping on Students to:
witnessing for Christ I to: Christian living. necessity of living a passages. social vices. 1. explain the meaning
1. explain the meaning 1 Pet. 1:13-17, 2:9- holy life. 2. Discuss some of 2. Picture of drug of being a true witness
of being a true witness 25, 4:1-19. 2. Tells a story of the bad practices addicts and for Christ.
for Christ. 2. Paul’s Statement how living a good they see in their alcoholics. 2. explain the
2. explain the impotent on Children of the life pays off at the surroundings. 3. Newspaper averts importance of living
of living through good light, Rm. 13:11-14. end. 3. Read the bible in combating social through good example.
examples. 3. Social vices and 3. Leads students to passages. vices. 3. enumerate some
3. discuss some of the witnessing to Christ. discussion. social vices and their
social vices in the consequences.
society such as
corruption, drug abuse,
sexual promissory etc.
183
SS I
WEEK THIRD TERM

PERFORMANCE
OBJECTIVES
4. Living a life of Student should be able 1. Tolerance and 1. Explains the 1. Suggest ways Students to: Students to:
witnessing for Christ to: peaceful co- meaning of peaceful through which 1. Picture of people 1. discuss the positive
II 1. point out the existence. co-existence. Christian can living together in aspects of staying
importance of tolerance 2. Civil 2. Submissions to obtain the fear of peace. away from social vice.
and peaceful existence. responsibilities those in authority. God. 2. Picture of 2. mention some of
2. describe some of the - Meaning 3. Leads students to 2. Give examples prisoners who have their civic
civic responsibilities. - Example identify some ways of how they have been in jail for responsibilities.
3. discuss the Christian 3. People in authority they can maintain been maltreated breaking the law. 3. students to write an
attitude to victimization to serve with the fear law and order in the and how a essay on why Paul
and wrong accusation. of God. Rom. 13:1-7. society. Christian should insists on submission
respond to that. to people in authority.
5. Christian attitude Students should be able 1. Peter’s message to 1. Explains the 1. Read the biblical Students to: Students to:
towards persecution I to: Christians under suffering death and passages. 1. Video film on the 1. describe how
1. explain how persecution. 1 Pet. resurrection of Jesus 2. Write a short persecution of early persecution and
persecution and 1:5-9, 4:12-19. as a good examples story explaining Christian. suffering are part of
suffering are part of the 2. Jesus message on for his followers. how someone they 2. Picture of Christ witnessing for Christ.
effects of witnessing for case of enemies 2. Emphasizes that know was on the cross. 2. describe how to
Christ. Matt. 5:38-48. Christians should be persecuted. show love to ones
2. explain how Christ 3. The persecution of ready to face enemies.
was also persecuted. Christ. persecutions at any 3. briefly explain how
3. explain how a time and anywhere. Christ was persecuted.
Christian can remain
undefiled before God in
this present time.
184
SS I
WEEK THIRD TERM

PERFORMANCE
OBJECTIVES
6. Christian attitude Students should be able 1. Suffering and the Mentions places in 1. Discuss 1. Picture of film Students to:
towards persecution II to: Christian faith. Nigeria where Christian attitude strips of Christian 1. write assignment on
1. recognize that 2. Christian attitude Christians are being to persecution. under persecution. the passage.
suffering strengthens to persecution. denied lands to build 2. Leads student to 2. Songs and 2. mention types of
the faith of Christians 3. Various forms of churches, schools or discussing various choruses. persecutions.
and its part of cross persecution. hospitals, by not forms of Christians go through
which Christian must being promoted, by persecution. 3. describe Christian
bear. not gaining 3. Ask questions response to
2. recognize and admission into persecution.
describe the right tertiary institution
Christian attitude to etc.
persecution.
3. how some Christian
are being persecuted in
some parts of Nigeria.
7 Impartiality I Student should be able 1. Meaning of 1. Reads the biblical 1. Read the biblical 1. The film of mother Students to:
to: impartiality. passages. passages . Theresa of Calcutta. 1. distinguish between
1. describe the meaning 2. All human being 2. Mentions 2. Dramatize an 2. Pictures of nurses partiality and
of impartiality. are equal before God. instances of impartial situation. and doctors treating impartiality.
2. justify the need to 3. Warning against partiality and 3. Role-play people in hospital 2. give instance where
treat people equally prejudice in James impartiality. negative effects of without they have observed
since all human beings 2:1-13. 3. Uses stories to partiality on the discrimination. partiality displayed .
are equal before God. 4. The “Golden make the concepts society. 3. explain how
3. describe the negative Rule”, Matthew 7:12, clear. keeping the “golden
effects of nepotism, Lk. 6:31, Negative rule” can lead.
favouritism, and effects of nepotism, 4. describe the
tribalism on the society. favouritism and negative effects of the
tribalism on society. following: nepotism,
favouritism, and
tribalism.
185
SS I
WEEK THIRD TERM

PERFORMANCE
OBJECTIVES
8 Impartiality II Students should be able 1. St. James teaching 1. Read biblical passage. 1. Read the The bible Students to:
to: on impartiality. James 2:1-13. biblical passages 1. how does James
1. describe James 2. Ways the church 2. Mention instances how 2. The students to warn against partiality
teaching on impartiality. today falls short of James dealt with the discuss how within the church.
2. explain ways churches the standard James problems of partiality in partiality can be 2. how did James deal
today falls short of the recommended. the church. minimize in the with the problem of
standard James 3. Areas of Public life 3. Guides students churches. partiality in the
recommended. where partiality is discussion on impartiality. Write assignments church?
3. relate areas of public manifested. 4. Write essay on the evil on how to treat 3. in what two ways
life where partiality is of partiality. people impartially does the church today
manifested. 5. Explain how the fall short of the
application of impartiality, standard which James
as contained in the recommended?
passage, can help to
minimize the vices in the
church/society.
9 The resurrection Students should be able 1. The accounts of 1. Reads and explains the 1. Dramatize the 1. Pictures of the Students to:
to: resurrection in biblical passages. role played by the resurrection. 1. describe the story of
1. describe the accounts Matthew 28:1-8, 2. Guides students to women in the 2. Film on the the resurrection.
of the resurrection in the Mark 16:1-8, Luke compare and contrast the story. resurrection 2. explain the role of
synoptic gospels. 24:1-11. three accounts of 2. Sing choruses the women in the
2. explain the 2. Significance of resurrection in the synoptic about the story.
significance of the resurrection to the gospel. resurrection. 3. explain the
Christian faith. Christian faith. 3. Leads discussion on the 3. Write in their significance of the
3. explain the activities 3. women activities role women played in the notebook the resurrection in the life
of women in the story of in the story of resurrection story. significance of of Christian.
the resurrection. resurrection. 4. Asks students to state resurrection in the 4. compare and
4. Compare and the significance of Christian life. contrast the three
contrast the three resurrection in the life of accounts of
accounts of Christians. resurrection in the
resurrection synoptic synoptic gospel.
gospel.
186
SS I
WEEK THIRD TERM

PERFORMANCE
OBJECTIVES
10 The second coming of Students should be able 1. Jesus talks of the 1. Reads biblical 1. Write 1. Picture of someone Students to:
Christ to: last judgment when text and explains the assignment on the being judged in a 1. mention things they
1. recognize that Jesus he comes. implications. biblical text. court of law. ought to do if they are
will come again at the 2. How we aught to 2. Asks students 2. Dramatize a 2. Picture of someone to be saved.
end of time. prepare for the whether they have situation whereby carrying out good 2. mention things they
2. describe the signs of second coming of been carrying out someone is judged works. ought not to do if they
the second coming of Christ, Matt. 24:31- what the text is and condemned are to be save.
Christ. 46. saying. and another judged 3. explain the
3. explain how every 3. The sign of the 3. Explains the pains and freed. following concepts:
action done and every coming of Christ of hell and the joys 3. Visit any sick - heaven
ward spoken will be 1Thess. 4:13-18. of heaven and urge person in their - hell
subjected to judgment. students to love and neighborhood or - judgment
4. explain heaven, hell, care for everyone. hospital. 4. list the signs of the
and judgment. 4. Carryout one act second coming of
of charity and Christ.
report what they
did and to whom.
5. Sing whatsoever
you do to the least
of my brother that
you do unto me.
11 REVISION
12 EXAMINATION
187
ISLAMIC RELIGIOUS STUDIES
SS I
FIRST TERM
THEME: QURAN AND HADITH
ACTIVITIES
WEEK

1 Quran I Students should be able The ways of 1. Guides students to 1. Listen 1. A full copy of Students to:
to: -revealed define what Quran is. attentively while Quran. 1. give a brief history
1. define what Quran is. -recording 2. How it was the teacher’s 2. Recorded text of of the revelation of the
2. recognize how it was -memorizing during revealed. explains. the glorious Quran. Quran.
recorded during prophet the lifetime of the 3. How it was 2. Contribute 2. explains how it was
time. prophet (SAW). recorded. meaningfully to the recorded and
3. outline how it was 4. Methods or topic as the lesson memorized during the
memorized during memorized the whole progresses. lifetime of the prophet
prophet time. Quran. 3. Copy in their (SAW).
exercise books the
important point.
4. Test students
through questions.
2 Quran II Students should be able 1. Compilation 1. Discusses the 1. Attentive to the 1. A copy of the Students to:
to: 2. Standardization of method of compilation teacher’s glorious Quran. 1. explain how the
1. state how the Quran the glorious Quran. of the glorious Quran. explanation. 2. Rehearsal of the Quran was compiled.
was compiled. 3. Names of the 2. Gives reasons why 2. Contribute reading of the 2. give reasons for the
2. mention the reasons for compilers of the the Quran was meaningfully to the glorious Quran standardization of the
standardization of the glorious Quran. standardized. topic. indifferent one. glorious Quran.
Quran. 3. Outlines the 3. Response to the 3. Copy of the 3. state the names of
3. outline the names of the compilers names. teacher’s questions. compilers name in a the compilers.
compiled. 4. Copy the crucial chart one by one.
point said by the
teacher.
188
SS I
FIRST TERM
ACTIVITIES
WEEK

3 Quran III Students should be able 1. Distinction 1. Explains the 1. Listen to the 1. Copy of the Students to:
to: between Makkah and different places in teacher’s glorious quran. 1. state the mecca and
1. identify the places of Medinah surah which the glorious explanation and 2. Charts containing medinah surah.
revelation of the 2. The total numbers Quran was revealed. discussion. Makkah and Madinah 2. differentiate the
glorious Quran. or Makkah and 2. Discusses the 2. Contribution to suwar. characteristic of
2. enumerate the Medinah surah. number or a chapter the discussion. Makkah and Madinah
numbers of chapters 3. Mode of that was revealed in 3. Outline the suwar.
revealed in Meikkah revelation. Makkah and those numbers existing 3. how was the
and Medinah 4. The merit of the of Madinah. as chapter in glorious Quran
3. outline the mode of first revelation. 3. Distinctions Makkah and revealed?
revelation piecemeal. between the two Madinah. 4. mention the
4. state the importance kinds of revelation. 4. Response to the importance of the
of the first revelation 4. Explains the questions. glorious Quran.
mode or revelation. 5. Copy the
5. Mentions the important points
merit of the first into their exercise
revelation of books.
glorious Quran.
4 Quran IV Students should be able 1. Preservation of the 1. Mentions the 1. Listen to the A copy of the Students to:
to: Quran. ways used to teacher’s glorious Quran. 1. state how was
1. state how was Quran 2. Arrangement of preserve Quran. explanation. Quran preserved.
preserved. the Quran. 2. Discusses the 2. Mention the 2. how was arranged.
2. list how was Quran 3. Authenticity of arrangement of the ways of arranging 3. outline the
arranged. Quran with another Quran. the Quran. authenticity and names
3. state the authenticity name gave to the 3. Mentions the 3. Outline the given to the Quran.
and another names of Quran. authenticity and names of Quran
the Quran. another name of the and authenticity.
Quran.
189
SS I
FIRST TERM
ACTIVITIES
WEEK

5 Hadith I Students should be able 1. Form of hadith 1. Defines hadith. 1. Define hadith. A copy of the Students to:
to: 2. Criteria for 2. Mention the 2. State the criteria. glorious Quran. 1. define hadith.
1. define hadith authenticity of hadith. criteria. 3. List the 2. state the criteria of
2. state the criteria for 3. Different between 3. Differentiates differences. hadith and sunnah.
authenticity of hadith. hadith and sunnah hadith and sunnah. 4. Outline the 3. list the different
3. mention the different 4. Relationship 4. States relationship relationship between sunnah and
between sunnan and between hadith and between hadith between hadith and hadith.
hadith. sunnah. sunnah. sunnah. 4. mention the
4. describe the relationship between
relationship between hadith and sunnah.
hadith and sunnan.
6 Hadith II Students should be able 1. The six sound 1. Explains the six 1. Listen A copy of the Students to:
to: collections of hadith. sound collection of attentively to the glorious Quran. 1. mention the six
1. mention the six 2. Al-hadith, Al- hadith. teacher sound collections of
sound collection of qudsi. 2. Discusses the life explanations. hadith.
hadith. 3. Its relationship history of the 2. List the sound 2. give a brief history
2. state the importance with the Quran and compilers of the six collections. of the collections.
of the six sound the general hadith. sound collections. 3. Discuss the use 3. outline some of the
collection of hadith. 3. States the history of subject matters of the
3. mention the relationship of Al- compliers of the six collections.
relationship of Al- hadith, Al-qudsi sound collections. 4. differentiate
hadith, Al-qudsi and the with the Quran. 4. Describe between Al-hadith, Al-
Quran. 4. Outline the theme differences gudsi and the Quran.
of the six sound between Al-hadith,
collections. Al-qudsi and
Quran.
190
SS I
FIRST TERM
ACTIVITIES
WEEK

7 Tawhid Students should be able 1. Kalimatu shaddah 1. Leads students in 1. Proclaim the Chart containing Students to:
to: 2. The significance. the declaration of kalimah one by one the kalimah and its 1. define kalimah.
1. define Kalimah. 3. Six article of faith. the Kalimah. and collectively. meaning. 2. proclaim the
2. proclaim the words of 4. Lessons implication. 2. Draws students 2. Indicate the kalimah.
kalimah. attention to the two significance of the 3. state the meaning of
3. mention the sections of the kalimah. the kalimah.
significance of kalimah. declaration. 3. List the two 4. outline lessons of
4. outline the six articles 3. Discusses the section of the the kalimah.
of faith in islam. significance. kalimah. 5. state the six articles
5. mention lessons 4. Explains lessons 4. State the lessons of faith in islam.
implication. implications. implication.
THEME: TAWHID
8 Shrik Students should be able 1. Prohibition of shrik 1. Explains that 1. Listen attentively Picture of a man, Students to:
to: in all its manifestations. allah is one and all as teacher defines animals and other 1. explain that allah is
1. define what is shrik. creatures depend on shrik and explains objects which some one.
2. mention the kinds of him. with the chapter or people worship. 2. give the meaning of
shrik. 2. Mentions the allah (Ikhlas). shrik.
3. state the shrik blessing of him and 2. Recite swratul 3. mention various
manifestation. everything depends ikhlas to remind ways by which allah
4. list the Quranic aspect. on him. themselves the should be worship.
3. Explains that he unique nature of 4. outline the kinds of
deserves to be allah. shrik.
worshipped and not 3. Ask question for
only other objects. further understanding
4. Guides students of the lessons.
to realize that all 4. Mention the names
other objects of of some idols they
worship can neither know that people
help nor harm wrongly worship.
anybody.
191
SS I
FIRST TERM
ACTIVITIES
WEEK

9 Ibadah Students should be able 1. Concept of ibadah: 1. Explains the 1. Identify some 1. A chart Students to:
to: worship and meaning of ibadah. acts or ibadah such containing some 1. explains what ibadah
1. declare what ibadah accountability to allah. 2. States that lawful as sakat sawn, verses of the is.
is? works are ibadah. zakaat hajj. glorious Quran and 2. mention three acts that
2. state the lawful deeds 3. Mentions that 2. Appreciate the hadith relating to can be regarded as
and good intentions are good deed is ibadah. essence of creation good deeds. ibadah.
ibadah. 4. Illustrates some is to worship allah. 3. explain some vices
verses of the 3. Differentiate that are unlawful.
glorious Quran and between lawful and
hadith that unlawful acts.
explained.
10 Sirah: The prophet Students should be able 1. Life of the prophet 1. Illustrates with a 1. Listen 1. A map showing Students to:
Muhammad life. to: (SAW) and his mission. map and guides attentively to the Arabia and the 1. identify the position of
1. describe life of 2. Mention that the students to realize teacher’s surrounding land. the Arabian Peninsula
prophet Muhammad period is known as that Arabs lived explanations. 2. A picture of the with particular reference
birth, childhood and Jahiliyyah period. mainly in the 2. Ask questions desert land. to Makkah.
prophethood. 3. Guides the students to Arabian Peninsula. where necessary. 3. Information and 2. mention some of the
2. state the period realize that the prophet 2. Explains the way 3. Explain the term communication way of life of the Arabs
existence before the rise (SAW) was born like of life before islam. Jahiliyyah. technology before islam.
or the (SAW) any other person. 4. Explain the devices. 3. state the beginning of
Jahiliyyah. 4. explain the qualities of history of the persecution.
3. state the beginning prophet (SAW) and his prophet. 4. explain the qualities of
persecution of Muslims. administration. 5. State the prophet.
4. mention the qualities 5. Narrates the beginning qualities of prophet 5. narrate the story of the
and administration. of persecution. (SAW). life of the prophet
(SAW).
11 REVISION
12 EXAMINATION
192
SS I
SECOND TERM
THEME: QURAN AND TAWHID
ACTIVITIES
WEEK

1 Sirah story of the Students should be able Briefly history of the 1. Defines the word 1. Listen to the Chart containing Students to:
rightly guided to: four rightly guided khalifah. teacher the list of the four 1. define the word
caliphs 1. define the word caliphs (Al-khulafaus) 2. Discusses how discussions. rightly guided “Khaurah”.
khalifah. rasheedun. each of them was 2. Mention some caliphs. 2. describe a brief
2. narrate the history of -Abu bakr b. Abi- appointed. names of the history of each of them.
the four rightly guided qahafah. 3. Mentions some of companions of the 3. explain how each of
caliphs. -Umar b. khattab. their activities. prophet (SAW). them was appointed.
3. outline some of their -Uthman b. affan. 4. Lists some of 3. Discuss how 4. mention some of their
activities. -All b. abi talib. their achievements. each of them was achievement.
4. explain some of their appointed. 5. mention some of their
achievement. 4. List some of activities.
their achievements.
4. Ask the teacher
some questions
where necessary.
2 Quran surat fatihah Students should be able Reading in Arabic 1. Revises with the 1. Recite the text of 1. A copy of Students to:
to: transition and brief students the the chapter and glorious Quran. 1. recite the whole
1. state the specific commentary on the surat recitation of the verses individually 2. Charts showing chapter and verses.
meaning of each the Quran. chapter and verses. and collectively. the chapter and the 2. give that translation of
verses. 2. Leads students 2. Listen to the verses. the chapter and the
2. recognize the lessons through dissuasion teacher 3. Information verses.
contained in each of the to appreciate the explanation. technology 3. list the lessons
verses. significance of surat 3. Mention devices. contained in the chapter
3. state how to apply fatihah. significance of the and the verses.
those lessons in daily surah and the 4. state how those lesson
life. verses. can be applied in daily
4. identify the life.
significance of suratu 5. mention the
fatihah in salat and significance of suratual
supplication. fatihah.
193
SS I
SECOND TERM
ACTIVITIES
WEEK

3 Surat qurisiyu Students should be able Reading in Arabic 1. Revises with the 1. Proclaim the text 1. A copy of Students to:
to: translation and brief students the of the chapter and glorious Quran. 1. mention the specific
1. state the specific commentary on the surat. recitation of the verses individually 2. listen to the meaning of the verses.
meaning of each of the chapter and verses. and collectively. teacher 2. memorize the whole
verses Q2:255. 2. Leads students 2. Listen to the explanations. content.
2. recognize the lessons through discussion teacher 3. Information 3. list the lessons derived
contained in each of the to appreciate the explanation. technology and how can be applied
verses. important of the 3. Mention devices. in daily life.
3. state how to apply Ayatul qurisiyah. significance of the 4. outline the mention of
those lessons in daily Ayatul kurisiya the ayatul.
life.
4.identify the
significance Ayatil
qurisiyu in salaat and
supplication.
4 Quran amanah Students should be able 1. Reading in Arabic 1. Revises with the 1. Read the text of 1. A copy of Students to:
rasul Q2:285-286 to: translation and brief students the the chapter and glorious Quran. 1. mention the specific
1. state the specific commentary on the surat. recitation of the verses individually 2. Listen to the meaning of the verses.
meaning of each of the chapter and verses. and collectively. teacher 2. memorize the whole
verses Q2:285-286. 2. Leads students 2. Listen to the explanation. content.
2. recognize the lesson through discussion teacher 3. Information 3. list the lessons derived
contained in each of the to appreciate the explanation. technology and how can be applied
verses. important of the 3. State devices. in daily life.
3. state how to apply amanar rasul. significance of the 4. state the significance
those lessons in daily amanar rasul. of the amanar rasul.
life.
4. outline the
significance ayatul
amanar rasul Q2:285-
286.
194
SS I
SECOND TERM
ACTIVITIES
WEEK

5 Hadith 1-5 an- Students should be able 1. An-Nawawis 1 1. Leads them in 1. Listen to the 1. A chart Students to:
nawawis to: 2. An-Nawawis 2 recitation of the text teacher containing the 1. recite some of the
1. recite the texts and 3. An-Nawawis 3 and meaning of the explanations. hadith. hadith.
the meanings of the 4. An-Nawawis 4 hadiths. 2. Read the texts 2. Information and 2. mention the meaning
hadith. 5. An-Nawawis 5 2. Explains the and translations communication of the hadith.
2. Appraise the lessons meaning to them. after the teacher. technology 3. state the lessons
contained in the hadith. 3. Lists some 3. State some of the devices. contained in the hadiths.
3. apply the lessons in lessons contained in lessons of the 4. memorize the whole
their daily life. the hadiths. hadith content.
4. State the compilers 4. Explains how to 4. Explain how the
of the collections. apply them in daily lessons could be
life. applied in that
5. Mentions the daily life.
compilers of the 5. Mention the
collections. compilers of the
collections.
6 Quran Bayyinah Students should be able Surat Bayyinah Q 98. 1. Recites the suwar 1. Recite the text 1. A copy of the Students to:
to: with the students. the suwar glorious Quran. 1. pronounce the difficult
1. recite correctly with 2. Leads students to individually and 2. Charts sharing words.
tajiveed the surar appreciate the collectively. the chapters and 2. recite the suwar
bayyinah. significance of the 2. Listen to the the verses. correctly with tajweed.
2. memorize the whole suwar. teacher 3. Information and 3. give the translation of
content at verse by 3. Identities some explanation. communication the suwar.
verse. difficult words for 3. Mention some technology 4. list the lessons
3. recognize the lessons correct lessons contained devices. contained in the suwar.
contained in the suwar pronunciation. in suwar bayyinah. 5. state how the lesson
bayyinah. 4. Proclaims the can be applied in daily
4. state how to apply different words life.
those lessons in daily repeatedly.
life.
195
SS I
SECOND TERM
THEME: QURAN AND SIRAH
ACTIVITIES
WEEK

7 Quran tin Students should be able Surat tin Q 95 1. Recites the suwar 1. Recite the text 1. Copy of glorious Students to:
to: with the students. the suwar Quran. 1. pronounce the difficult
1. proclaim correctly 2. Leads students to individually and 2. Charts showing words.
with tajweed the suwar appreciate the collectively. the chapters and 2. recite the suwar
tin. significance of the 2. Listen to the the verses. correctly with tajweed.
2. memorize the suwar suwar. teacher 3. Information and 3. list the lessons
verse by verse. 3. Identifies the explanation. communication contained in the suwar.
3. recognize the lessons different words for 3. Mention some technology 4. state how to apply
contained suwar tin. correct lessons contained devices. those lesson in daily life.
4. state how to apply pronunciation. in suwar tin.
those lesson in daily 4. Read the
life. difficult words
repeatedly.
8 Quran Alaq Students should be able Surat Alaq 1. Reads the suwar 1. Recite the text 1. A copy of Students to:
to: with the students. the suwar glorious Quran. 1. pronounce the difficult
1. read correctly with 2. Leads students to individually and 2. Charts showing words.
tajweed the suwar tin. appreciate the collectively. the chapters and 2. recite the suwar
2. memorize the suwar significance of the 2. Listen to the the verses. correctly with tajweed.
verse by verse. suwar Alaq. teacher 3. Information and 3. list the lessons
3. recognize the lessons 3. Identifies the explanation. communication contained in the suwar.
contained suwar Alaq. difficult words for 3. Mention some technology 4. state how to apply
4. state how to apply correct lessons contained devices. those lesson in daily life.
those lesson in daily pronunciation. in suwar Alaq.
life. 4. Read the
difficult words
repeatedly.
196
SS I
SECOND TERM
ACTIVITIES
WEEK

9 Sirah life of ibn Students should be able 1. Explain the life in 1. Explains the life 1. Listen Information and Students to:
sina to: story of ibn-sina. of ibn-sina. attentively to communication 1. mention the story of
1. narrate the story of 2. Explain his 2. Asks students to teacher technology the ibn-sina.
the birth or ibn-sina. contribution toward realize that they can explanation. devices. 2. explain his
2. explain his islam. achieve what ibn- 2. Ask questions contribution.
contribution. sina achieved. where necessary. 3. state some lessons
3. appreciate the lessons 3. Explain the learnt from his life ibn-
of his life. contribution of the sina.
ibn-sina.
10 Sirah Ar-razi Students should be able 1. Explain their life 1. Narrates the life 1. Listen Information and Students to:
to: history of Ar-razi and of Ar-razi and ibn attentively to communication 1. state the story of Ar-
1. narrate the story of ibn khalaud. khalaud. teacher technology razi and ibn khalaud.
childhood of Ar-razi 2. Narrate their 2. Leads students to explanation. devices. 2. outline their
and ibn khalaud. contribution in theology, realize the 2. Ask questions contribution.
2. explain their philosophy and Sufism. contribution of the where necessary. 3. list some lessons
contribution theology, 3. Explain their lessons Ar-razi and ibn 3. Explain the learnt from their life Ar-
philosophy and Sufism. to daily life. khalaud. contribution of the razi and khalaud.
3. outline their lessons. 3. Mentions the Ar-razi and ibn
4. state the application lessons to daily life. kahalaud.
of lessons in daily life.
11 REVISION
12 EXAMINATION
197
SS I
THIRD TERM
ACTIVITIES
WEEK

1 Tawhid Taharah Students should be able Taharah (purification) 1. Defines taharah 1. Listen to the 1. A chart Students to:
to: 2. Mentions the teacher definition. 2. Practical 1. define taharah
1. define taharah kinds of taharah. 2. Mention the demonstration of 2. mention the kinds of
2. mention kinds of 3. States the kinds of taharah. taharah taharah.
taharah. importance of 3. List the 3. state the importance of
3. state importance of taharah. importance of taharah.
taharah. taharah.
2 Salaat Students should be able Salaat obligatory and 1. Guides students 1. Listen 1. A chart Students to:
to: non-obligatory prayer. to discover that attentively to the containing the 1. define salaat.
1. explain what salaat salaat is one of the teacher pillars of islam. 2. Describe a rakaah in
is. fundamental explanation. 2. A chart full.
2. describe how a principles of isiam. 2. Recognize that containing the five 3. state numbers of
rakaah is performed; 2. Guides students each salaat has a obligatory prayers. rakaat in each or the
3. state how many to recognize that specific number of 3. Information and obligatory prayers.
rakaat one in each of each salaat certain a rakaah communication
the fire obligatory number of rakaah. 3. Describe a technology
prayers. 3. Leads students to complete rakah. devices.
describe a rakaah 4. Mention number
from the takbiratul of rakaat in each of
ihram to the sitting the obligatory
after the second prayer.
sujud.
4. States the number
of rakaah in each of
the five obligatory
prayer and non-
obligatory prayer.
198
SS I
THIRD TERM
THEME: TAWHID AND TARIKH
ACTIVITIES
WEEK

3 Zakaat Students should be able Zakaat 1. Guides students 1. Listen to the 1. A chart Students to:
to: -spiritual to state the meaning teachers containing relevant 1. give the meaning of
1. state what zakaat is. -social of zakaat. explanations. verses in zakaat.
2. mention the spiritual -economic objectives of 2. Leads students to 2. State some connection with 2. list the spiritual
objectives of zakaat. zakaat. recognize the spiritual objective zakaat. objective of zakaat.
3. identify social and -importance of zakaat. spiritual objective of of zakaat. 2. Concrete objects 3. examine the social and
economic objective of zakaat. 3. List some of the such as maize, economic values of
zakaat. 3. Mentions some of social and grains, fruit and zakaat.
4. outline importance of the social and economic values of servellery. 4. discuss the moral
zakaat. economic value of zakaat. objectives of zakaat.
5. state some verses of the zakaat. 4. Identify the 5. mention some relevant
the Quran and hadith 4. Discusses the moral values of quranic and hadith
that discussed zakaat. moral value of the zakaat. passages that support
zakaat. 5. Enumerate the zakaat.
5. Identifies some importance of 6. enumerate the
verse of the Quran zakaat. importance of zakaat.
and hadith. 6. Explain some
6. Outlines the verses and hadith
importance of back up.
zakaat.
199
SS I
THIRD TERM
THEME: TAWHID AND TARIKH
ACTIVITIES
WEEK
TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION GUIDE

OBJECTIVES LEARNING
4 Tarikh Islamic Students should be able 1. The Islamic 1. Narrates the 1. Listen to the A chart containing Students to:
political system to: political system meaning of the phrase teacher discussion. the relevant 1. give the meaning of the
1. explain the meaning of sovereignty of allah. sovereignty of allah; 2. Define the term quranic verses and phrases sovereignty of
sovereignty of allah. 2. The principle of 2. Discuses the sovereignty of hadith. allah.
2. describe the Islamic amanah (trust), sovereignty of allah as allah. 2. examine the basis of
political system with adakh (justice) and the basis of political 3. Realise that Islamic political system.
regard to sovereignty or shurah (mutual system. there is equality 3. define amanah, adalah
allah. consultations). 3. States that equality before the law and and shurah with particular
3. enumerate the before the law-adalah mutual consultation reference to Islamic
significance of the is part of Islamic which embedded in political system.
sovereignty of allah. political system. Islamic political. 4. list some of the lessons
4. recognize the Islamic 4. Mentions that 4. List some of the to be learn by Nigerians.
political system with justice and mutual merit of these
special reference to consultation are part of qualities.
adalah (equality before Islamic political 5. Ask questions
the law), justice and system. where necessary.
sharah as mutual 5. Discusses how the
consultation. qualities of justice
trust and mutual
consultation could be
applied in daily.
5 Quran surat adiyah Students should be able Suratul-adiyah 1. Recites the suwar 1. Recite the text of 1. A copy or the Students to:
to: Q100. with the students. the suwar adiyah. glorious Quran. 1. pronounce the difficult
1. read correctly surat 2. Leads students to 2. Identify some 2. Charts showing words.
adyahihth tajweed. appreciate the difficult words for the chapter and the 2. read the suwar correctly
2. state the specific significance of the correct verses. with tajweed.
meaning of the suwar. suwar. pronunciations. 3. Information 3. translate the suwar.
3. recognized the lessons 3. Identifies some technology 4. enumerate the lessons
contained in the suwar. difficult words for devices. contained in the suwar
4. state how to apply correct pronunciations. adiyah.
those lessons in daily life. 5. state how the lessons can
be applied in daily life.
200
SS I
THIRD TERM
ACTIVITIES
WEEK

6 Suwar zilzal Students should be able Suratul-zilzal Q99 1. Recites the suwar 1. Recite the text of 1. A copy of the Students to:
to: with the students. the suwar adiyah. glorious Quran. 1. pronounce the difficult
proclaim correctly 2. Leads students to 2. Identify some 2. Charts showing words.
tajweed of suwar zilzal. appreciate the difficult words for the chapter and the 2. read the suwar
significance of the correct verses. correctly with tajweed.
suwar. pronunciation. 3. Information 3. translation of the
3. Identifies some technology suwar.
difficult words for devices. 4. enumerate the lessons
correct contained in the suwar
pronunciation. adiyah.
5. state how the lessons
can be applied in daily
life.
7 Quran shams Students should be able Suratul-shams Q91. 1. Recites the suwar 1. Recite the text of 1. A copy of the Students to:
to: with the students. the suwar shams. glorious Quran. 1. pronounce the difficult
1. read correctly 2. Leads students to 2. Identify some 2. Charts showing words.
tajweed of suwar appreciate the difficult words for the chapter and the 2. read the suwar
shams. significance of the correct verses. correctly with tajweed.
2. list the specific of the suwar. pronunciation. 3. Information 3. translation of the
suwar. 3. Identifies some technology suwar.
3. outline the lessons difficult words for devices. 4. outline the lessons
contained in the suwar. correct contained in the suwar
4. list how to apply pronunciation. shams.
those lessons in daily
life.
201
SS I
THIRD TERM
ACTIVITIES
WEEK

8 Tasfir of the Quran Students should be able Tasfir. 1. Explains the 1. Define the tasfir A copy of glorious Students to:
to: phase of tasfir. 2. Listen to the Quran. 1. explain tasfir.
1. define tasfir 2. Leads students to teacher 2. mention the origin of
2. explain the origin of state the explanation. the tasfir.
the tafsir origin/source of the 3. Contributing to 3. list the importance of
3. enumerate the tasfir. how tasfir is tasfir.
importance of tasfir. 3. Lists the originated. 4. mention the
4. list the contribution importance of the contribution to the tasfir.
of the companions to tasfir.
the tasfir. 4. Guides students
to enumerate the
each companions
contribution.
9 Sirah briefly Students should be able 1. Life history of Al- 1. Narrates the life 1. Listen Information and Students to:
history of Al- to: Ghazali. story of Al-Ghazali. attentively to communication 1. mention the story of
Ghazali 1. narrate the story of 2. His contribution. 2. Guides students teacher technology Al-Ghazali.
the birth of Al-Ghazali. to mention his explanation. devices. 2. enumerate the
2. explain his contributions. 2. Ask questions contributions.
contribution. 3. Leads student on where necessary. 3. state some lessons
3. appreciate the lessons how to apply the 3. Explain the learnt from his life Al-
of his life. lessons to daily life. contribution of the Ghazali.
Al-Ghazali.
202
SS I
THIRD TERM
ACTIVITIES
WEEK

10 Tawhid and figh Students should be able Principles of inheritance. 1. Explains the 1. Explain the A charts showing Students to:
general principles to: words of inheritance. pictures of a 1. mention the meaning
of inheritance 1. explain what inheritance. 2. List the general family. of inheritance.
(Mirath) inheritance is. 2. Mentions the rules regulating 2. enumerate the rules
2. state the rules general rules inheritance in the guiding and regulating
regulating inheritance regulating Shariah. inheritance.
in the Shariah. inheritance in the 3. State the limit to 3. list the state limit to
2. mention the Shariah. bequest. bequest.
impediments to 3. States the 4. Outline the 4. mention the
inheritance. impediments to implication on implication and lessons
3. enumerate the limit inheritance. inheritance. on inheritance.
to bequest. 4. Guides students 5. State the lessons
4. mention the to know the of inheritance.
implications and implication and
lessons of Islamic lessons of Islamic
provisions on provision on
inheritance. inheritance.
11 REVISION
12 EXAMINATION
203
VISUAL ARTS
SS I
WEEK FIRST TERM
OBJECTIVE GUIDE
1 Visual arts Students should be able 1. Consciously created through an 1. Defines visual art. 1. Participate Learning material Students to:
& to: expression of skill or imagination. 2. Students should actively in class use 1. give two
2 1. define visual arts. The act of making skillful use of mention the various discussion. 1. Available works definition of
2. mention major materials to produce things for classes of visual arts 2. Ask questions. of art that represent visual arts.
classes of visual arts. human use and pleasure 3. Discusses the 3. Copy notes and each of the classes. 2. list the two
3. list the components 2. Classification of visual arts. components of each components. 2. Pictures of major classes of
of each of the classes of FINE ARTS class of visual arts. available works of visual arts.
visual arts. 1. Drawing 4. Explains the art and household 3. list 2
4. state the functions of 2. Painting functions of visual materials differences
visual art and list items 3. Sculpture arts. between the
of arts. APPLIED ART 5. Discusses the various classes
1. Graphics functions of visual and component of
2. Textile arts. visual arts
3. Ceramics 4. state the
3. FUNCTIONS OF VISUAL ART: functions of visual
Utilitarian arts and list items
i. Teacups of art.
ii. Clothes
- Advert posters
- Aesthetic
i. Painting
ii. Sculpture
- RELIGIOUS carved images as
idols, masks, divination tray
- POLITICAL chiefly stools
- Symbols to Educate
204
VISUAL ARTS
SS I
WEEK FIRST TERM

OBJECTIVE GUIDE
3. Visual sense Students should be 1. The dynamics of basic 1. Leads class 1. Participate in Selected household Students to:
able to: shapes in every object eg. discussion on the class discussion objects like bottle, 1. discuss the
show the dynamics of Cylinder or bottle dynamics of basic 2. Identify the flask, fruits sprays dynamic of 3 shapes
shapes observed and i. The basic shapes shapes in every shapes which observed.
the colours. ii. All objects having more object objects shown as 2. list the colours one
than one colour because 2. Uses a variety of examples could be could see on an
they reflect the colours of natural and manmade reduced to object that seems to
objects around them. objects to illustrate have one colour.
Every objects being unique the concept of keen
in surface likeness perception.
(texture). 3. Arranges the
2. The nuances of colour varieties of objects on
mixture on surfaces of table for student to
objects we see. see.
4. Professions and job Students should be Professions of visual artists 1. Discusses job 1. Participate in Magazines and Students to:
opportunities able to: 1. Graphic designer prospects in visual class discussion on newspaper write up 1. list 3 job
1. mention job i. Video Editors arts. job prospects in showing pictures of opportunities in
opportunities in visual ii. Cartoonist 2. Mentions some of visual art. professionals. visual art.
arts. iii. Designers for the products from 2. Participate in the 2. describe the work
2. describe an artwork. lithographic printing these professions. drama done in the of an artist that they
3. list things found in 2. Industrial designers e.g 3. Guides discussion class. have seen before.
the video studio. Textile designers on things found in the 3. list 4 digital video
3. Painters video studio for studio equipment.
4. Sculptors students to note.
5. Ceramic industry 4. Dramatizes the job
6. Photography in visual arts.
7. Cultural officers
8. Medical illustrators
9. Investigative illustration
205
VISUAL ARTS
SS I
FIRST TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
5. Drawing lines Students should be able Concept of lines 1. Discusses the 1. Observe lines in Concrete objects of Students to:
to: a. Types of lines: nature, types, nature. table, charts, pencil 1. list four types of
1. identify kinds of - vertical quality and 2. Use lines to and paper charcoal line.
lines. - horizontal functions of lines. construct objects. 2. state three
2. list the qualities and - diagonal 2. Displays functions of lines.
functions of lines. - wavy cartoons, pictures 3. state the qualities
- spiral and diagrams of lines.
- zig-zag demonstrating
b. Qualities of lines: various types of
- thick lines, qualities and
- thin functions of lines.
- heavy 3. Leads classes in
- light various exercises
-rigid involving lines.
- flexible
6. Drawing nature Students should be able Lines as patterns in Guides students to 1. Participate in Leaves showing veins Students to:
and man maid to: nature observe lines in class discussion. as lines. list 3 difference in
objects identify lines in nature i. woodland (trees nature and manmade 2. Draw various lines in nature and
and manmade objects. without leaves) object. types of lines. manmade objects.
ii. Lines on animals e.g
Zebrah.
iii. Skeleton of animals.
iv. Veins in leaves
2. Lines as pattern in
man-made objects.
206
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TEACHING AND
WEEK

OBJECTIVE GUIDE
7 Drawing and Students should be 1. Power and railway lines. 1. Leads students through 1. Practice 1. House hold Students to:
shading able to: 2. Steel frame work and a structure free activity drawing a chosen objects e.g Candy 1. make a drawing and
1. draw what they see structure of buildings. allowing students to object on paper box, glass, plate and coordinate hand activity
into forms and shapes. 3. Bridges, fences choose simple manmade without looking at flak. without looking at their
2. mention various i. Eye and hand objects and drawing in the the paper but 2. Ball point pen paper but focused on the
shading techniques, coordination, imitative manner the teacher directs focused only on model.
practice the various drawing. 2. Guides students to the objects. 2. name any four shading
shading techniques. ii. Shading techniques practice until accuracy is 2. Practice the techniques.
cross hatching pointillism, achieved. various types of 3. display their shadings.
blurring, hatching. 3. Mentions and writes shading
the various shading techniques.
techniques on the board.
3. Demonstrates the
various shading
techniques.
8 Drawing still Student should be able Still-life drawing 1. Explain various 1. Draw objects 1. Pen and ink Students to:
life objects to: 1. Composition of inanimate objects using from observation 2. Natural objects 1. draw a simple still-life
1. draw still life object inanimate objects photographs or illustration 2. Draw natural composition.
from direct - Lines, qualities direction from books. objects like 2. identify texture and tone
observation. of shapes and forms. 2. Arranges a composition shrubs, rocks, still life objects.
2. identify form tones - Simple perspective in of natural object for fruits, flowers and 3. draw things from nature.
and textures in still- object drawing. Natural students. so on 4. display and discuss their
life objects. objects, from texture, and works under the following
3. use line, colour tone headings.
texture, form or shape - Study of nature e.g i. proportion
and balance in nature flowers, rocks, fruits, ii. design
drawing vegetables, insects and fish iii. texture
iv. shading
207
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FIRST TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
9 Drawing Students should be able i. Life drawing composition 1. Experiments with short Sketche human Pastel charcoal Students to:
human figure to: ii. Proportion and action poses with figures posing 1. make figure
1. draw a human figure iii. Tonality emphasis on the economy before the class drawing to
to proportion. of live. conform with the
2. mention parts of the 2. Demonstrates the correct following criteria
human body and relate methods of observing the 2. relative of
them. human figure using i. proportion of
pencil for measuring figure drawn:
ii. Half closed eye for - balanced
focusing composition
iii. Blocking or missing in - neatness in
terms of volumetric drawing
proportion eg. Carving our - use of light and
the human figure as a shade
silhouette - use of space
10 Introduction to Students should be able 1. The analysis and evaluation of 1. Define art appreciation
art appreciation to: works of art 2. Evaluative criteria
1. list ways of 2. Form and their suggestions
appreciating works of art 3. Use of elements and principles of
2. state ways of design
evaluating criteria of 4. Composition in art work for
work of art. harmony
3. state the qualities of 5. Significance of pictorial elements
picture elements and 6., Terminologies in art
what the suggest Art terms:
4. mention the - Appliqué, Balance, Bas-relief,
terminologies in art that Calligraphy, Cartoon, Motifs,
aid appreciation Silhouette, Cire Perdue
11 & 12 REVISION AND EXAMINATION
208
VISUAL ARTS
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WEEK SECOND TERM
OBJECTIVE GUIDE
1 Introduction to Students should be able to: Block lettering and 1. Displays and 1. Participate 1. Ruler Student to:
& graphics 1. construct simple lettering calligraphic lettering discusses different actively in class 2. Pencil 1. produce four works
2 write simple calligraphy feature: letter character. discussion. 3. Paper portraying all the
lettering. - spacing 2. Demonstrates 2. Practice the 4. Calligraphic pen or features of block and
2. identify and apply the - formation of letters using pen to make construction of an improvised one. calligraphic lettering.
elements of design. - streamlining letters strokes, curves, simple lettering. 5. Drawing 2. name 4 element of
3. identify and apply the - skill and craftsmanship spirals. 3. Practice the use instruments art.
principles of design in their - learn loops 3. States the of calligraphic pen. 6. T-square 3. display and discuss
works. - curves differences in the 4. Make sample 7. Set-square two works in relation to
- ascenders type faces of block design of any art 8. Magazine elements of design
- descenders letters, serifs and work applying the 9. Newspaper 4. name 4 principles of
ELEMENTS OF san-serifs. elements of design. 10. -Colour design.
DESIGN: 4. Demonstrates how 5. Make works 11. Pastel 5. display and discuss
- line to form words using applying the 12. Board two works applying
- texture thick letters. principle of design. 13. Scissors these principles of
- colour 5. Leads discussion designs.
- size on the elements of
- value design.
- shape 6. Displays works of
PRINCIPLES OF art portraying
DESIGNS: elements of design.
- balance 7. Leads discussion
-contrast on the principles of
- proportion design.
- variety 8. Uses picture to
- gradation illustrate the
- harmony principles of design.
9. Explains when to
apply a particular
principle or a
combination of
principles in art
making.
209
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WEEK SECOND TERM
OBJECTIVE GUIDE
3 Introduction to Students should be Forms of Graphic Advertisement: 1. Displays and 1. Participate in 1. Newspaper Students to:
& graphics able to: - newspaper explains various forms class discussion magazines 1. produce two
4 make posters, flash - posters qualities and 2. make simple 2. Colours posters
cards, greeting cards - handbills characteristics of advertisement 3. Pencils One flash card
for specific occasions. - invitation cards graphic advertisement. designs. 4. Gum and two greeting
- book cover 2. Guides students, 3. Copy notes 5. Knife cards.
- CD Jackets make cards, posters, 4. Make cards, 6. Brushes 2. portray the
- banners television captions on posters, 7. Collotape features of
FEATURES: selected topics. television, caption 8. Pen advertisement
- suitable design 3. Leads students to on selected topics 9. Paper design.
- legibility of lettering visit Newspaper as directed by the 10.T-square
- communication houses, printing press, teacher. 11.Drawing set
- technical proficiency television houses to 5. Visit 12.Ruler
- colour distribution and harmony note materials. newspaper 13.Letter-set
- colour symbolism houses. 14.Scissors
5 Introduction to Students should be 1. Computer hardware. The visible and 1. Defines computer 1. Listen 1. Computer Students to:
& computer able to: tangible components of the computer hardware and attentively to scanner. 1. list 4 hardware
6 graphics 1. identify computer A. Components software. teachers 2. Digital cameral and software.
hardware. - Monitor 2. Gives students definition. 2. define what is
2. define computer - Systems Unit examples of both. 2. Practice the computer
software. - Printer 3. Demonstrates the four basic mousse software.
3. perform the four - Keyboard four basic mouse techniques. 3. mention two
basic mouse - Mousse techniques. 3. Copy notes component of
operations. B. Computer software. computer
The instructions that tells your computer hardware.900on
what to do. Examples three computer
- Corel draw graphics software.
- Harvard graphics 5. perform the
- Adobe photoshop four basic mousse
3. The 4 basic mousse techniques operations
- Pointing techniques.
- Clicking
- Double clicking
- Dragging
210
VISUAL ARTS
SS I
WEEK SECOND TERM
OBJECTIVE GUIDE
7 Textile designs Students should be a. Textile design on paper. A 1. Define motif and their 1. Participate in Board pencil Students to:
& able to: motif. A single unit of sources creating various types Designer colours 1. state the
8 1. identify motifs design. 2. Lead discussion on of motif Cartridge meaning of motif
within a design B. Repeat patterns various arrangements of 2. Arrange motif of Paper 2. identify 3 motif
2. state various repeat - Block motif and repeat patterns their choice to create Masking tape within a design
patterns - Half drop 3. Illustrate examples of patterns Rulers 3 list 3 repeat
3. print designs on - Mirror motif using the board 3. Participate in visit Tracing paper patterns
fabric using various - Orgee 4.Visit a textile mill with to textile mill Drawing board 4. list 2 printing
techniques - Brick students 4. Participate in Leaves shells techniques
- Diamond 5. Leads discussion on preparing motif Printing table 5. display two
2. Printed textile design what was observed 5. Print design on Scissors printed works
3. Printing techniques during visit fabric Trays showing the
- Block 6. Prepare the motif for Fabric techniques used
- Lino cut printing Water
- Wood cut 7. Leads the class in Rubber
- Yarn cut print-making Basin
- Screen printing Wood block
Yarn line
Blocs thickener
Squeeze
9. Terminologies in Students should be Terminologies in 2 1. State the 1. Listen and discuss Slide show of artist at Students to:
2 dimensional able to: dimensional art: vanishing terminologies in 2 the terminologies in 2 work 1. list 4
art 1. state terminologies point medium chiaroscuro dimensional art dimensional art terminologies in 2
in 2 dimensional art foreshore tening, aerial view 2. Explains which aspect 2. Copy notes dimension art.
2. explain Repeat motif picture plans of 2 dimensional art the 2. describe 2
terminologies in 2 terms belong terminologies that
dimensional art 3. Explains the apply to 2
3. mention which terminologies in 2 dimension art
aspect of 2 dimensional art 3. write model
dimensional art the 4. Provides model essays essays on selected
terminology exists on select areas of art and areas
explain constituent terms
211
VISUAL ARTS
SS I
WEEK SECOND TERM
OBJECTIVE GUIDE
10 Terminologies in Students should be Terminologies in 3 1. Guide students 1. Listen and participate Art Students to:
3. dimensional able to: dimensional art. To state the in discussion in Reviews, Art essays, 1. list 5
art 1. state the - Terra-cotta terminologies in 3 terminologies chart and pictures terminologies in 3
terminologies in 3 - Sculpture in the round dimensional art 2. Copy notes dimensional art
dimensional art - Green ware 2. Explains the 2. explain 4
2. explain the - Leather hard terminologies in 3 terminologies in 3
terminologies in 3 - Marquette dimensional art dimensional art
dimensional art - Relief contained in an art
essay to the class
11 REVISION
12 EXAMINATION
212
VISUAL ARTS
SS I
WEEK THIRD TERM

OBJECTIVE TEACHER STUDENTS GUIDE
MATERIALS
1. Introduction to Students should be able to: Terminologies in ceramics 1. Explain the meaning 1. Listen Clay ceramic tools, students to:
modeling 1. list the vain types of clay 1. Types of clay of ceramics attentively table, buckets, 1. mention 2 types
2. state the properties of - Primary clay 2. State the types of 2. Participate in sponge, twine, and properties of
2. Introduction to clay - secondary clay clay class discussion wheel clay
modeling 3. mention the different 2. Properties of clay: 3. Enumerates the 2. list two ceramic
(continued) methods of making ceramic - Pliability different methods of tools
works 3. ceramic tools and equipments making ceramic works 3. discuss methods
4. identify ceramic tools 4. Methods of molding 4. Mention of ceramic of making ceramic
3. Introduction to and their functions - Coiling tools and their uses works
modeling 5. make simple ceramic furs - Slabing 5. demonstrates various 4. make one simple
(continued) - Pinching methods of molding ceramic form
5. Processes of drying and firing
4. Historical Students should be able to: 1. No Arts 1. Lead class discussion 1. Participate in Maps Students to:
foundation of 1. mention and describe 2. Igbo-Ukwu Arts on the location, origin class discussion Textbook 1. mention and
Nigerian arts artworks on ancient 3. Ife Arts: and characteristic 2. Copy notes Board describe 3 Nigerian
(200BC – 1900 Nigerian art cultures - Terra – cotta features of ancient Photographs ancient art
AD) 2. identify the names, media - Bronze works Nigerian art cultures. Computer 2. state location of
and styles of known - Quartz carving 2. Leads discussion on Projectors ancient Nigerian
5. Historical Nigerian ancient artworks 4. Benin Art the context of Illustration from art cultures
foundation of 3. identify the location of - Bronze works production an use of books and 3. state the
Nigerian arts these major art cultures; - Ivory carving those artworks magazines characteristic
(continued) 4. state the context of the 5. Owo teracottas features of 4
production of these 6. Tsoede Bronze Different ancient
6. Historical artworks 7. Esie soap stone Nigerian art
foundation of 5. identify the characteristic 8. wood carving e.g Ekpo wood cultures
Nigerian arts Features unique to these carving an Ekpo mask of the
(continued) ancient artworks Ibibios and Annangs
9. Alok Monolith stones at Ikom
7. Historical L.G.A, Cross River State
foundation of
Nigerian arts
(continued)
213
VISUAL ARTS
SS I
WEEK THIRD TERM

MATERIALS
8 Museums and Students should be able to: 1. Definition of Museum 1. Defines 1. Participate in the class 1. Maps and Students to:
art 1. identify types of museum building or institution museums and discussion photographs 1. list two types of
2. identify an art gallery where objects of artistic, Galleries in 2. Collect articles of containing museums in
3. name major museums in historical or scientific Nigeria, dates of historical and scientific illustrations of Nigeria.
Nigeria and their dates of importance and value are establishment. value to set-up a mini museums and art 2. list two locations
establishment kept; studied and put on 2. Discusses the museum in class or galleries of museums and art
display locations of art school 2. Pictures of local galleries in Nigeria.
galleries and their 3. Note how artifacts and arts and crafts 3. state how
9 Museums and 2. Definition of Art functions. artworks of museums and 3. Slides artifacts and
galleries in Gallery: A place where 3. Discusses the galleries are preserved 4. Computer artworks of
Nigeria artworks are exhibited location of 5. Projector. museums and
and sometimes sold. museums and art galleries are
3. History of museums in galleries in Nigeria preserved.
Nigeria e.g Ife, museum
4. Types of museums; that houses the Ife
natural history of museum Bronze head,
10 Museums and at Ife, war museum at Umuahia war
art galleries in Umuahia, Museum of museum, Calabar
Nigeria Nigerian slave history
(Continued) Traditional Architecture museum, national
monta in Jos Gallery of Art,
Lagos and Mydrim
Art Gallery in Ikoy
4. Discusses how
art works of
museums and
galleries are
preserved.
11 REVISION
12 EXAMINATION
214
MUSIC
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
1 Intervals Students should be able 1. Meaning and 1. Explains the 1. Draw a dummy key 1. Chalk board Students to:
to: definition of interval concept of intervals. board. 2. Plano/ Dummy 1. write the
1. identify the distance and quality of interval. 2. Draws any two 2. Write the intervals key board (visual intervals of the 6th,
between any two notes. 2. Description (Types) notes on the treble the 2nd 4th and 5th on the aid). 7th and 8th (octave)
2. distinguish between of interval. stave. treble stave. 3. Manuscript paper 2. write any
the home note and other 3. Inversion of 3. Uses the key 4. Pencil intervals on the
notes of the key. intervals. board (Visual aid) to 5. Eraser chalkboard and
explain the concept identify them.
further. 3. explain the
differences
2 Chords Students should be able Meaning of chords 1. Analyses the 1. Write a root, a major 1. Chalkboard Students to:
to: (Root, may 3rd and structure of a 3rd and a perfect 5th 2. Manuscript paper 1. write different
1. build a primary triad perfect 5th and Triads primary triad above it in their 3. Plano/ Dummy kinds of triads on
on any given note as 2. Building on chords 2. Draws the note of manuscript paper key board the board and
root 3. Types of triads. a primary triad on 2. Identify primary 4. Pencil identify the
2. recognize a primary Emphasis on primary the treble stave triads from among the 5. Eraser primary among
triad on manuscript triads using the triads write board them.
paper/chalk chalk/magic/white 2. write primary
magic/white board board triads on given
3. Writes two or notes.
more different kinds
of triads the board.
3 Notation: staff Students should be able 1. Treble and Bass staff 1. Writes a simple 1. Copy the melody 1. Board Students to:
and Tonic solfa to. 2. Tonic solfa familiar melody in written by the teacher 2. Plano/Dummy write a melody of
1. recognize a familiar 3. Melody in c major staff and tonic solfa. 2. Listen to the melody key board. not more than 4
melody notated in staff 2. Plays a simple played by the teacher 3. manuscript paper bars:
or tonic solfa familiar melody of 4 3. Use the same staff 4. Pencil a. on treble stave
2. write a simple to 8 bars and tonic solfa values to 5. Eraser b. in tonic solfa
familiar melody in staff 3. explains the write their own melody notation.
or tonic solfa notation values of the staff
and tonic solfa notes
215
MUSIC
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
4. Transcription Students should be 1. Meaning of 1. Explains and 1. Use the steps given 1. Chalk board Students to:
able to: transcription lustrates the steps by the teacher to 2. Manuscript paper transcribe the
rewrite a given 2. Notation from staff involved in transcribing transcribe a given 3. Pencil following melody
melody notated in to solfa a melody from one melody. 4. Eraser into staff I d:
staff in to tonic solfa 3. Notation of notation notation to another 2. Write 8 notes in solfa mll,:rld:tld:-ll
and vice versa. of notes from solfa to 2. Transcribes a simple and transcribe them into
staff melody from solfa to staff.
staff and vice versa
5. Transcription Students should be 1. Explains meaning of 1. Explains and 1. Use the steps given 1. Chalk board Students to:
able to: transposition. illustrates the steps by the teacher to 2. Manuscript paper transpose any
rewrite a given 2. Short familiar involved in transposing transpose a given 3. Pencil given melody from
melody notation in melodies (song). a mutation to another. melody. 4. Eraser one key to another.
staff into tonic solfa 3. Transpose any given 2. Transposes a simple 2. Write 8 notes in solfa Ea key C to F
and vice-versa. melody from one key to melody from solfa to and transpose them into major.
another c to another and vice-versa. staff.
(e.g ).
6 Scales Students should be 1. Meaning and types of 1. Draws the circle of 1. Identify the different 1. Plano Students
able to: scales signature. 5th to explain the accidentals 2. Chalkboard 1. list 3 types of
1. identify major 2. Meaning and types of arrangement of key 2. Write the scale used 3. Tape-recorder scales African and
and minor scales scale African and signatures. by the tune played by 4. Manuscript paper. western scales.
(natural melodic and western scales (Tones 2. Distinguishes the teacher. 2. explain the
harmonic). and semitones. African and western 3. List the order of difference between
2. distinguish 3. Relationship between scales. introduction of sharps diatonic and
between African and major and minor scale. 3. Plays a tune an and flats pentatonic scales.
western scales. African scales). 4. draw the circle of 3. compose a
3. use a pentatonic 4. Explains the 5ths. simple melody of
scale to compose a differences between 5. Identify the mode not more than 4
simple melody. major and minor scales (major or minor) of a bars using a
5. Writes and explains given melody. pentatonic scale.
the uses of the different
accidentals.
216
MUSIC
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
7. Cadences Students should be able 1. Meaning and types of 1. Writes a perfect 1. Study the written 1. Chalk board $ 0 0
to: cadences. cadence (V-I). cadences. 2. Manuscript paper. 0 0
1. recognize cadences 2. Close and open 2. Explains the 2. Describe the 0 0
written on the board. score. structure of the differences between the
2. write cadences. 3. Four part Harmony. cadence. two cadences. 7 0
3. Writes a playa 3. Identify the types of
cadence.(IV-I). cadences in a written 0
melody. V I
Students to:
1. write the
differences
between the playa
and perfect
cadence
2. identify the
above cadence
8. Identification of Students should be able 1. Meaning and 1. Plays the key 1. Listen and identify 1. Manuscript paper Students to:
tones/pitches to: Tonality (identify chord the pitches played. 2. Chalkboard 1. write out the
1. identify different different in pitch played 2. Explains the 2. Sing pitches tones 3. Piano or any other tones played by the
pitches from their 2. Sing the pitch played difference in pitch played by the teacher keyboard teacher
sounds 3. Write down the as he plays 3. Write down the instrument. 2. signify by
2. differentiate between pitches on paper pitches on paper. raising their hands
pitches by singing them to indicate sound
e. g doh c and doh c that make an
octave
217
MUSIC
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WEEK FIRST TERM

OBJECTIVES GUIDE
9 Sight reading Students should be able 1. Meaning of sight 1. Explains the steps Apply the steps given 1. Scores of Students to:
to: reading and steps to to sight reading. by the teacher and sing melodies 1. sing a folksong
1. read the score of a sight-reading 2. Recognition of an unfamiliar melody. 2. Manuscript paper. melody in unison.
simple piece of music 2. Singing simple the clef, key of the 3. Piano or any key 2. use steps to sight
with little time of study. melodies in union. piece, it’s time board instrument. simple.
2. sing a simple melody 3. sing simple (4) four signature e.t.c. 3. sing simple (4)
from staff and solfa part music with four part music
notation. dynamic signs with dynamics
signs.
10 Melody Students should be able 1. Dictation of different 1. Plays several 1. Sing the melody 1. Piano, Recorder Students to:
Dictation to: kinds of simple melody tunes on the piano played by the teacher. or any melodic 1. identify and
1. write down simple 2. Analyze the structure or any other key 2. Observes the melodic instrument. write the melody
melodies dictated to of a simple melody board instrument. features in the tune 2. Selected songs. played.
them. 3. Analyze the melodic 2. Guides the played by the teacher. 2. write simple
2. analyze the structure features with particular students to good melodies of not
of a simple melody as reference to stepwise listening more than 2 bars
an aid to dictation. movements leaps/skips 3. Analyzes the employing the
and repeated tones. melodic features melodic features
with particular learnt.
reference to step
wise movement
leaps/skips and
repeated tones.
11 REVISION
12 EXAMINATION
218
MUSIC
SS I
SECOND TERM
THEME: MUSICAL PRACTICE AND PERFORMANCE (APPLIED MUSIC)

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Musical Students should be 1. Skills for playing 1. teaches the skills 1. Observe the teacher 1. Chalk board Students to:
instruments able to: simple musical for playing some demonstrate the 2. Musical 1. play a given
study skills learn the requisite instruments (African or chosen inst. position of play, hold instruments. melodic or rhythmic
skills for playing a western) i e Recorder 2. Demonstrates the and mode of sound fragment together.
chosen instrument 2. Fingering and skills for playing an production from their 2. demonstrate the
Tonguing techniques. inst of his choice instruments skills they have
3. Instrument playing. 3. Guides the students 2. Observe the most acquired on their
in position of play skilful to play a melody instruments by
hold and production instrument. playing a piece
of tones from a together.
chosen instrument
2. Melody Students should be 1. Pitch differentiation 1. Writes and sings a 1. Sing a familiar 1. Chalk board Students to:
writing able to: 2. Knowledge of short familiar melody melody after the teacher 2. Manuscript paper write down from
1. identify and write intervals. of not more than 2. Identify the internal dictation a melody
down sounds of 3. Step wise movements 4bars on the differences between the played by the teacher.
different pitches notes using solfa chalkboard notes that form step
2. combine different notation. 2. Asks the students wise movements in a
pitches in meaningful to reproduce the melody
rhythm to form short melody
simple melodies 3. Discusses a step
wise movement with
regards to interval
219
MUSIC
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SECOND TERM
THEME: MUSICAL PRACTICE AND PERFORMANCE (APPLIED MUSIC)

TEACHING AND
WEEK
OBJECTIVES GUIDE
3 Ensemble Students should be 1. Use of different 1. Discusses the 1. Show interest in 1. Various traditional Students to:
playing able to: African musical nature of instruments playing their various musical instruments 1. demonstrate the
African ) 1. exhibit confidence instrument e. g pot drum, as they play instruments as they play 2. Folk tunes skills of combining
in their handling of wooden drum, maracas, individually. individually. instruments in an
musical instruments flute, drums e. t. c. 2. Practices how to 2. practise how to ensemble
2. play together 2. Group playing combine African combine African 2. practice the
irrespective of gender 3. Playing with insets in an ensemble instruments in an accompaniment to a
3. form groups of 2, accompaniment to a 3. Collects folk tunes ensemble given tune.
3, 4 or more given tune. and suggest suitable 3. collect folk tunes and
instrumentalist instrumental suggest install
accompaniments accompaniments
4. Musical Students should be 1. Knowledge of the 1. Explains the skills 1. Play some drills on 1. Available musical Students to:
instruments able to: skills and techniques of of playing various their individual instruments 1. play a given
(western) 1. learn how to play playing. musical instruments instruments 2. Scores of not more melody on their
some western 2. Playing of some 2. Plays a known 2. Play in ducts, trios than & bars. instruments
musical instruments western musical piece on any and quartets e. g. flute 2. play as an
e. g recorder, flue Instruments. instrument of his and Plano or trumpet ensemble
trumpet, piano 3. Playing simple choice and drums
2. learn the skills of familiar tunes. 3. Guides students in
playing the musical playing some familiar
instruments of their tunes.
choice
3. play some known
melodies inducts
trios and quartets.
220
MUSIC
SS I
SECOND TERM
THEME: MUSICAL PRACTICE AND PERFORMANCE (DANCE)

TEACHING AND
WEEK
OBJECTIVES GUIDE
5. Nigerian Students should be 1. Nigerian Traditional 1. Discusses the various List the functions of 1. Dance notes Students to:
dance styles able to dance styles. uses. dance and the context 2. Pictures perform any
1. state the use and 2. Uses and functions of 2. Demonstrates some in which the dances 3. Video tapes. traditional dance
functions of dance in dance in the Nigerian examples of ethnic dances are used. 4. Traditional style.
the Nigerian society. society. through the process of musical instruments
2. state the form of 3. The contexts of choreography.
traditional dance. Nigerian dance e. g. 3. Enumerates the contexts
religious, social of Nigerian dances e. g
economic, cultural, e.t.c. religious, social economic
cultural e. t. c.
6. Western Students should be 1. Features of dance. e. g Demonstrates examples of List the various art 1. Recorded music Students to:
dance styles. able to: social dance ballistic and these dances for students forms and practice 2. Video tapes perform a special
differentiate between modern dance styles. better understanding them as taught by the 3. Dance note book. social dance as
the social, ballistic 2. Various art forms teacher. directed by the
and modern dance 3. Differentiate between teacher.
styles. the social, ballistic and
modern dance styles.
7. African and Students should be 1. Expression and 1. Enumerates the 1. List three major 1. Live music Students to:
western dance able to: communication in dance. differences between African differences between 2. Costumes produce either a
styles 1. identify the forms 2. Simple choreographic and western dance. African and western 3. Staging materials western or African
of choreography. forms: 2. Leads the students to dance styles. dance for school
2. analyze the a. dance drama choreograph a dance. 2.Choreography a community.
fundamental b. AB, AB dance for a group of
differences between c. ABC, ABC 10 i.e 5 males, 5
African and western 3. The differences females .
dances. between African and
3. perform a dance western dance styles.
from any of the two
dance styles.
221
MUSIC
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
8. A. Main- Students should be able 1. Classification of 1. Explains the physical 1. Take notes as the 1. Chalkboard Students to:
tenancy care to: traditional musical features of a particular teacher explains the 2. Chart or chagrin 1. list 4 ways of
and tools. 1. name particular instruments. fractional musical features of local musical caring/maintaining a
B. Repair/ traditional musical 2. Storage and instrument. 2. Describes the physical instruments. given traditional
servicing instruments and group tools for making 2. Draws the instrument features of any musical 3. Various tools musical inst.
them accordingly. various or uses a pictorial chart instruments brought by used in the making 2. describe the
2. explain the physical instruments. to mark the parts of the the teacher of various physical features of
features of any 3. Problem instrument. 3. List the ways of caring instruments. one or two musical
traditional musical identification and 3. Demonstrates to the for the musical 4. Repair kit tool inst.
instrument. tools for repaired in students how to take care instruments available box. 3. draw any
3. learn the names of the technologist of and preserve the them. 5. Musical traditional musical
tools used in the workshop. instrument. 4. learn the names of instruments. inst of their choice
construction 4. Shows the students the tools and how to use 4. try to use the tools
maintenance, care and tools used in making them. to construct any
repaired of named named musical 5. Emulate what the musical instrument of
traditional musical instruments and how to teacher has done in class their choice.
instruments. used them. 6. attempt to repair a 5. List the necessary
4. identify some 5. Explains to the damaged musical tools in a technology
common problem students how to identify instrument workshop.
associated with named problems in an 6. enumerate
traditional musical instrument. common problems in
instruments e. g. sekere 6. Demonstrates how to circling local musical
(Rattle), Ekwe (wooden repair and handle instruments.
slit dram), inoloxy instrument with
Lophone. appropriate tools.
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OBJECTIVES GUIDE
9 Maintenance Students should be 1. Identification of 1. Uses a chart of 1. List the orchestral Chart of orchestral Students to:
care and able to: orchestral instrument western musical instruments they know. instruments differentiate between
servicing 1. identify and name 2. Classification of instruments to 2. Take notes on the orchestral and dance
orchestral instrument orchestral instruments. classify each. problems of each band instruments.
at sight. 3. Common problems 2. Explains the instruments explained
2. identify common associated with common problems by the teacher.
problems associate orchestral instruments. associated with each
with named musical instrument.
instrument.
10 Computer Students should be 1. Operating a computer 1. Boot the computer 1. Take notes as the 1. A guitar Students to:
music (soft able to: 2. Installing software and explains the steps teacher explains the 2. A tuning fork recount the
ware) 1. operate and install into a computer. in booting a processes of booting the 1. C.P.U procedures in booting
a software 3. Programming computer. computer 2. Music software and installing of
programme in the 2. Explains the 2. Take notes on the especially finale or music soft ware.
computer e. g. finale importance of soft instillation of software sibelio
or sibelio. ware especially the in a computer 3. Digital key board
2. use the computer finale, in writing 3. Reconnect a digital
to write music music. keyboard
3. observe the use of 3. Explains to the 4. Shows step by step
a digital keyboard in students how to how to program short
programming music program a simple rhythm pattern
rhythm.
11 REVISION
12 EXAMINATION
223
MUSIC
SS I
THIRD TERM
THEME: INTRODUCTION TO MUSIC TECHNOLOGY (AFRICAN MUSICAL INSTRUMENT)

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Maintenance Students should be 1. Identification of 1. Uses a chart of 1. List the orchestral Chart of orchestral Students to
care and able to orchestral instrument western musical instruments they know instruments differentiate between
servicing identify and name 2. Classification of instruments to 2. Take notes on the orchestral and dance
orchestral instrument orchestral instruments. classify each. problems of each band instruments.
at sight. 3. Common problems 2. Explains the instruments explained
associated with common problems by the teacher.
orchestral instruments. associated with each
instrument.
2. Tuning Students should be 1. Procedures of tuning a 1. Explains to the 1. List the procedure on 1. A guitar Students to
able to particular musical students the how to tune a guitar. 2. A tuning fork 1. identify an
1. identify a dis- instrument e. g guitar. procedures of tuning 2. Attempt to tune a instrument there is
tuned instrument. 2. Trumpet a particular musical guitar trumpet and flute out –of –tune
2. tune them as 3. Flute. instrument e. g as directed by the 2. list the steps taken
directed by the guitar, trumpet teacher. to tune the instrument
teacher. 2. Tunes a guitar step as in (1) above.
by step for the
students to observe.
3. Plays a flute with a
table chart. For the
students
3. Computer Students should be 1. Meaning of computer Explains to the 1. Recognize a digital Digital keyboard Students to
music able to programming students how to keyboard. 1. identify a digital
1. identify a 2. Steps in programming program a simple 2. Shows step by step keyboard instrument.
programmed music 3. The differences rhythm pattern with a how to program a shat 2. list the steps in
as distinct from live between programmed digital keyboard rhythm or melodic programming a piece
performance. music and live pattern. of music.
2. observe the use of performance.
a digital keyboard in
programming music.
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SS I
THIRD TERM
THEME: INTRODUCTION TO MUSIC TECHNOLOGY (AFRICAN MUSICAL INSTRUMENT)

TEACHING AND
WEEK
OBJECTIVES GUIDE
4 Pre-colonial Students should be 1. History of African 1. Narrates the history 1. Listen and ask 1. History text book Students to:
African music able to: music. of African music questions 2. Chalk board write short notes on
acquaint themselves 2. Uses of African music itemizing the musical 2. Sing the folk song as the music of Africans
with the musical i. e folk music, work genres that existed led by the teacher. before the colonial
practice of Africans song festival music. before colonialism era.
before the colonial 3. Singing of folk song. i. e folk music, work
era. song, festival music,
e. t. c.
2. Sings a folk song
for the student,
THEME: HISTORY AND LITERATURE OF MUSIC
5. Western Students should be 1. History of western 1. Narrates the history 1. Listen to the history 1. History text book Students to:
music able to: music- medieval period of music before 1400. narrated by the teacher. 2. Chalk board write short notes on
(medieval 1. familiarize (800-1400). 2. Analyses the 2. Take note of the 3. Pictorial charts. the music of the
period) themselves with the 2. Forms and styles of features of early major features of early medieval period.
types of music in the medieval period e. g. use music with regard to music.
medieval period of chord modes and the composers and 3. List the composers of
(800-1400). charts. the developments in the medieval period and
2. appreciate the 3. Composers of the form and musical their contributions to
various forms and medieval period and instruments. the development or
styles of medieval their contributions to the musical form and
period e. g . use of development of musical instruments.
chord, modes and form and instruments.
charts.
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SS I
THIRD TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
6. Renaissance Students should be 1. History of music 1. Provides students 1. Listen and ask 1. Tape recorder Students to:
period (1400- able to: renaissance period with excerpts of questions 2. Musical examples mention 2 composers
1600) 1. identify the (1400- 1600). music of the period. 2. Take notes on the 3. Music scores of renaissance period
characteristics of the 2. Composers of the 2. Names two major topic taught 4. Chalkboard. and their works
renaissance period. renaissance period. composers of the
2. acquaint 3. Composers works. renaissance period
themselves with and their works
some composers of (Palestrina and
the renaissance others.
period and their 3. Explains the
works. musical features of
the period.
7 Pre-colonial Students should be 1. Types of music in 1. Lists the types of 1. Sing a folk song 1. Text book Students to:
African music able to: Nigerian. music in Nigerian from their localities 2. Chalk board 1. write lessons learnt
list the features of the 2. Functions of which include rara 2. Write the use of 3. Pictorial charts from two folk songs
music of pre-colonial 3. Uses of music oriki, aru, folktale music in their localities given by the teacher.
African especially songs, minstrel songs 2. list 3 examples of
Nigeria. e. t. c. types of music in
2. Explains the Nigeria.
context in which
music is used in
African selling ritual,
lullaby, ceremonies,
palliate music e. t. c.
Introduces folk song
that teaches moral
values e. t. c.
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THIRD TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
8 Western The Students should 1. Instrumental and vocal Itemizes the forms of music of listen and ask 1. Piano Students to:
music be able to: music of medieval and medieval and renaissances questions 2. Recorded music list and explain 2
(medieval and identify, discuss renaissance periods such as madrigal, applicable. 3. Musical score forms of music of
renaissance and analyze the 2. Forms of music of motet, oratorio, cantata the medieval and
period) students features medieval and allemande, concerto e.t.c. two of the
and from of the renaissance periods renaissance
vocal and 3. Features of period.
instruments music instrumental and vocal
of the periods. music
9 Pre-colonial Students should be 1. Identification of 1. Shows the available 1. Take note of the 1. Available Students to:
African music able to: traditional musical instruments to the students. physical features of traditional 1. list 10
(Nigeria) 1. identify instruments. 2. Gives the names of the the instruments instrument e. g. indigenous
traditional musical 2. Classification of instruments and their musical 2. Play each gangan, agogo, goje, musical
instruments. traditional musical functions. instrument to learn ese, udu, obodom, instruments.
2. recognize them in instrument. 3. Discusses their families in it’s distinct sound etc 2. play music in
any ensemble of 3. Functions of musical an ensemble. quails 2. Pictures/ charts of an ensemble as
available instruments. 4. Lead the students to make 3. Play music non-available guided by the
instruments. music. together in an instruments teacher.
ensemble 3. Recorded music
10 Western The Students should 1. Lives and works of 1. Plays some of the works of 1. Listen and take 1. Tape recorder Students to:
music be able to: these composers. E G: the composers mentioned. note of the lives and 2. Tape recorded write shorts notes
(medieval and identify, discuss i. Pope Gregory 2. Discusses the lives and works of the music on the lives and
renaissance and analyse the ii Palestrina works of the composers e. g. composes 3. Fictional chart works of one
period) students features iii William Byrd. i. Pope Gregory 2. Ask questions 4. musical scores composer from
and from of the 2. The influence of their ii. Palestrina where necessary. each of the
vocal and music to the period. iii. William Byrd. periods.
instruments music 3. Highlights the influence of
of the periods. their music on the period.
11 REVISION
12 EXAMINATION
227
HISTORY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
TEACHERS STUDENTS RESOURCES
1 Introductory Students should be able to: a. Definition of 1. Uses explanation 1. Listen to the 1. Textbooks Student to:
Lesson. What is 1. explain the concept of History. and guided question teacher. 2. Video 1. explain the meaning
History and why History. b. Reasons why we to give the meaning 2. Participate in documentary on the of History.
we teach History. 2. give reason why we teach teach History. of history. class activity and meaning of History. 2. give reasons why we
History. - To enable the next 2. Leads students to ask question. teach History.
generation know about watch video 3. Watch video,
their environment. documentary. documentary.
- To provide future
historian.
- History gives us
satisfaction and
enjoyment.
- History makes us
appreciate changes in
the society.
- To see consistency or
inconsistency in the
relationship of recent
events to what has
happened in the past.
228
HISTORY
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TEACHING AND
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OBJECTIVES GUIDE
2 Sources of Students should be able to: Sources of History and 1. Through class 1. Participate 1. Countries from old Students to
History and identify different sources of dating include. discussion leads actively in the class Newspaper featuring 1. identify sources of
Dating. History and dating. 1. Oral History from students to identify discussion. important national History and dating.
living witnesses. the sources of 2. Ask question and events. 2. students state the
2. Written materials History. carryout the class 2. Cultural artifacts. limitations of oral
e.g letter memories. 2. Asks students to assignment. 3. Pictures and video traditions.
3. Archaeological find out from home 3. Participate in the documentaries on
findings. the oral tradition of excursion. Archeological
4. Anthropology the country. 4. Ask questions and findings.
5. Linguistic evidence. 3. Undertakes an write notes on their 4. Pictures of objects
6. Physical objects excursion to a findings. found by
such as farm museum or an Archeologist in
implements masters, ancient palace. Nigeria.
Artwork, Ornaments
etc.
7. Radio carbon
dating.
8. Siteology and the
use of History
movements via
visitations.
9. Excavation.
10. Human remains
(Bones and fossil
remains).
229
HISTORY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
3. Historical skills Students should be Historical skills include 1. Divide the class into 1. Participate in 1. Cultural Artifacts Students to:
(Accented modern able to: 1. Collection of data groups to discuss class discussion 2. An audio 1. explain the
approaching) 1. explain the 2. Interpretation/analysis of Historical skills. on Historical biography meaning of
meaning of Historical tridence what could be 2. Assigns students to skills 3. Audio tape Historical skills
skills. biased, fragmented or partly collect oral and written 2. Students ask containing oral 2. describe ancient
2. describe ancient incorrect. information about their questions tradition about the and modern
and modern 3. Try to discover the pattern clan community. 3. Students History of a approaches to
approaches in of meaning to enduring 3. Encourages students to carryout their community History.
History. question of human life. interpret and submit their class assignment. 4. Books on
4. Explain how various findings. Historiography that
historian saw History contained the ancient
- Polybius and modern
- Christian and Muslim approaches
Histories
- Hegel
- African Histories
4. Prospect of ICT in Students to mention Prospect of ICT in Historical 1. Invites a resource 1. Listen to the 1. Resource person Students to:
Historical Studies prospect of ICT in Studies person who must be an resource person 2. Equipment for list prospect of ICT
Historical Studies Advances in information and expert in ICT with the and ask questions. watching satellite in Historical studies.
communication technology knowledge and 2. Write down television.
allows for live recording of application in historical notes. 3. Video recording of
important events and studies to talk to the class 3. Participate part school events
development on the prospects of ICT in actively in the like inter-house sport.
Historical studies. excursion to the 4. Cyber Café
2. Organizes an excursion cybercafé.
visit to a cybercafé where
the students take view.
230
HISTORY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
5. Land and People Students should be able to: 1. March geo-political 1. Locate the main 1. Participate in 1. Physical map of Students to:
of Nigeria 1. describe the main zones into which Nigeria geographical zones class assignment Nigeria. 1. describe the main
geographical features of can be divided and their and identify their 2. Listen to the 2. A map of Nigeria geographical features
Nigeria. main features e.g Gastal, main features. teachers explanation showing the location of Nigeria.
2. locate the various Forest Savannah, Semi 2. Indicate the areas and take down of various people 2. identify the impact
Nigerian people on the map Savannah and the real occupied by the notes. 3. Drawing or of geography on the
of the country. Savannah. people listed under pictures showing History of the people
3. identify the impact of 2. Main physical features content. (a) Products from of Nigeria.
geography on the History of especially rivers and 3. Uses explanation the vegetational
the people of Nigeria. mountains. and discussion to zone.
3. Areas occupied by the help the student (b) Dress codes.
people such as Kanem, identify the impact of (c) Cultural crafts of
Bornu, Hausa states, geography on human Nigerian people.
Nupe, Igala, Julan, Igbo activity.
Argas, Birom, Calabar
4. The Yoruba especially
Ife, Oyo, Bening, Ijavi
and Itsekiri.
5. Occupations and
products.
6. Movement of people
and means of
transportation.
7. Geographical habitant
and other factors for
inter-group relations and
exchange.
231
HISTORY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6 Tradition of origin Students should be able to: The tradition of 1. Asks students to 1. Carryout class 1. Ethnic map of Students to:
of various groups 1. state the tradition of citizen of the investigate and assignment and Nigeria. 1. narrate traditions of
origin of Nigerian people. Karembu, Kanuri, report back to the report back to class. 2. A chat showing the origin of Nigerian
2. identify the traditional Hausa, Numpe, Igala, class the origin of 2. Participate in ethnic groups in people.
links of certain groups of Jukaun, Ife, Oyo, their own people. class discussion. Nigeria and the states 2. identify traditional
Nigerian people in the Benin 2. Uses explanation where they are found. links of groups of
process of migration. and discussion Nigerian peoples.
method to help the
students to state the
traditions of origins
of Nigerian people.
7. Tradition of origin Students should be able be The tradition of origin 1. Asks students to 1. Carryout class 1. Ethic map of Students to:
of other groups able to: of the Ijaw, Itsekeri, investigate and assignment and Nigeria. 1. narrate traditions of
1. state the tradition of Efik, Ibibio, Urhobo, report back to the report back to class. 2. A chat showing the origin of Nigerian
origin of Nigerian people. Isoko and Igbo and class the origin of 2. Participate in ethic groups in people.
2. identify the traditional Idoma. their own people. class discussion. Nigeria and the 2. identify traditional
links between these people. 2. Uses explanation stakes where they are links of groups of
and discussion found. Nigerian peoples.
method to help the
students to state the
traditions of origin
of Nigerian people.
232
HISTORY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
7. Tradition of Students should be able to: The tradition of origin 1. Asks students to 1. Carryout class 1. Ethnic map of Students to:
origins of other 1. state the tradition of of the Ijaw, Itsekeri, investigate and assignment and Delta State. 1. narrate the tradition
groups origin of Nigerian people. Efik, Ibibio, Urhoko, report back to the report back to class. 2. A chat showing the of origin of these
2. identify the traditional Isoko and Igbo and class the origin of 2. Participate in the ethnic groups in groups in Delta State.
links between these people. Idoma these groups in class discussion. Delta State.
Delta State. 3. Take down note. 3. The various dress
2. Uses explanation codes of these
and discussion people.
method to address
the origin of these
people.
8. Centres of Students should be able to: 1. Features of work, 1. Asks students to 1. Locate Nok and 1. Map of Nigeria Students to:
Ancient 1. locate nok, igbo-ulawu, Igbo Ulawu locate Nok and Igbo igbo-ulawu on the showing Nok and 1. identify the main
Civilization ife and benin on a map of civilization. Ulawu in map of map of Nigeria. Igbo-ulawu. features of civilization
nigeria. 2. Discusses of their Nigeria. 2. Participate in 2. Photography of the of nok igbo-ulawu.
2. identify the main features occupation pursuit. 2. Uses explanation class discussion and various works of art 2. describes some of the
of the civilization of nok 3. Artistic works of and discussion ask questions. from Nok and Igbo- artistic works
and igbo-ulawu. Nok and Igbo-Ulawu. methods. 3. Take down notes. ulawu. 3. describes the life of
3. describes some of the 4. Relationships 3. Organizes an 4. Participate in the man on nok and igbo-
artistic work of Nok and between the centre of excursion to the excursion to ulawu.
Igbo Ulawu. ancient civilization museum and these museum and these 4. examines relations
and other groups. centres. centres. between the peoples of
Nok and igbo-ulawu.
233
HISTORY
SS I
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
9 Centers of Students should be able 1. Features of Ife and Benin 1. Asks students to 1. Locate Ife and 1. Map of Nigeria Students to:
Ancient to: civilization . locate Ife and Benin on the map of showing Ife and 1. identify the main
Civilization 1. locate ife and benin on 2. Discussion of their Benin on the map Nigeria. Benin. features of
a map of Nigeria. occupational pursuit of Nigeria. 2. Participate in the 2. Photograph in the civilization of ife
2. identify the main 3. Artistic works of Ife and 2. Uses discussion class discussion and class discussion and and benin.
features of civilization of Benin. and explanation ask questions. ask question. 2. describe some of
ife and benin. 4. Relationship between these method. 3. Take down notes. the artistic works.
3. describe some of the centers of Ancient civilization 3. Organizes an 4. Participate in the 3. describe the life
artistic works of ife and and other groups. excursion to the excursion to museum of man in nok and
benin. museum and these and these centers. igbo-ulawu.
4. explain the centers. 4. examine relations
relationship between the between the people
people of Benin and Ife. of Ife and Benin.
10 The State Student should be able 1. Early beginnings (Village 1. Uses explanation 1. Participate the Historical map of Students to:
formation process. to: Communities). and discussion discussion, listen to Nigeria showing the identify factors that
The centralized identify features that 2. The first attempts of noted and ask teacher’s explanation, appropriate extent of influence the
states. differentiate process of building larger units: persons question ask questions and each state. process of state
State formation. and methods. 2. Identifies factors take down notes. formation.
3. The rise of capital cities that influence state
4. The role of the environment formation.
and Economic endowments.
5. The role of leadership.
6. Conflicts and
accommodation in the state
formation in process.
7. Similarities and differences.
11 REVISION
12 EXAMINATION
234
HISTORY
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Centralized State. Students should be able 1. Phases of development 1. Ask students to 1. Locate Kanem and 1. Map showing Students to:
Kanem-Bornu up to: 2. Sociopolitical organization locate Kenem and Bornu on the map. trans-Saharan trade 1. identify the main
to 1800 1. identify the main of Kanem state. Bornu on a map of 2. Listen to the routes. stages of stake
stages of the state 3. The coming of Island into Nigeria. teacher’s explanation. 2. Map showing formation process in
formation process in Kanem and Bornu and its 2. Uses explanation 2. Participate in class trade routes Kanem and Bornu.
kanem and bornu. impacts on the rulers and and description discussion, ask connecting Kanem 2. describe the
2. describe the society. method to achieve questions and take and Bornu to their socio-economic
sociopolitical institutions 4. Problems of unity and the lesson down notes. neighbours. organization of
of the state. stability. objectives. 3. Pictures/chat or Kanem state before
3. explaipln the nature of 5. The rise of Bornu empire. drawing showing the coming of Island
the economy of kanem 6. The Economic activities of important rulers, 3. discuss the
and bornu. Bornu Empire (Agriculture, their years of rule coming of Island
4. describe the coming of Fishing, Trade, Crafts and and main into Kanem, Bornu
island into kanem. Industries). achievements. and its impact on the
5. identify important 7. Relations with Hausa land rulers and society.
rulers of kanem and and other Nigeria people. 4. discuss the
bornu. mention their problems of unity
main achievement. and stability in the
6. describe the relations state.
between Bornu and other 5. discuss the rise of
Nigerian groups. the Bornu empire.
The move to
Ngazargamu and the
Economic activities
of the new empire.
6. describe the
nature of
relationship.
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HISTORY
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OBJECTIVES GUIDE
2. The Hausa state Students should be able 1. From village settlement to 1. Asks students to 1. Locate specific 1. Map of Nigeria Students to:
up to 1800 to: form indicating factors in identify specific Hausa centres on a showing the Hausa 1. mention the main
1. identify the area development of Hausa state. Hausa centers on a map of Nigeria states and trade phases through
referred to as the hausa 2. Hausa sociopolitical map of Nigeria 2. Listen to the routes linking them which hausa state
states. organization. 2. Uses both teachers explanation together. passed in their
2. mention the main 3. The Economy of Hausa discussion and 3. Participate in class 2. Pictures/chat or evolution to
phases through which land; Agriculture, Fishing, explanation methods discussion. drawings showing statehood.
hausa states passed in Trade, Crafts and Industries. to achieve the 4. Take down notes. names of important 2. explain the socio-
their evolution to state lessons objectives rulers, their years of political
hood. 3. Visits to one ruler and main organization of the
3. describe the main traditional Hausa achievements. hausa people.
economic activities of city and a Museum. 3. describe the main
the hausa state like kano economic activities
and katsina. of the hausa states
4. island in hausa land. like kano and
5. explain why wars was katsina.
fought among different 4. explain why wars
states in hausa land. were fought among
6. relation with other different state in
Nigerian groups. Hausa land.
236
HISTORY
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SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
3. Nupe up to 1800 Students should be able to: 1. Pre-Isoede Nupe and Uses both 1. Listen to teacher’s 1. Map of Nigeria Students to:
1.explain how this state relations between the explanation and explanation. showing location of 1. explain how this
emerged. component parts. discussion methods 2. Participates in Nupe and her trade state emerged.
2. describe the main 2. The coming of Isoede to achieve the lesson class discussion. routs. 2. describe the main
Economic activity of the and the rise and objectives 3. Take notes and ask 2. Photopgraph Economic activities
Nupe. organization of Nupe question. showing crafts and of Nupe.
3. explain how Nupe kingdom. industries of the 3. explain how Nupe
society was organized. 3. The Nupe Economy Nupe e.g Glass, society was
4. explain the role of (Agriculture, Fishing, Bronze and Beads. organized.
Rivers, Niger and Benue Trade, Crafts and 3. Photograph or 4. explain the roles
on Nupe History. Industries). drawing of Egba of Rivers, Niger and
5. pre-issued Nupe. Isoede. Benue on Nupe
6. the coming of Isoed and History.
the rise and organization of 5. describe the
the Nupe organization. relations between
7. the Nupe Economy Nupe and her
8. nupe and other Nigerian Neighbour.
people.
4. Igala up to 1800 1. Students should be able 1. The Evolution of Igala. Uses the explanation 1. Listen to the 1. Map of Nigeria Students to:
to: 2. The Igala Economy – and discussion teacher’s explanation. showing the location 1. explain how the
1. explain the evolution of Agriculture, Fishing, methods to achieve 2. Participate in the of the Igala and her Igalas emerged.
Igalas. Hunting, Crafts, Industries, the objective of the class discussion. trade. 2. describe the main
2. describe the main Trade). lesson. 3. Take notes and ask 2. Photogrpah economic activities
Economic activities of the 3. Igala, relations with questions. showing the crafts of the Igalas.
Igalas. other Nigerian people. and industries of the
3. describe Igala relations Igalas.
with others.
237
HISTORY
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WEEK
OBJECTIVES GUIDE
5. The Jukun Students should be able 1. Jukun’s migration and 1. Asks students to 1. Locate the A sketch map of Students to:
Kingdom to: settlement in the middle Benue locate the position position of the Nigeria showing 1. explain the
1. explain the peculiar region. of the Jukun on a Jukun on the map of the Jukun state. peculiar place of the
place of the Jukun in 2. Social organization of the map of Nigeria. Nigeria. Jukun in Nigerian
Nigeria History. Jukun with particular attention to 2. Uses both 2. Listen to the history.
2. explain the basis of the place of religion in Jukun explanation and explanation of the 2. explain the basis
their military power. society. discussion method teacher. of the military
3. describe the place of 3. The rise of Jukun to military to achieve the 3. Ask questions and power.
religion in Jokun dominance. objectives of the take down notes. 3.describe the place
society. 4. The relations between Jukun lesson. of religion in Jukun
and Hausa land, society.
Bornu, other surrounding people.
6. Ife and Ojo Students should be able 1. Theories of Yoruba origin and 1. Asks students to 1. Locate the 1. A sketch map of Students to:
to: the relations between Ife and the locate the position position of old Oyo Nigeria showing 1. mention theories
1. mention the theories rest of Yoruba land. of old Oyo and and present Oyo on the location of old of Yoruba origin
of Yoruba origin and 2. Socio-political organization of present Oyo on the the map. Oyo. and relations
relations between Ife the Yoruba kingdom. map. 2. Picture & chat or 2. Pictures/chat or between Ife and the
and the rest of Yoruba 3. The rise and growth of the old 2. Uses both drawing showing drawings showing rest of Yoruba land.
land. Oyo empire. discussion and names of important names of important 2. describe the
2. describe the 4. Oyo empire and the political explanation methods rulers, their years of rulers, their years sociopolitical
sociopolitical organization. to achieve the rule and main of rule and main organization of the
organization of the 5. The Economy of Oyo objective of the achievements. achievements. Yoruba.
Yoruba. (Agriculture, Fishing, Trading, lesson. 3. Listen to 3. explain the place
3. explain the place of Crafts and Industries). teacher’s of Ife in Yoruba
Ife in Yoruba History. 6. Relations with Nigerian explanations, ask History.
4. describe the rise and groups outside the empire. questions and 4. describe the rise
growth of the old Oyo takedown notes. and growth of the
empire. Old Oyo Empire.
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OBJECTIVES GUIDE
7. Benin Students should be 1. Foundation and early history Uses both 1. Listen to the 1. A sketch map Students to
able to: stressing the growth from village explanation and explanation of the showing Benin and 1. describe the stages
1. describe the stages community to kingdom. discussion methods teacher. the empire, showing of development.
of development. 2. Oramiyan and the founding of to achieve the 2. Participate the trade routes 2. access the
2. access the the new Dynasty. objective of the actively in the linking it with her contributions of Benin
contributions of Benin 3. The early kingdom and the lesson. discussion of the neighbours. rulers to the
rulers to the rule of Ogiso. class. 2. Photograph of the development of the
development of the 4. The sociopolitical 3. Ask question Oba of Benin in full kingdom.
kingdom. organization of the Benin and take down regalia. 3. describe the
3. describe the kingdom. notes. 3. Photograph of Economy of Benin.
Economy of Benin. 5. The warrior kings of Benin- Benin Bronze, 4. describe the
4. describe the Eware, Osohua, Esigie. Carving and City relationship between
relationship between 6. Internal problems and decline walls. Benin and the
Benin and the 7. Benin and her neigbhoors neighbours like
neighbours like 8. The Benin economy Yoruba, Oyo.
Yoruba, Oyo. (Agriculture, Fishing, Trade,
Crafts and Industries).
8. Benin and the European.
8. The Efik Students should be 1. Foundation and the early 1. Asks students to 1. Locate the Efik 1. Map of Nigeria Students to:
able to: History stressing the Efik locate the Efik land on the map of showing Efik land. 1. identify the factors
1. identify the factors migrations. on the map of Nigeria. 2. Pictures, which led to the rise of
which led to the rise of 2. The challenges of the Nigeria. 2. Listen to the drawings and video the Efik state.
the Efik states. environment and the rise of the 2. Uses explanation teachers clips of Efik 2. explain the
2. explain the Efik state. and discussion explanation. masquerade and a sociopolitical
sociopolitical 3. The sociopolitical methods to achieve 3. Participate in canoe regatta. organization of the
organization of the organization of the Efik. the objectives of the the discussion in Efick.
Efik. 4. The Economic activities of the lesson. class. 3. describe the
3. describe the Efick including the commercial 3. Leads students to 4. Ask question Economic activities.
Economic activities. relation with other Nigerian. identify the and take down 4. discuss the impact
4. discuss contract 5. The coming of the Europeans occupation of the notes. of contact with the
with Europeans and the impact on the Efik. Efik. Europeans.
5. discuss relatory. 5. discuss the relations
239
HISTORY
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SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
9 The Igbo Students should be able to: 1. The tradition of origin 1. Explanation and 1. Listen to the Map of Nigeria Students to:
1. trace the tradition of origin of the Igbo. discussion methods teacher’s showing the Igbo 1. describe the stages
of the Igbo. 2. Sociopolitical to achieve the explanation land in Nigeria. of development of the
2. identify the main features organization of the Igbo. learning objectives 2. Participate Igbo people.
of the sociopolitical 3. Economic activities 2. Locate the area actively with the 2. describe the
organization of the Igbo. and organization of the occupied by the discussion in class. sociopolitical of the
3. describe the economic Igbo. Igbo in the Nigerian Igbo people.
activities and organization of 4. Igbo relations with map. 3.discuss the relations
the Igbo. other Nigerian people. between the Igbo and
4. discuss the Igbo relations their neighbours.
with other Nigerian people.
10 The Itsekiri Student should be able to: 1. The origin of the 1. Explanation and 1. Locate the area Map of Nigeria Students to:
1. trace and narrate the origin Itsekiri. discussion methods. occupied by the showing the 1. describe the origin
of the Itsekiri. 2. Sociopolitical 2. Locate the area Itsekiri in the map Itsekiri land. of the Itsekiri.
2. identify the main features organization. occupied by the 2. Listen to the 2. describe the
of their sociopolitical 3. The Itsekiri Economy. Itsekiri in the explanation by the Ecnomy of the Itsekiri.
organization. Commercial relations Nigerian map. teacher. 3. trace the
3. describe the Economy of with the other people of 3. Participate in the involvement of the
the Itsekiri. Nigeria. class discussions. Itsekiri in the Atlantic
4. discuss the coming of the 4. The coming of the slave trade.
Portuguese and Itsekiri Portuguese and the 4. describe the Itsekiri
involvement in the Atlantic Itsekiri involvement in relations with other
slave trade. the Atlantic slave trade. people.
11 REVISION
12 EXAMINATION
240
HISTORY
SS I
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Non-centralized Students should be able to: 1. General characteristics explanation an Listen to the teacher Map of Nigeria Students to:
States 1. identify the main features of the non-centralized discussion methods and participate showing the 1. identify the main
of the social and political sates. to achieve the lesson actively in class various states. features of the social
organization of the Non- 2. Main sociopolitical objectives. discussion. and political
centralized states. institutions of the people organization of the
2. identify aspects of their (Igbo, Ibibio, Isoko, non-centralized
sociopolitical institutions Idoma, Tu, Birom, polities of Nigeria.
which cut across lineages and Angas). 2. explain the
villages. 3. The covering of the arrangements made for
government. setting issues and
4. Unifying factors – disputes.
Agecrab Association, 3. identify the
Inter-manages. relationship between
5. Economic activities of the non-centralized
the Non-centralized states and the
states. centralized states.
6. Explain the
arrangements made for
settling issues and
disputes.
7. Discuss socio-political
relations between these
peoples and other groups
8. Identify the
relationship between
centralized and non-
centralized states.
241
HISTORY
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THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
2. Inter Group Students should be able to: 1. Exchange of Uses explanation Listen to the 1. Physical and Students to:
Relations 1. describe the nature of commodities and a major and discussion teacher’s Ethic maps of 1. describe the nature
Economic commercial relations determinant of inter- methods to achieve explanation and Nigeria. of commercial
Activities and between Nigeria diverse group relations. the lesson participate in class 2. Map of the trade relations between
Inter Group people. 2. Inter-marriages objectives. discussion. routes. Nigeria, diverse
Relations 2. access the impact of 3. Lingulalism and people.
economic activities on inter- linguistic borrowings 2. discuss the impact
group relations. 4. Cultrual borrowing of Economic activity
(Nupe Egungun taken on inter group
out by the Oyo-Yoruba. relations.
3. Types of Inter- Students should be able to: 1. Specialization in crafts Explanation and 1. Listen to the 1. Physical map of Students to:
Group Relations 1. identify various types of and industries and discussion methods. explanation by the Nigeria. 1. identify five various
Inter-Group Relations. effects on later group teacher. 2. Map of trade types of inter group
2. access the impact of Inter- relation. E.g trading 2. participate routes. relations.
group relations. craftsmen plying their actively in the 2. access the impact of
trade and setting in discussion in class. inter-group relation in
different parts of the Nigerian people.
country.
2. Movement of people
to centres of
specialization from other
areas.
3. Trading associations
and groups whose
activities cut across
lineages and territories
eg. Akwa, Aro, Benin,
Burno and Hausa.
242
HISTORY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
4. The Impact of Students should be able to: 1. Forms and patterns of Uses explanations 1. Listen to the Physical and ethnic Students to:
migrations war 1. explain the role of migrations forced migrations and discussion teacher’s maps of Nigeria. 1. explain the role
and politics on migrations in promoting of slaves and of war captures methods to achieved explanations. of migrations in
inter group inter group relations. migrant Islamic teachers and the objectives of the 2. Participate promoting inter-
relations 2. describe the students, group fleeing from lesson. actively in the class group relations.
consequences of war on persistent warfare in kingdoms discussions. 2. describe the
Inter-groups relations. and empire and their impact consequences of
3. explain the impact of on inter-group relations. war on inter-group
polities on inter-group 2. Wars of expansion and relations.
relations. incorporation of other people 3. explain the
into kingdoms and empires impact of polities
3. Founding of dynasties from on inter-group
already established kingdoms. relations.
5. Indigenous Students should be able to: Types of indigenous Uses explanation 1. Listen to the 1. Products of local Students to:
Technology 1. mention the types of technology practiced in and discussion explanations of the crafts e.g locally 1. identify the
Crafts and indigenous technology Nigeria methods. teacher. practiced beads. types of indigenous
Industries practiced in Nigeria. 1. Agriculture e.g shifting 2. Participate 2. Foot wear technology
2. identify some areas where culturalism, mixed cropping. actively in the class pottery, cloth and practices in
these indigenous 2. Mettacurgy production of discussion. farm implements. Nigeria.
technologies are practiced. iron, Brass, Silver, Gold, tin 2. identify some
objects e.g production of areas where these
farming implements such as indigenous
Hoes, Axe-heads, Production technologies are
of war iron traps. practiced.
243
HISTORY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6. Early External Students should be able to: 1. Nature of the trade 1. Uses explanation 1. Listen to the 1. Maps of North Students to:
Influences 1. discuss the nature of the a. the trade was between and discussion teacher’s and West Africa 1. discuss the nature of
a. Context with trade. North Africa and the methods. explanation. showing the trade the trade.
North African 2. describe the trade routes Western Sudan through 2. Writes notes and 2. Participate in the routes and the 2. describe the trade
trade and Islam and items of trade. the Sahara desert. ask question. discussion in class. cities along the routes and items of
b. The transaction 2. There are three trade 3. Ask and answer way. trade.
trade. routes. question. 2. Map showing
a. Movocho –Taodeni – the terminal and
Tinbubu. oasis “Paris” of
b. Tinpohi- Gladames - Saharan Caravan.
Air katime. 3. Pictures of
c. Tripoli- Fezzan – camels.
Bornu. 4. Pictures of an
3.Articles of trade oasis.
include Horses, Salt,
Kolanuts, Hide and slen
leather, Slaves, Gold.
244
HISTORY
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
7. Islamic, Kanem- Students should be able to: 1. Meaning of Islam, Explanation and 1. Listen to the 1. A map of Students to:
Bornu 1. define the concept of introduction of Islam in discussion methods teacher’s Western Sudan 1. explain North
Islam. North Africa and the Saharan to achieve the explanation. before 1800. African and Saharan
2. explain the North and precise to the coming of lessons objectives. 2. Participate in 2. Drawing and influence on Kanem
African and Saharan Islam to Kanem and Bornu. the discussion. pictures of Bornu and Bornu.
influences on Kanem and 2. Mai-Umme and the 3. Ask questions people reflecting 2. discuss the impact
Bornu. acceptance of Islam and the and write down their orientation. of Islam on the culture
3. discuss the impact of acceptance of Islam and the notes. and life of Bornu and
Islam on Bornu and Kanem court. Kanem .
Kenem. 3. The consolidation of
Islam.
4. The role of the Ulamas in
the spread of Islam among
the ruling Elite and society.
5. The impact of Islam on
Karem and Bornu.
8. Islam in Hausa Students should be able to: 1. Contacts between Hausa Uses explanation Listen to the 1. Map of Sudan Students to:
Land 1. discuss the introduction land, Bornu and Western and discussion teacher’s belt showing trade 1. discuss the
and spread of Islam on Sudan and the introduction of method to achieve explanation and routes which linked introduction and speed
Hausa land. Islam in Hausa land. the learning participate in class Hausa land with of Islam in Hausa land
2. describe the conflicts 2. The early spread of Islam objectives. discussion. neighbours eg. 2.descrbe the conflicts
which developed between in Kano, Katsina and Zazzan. Bornu. which developed
Islam and local religious The role of the Wangara between Islam and
practices. Fulani and other Silolars in local religious
3. discuss the impact of this process. practices
Islam on society and the 3. discuss the impact
Hausa land. of Islam on the society
245
HISTORY
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THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
9 Early European Students should be able to: 1. Background to European Explanations and 1. Listen to the 1. World map Students to:
Contacts with the 1. identify the reasons for exploration of West Africa. discussion teacher’s showing Africa and 1.idenfifythe
Coastal States European activities. 2. The arrival of the Portuguese methods to explanations. Europe. reasons for
2. identify the articles of along the Nigerian coast, Lagos achieve the lesson 2. Participate in 2. Pictures of European activities.
hade and early commercial and Calabar. objectives. class discussions. articles of trade. 2. identify the
relations between Nigerian 3. Write vested articles of trade and
people and Europeans. and ask questions. early commercial
3. assess the impact of relations between
European contest on the Nigerian people and
Coastal peoples of Nigeria. Europeans.
4. prelude to the Atlantic 3. assess the impacts
Slave trade. of European contact
on the coastal
peoples of Nigeria.
10 Trans-Atlantic Students should be able to: 1. The discovery of American and 1. Uses 1. Listen to the 1. Drawing of Students to:
Slave Trade 1. explains the Europeans. explanation and teacher’s plantations in the 1. explain the
Origin of the circumstances which led to 2. European migrations, discussion explanation and New World. circumstance which
Atlantic Slave the demand for slaves in settlements and activities in the methods to participate in class 2. World map led to the demand
Trade Europe and the New Americans and West Indians. achieve the lesson discussion. showing for slaves in Europe
World. 3. The circumstances which led to objectives. 2. Write notes and Atlantic Slave and the New World.
2. describe the the demand for African labour in 2. Organizes ask questions. Trade. 2. describe the
circumstances which led to the West Indians. excursion to the 3. Participate in 3. Pictures of circumstances which
the introduction of slave 4. The deman for African labour Museum or excursion and slaves being led. led to the
trade in West and the intensification of the Badagry where write reports. introduction of slave
Africa. Trans-Atlantic Slave Trade in possible and ask trade in West
Nigeria. students to write Africa.
5. The organization of the Trade. down notes.
11 REVISION
12 EXAMINATION
246
GOVERNMENT
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Defining Students should be able 1. Definition 1. Asks students to 1. Work in groups to 1. Textbooks Students to:
government to: 2. Structure; identify structures of demonstrate family, 2. Newspaper and 1. explain the
1. Characteristic 1. define and state the i. Legislative. authority in their: school and school cutting meaning of
and functions of characteristics of ii. Executive i. Family clubs. 3. Films government.
government. government. iii. Judiciary. ii. School 2. Contribute to class 4. Pictures and Chats of 2. list the features of
2. Government as 2. explain the functions 3. Characteristics and iii. School clubs discussion. activity. the state.
a processor and of government. Functions. 2. Explains how this 3. Take notes. i. Schools 3. distinguish
governing. 3. define the state and 4. Definition and relates to government ii. State. between the state and
explain it’s relationship features of the state 3. Leads discussion government.
to the government. 5. Relationship on government. 4. describe the
4. discuss government between State and 4. Leads discussion process of rule
as a process or an art. Government. on government as a making.
5. explain the processes 6. Policy formulation process. 5. state the process of
of policy formulation and implementation implementation.
and implementation by 7. Rules making
government. 8. Rule
implementation
9. Rule adjudication
2 iii. Government as Student should be able 1. Why study Leads discussion on Contribute to 1. Textbooks Students to:
an academic field to: government. government as a field discussion and 2. Newspaper Cutting 1. why is it important
of study. 1. explain government 2. Some subfield of of study. Take notes 3. Films to study government
as an academic field of government 4. Pictures and Chats. in schools?
study. i) Local government 2. explain the
2. discuss the ii). Public subfield of
importance of the study Administration. government.
of government. iii). International
3. define the state and relations.
explain it’s relationship
to government.
247
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WEEK
OBJECTIVES GUIDE
3. Basic Concepts Students should be able 1. Definition of the 1. Leads discussion 1. Take notes. 1. Textbooks Students to:
i. Power to: power on how power is 2. Contribute to 2. Films 1. what is power?
1. define power as a key 2. The acquisition acquired and discussion. 3. Newspaper and 2. name three forms
ii. Authority concept in politics. and exercise of exercised. Cutting of power.
2. explain how political power. 2. Leads students to 4. Picture and 3. how can political
power in acquired and 3. Form of power: differentiate between Chats power be exercised.
exercised. i. military. political power and 5.Symbol’s of i. The government
3. state and explain the ii. political authority. authority. ii. The citizens.
forms of power iii .economic 6. National flag, Coat of 4. what are the
4. define political 4. Meaning of Arms. sources of authority.
authority. political authority 5. differentiate
5. identify the sources 5. Sources of political between power and
of political authority authority. authority.
6. distinguish between 6. Differences
power and authority. between power and
authority.
4. i. Legitimacy Students should be able 1. Meaning of 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
to: Legitimacy. on the concept of discussion. 2. Pictures of members 1. why should the
1. explain the meaning 2. Factors that legitimacy. 2. Take notes. of the national. government have
legitimacy. determine 2. Revises sources of legitimacy.
2. discuss the basis of Legitimacy. authority. 2. how does
legitimacy and it’s 3. Legitimacy as a legitimacy ensures
impact on the stability factor that determine stability.
of government. stability of
government.
248
GOVERNMENT
SS I
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TEACHING AND
WEEK
OBJECTIVES GUIDE
ii. Sovereignty Student should be able 1. Two connotations 1. Discusses the 1.Contribute to 1. Textbooks. Students to:
to: of sovereignty concept sovereignty. discussion of 2. Newspaper Cuttings 1. what is sovereignty
1. identify sovereignty i. The state of 2. Explains the sovereignty state?
as: political limitation of 2. Take notes. 2. is the power of a
(a). the supreme power independence. sovereignty. state absolute?
in the state. ii. the supreme power 3. explain the
(b). the state of political in the state. limitation of
independence. 2. problem of sovereignty.
2. explain the difficulty locating sovereignty.
in locating where 3. Limitations.
sovereignty lies in a
state.
5. i). democracy Student should be able 1. Definition 1. Leads a discussion 1. Contribute to 1. Textbooks Students to:
to: 2. Main features of on democracy. discussion. 2. Newspaper Cutting. 1. what is democracy.
1. define democracy. democracy. 2. Arranges for an 2. Go on excursion to 3. films 2. outline the element
2. discuss the main 3. The meaning of excursion to state observe a democracy 4. Pictures and Charts. of democracy.
features political culture. house of assembly. at work. 3. describe Nigerian
3. discuss the meaning 4. The component of 3. Leads discussion 3. Discussion Political culture.
of political culture. political culture. on political culture excursion report. 4. explain how
4. state the component 5. Meaning of and political 4. Dramatize attitudes individual political
Political Culture of political culture. political socialization of Nigerian. acquires political
and political 5. meaning of political socialization. 4. Arranges debates 5. Take notes. beliefs.
socialization socialization. 6.Agents of political on the attitude of 5. differentiate
6. discuss agents of socialization. Nigerians. between political
socialization. culture and political
socialism
249
GOVERNMENT
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
6 i. Communalism Student should be able 1. Meaning of 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
to: communalism. on communalism. discussion and the 2. Films 1. what is
ii. Feudalism 1. define communalism 2. features of 2. Discusses notes. 3. Pictures and charts communalism.
2. explain the features of communalism. feudalism. 2. Contribute to 2. what are the feature
communalism 3. Definition of discussion and take of communalism
3. explain the meaning feudalism. notes 3. what are the
of feudalism 4. Features. characteristic of
4. discuss the features of 5. Merits and feudalism
feudalism demerits. 4. what are the
5. examine the merit and advantages and
demerit of feudalism. disadvantages of
feudalism.
7. SOCIALIZM Student should be able 1. Meaning of 1. Leads discussion 1. Contribute to 1. Textbook. Students to:
to: socialization. on socialism. discussion and take 2. Films 1. what is socialism.
1. define socialism as an 2. features of 2. Arranges for a notes. 3. Newspaper Cutting 2. highlight main
economic theory. socialism class debate 2. Participate in debate 4. World maps features of socialism
2. state the main features 3. Merits and differences between and note the major .3. merits and demerits
of socialism. demerits. capitalism and points. of socialism.
3. explain the merits and socialism.
demerit of socialism
Capitalism Students should be able 1. Meaning of Leads discussion on Contribute to 1. Textbooks Students to:
to capitalism capitalism. discussion and take 2. Newspaper cutting 1. what is capitalism
1. explain the concept of 2. Essential features notes. 3. Films 2. state features of
capitalism of capitalism 4. Charts and pictures capitalism
2. discuss the features of 3. Differences 5. Work/map 3. what are merit and
capitalism between socialism showing capitalist demerits of capitalism.
3. examine the merits and capitalism countries. 4. differentiate between
and demerits of 4. Merits and capitalism and
capitalism demerits. socialism.
250
GOVERNMENT
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
8. Oligarchy Students should be able 1. Meaning of Leads discussion on Contribute to 1. Textbooks Students to:
to Oligarchy. Oligarchy. discussion on 2. Word maps 1. what is Oligarchy?
1. explain the concept 2. Features of Oligarchy. 3. Newspaper cutting 2. state the features of
of Oligarchy. Oligarchy. 4. Films Oligarchy.
2. state the features of 3. Types of 3. examine the type of
Oligarchy. Oligarchy. Oligarchy.
3. state and explain the 4. what is communism
types of Oligarchy. 5. what are the main
principles of
communism.
6. what is the
relationship between
socialism and
communism.
9 Fascism Student should be able 1. Definition of Leads discussion on 1. Contribute to 1. Textbooks Students to:
to fascism. fascism discussion on fascism 2. Films 1. what is fascism.
1. explain the meaning 2. Characteristics of 2. Take notes. 3. World maps 2. explain the features
of fascism. fascism. of fascism.
2. discuss the features
of fascism.
10 Totalitarianism Students should be able 1. Meaning of Leads discussion on Contribute to 1. Textbooks Students to:
to totalitarianism. totalitarianism. discussion on 2. Films 1. what is
1. explain the term 2. Characteristics totalitarianism. 3. Newspaper cutting totalitarianism.
totalitarianism. 2. what are the
2. list its essential features of
features. totalitarianism.
11 REVISION
12 EXAMINATION
251
GOVERNMENT
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Types and Students should be able 1.Meaning of Unitary 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
characteristics of to: government. on unitary system of discussion. 2. Films 1. state the main
Government 1. define Unitary 2. Main features government. 2. Give examples of 3. Map of the world. features of Unitary
government. 3.Advantages and 2. Mentions countries where the system is Government.
Unitary 2. discuss the main disadvantages. where system is operating. 2. what are the
Government features of a unitary 4. Factors responsible practiced. 3. Take notes. advantages and
government. for the success of disadvantages of
3. explain it advantages unitary government. Unitary system.
and disadvantages. 5. Resource control. 3. state the factors that
4. discuss how are responsible for the
resources are success of Unitary
controlled. Government.
4. how are resources
controlled.
2. Federal Students should be able 1. Definition of 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
Government to: federation. on federal system of discussion. 2. Films 1. what is federal
1. explain the meaning 2. Reasons for government. 2. Take notes. 3. Map of the world system of government.
of Federalism. federating. 2. Leads students to 4. Newspaper cuttings 2. explain reasons for
2. state reasons to 3. Characteristics of mention countries Nigeria federating.
federate. federal system. where federal system 3. what are the merit
3. discuss the main 4. Resource control is operating. and demerits of federal
features of federal 5. Merits and government.
system. demerits.
4. discuss how
resources are
controlled.
5. examine the merits
and demerits.
252
GOVERNMENT
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SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
3. Presidential Students should be able 1. Definition of Leads discussion on Contribute to 1. Textbooks Students to:
system of to: presidential system of presidential system of discussion on 2. Map of the world 1. what are the main
Government 1. explain the meaning government. government using presidential system of 3. Newspaper cuttings. features of presidential
of Presidential system. 2. Characteristics Nigeria as an government 4. Films. system of government.
2. discuss chief 3. Resource control example. 2. outline the merits
characteristics of 4. Advantages and and demerits of the
presidential system. disadvantages. presidential system of
3. state how resources government.
are controlled. 3. discuss resources
4. examine the control in the
advantages and presidential system of
disadvantages. government.
4. Parliamentary or Students should be able 1. Meaning of Leads students on 1. Contribute to 1. Textbooks Students to:
cabinet system of to: parliamentary discussion. discussion 2. Map of the world 1. outline the main
government 1. define Parliamentary system. 2. Take notes 3. Newspaper cutting features of
system. 2. major 3. Participate. 4. Films parliamentary
2. list main features of characteristics government.
parliamentary system. 3. Merit and demerits 2. what are the
3. Examine merits and 4. Differences differences between
demerits. between presidential parliamentary and
4. state how resources and parliamentary presidential
are controlled. systems. 3. what are the merits
5. explain the and demerits of
differences between parliamentary system
parliamentary and of government
presidential systems.
253
GOVERNMENT
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SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
5. Confederal Students should be able to: 1. Meaning of 1. Leads discussion 1. Contribute to 1. Textbook Students to:
Government 1. explain the meaning of confederation. on confedral system discussion. 2. Newspaper 1. explain the features of
Confederation. 2. Main features. of government. 2. Take notes. 3. Films confederal government.
2. discuss main features. 3. Resources control 2. Sites countries 2. list the differences
3. discuss issue of 4. Merits and demerits. where the system is between confederation
resources control. 5. Comparison with operating. and federation.
4. state merits and federalism. 3. outline the merit and
demerits. demerit of confederation.
5. compare federalism with
confederalism.
6. Monarchy Students should be able to: 1. Meaning 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
1. define monarchy 2. Forms of monarchy on monarchy discussion and take 2. Map of the world 1. what are the forms of
2. explain types of i. Absolute 2. Sites countries notes. 3. Newspaper cutting monarchy.
monarchy ii. Constitutional where system is 4. Charts and 2. what are the merits
3. explain the issue of 3. Resource control operating. pictures. and demerits of
resource control. 4. Main features monarchy?
4. discuss the features of 5. Merits and demerits 3. who controls the
monarchy system of resources in monarchy
government. system of government.
5. explain the merits and
demerits.
7. Republicanism Students should be able to: 1. Definition 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
1. explain the meaning of 2. Features on republicanism discussion on 2. Newspaper cutting 1. what is republicanism
republicanism. 3. Resource control with examples of republicanism. 3. Pictures and chats 2. explain the features of
2. discuss the features of 4. Difference between countries it is 2. Take notes republicanism.
republicanism. republicanism and practiced. 3. discuss how resources
3. discuss the issue of monarchy. are controlled.
resource control in 4. what are the major
republicanism. differences between
4. differentiate between republican and
republicanism and monarchy.
monarchy.
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GOVERNMENT
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SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
8. Constitutions and Student should be able 1. Meaning of Leads discussion on 1. Contribute to 1. Textbook Students to:
constitutionalism to: constitution constitution as it discussion mentioning 2. Copies of the 1. name the sources of
1. define constitution. 2. Sources of applies to a country, rules and regulations Nigerian constitution. constitution.
2. identify the sources constitution clubs, societies. of their clubs and 3. Constitution of 2. what are the areas
of constitution. 3. Scope of societies. clubs and societies. covered by the
3. discuss the scope of constitution 2. Take notes. constitution.
constitution. 4. Features 3. differentiate
4. explain the features 5. Types of between constitution
of constitution. constitution and constitutionalism.
5. mention the types of 6. Constitutionalism.
constitution.
6. explain
constitutionalism.
9. Executive Student should be able 1. Composition 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
to: i. Parliamentary on executive discussion 2. Constitution 1. how is executive
1. explain how the /cabinet executive 2. Organizes for 2. Presentation of 3. Newspaper cutting composed
executive arm of ii. Presidential excursion to a state excursion report 4. Films. 2. what are the
government is executive secretariat functions of the
composed. 2. Functions executive.
2. state the functions of 3. Control of the 3. how can the
the executive executive executive be
3. discuss how the 4. Honesty and controlled?
executive is controlled. integrity.
255
GOVERNMENT
SS I
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
10 Legislature Students should be able 1. Functions of the 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
to: legislature. on legislation. discussion. 2. Constitution 1. what are the
1. discuss the function 2. Types of 2. Embarks on 2. Reports on 3. Films functions of the
of the legislature. legislature excursion to state excursion. 4. Newspaper cutting. legislature.
2. identify types of i. Unicameral house of Assembly 3. Take notes. 2. state the types of
legislature. ii. Bicameral with students. legislature.
3. explain the processes 3. Stages of passing 3. Leads discussion 3. how is a bill passed
of passing a bill into bill into law on judiciary. into law.
Judiciary law. 4. Honesty and 4. Embarks on 4. what are the
4. Explain the meaning integrity. excursion to a law functions of a
of judiciary. 5. Selection of court with students. judiciary?
5. describe how judges judges, status, 5. Assists students to 5. state how judges are
are selected. conditions and perform a drama on a selected.
6. explain functions of privileges. law court. 6. what are the factors
judiciary. 6. Functions that limit the
7. discuss judicial 7. Judicial independence of the
independence and independence and judiciary
explain how it can be maintenance and
maintained and why. reasons.
8. Factors limiting
judiciary.
independence.
9. Honesty and
integrity.
11 REVISION
12 EXAMINATION
256
GOVERNMENT
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Basic principles Student should be able 1. Basic Leads discussion on 1. Contribute to 1. Textbooks. Students to:
of government to: interpretation. the rule of law discussion. 2. Constitution 1. explain the three
1. define the rule of i. Equality before the highlighting the 2. Take notes. 3. Newspaper cutting. principle of the rule of
Rule of law law. law. interpretations. 4. Films. law.
2. discuss the three ii. Supremacy of 2. what are the factors
basic interpretations of regular law. that limit the
the rule of law. iii. Right to personal application of the rule
3. explain the problems liberty. of law?
of maintaining the rule 2. Problems of
of law in practice. application.
2 Fundamental Student should be able 1. Fundamental 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
human rights. to: human right on fundamental discussion. 2. Constitution. 1. what are the
1. explain what i. Social human rights. 2. Report on 3. Newspaper cutting. fundamental human
fundamental human ii. Political. 2. Embarks on excursion. 4. Films. right
rights are. iii. Economic. excursion to human 3. Take notes. 5. Pictures and Charts. 2. what are the
2. identify some iv. Asses to right commission limitations of
limitations of information. with student. fundamental right.
fundament rights 2. Means of
3. defend their right safeguarding
4. respect the right of fundamental human
other people. rights.
3. Limitations.
257
GOVERNMENT
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
3 Separation of Student should be able 1. Separation of 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
power. to: power in the arms of on the separation of discussion. 2. Newspaper cutting. 1. what is the meaning
1. explain the meaning government. powers. 2. Participate on 3. Constitution. and purpose of
of separation of power. 2. Separation of 2. Organizes drama drama to show the 4. Films. separation of powers.
2. discuss checks and personnel performing on how separation of extent of separations 5. Pictures and charts. 2. what is the
balances. functions. power is practiced. of powers. relationship between
3. examine the 3. Examine the 3. Demonstrates how separations of powers
relationship between relationship between checks and balance and checks and
separations of powers separation of powers can be practiced. balances.
and check of balances and check of balance. 4. Explains the 3. discuss the
4. Explain the extent relationship between separation of power
of separation of both concepts. under presidential and
power and checks 5. Explains the extent parliamentary system
and balances under of separation of of government.
presidential and powers and check
parliamentary system and balances under
of government. presidential and
cabinet.
258
GOVERNMENT
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
4 i. Representative Student should be able 1. Meaning of Leads discussion on 1. Contribute to 1. Textbooks Students to:
government. to: representative representative discussion. 2. Pictures and charts 1. how is representative
1. explain what is government. government. 2. Take notes. 3. Films. government established?
representative 2. Means of 4. Newspaper cutting. 2. what are the merits
government. establishing and demerits of
2. explain how representative representative
representative government. government.
government is 3. Advantages of 3. explain the purpose
established. representative why political
3. discuss the merit and government. participation is desirable.
ii. Political demerits of 4. Meaning of
participation representative political
government. participation.
4. define political 5. Forms of political
participation. participation.
5. identify forms of 6. Purpose of
political participation. political
6. explain why political participation.
participation is
desirable.
5 Centralization and Student should be able 1. Centralization Leads discussion on 1. Contribute to 1. Textbooks. Students to:
decentralization to: 2. Decentralization centralization discussion on 2. Newspaper 1. what is centralization
1. define centralization 3. Forms of (activities of the state centralization and 3. Pictures and charts. and decentralization.
and decentralization. decentralization and federal decentralization. 4. Films. 2. examine the merits
2. distinguish between i. Devolution. government). 2. Take notes. and demerits of
centralization and ii. Decentralization centralization and
decentralization. 4. Advantages and decentralization.
3. examine the merits disadvantages of 3. discuss devolution of
and demerits of centralization. powers.
centralization .and 5. Advantages and 4. states the factors that
decentralization. disadvantages of determine the
decentralization. centralization of power.
259
GOVERNMENT
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6 Delegated Student should be able to: 1. Delegated legislation. 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
legislation. 1. explain what is meant 2. Forms of delegated on delegated discussion on 2. Pictures and charts. 1. define delegated
by delegated legislation. legislation. legislation. delegated legislation. 3. Films legislation.
2. identify different forms 3. Control of delegated 2. Gives example of 2. site examples of 4. Newspaper cutting. 2. explain forms of
of delegated legislation legislation. delegated legislation delegated legislation delegated
4. Advantages and in the school. in school. legislation.
disadvantages of 3. Take notes. 3. outline the merit
delegated legislation. and demerits of
5. Examine the delegated
advantages and legislation.
disadvantages of
delegated legislation.
7 Citizenship Student should be able to: 1. Citizenship (meaning) 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
1. explain how one can 2. Acquisition of on citizenship. discussion on 2. Pictures and charts. 1. how is citizenship
become a citizen. citizenship. 2. Revises lesson on citizenship. 3. Films acquired?
2. discuss the rights, 3. Right, duties and fundamental human 2. Take notes. 2. what are the
duties and obligations of a obligation of citizenship. rights. duties of a citizen.
citizen. 4. Difference between 3. what are the
3. indicate the differences citizens and non-citizens. difference between
between citizen and non- citizens and non-
citizen. citizens
8 Political parties Student should be able to: 1. Definition of political 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
1. define political parties. parties. on political parties. discussion. 2. Films 1. what are political
2. discuss their 2. Organization. 2. Asks students to 2. Take notes. 3. Charts and pictures. parties?
organization. 3. Functions. mention political 2. how are political
3. explain their functions. 4. Types of political parties in Nigeria. parties organized.
4. Identify different types. parties(elite/mass 3. what are the
parties) functions of political
5. Honesty, integrity and parties.
transparency.
260
GOVERNMENT
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
9 Party system Student should be able 1. Party system. Leads discussion on 1. Contribute to 1. Textbooks. Students to:
to: 2. Types of party party system. discussion. 2. Films 1. what is a party
1. explain party system. system. 2. Take notes. 3. Charts and pictures. system?
2. differentiate political i. One party 2. explain the merit of
parties and party ii. Two party. multi party system?
system. iii. Multi party. 3. how is political
3. discuss the 3. Features of party party different from
characteristics of system. party system.
different systems. 4. Merit and demerit
4. explain the merits of the systems.
and demerits of party
system.
10 Pressure group. Student should be able 1. Definition of 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
to: pressure groups. on pressure groups. discussion. 2. Newspaper cutting. 1. what are pressure
1. define pressure 2. Types. 2. Asks students to 2. Take notes. 3. Pictures and charts groups?
groups. 3. Characteristics. give examples of 3. Observe and take 2. list the
2. identify types of 4. Mode of operation. pressure groups in notes during characteristic of
pressure groups. 5. Functions of their community. excursion. pressure groups.
3. describe their pressure groups. 3. Embarks on 3. how does pressure
characteristics. 6. Differences excursion to labour groups operate?
4. analyze their mode of between political organization 4. differentiate
action. parties and pressure secretariat with between political
5. indicate the function groups. students. parties and pressure
of pressure group. groups.
6. contrast pressure
groups with political
parties.
11 REVISION
12 EXAMINATION
261
GEOGRAPHY
SS I
WEEK FIRST TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
1 Geography Students should be able 1. Meaning of 1. Defines 1. Listens and defines 1. Chalkboard Student to:
(a) Meaning and to: Geography. Geography. Geography. 2. Globe 1. define geography.
importance 1. define geography. 2. Value of the study 2. Guides discussion 2. Join in the 3. Aenal photographs 2. mention three
(b) The Earth and 2. identify the of geography. on the value of the discussion of the value of the Earth. values of the study of
other plants importance of the study 3. Components of the study. of the study. 4. Satellite imagery of geography.
of geography. solar system e.g. 3. Guides students to 3. Model the solar the Earth. 3. name the
3. identify the Mercury, Venus, model the solar system. 5. Illustration, components of the
components of the solar Mars etc. system. 4. Participate in class diagrams sketches and solar system.
system. 4. The Earth: 4. Uses the models to discussion models of the earth 4. describe the earth
4. describe the position -size guide the student to 5. Copy the board and the solar system. by shape and size.
of the earth in relations -shape identify and describe summary. 5. explain the position
to the sun and other -position in relation components of the of the earth.
plants. to the sun and other solar system. 6. identify the earth in
5. proofs the shape of planets. 5. Guides discussion relation to the sun and
the earth. on: other plants.
-the shape, size of the 7. absence arguments
earth. to proofs the shape of
-position of the earth the earth.
in relation to the sun
and other plants.
6. Summarizes the
highlight of the
lesson on the board.
2 Earth’s Rotation Students should be able 1. Meaning of 1. Uses the globe and 1. Watch 1. Globe Students to:
to: rotation other models to demonstration ask and 2. Slide 1. define rotation.
1. describe the 2. Effects of rotation demonstrate rotation. answer question. 3. Stationary source of 2. explain causes of
phenomena of earth’s - day and night 2. Guides discussion 2. participate in class light. day and night.
rotation. - deflation of word on effects of rotation. discussion 4. Candle and matches 3. state three effects of
2. explain the effects of - rise and fall of tide 3. Summarizes the 3. Copy the board 5. Illustrative diagrams earth’s rotation.
earth’s rotation. - time differences highlight of the summary. 6. Torch light
from place to place lesson on the board. 7. Dark room
- axis
262
GEOGRAPHY
SS I
WEEK FIRST TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
3 Earth’s revolution Students should be able 1. Meaning of 1. Uses the globe and 1. Watches 1. Globe Student to:
to: resolution. other models to demonstration and ask 2. Slide 1. define revolution.
1. describe the 2. Effects of demonstrate and answer questions. 3. Stationary source of 2. explain causes of
phenomena of earth’s resolution: revolution. 2. Participate in class light. seasons.
revolution. - season 2. Guides discussion discussion. 4. Candle and matches 3. state three effects of
2. explains the effects - marking of the year on effects of 3. Copy the board 5. Illustrative diagrams earth’s revolution.
of earth’s resolution. - variation in the revolution. summary. 6. Torch light
length of day and 3. Summarizes the 7. Dark room
night highlight on the
- equinoxes board.
- solstice
- orbit
4 Latitude Students should be able Latitude: 1. Uses the globe and 1. Listen to teacher’s 1. The Atlas Students to:
to: - meaning of latitude map of the world to explanation, ask and 2. Globe 1. explain the concept
1. define latitude. - equator. identify: answer question. 3. Illustrative of latitude equator.
2. describe the - latitude and - latitudes 2. Participate in class diagrams and slides of 2. list the major
relationship between distances - equator discussions. position of major regions of the world.
latitude and major - relationship with - tropic of cancer 3. Calculate distances regions of the world. 3. calculate distances
regions of the world. major regions of the - tropic of Capricorn from latitude between given
3. use latitude to world (tropic of - arctic circle differences. latitudes.
calculate distances. cancer and cap acorn, - Antarctic circle 4. Copy summary on
arctic and Antarctic 2. Guides discussion the board.
circles). on distance
calculation.
3. Summarizes the
highlight on the
board.
263
GEOGRAPHY
SS I
WEEK FIRST TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
5 Longitude Students should be able Longitude: 1. Guides discussion 1. Listens to teacher’s 1. The Atlas Students to:
to: - meaning on the meridian and explanation. 2. Globe 1. explain the concept
1. define longitude. - time and time zones time zones, etc. 2. Participate in the 3. Illustrative of longitude.
2. differentiate between - international 2. Guides students to class discussion. diagrams and slides 2. explain the
latitude and longitude. dateline differentiate between 3. Calculate local time relationship between
3. use longitude and - grid references latitude and longitude. of places from latitude and longitude.
latitude to locate 3. Calculates local longitude. 3. calculate time from
position of places. time of places from 4. Copy summary on longitude.
4. use longitude to longitude. the board.
calculate time 4. Summarizes the
difference. highlight on the board.
6 Earth’s structure Students should be able 1. Major spheres of 1. Guides students to 1. Listens to teacher; 1. Illustrative Students to:
to: the earth: identify earth’s major ask and answer diagram 1. name the major
1. identify the major - atmosphere spheres. question. Take down 2. Sketches spheres of the earth
spheres of the earth. - biosphere - identify the structure notes. 3. Models of the 2. list the components
2. identify the - lithosphere of the earth’s crust. 2. Participate in class cross section of the of the earth’s interior.
component layers of the - hydrosphere 2. Initiates and guide discussion. earth are interior. 3. state the
earth’s crust. 2. Relationship discussions on: 3. Participate in guided characteristics of the
3. describe the between the three - composition of the tours of the school to crust, mantle and core.
characteristics of each spheres. spheres. observe earths sphere. 4. draw and label the
layer. 3. Relevance to - structure and 4. Draw and label components correctly.
4. draw and label the human activities. characteristics of the cross-section of the 5. describe the
cross section of the 4. Structure of the crust, mantle, core. earth. relationship between
earth’s interior. earth: -explain the 5. Copy the summary the atmosphere,
5. explain the - crust relationship between on the board. lithosphere and
relationship between - mantle the major spheres and biosphere and their
the atmosphere, - core their relevance to relevance to human
biosphere, lithosphere human activities. activities.
and hydrosphere. 3. Summarizes the
highlights of the
264
GEOGRAPHY
SS I
WEEK
FIRST TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
7 Rocks Students should be able 1. Types of rocks: 1. Takes students on field work 1. Brings pictures of things 1. Rock samples Students to:
to: - igneous to collect and classify rocks. mode from rocks to school. 2. Pictures of 1. name and
1. identify the major - sedimentary 2. Initiates and guide discussion 2. Participate in guided things made from classify the
types of rocks. - metamorphic on: tours to observe, collect and rocks. different types of
2. describe the structure 2. Characteristics of - structure, colour, texture and classify rocks. 3. Slides and rocks.
of igneous, sedimentary rocks: permeability of rock types. 3. Participate in class photographs of 2. explain the
and metamorphic rocks. - structure - processes for the formation of discussions different types of structure of rocks.
3. state the - colour igneous, sedimentary and 4. Prepare album of rocks in rocks. 3. state their
distinguishing - texture metamorphic rocks. the locality. 4. Illustrative distinguishing
characteristics of - permeability 3. Importance of rocks 5. Copy the board summary. diagrams and characteristics.
different types of rocks. 3. Mode of formation 4. Guides students to prepare sketches. 4. describe the
4. explain the processes of the rock types. on album of rocks in the processes of
involved in the 4. Importance of rocks locality. formation of the
formation of rock types. to man. 5. Summarizes the highlight of rock types.
5. explain the importance the lesson on the board. 5. state the
and disadvantages of importance of
rocks to man. rocks to man.
8 Mountains Students should be able Types of Mountains: 1. Uses pictures and models to 1. Bring pictures of 1. Models of Students to:
to: - volcanic guide students to identify mountains to school. mountains. 1. name different
1. identify major - fold different mountain types. 2. Listen to teacher’s 2. Pictures of types of
mountain types. - block 2. Takes students on a guided explanation, ask and answer different types of mountains.
2. state the - residual tour of the locality to observe question. mountains 2. state three
distinguishing 2. Characteristics of highlands in the locality. 3. Participate in guided illustrative characteristics of
characteristics of the the mountain. 3. Initiates and guides tours, observe, collect and diagrams, and volcanic, fold,
different types of 3. Mode of formation discussion on: classify mountains. sketches of block and residual
mountains. of the mountain types. - structure and characteristics of 4. Participate in class different mountain mountains.
3. explain the processes 4. Importance of the mountain types. discussions. types. 3. describe the
involved in the mountains: - processes of the formation of 5. Surf the net to obtain 3. Video clips/ process of the
formation of the - mineral the mountains. information on processes of documentary films formation of the
different mountain types. - agriculture - importance and disadvantages mountain formation. on mountain mountain types.
4. explain the importance - communication of mountains to man. 6. Model different types of formation. 4. state the
and disadvantages of - climatic effect - summarizes the highlights on mountains. importance of
mountains to man. - etc. the board. 7. Copy the board summary. mountains to man.
265
GEOGRAPHY
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WEEK FIRST TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
9 Lowlands Students should be able 1. Types of lowlands: 1. Takes students on 1. Participate in 1. Atlas Students to:
to: - valleys field work to observe guided tours to 2. Maps 1. describe with
1. identify the major - coastal some lowlands observe lowlands. 3. Sketches examples the different
types of lowlands. - plans etc. 2. Uses models, 2. Make models of 4. Pictures of lowlands types of lowlands.
2. describe the 2. Characteristics of: illustrative diagram, different types of showing various 2. state the
characteristics of - valleys pictures and sketches lowlands. human activities. characteristics of
different types of - plans to initiate and guide 3. Participate in class 5. Models of different valleys, plans, coastal
lowlands. - coastal areas discussion on: discussion. lowlands. etc.
3. explain the processes 3. Mode of formation - characteristics of 4. Copy the board 3. describe the
involved in the of the lowlands. different types of summary. processes of the
formation of lowlands. 4. Importance of lowlands. formation of lowland.
4. explain the lowlands. - processes for the 4. state the importance
importance of lowland formation of of lowlands.
to man. lowlands (Valleys,
plans and coastal
areas).
-importance of
lowlands e.g.
(Agriculture,
minerals, timber etc).
3. Guides students to
made models of the
different types of
lowlands.
4. Summarizes the
highlight of the
266
GEOGRAPHY
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WEEK FIRST TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
10 The Environment Students should be able 1. Meaning of 1. Conducts outdoor 1. Participate in - Maps Student to:
to: environment. activities to observe outdoor activities to - Pictures of objects in 1. describe the
1. explain the meaning 2. Types of the environment. observe, collect and the environment environment.
of the environment. environment: 2. Guides class classify objects found - Slides and 2. classify the
2. identify the different - physical discussions and lead in the environment. photographs of environment as
types of environment. - social students to: 2. Participate in class different types of physical, social and
3. describe the - cultural - classify man’s discussions. environment. cultural environment.
components of the 3. Domains of the environment and 3. Observe and - Illustrative diagrams 3. enumerates the
different environment. environment: physical, social and identify the and sketches components of these
4. classify the different - atmosphere cultural environment as: environment.
environments and their - lithosphere - generates the - physical 4. reorder these
components into three - biosphere components of the - social components into three
major domains. -hydrosphere different types of the - cultural major domains.
4. explain the 4. Importance of the environment. 4. Generates and 5. states the
importance of the environment. - recognize and classify. components importance of
environment to life. regroup components of the environment environment to man.
of the environment into three major
into three major domains.
domains 5. Copy the board
(atmosphere, summary.
lithosphere and
biosphere).
3. Summarizes the
highlight of the
11 REVISION
12 EXAMINATION
267
GEOGRAPHY
SS I
WEEK
SECOND TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
1 Nigeria – Students should be able 1. Location and 1. Uses maps to help 1. Listens to teacher’s 1. Atlas Students to:
Location and to: position: student students describe explanations, ask and 2. Political maps of 1. state the location
position 1. describe the location - latitude the location and position answer question and Nigeria. of Nigeria with
and position of Nigeria - longitude of Nigeria with respect take down notes. 3. Globe respect to her latitude
with reference to her - boundaries and to her neighbours. 2. Participate in class 4. Illustrative and longitude.
latitude, longitude, neighbours 2. Guides students to: discussions. diagram and 2. calculate and
boundaries and 2. Size and distance - describe the location of 3. Calculate the area of sketches. describe her size by
neighbours. - North to South states and their capitals Nigeria. area and land mass.
2. describe Nigeria by - East to West with reference to latitude 4. Draw the political 3. match the state
size and distance 3. Political divisions and longitude. map of Nigeria with their capitals.
3. locate states, local 4. States and their 3. Determines the size, showing the state 4. locate the position
government areas and capitals. area, and landmass of capitals and local of state capitals and
their headquarters on the 5. Local Government Nigeria. government local government
political map of Nigeria. and their headquarters. 4. Summarizes the headquarters. headquarters on the
highlight on the board. 5. Copy not on the political map of
board. Nigeria.
2 Physical Students should be able 1. Major highlands 1. Uses maps to help 1. Listens, ask and 1. Atlas Students to:
setting of to: - North-central/plateau students locate areas of answer questions. 2. Political maps of 1. highlight three
Nigeria – 1. identify the major - Eastern and North Nigeria. 2. Draw a map of Nigeria. importance of
Relief and highlands of Nigeria - Eastern highlands 2. Describes the Nigeria showing relief 3. Globe lowlands.
drainage 2. identify the major - Western uplands characteristics of 3. Draw a drainage 4. Illustrative 2. Outline three
lowlands of Nigeria. 2. Major lowlands Nigerian rivers. map of Nigeria. diagram and importance of
3. describe the - Sokoto plans 3. Explains the 4. Copy the board sketches. highlands.
characteristics of Nigerian - Chad basin importance of highland summary. 3. draw a map of
rivers. - Niger-Benue Trough 4. Explains the Nigeria, locating
4. discuss the importance - Interior coastal importance of lowlands. same highlands and
of highlands lowlands 5. Outlines the values of lowlands.
5. discuss the importance - Lowlands and scarp- rivers to man 4. state four
of lowlands. lands of Nigeria 6. Summarizes the characteristics of
6. outline the importance - Coastal lowlands highlight on the board. Nigerian rivers.
of Nigerian rivers. 5. Draw a drainage
map of Nigeria.
268
GEOGRAPHY
SS I
WEEK SECOND TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
3 Nigeria-Climate Students should be able 1. Air masses of Nigeria. 1. Uses sketches to 1. Ask and answer 1. Atlas Students to:
& to - Tropical continental air show the position of air questions. 2. Climatic map of 1. describe the air
4 1. Describe the air mass (N.E. trades). masses in January and 2. Participate in class Nigeria. mass influencing
masses influencing - Tropical maritime air July. discussions Nigeria in July.
Nigeria in January and mass (S.W. monsoon) 2. Describes the 3. Draw maps of 2. describe the
July. 2. Climatic belts variations of climatic Nigeria showing the characteristics of
2. Identify the major - Tropical continental elements in the country. climatic belts. (i) dry (ii) wet
climatic belts of Nigeria - Tropical hinterland 3. Draws the climatic 4. Copy the board season
. Discuss the - Sub-equatorial belt map. summary. 3. highlight the
characteristics of each - High plateau (Mantane). 4. Summarizes the characteristics of
climate belt. 3. Characteristics of highlight of the lesson various climatic
climatic elements in each on the board. belts.
belt.
5 Nigeria Students should be able 1. Broad classification 1. Uses sketches to 1. Ask and answer 1. Atlas Students to:
Vegetation to: A. Forest vegetation show the various questions. 2. Vegetation of 1. identify the
1. identify the - Salt-water (mangrove) vegetation belts. 2. Participate in class map vegetation belts of
vegetation groupings of - Fresh – water swamp 2. Discusses the discussion. Nigeria with a
Nigeria – savannah and - High (Rain) forest characteristics of each 3. Draw map of map.
forest. B. Savannah vegetation belt. Nigeria, showing the 2. describe the
2. identify the - Guinea savannah 3. Highlights the vegetation belts. characteristics of
vegetation belts of - Sudan savannah importance of (a) 4. Copy the board the vegetation
Nigeria. - Sahel savannah Savannah and (b) summary. belts.
3. highlight the 2. Characteristics of each Forest vegetation. 3. highlight the
characteristics of each vegetation belt 4. Draws map of economic
vegetation belt. 3. Importance of (a) Nigeria showing importance of (a)
4. outline the Savannah (b) Forest vegetation belt. Savannah (b)
importance of each vegetation. 5. Summarizes the Forest vegetation.
vegetation groups. highlights on the board.
269
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WEEK SECOND TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
6 Nigeria- Students should be able 1. Population size 1. Guides students to 1. Observe the 1. Map of Nigeria Student to:
Population to: distribution and observe population distribution of showing densely 1. describe Nigeria’s
1. explain the increase structure. structure and population within the medium and sparsely population size,
in the growth of 2. Population quality. distribution of the school and various populated areas. distribution and
Nigeria’s population. 3. Population school and local communities in the 2. Pictures and structure.
2. account for the movement. environment. locality. diagram of places 2. explain the factors
structure and 4. Population data. 2. Guides class 2. Collect population where population data that affect population
distribution pattern of discussions on: data within the home can be collected. size, structure and
the population. - population size, and school 3. Slides and distribution.
3. describe the distribution and environment. photographs of 3. describe population
influence of HIV/AIDS structure. 3. Participate in class densely populated movement patterns in
on population quality. -population quality, discussions. urban centres. Nigeria.
4. explain population factors influencing 4. Identify and locate 4. Diagrams, posters 4. state the merits and
movement patterns the quality of the following on a etc of HIV/AIDS demerits of population
associated problems. Nigeria’s population. map of Nigeria. victims. movement.
5. describe population -HIV/AIDS and 5. Highly populated 5. give examples and
data and highlight the population quality. urban centres. sources of population
sources of population - population 6. Rural areas with data.
data. movement pattern in sparse population. 6. explain ways of
6. suggest ways for Nigeria. 7. Copy the board controlling population
checking population - problems associated summary. movement and growth.
growth rates. with population
movement.
- population data and
their sources.
- problems of
population data in
Nigeria.
3. Summarizes the
highlight of the
270
GEOGRAPHY
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WEEK SECOND TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
7 Nigeria – Students should be able 1. Mineral Resources 1. Leads students to 1. Participate in 1. Maps Students to:
& Resources to: - Petroleum identify the various outdoor activities. 2. Illustrative diagram 1. enumerate the
8 1. identify and classify - Gas minerals in Nigeria. 2. Make and sketches. different resources of
the different resources - Coal 2. Takes students out records/reports of 3. Local mining sites. Nigeria.
found in Nigeria. - Tin/Columbite to: resources found within 4. Pictures and slides 2. classify the
2. locate where these - Iron ore - observe local and outside their showing the various resources.
resources are found on - Limestone mining, quarry site, community. resources of Nigeria. 3. locate these
the map. 2. Power etc. 3. Identify and classify resources in an
3. explain the - Petroleum - observe the Nigeria’s resources economic map of
importance of these - Gas vegetation and water 4. Participate in class Nigeria.
resources to Nigeria. - Coal resources within and discussions. 4. state the importance
- Hydro Electric around the 5. Draw a map of of the resources of
Power (HEP) community. Nigeria and insert the Nigeria.
- Solar energy 3. Guides students to: various resources on
3. Water resources - locate where the map.
(rivers, lakes, sea, Nigeria’s major 6. Copy the board
underground water). resources are found summary.
4. Vegetation on a map.
4. Discus the
importance of these
resources to Nigeria’s
economy and
development.
4. Assess students
field reports.
271
GEOGRAPHY
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WEEK SECOND TERM
ACTIVITIES
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
9 Nigeria – Students should be able 1. Types of 1. Takes students on 1. Participate in 1. Maps Student to:
& Agriculture to: Agricultural field work to observe outdoor activities. 2. Illustrative diagram 1. identify agricultural
10 1. describe major practices: agricultural practices 2. Make and sketches. practices in Nigeria
agricultural practices in - subsistence 2. Uses maps, records/reports of 3. Farms in the locality with example.
Nigeria. - mechanized pictures, observation. 4. Pictures and slides list the major food and
2. identify major cash - pastoral farming documentary films 3. Identify and classify showing the various cash crops.
and food crops of - crop rotation and slides etc to agricultural practices agricultural produce of 3. insert the food and
Nigeria. - mixed farming guide class in Nigeria. Nigeria. cash crop in an
3. locate where these - shifting cultivation discussion on: 4. Participate in class 5. Drawing paper economic map of
crops are found on the 2. Food and cash - types of agricultural discussions. 6. Tracing paper Nigeria.
map. crops. practices. 5. Draw a map of 4. state the importance
4. explain the 3. Importance of - Nigeria’s major Nigeria and insert the of agriculture.
importance of Agriculture. food and cash crops. country’s major cash 5. enumerates and
agriculture. 4. Problems of - importance of and food crops on the explain agricultural
5. discuss the problems agriculture in agriculture. map. problems.
of agriculture in Nigeria. 3. Guides and 6. Copy the board 6. describe ways of
Nigeria. supervises students as summary. overcoming the
6. Suggest solutions to they draw the map of problems.
the problems. Nigeria and locate the
major agricultural
produce on the map.
4. Assess students
field reports.
5. Write notes on the
board for students to
copy.
11 REVISION
12 EXAMINATION
272
GEOGRAPHY
SS I
WEEK THIRD TERM
ACTIVITIES
TOPIC PERFORMANCE CONTENT
LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS
RESOURCES
1 Nigeria – Students should be able 1. Transportation 1. Uses pictures and 1. Listen to teacher’s 1. Atlas Students to:
& Transport to: (a) Modes of documentary films to explanation, ask and 2 Maps 1. name the major
2 1. identify the major transportation: help student identify answer question and 3. Documentary/ transportation modes
modes of transportation - road and describe major take down notes. films/slides in Nigeria.
in Nigeria. - rail modes of 2. Watch documentary 4. Diagrams and 2. insert the roads and
2. draw maps of Nigeria - water transportation in films. sketches. road transportation
showing road and rail - air Nigeria 3. Participate in class 5. Drawing paper system on maps of
transportation system. - pipeline 2. Guides students discussions. 6. Tracing paper Nigeria.
3. discuss the - aerial ropeway discussion on: 4. Draws maps of 3. state three
advantages and - human and animal - advantages and Nigeria showing the advantages and
disadvantages of the portage. disadvantages of road and rail disadvantages of the
different transportation (b) Advantages and transportation modes. transportation system. different transportation
modes. disadvantages of the - transportation modes.
4. explain the problems different problems in Nigeria 4. describe the
of transportation in transportation modes. - influence of problems associated
Nigeria. (c)Problems of transportation on with the different
5. suggest solutions to transportation human activities. transportation modes.
transportation (d) Influence of 3. Guides students to 5. state ways of
problems. transportation on draw maps of road overcoming the
human activities. and raw problems.
transportation system
on Nigeria.
4. Summarizes the
highlight of the
273
GEOGRAPHY
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WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
3. Nigeria – Students should be able Communication in 1. Uses pictures and 1. Listen to teacher’s 1. Documentary Students to:
Communication to: Nigeria documentary films to explanation, ask and films/slides 1. name the major
1. identify the major (a) Communication help student identify answer question and 2. Posters communication.
communication networks and describe major take down notes. 3. Pictures systems in Nigeria.
networks/elements in - Telecommunication communication 2. Watch documentary 2. state three
Nigeria. (e.g. telephone, element in Nigeria. films. advantages and
2. discuss the services, cellular 2. Takes students to 3. Visit disadvantages of the
advantages and phones, voice mails visit communication communication different
disadvantages of etc) industries in the companies/industries communication
different - Postal services community. in the locality. system.
communication - Television 3. Guides students 4. Participate in class 3. describe the
elements/networks. - Radio discussions on: discussions. problems of
3. explain the problems - News paper - advantages and communication in
of communication - Internet etc. disadvantages of the Nigeria.
problems in Nigeria. (b) Advantages and communication 4. state ways of
disadvantages of the systems overcoming the
different - communication problems.
communication problems in Nigeria.
elements/network 4. Influences of
(c) Problems of communication on
communication in human activities.
Nigeria 5. Summarizes the
(d) Importance of highlights of the
communication on lesson on the board.
human activities.
274
GEOGRAPHY
SS I
WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
4 Manufacturing Students should be able 1. Definition of 1. Takes students on 1. Carryout field work. 1. Map of Nigeria Students to:
industries in to: industry. tour of manufacturing 2. Listen to teacher’s showing industrial 1. explain the meaning
Nigeria 1. define manufacturing 2. Types of industries in the explanations, ask and zones. of industries.
industries. industries locality. answer questions. 2. Pictures and 2. identify and classify
2. classify the industries - Primary 2. Uses Pictures, 3. Participate in class diagrams of various industries as primary,
as primary, secondary, - Secondary films, documentaries, discussion. manufacturing secondary, tertiary and
tertiary and quaternary - Tertiary maps, etc to guide 4. Draw sketch maps industries. quaternary.
industries. - Quaternary class discussions on: of Nigeria showing the 3. Slides, films and 3. draw a map of
3. locate the major 3. Major industrial - types of major industrial zones. documentaries on Nigeria and insert the
industrial zones on a zones. manufacturing 5. Write reports of industries in Nigeria. country’s major
map of Nigeria. 4. Factors affecting industries. field work. 4. Drawing paper industrial zones.
4. discuss the factors the location of - major industrial 6. Copy the board 5. Tracing paper 4. identify and explain
affecting the location of industries. zones summary. factors considered in
industries in Nigeria. 5. Problems and - Factors affecting the the locating of
5. identify problems of solution. location of industries in those
manufacturing 6. Importance of manufacturing place.
industries in Nigeria. manufacturing industries. 5. enumerate and
6. suggest solutions to industries in Nigeria 3. Problems of explain the problems
industrial problems. manufacturing of manufacturing
industries and industries.
possible solutions. 6. describe ways of
4. Importance of solving the problems.
manufacturing
industries.
5. Supervises
students and assesses
reports of field work.
6. Summarizes the
highlights of the
275
GEOGRAPHY
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WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
5 Nigeria Students should be able 1. Major commercial 1. Takes students to 1. Carryout full work. 1. Map of Nigeria Students to:
Commercial to: activities field work to identify 2. Listen to teacher’s showing commercial 1. Name and describe
Activities 1. identify major (a) Trade commercial activities explanations, ask and cities. the major commercial
commercial activities in - Local-national, in the locality. answer questions. 2. Pictures showing activities in Nigeria.
Nigeria. international 2. Uses pictures, 3. Participate in class trading on the stock. 2. Identify major
2. describe the major - Stock exchange films, documentaries, discussions. 3. Slides, films and commercial cities.
commercial areas of - Capital market maps, etc. to guide 4. Draw sketch maps documentaries on 3. Insert the county’s
Nigeria. - FOREX class discussion on: of Nigeria showing the commercial activities major commercial
3. locate the major (b) Transportation - Nigeria’s trade, major commercials in Nigeria. cities on a blank map
commercial zones in a (c) Communication stock exchange, cities. 4. Drawing paper of Nigeria.
map of Nigeria. 2. Major commercial capital market, 5. Write reports of 5. Tracing paper 4. State the importance
4. discuss the areas in Nigeria FOREX etc. field work. of commercial
importance of 3. Importance of - major commercial 6. Copy on the board. activities.
commercial activities. commercial activities zones. 5. Explain the
5. explain the - Importance of influence of the capital
importance of the stock commercial market and stock
exchange and capital activities. exchange on
market to commercial 3. Supervises commercial
activities in Nigeria. students and assesses development in
reports of field work. Nigeria.
4. Summarizes the
highlights of the
276
GEOGRAPHY
SS I
WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
6 ECOWAS Students should be able 1. Meaning of 1. Explain the 1. Visit internet café. 1. Documentaries Students to:
to: ECOWAS. meaning of 2. Write reports of 2. Drawing paper 1. explain the acronym
1. state the meaning of 2. Member countries ECOWAS. their meaning. 3. Tracing paper ECOWAS.
the acronym 3. Purpose/mandate 2. Gives students 3. Participate in class 2. locate member
(ECOWAS). of ECOWAS. assignment on the discussions. states on a map.
2. identify ECOWAS 4. Advantages and internet to obtain 4. Draw a map of 3. state the major
member states. disadvantages. information on: West Africa and insert functions of the
3. discuss the purposes 5. Solutions to - ECOWAS member the countries on the organization.
for which ECOWAS ECOWAS problem. states. map. 4. explain the benefits
was formed. - Purpose and 5. Copy the board of the organization to
4. state the advantages mandate, merits and summary. member states.
and disadvantages of problems of 5. describe the
ECOWAS. ECOWAS. problems confronting
5. suggest solutions to 3. Guide class the organization.
ECOWAS problems. discussion on 6. proffer solutions to
solutions to the problems.
ECOWAS.
4. Supervises
students visits to
internet café.
5. Helps students to
locate the member
states on a map.
copy.
277
GEOGRAPHY
SS I
WEEK
THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
7 Map Reading and Students should be 1. Maps 1. Brings different types of 1. Identify and group 1. Different types Students to:
Measurement of able to: - Definition maps to the class. different types of maps of maps. 1. describe maps
distances on maps 1. define maps. - Types 2. Helps the students to brought into the class. 2. Atlas 2. group maps into
2. identify with - Examples identify maps and sort them 2. Participate in class 3. Plans different
examples with - Uses into different classes/types discussions. 4. Air photographs types/categories.
different types of 2. Scales and 3. Guides discussion on: 3. Make accurate 5. Satellite images 3. state three
maps. conversion - meaning, types and uses of measurements of the 6. Measuring distinguishing features
3. differentiate - Types maps. length and breadth of instruments like of maps and plans.
between map and plan. - Attributes - scales, types, attributes of their desks, classroom tape, ruler, chair 4. list the uses of
4. state the uses of - merits and demerit the different types of scales, blocks, etc. and etc. maps.
maps. of each type merits and demerits of each express them as scales. 7. rawing/teaching 5. name different types
5. identity and 3. Scale conversion type. 4. Convert scale paper of sales and explain
describe types of 4. Measurements and 4. Guides students to: measurement to actual 8. Non- their attributes.
scales and their units - express measurements of measurements. programmable 6. list the merits and
attributes. 5. Conversion distance in scales. 5. Make measurements calculator demerits of different
6. state the merits and - Conversion of map - convert scale measurements as (crow-flies types of scales.
demerits of the various distance to actual to actual measurements. distances, curvilinear 7. express
types of scales. distance 5. Gives and assess students distances rate) on measurement as
7. convert from scale - Conversion of assignments. maps and in the fields scales.
to actual actual distance to 6. Brings different types of and convert them to 8. convert scale
measurements. map distance maps to the class. actual and map measurements to
8. identify units of 7. Helps the students to distance respectively. actual measurement.
expressing map identify units used in 6. Participate in class 9. Name the units for
distances. expressing distances on the discussions. expressing map
9. measure distances maps. 7. Write reports of distances.
on a map and convert 8. Guides the students to: field work. 10. correctly measure
it to actual distance. - determine actual distance of 8. Copy the board and convert distances
10. convert actual physical settings (e.g. Length summary. in a map to actual
distance to map of rivers, distance between distance.
distance. two cities, etc) from map 11. express actual
distance. distance as map
9. Write notes on the board distance.
for students to copy.
278
GEOGRAPHY
SS I
WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
8 Conventional Students should be able 1. Acceptable 1. Explains the 1. Draw diagrams 1. Topographical Students to:
symbols direction to: symbols for feature symbols as shown at sharing the major maps 1. name the major
and bearing 1. identify the representative. the bottom of cardinal points and 2. Atlas cardinal points.
acceptable conventional 2. The major cardinal topographical maps. their bearings. 3. Plans 2. show their location
symbols. points: 2. Explains the use of 2. Go to the field to 4. Sketches and on a map.
2. identify major - true north and angular bearings and find specific points diagrams 3. describe two ways
cardinal points. magnetic north. compass directions. using given directions 5. Compass of showing direction.
3. describe ways of -magnetic variation 3. Takes students out and bearings. 6. Drawing paper 4. find direction and
sharing direction. 3. Angular bearings to find directions and 3. Determine the 7. Tracing paper bearing on a given
4. indicate and and compass bearings of points on directions and map.
determine direction and direction. the field. bearings from 5. locate the position
bearing on a map. 4. Leads student to topographical maps. on field using
5. use direction and locate the major 4. Copy the board direction and bearing.
bearing to find the cardinal points (i.e. summary.
location of points on north, south, east,
the map. west, north-east,
north-west, south-
east, south-west).
5. Guides students to
solve problems using
examples from
topographical maps.
6. Gives and assesses
students assignment
copy.
279
GEOGRAPHY
SS I
WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
9 Basic concepts of Students should be able 1. Geographic 1. Explain the 1. Listen to the 1. Maps Students to:
GIS to: Information System concepts of GIS and teacher; ask and 2. Air photos 1. state the operational
1. explain the meaning (GIS). geographic data. answer the questions, 3. Satellite images definition of:
of GIS and geographic 2. Geographic date: 2. Take students to takes down notes. 4. Computer system - GIS
data. - meaning/examples field work to: 2. Participate in class with GIS software - geographic data
2. describe the sources - line for rivers, - collect geographic discussions. installed. 2. enumerate the
of geographic data. roads, rails, etc. data. 3. Participate in sources of geographic
3. distinguish between - points for - GIS laboratory. guided fold work. data.
geographic data and boreholes, towns, 3. Indicates and 3. state the similarities
GIS. farms etc. guides discussions and differences
4. state the importance - sources (maps, field on: between geographic
of geo-referencing. work, satellite images -sources of data and the GIS.
5. state the uses of GIS etc). geographic data e.g. 4. explain the
and geographic data. 3. importance of geo- Maps, data from field importance of geo-
referencing, work, satellite images referencing.
geographic data and etc. 5. describe the uses of
the GIS. - geo-referencing for geographic data and
GIS data. the GIS.
- importance of
geographic data and
GIS.
4. Summarizes the
highlights of the
280
GEOGRAPHY
SS I
WEEK THIRD TERM
ACTIVITIES
LEARNING GUIDE
RESOURCES
10 Components of Students should be able 1. Hardware 1. Guides students to: 1. Listen to the 1. Sketches showing Students to:
GIS to: components: - identify GIS teacher; ask and GIS components. 1. list the hardware,
1. identify GIS - digitizer hardware. answer questions, take 2. Slide showing GIS software, and people
hardware and software. - Global Positioning - identify the various down notes. components. ware.
2. state the uses of the System (GPS) software and their 2. Participate in class 3. Digitizer 2. describe the uses of
GIS software. - computer uses. discussions. 4. GPS the GIS software.
3. distinguish between - printer - distinguish between 3. Manipulate/use the 5. Computer system 3. state the difference
positional and relational - scanner etc positional and GPS, digitizer and with GIS software between positional and
data. 2. Software for: relational data. computer to process installed. relational data.
4. state the rules of GIS. - data input - use the GIS geographic data. 6. Printer 4. describe the rules
5. identify GIS human - storage hardware e.g. 4. Participate in 7. Scanner for GIS.
ware. - retrieval Digitizer, GPS, guided field work.
- manipulation computer, etc.
3. Data: 2. Initiate and guides
- positional discussions on:
- relational -data types
4. Procedures; set of (positional and
rules. relational data).
5. People experts. - GIS procedures/sets
of rules.
- human components
of GIS, their
training/qualification.
3. Summarizes the
highlight of the
11 REVISION
12 EXAMINATION
281
ECONOMICS
SS I
FIRST TERM
SUB THEME: PRINCIPLES OF ECONOMICS

WEEK

OBJECTIVES GUIDE
1 Meaning of Student should be able to: 1. Definition and scope 1.Explain the definition Active by giving Relevant textbooks Students to:
Economics and 1. define Economics 2.Importance and of Economics. relevant example 1. define
related concept 2. list 4 importance of Methodology 2. Use practical Economics
Economics 3.Economics as a example to explain the 2. list 5 ways in
3. give reasons why science importance of which Economics
economics is a science Economics. is important
3. Use practical 3. explain why
example to explain why Economics is a
Economics is a science. science
2 Meaning of Students should be able to: 1. Concept of want and Using relevant 1. Active by giving Relevant textbooks Students to:
Economics and 1. defined Wants, Scarcity scarcity illustrations to explain relevant example of 1. defined Wants,
related 2. defined Scale of 2. Scale of preference, the concept of want, the concepts of Scarcity
concepts. preference, Choice choice Scarcity, scale of Economics. 2. defined Scale of
3. defined opportunity cost 3. Opportunity cost. preference, Choice, 2. Draw up of a preference, Choice
4. give relevant Examples opportunity cost. scale of preference. 3. defined
opportunity cost
4. give relevant
Examples
3. Basic Tools of Student should be able to: 1. Definition and Display various chart Solve practical 1.Diagram of Students to:
Economics 1. defined Economics meaning and graphs and state problems, Tables, chart , 1.define Basic
Analysis Tools 2. Tables, characteristics their uses. Draw graphs and graphs Tools of
2. state their uses and and importance charts. 2. Identify their Economics
importance 3. Graphs, features and uses. Analysis
3. draw Graphic and chart importance 2. draw Tables,
from relevant table. 4. Chart; (pie chart), Bar 3. draw charts and
chart, Pictogram, graphs
histograms. 4. identify their
uses.
282
ECONOMICS
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
4. Basic Tools for Student should be able to: 1. Arithmetic mean; Solves examples of Solve problems on Relevant textbooks Students to:
Economics solve problem on the Definition, advantages problems on Mean, Mean, Median, and 1.solve problems
Analysis (cont) mean, media, mode of any and disadvantages median and mode of Mode of given data. on
given set of data. 2, Median; Meaning, given data. a, Mean
advantage and b, Median
disadvantage. c, Mode
3. Mode; Meaning,
advantage and
disadvantage
5. Concept of Students should be able to: 1.Price system; Guide Students to Use relevant Chart showing Student to:
Demand and 1.defined price System Definition, Type, define Price System: example to explain demand of curves 1.difine Price
Supply. 2.list the type of Price Objective: 1. list the types of the concept of system
System 2.Definition of Demand; price system. Demand, law of 2.list types of Price
3.identify objectives of law of Demand 2.defines demand demand, demand system
price System 3.Demand schedule and 3.states the law of schedules and 3.identify 4
4.defined Demand curves demand, draw demand curves. objectives of price
5.state the law of demand schedules and curves. system
6.draw schedules and 4.define demand
curves of demand 5.state law of
demand
6.draw curves from
demand schedule
6 Concept of Student should be able to: 1. Definition of Supply, 1.States the law of Use relevant 1. Chart showing Students to:
Demand and 1.define Supply. law of Supply. Supply. illustration to Supply schedules 1.define Supply
Supply 2.State the law of Supply. 2.Supply schedules and 2.Draws Supply explain the concept and curves. 2.state the law of
3.draw Supply Schedules curves. Schedules and curves. of Supply, law of 2. Diagram showing supply.
and curves. 3. Determinants of 3.Explains the Supply and the determinants of 3. explain the
4.explain the determinants equilibrium price. determinants of price. determinants of equilibrium price. determinants of
of equilibrium price. price. price.
283
ECONOMICS
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
7. Theory of Student should be able to: Meaning of production 1. Guides students to Give example of Chart showing Students to;
Production. 1. define Production. (direct and indirect, define production. each types of products at different 1.difine production
2. differentiate between primary, secondary and 2. Give relevant production. stages, type of 2.list production
direct and indirect. tertiary). examples of the types production. activities at
3. explain the types of production i.e. primary, different stages of
production. secondary, tertiary. production
8. Theory Student should be able to: 1. Factor of production: 1. Guides students to Give example of Relevant texts and Student to;
production 1. explain the concept of Definition and meaning identify the factor of each types of teaching materials. 1. define and
(cont). factors of production. (Land, Labor, capital, production (Land, production . explain factors of
2. list characteristics of Entrepreneur ). labour, capital and production.
the factors of production. 2. Reward for factors of entrepreneur) . 2. list 4
3. identify the reward for production. 2. Identify the reward characteristics of
the factors of production. for the factors of the factors of
production. production.
3. identify the
reward for factors
of production.
284
ECONOMICS
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
9 Division of Students should be able 1. Definition and Guide students to: Give relevant Chart and relevant Student to:
labour and to: meaning. 1 define division of example from their teaching materials. 1. define division of
specialization. 1. define division of 2. advantages and labour and environment on labour and
labour and disadvantages. specialization . division of labour specialization.
specialization. 3. Limitation to division 2. use relevant example and specialization. 2. identify 5
2. identify 5 advantages of labour and to explain the concept advantages of
of division of labour and specialization. of division of labour division of labour and
specialization. and specialization. specialization.
3.list 4 disadvantages of 3.list 4 disadvantages
division of labour and of division of labour
specialization and specialization
4. explain 4 limitation to 4. explain 4
division of labour and limitation to division
specialization. of labour and
specialization.
10 Scale of Students should be able 1. Definition and Guides students to 1. Listen to the Relevant text book Students to;
production to: meaning define scale of teacher; ask and and materials. 1. define scale of
1. define scale of 2. Types (internal production. answer the production.
production. economics and sinter questions, takes 2. identify types of
2. identify the types of diseconomies, external down notes. scale of production.
scale of production. economies and 2. Participate in 3. state 4 advantages
3. state the advantages of diseconomies of scale). class discussions. of scale of
large scale production. 3. Classification of production.
4. state the disadvantages internal economies of 4. state 4
of large scale production. large scale production. disadvantage of scale
Limitation to the scale of of production.
production.
11 REVISION
12 EXAMINATION
285
ECONOMICS
SS I
SECOND TERM
THEME 2: ECONOMICS SYSTEMS
WEEK

OBJECTIVES GUIDE
1 Basic economic Student should be able to: 1.deefinition and Guide students to Give example of Relevant text books Students to:
problems of Every 1. explain the basic meaning discuss the types of the economic and learning 1. explain basic
Society problem of every society. 2.types of economic economic system. system materials. economic problems
2. state example of system,(Capitalism, of every society.
different economic. socialism, mix 2. give example of
economy) the types of economic
3.Advantages and system
disadvantages
2 Basic economic Students should be able to: 1. What to produce? Guide student to Relevant text books Student to:
. problems of every 1. state the basic problems 2. How to produce? discuss the basic and learning 1.explain the basic
society (cont) of every society; 3. for whom to problem of every materials. problems of every
2. suggest ways of efficient produce? society and suggest society
allocation and use of scale 4. Efficiency of ways efficient 2. identify factors to
resources. resource use. allocation and uses of consider in the
scale of resource. efficient uses of scale
resource.
THEME 3: BUSINESS ORGANIZATION
3 Firms and Student should be able to: 1. definition and 1. Use relevant Give example of Arrange a visit to any Students to:
. industry 1. define firms meaning example to types of business business outfit within 1.distinguish between
2. define industry 2. types and basic differentiate between outfit within the the locality a firm and an
3. identify types of features of business firms and industry locality. industry
business enterprises enterprises 2. guide students to 2.identify types of
4. list basic features of 3. general and specific identify the types of business enterprises
business enterprises problems of business business enterprises 3. list 5 general and
5. indentify general enterprises 3. illustrate with specific problems of
problems of business example the specific business enterprises.
enterprises and general problems
6. identify specific of business
problems of business enterprises
enterprises
286
ECONOMICS
SS I
SECOND TERM
THEME 3: BUSINESS ORGANIZATIONS
WEEK

OBJECTIVES GUIDE
4. Firms and Students should be able to: 1.Private and public 1.Guides Students to Give example of Relevant text books Students to:
industry 1.define public companies companies; definition define public and types of business and teaching 1.define private
2.define private companies 2.Characteristics of private companies. outfit. material. companies.
3.distinguish between private and public 2.Guides Students to 2.define public
private and public companies discuss the features companies
companies 3.Distintion between of the public and 3.distinguish between
4.discuss the features of private and public private limited both.
each types of business companies companies. 4. state 5
5.distinguish between characteristics each
public and private limited of the private and
companies public companies.
5. Firms and Students should be able to: Definition and meaning Gives example of 1. Listen to the Relevant text books Students to:
industry 1.define quoted companies 1.quoted and unquoted quoted and unquoted teacher; ask and and teaching 1.define quoted
2.define unquoted 2.definition and companies answer the material. companies.
companies distinction questions, takes 2.define unquoted
3.differentiate between a 3.share,debentures and down notes. companies.
share, bond and debenture bonds 2. Participate in 3.differentiate
class discussions. between a share,
bonds and debenture
THEME 4: POPULATION, LABOR MARKET AND HOUSE CAPITAL DEVELOPMENT
6. Population Students should be able to: 1. Definetion and Guides students to State important of Chart and other Students to:
1.define population. meaning. differentiate between population. relevant materials 1. define population
2.define population census. 2. Important o f population and showing present 2.sefine population
3.mention5 ways in which population census. population census. census figures from census.
population census is 3. Problems of National population 3.mention 5 ways in
important. population census. office which population
4.mention 5 problems of census is important
population census. 4.mention 5 problems
of population.
287
ECONOMICS
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
7. Population Students should b able to: 1. Determination of Guides students to List features of Relevant text books Students to:
1.identify the population (birth rate, discuss the features over, under and and chart. 1.identify the
determinations of death rate, and of a growing and optimum determination of
population. migration. declining population. population. population.
2.differentiate between 2. Implication of 2.differetiate between
over, under, optimum population size and over, over and
population. growth. optimum population:
3. Cover, under and growing and
optimum population declining population.
growth and declining
population.
8. Theory of Students should be able to: 1. Malthusian’s theory 1.Guides students to Discuss ways in Relevant text books Students to:
population 1.discuss the Malthusian’s of population. discuss the features which the and learning 1.discuss the
theory of population. 2. Demographic of the Malthusian’s Malthusian’s materials. Malthusian’s theory
2..list the basic features of transitional theory. population theory. theory have been of population.
the Malthusian’s theory of 2.Discuss the proved right. 2.list the basic
population. characteristics of features of the
3.discuss the three stages three stages of the Malthusian’s theory
of the Demographic demographic of population.
transitional theory of transition theory. 3.discuss the
population. characteristics of the
three stages of the
Demographic
transitional theory.
288
ECONOMICS
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
9. Population Students should be able to: 1.Geographical, age Guides students to 1. Listen to the Relevant text books Students to:
distribution explain the meaning of distribution. discuss the teacher; ask and 1.define geographical
population distribution and 2.Occupational, sex population answer the distribution.
its implication on the distribution. distribution of questions, takes 2.define age
Economy. 3.Rural-Urban people within the down notes. distribution.
Migration. locality. 2. Participate in 3.define sex
class discussions. distribution.
4.define occupational
distribution of
population.
5.discuss the
economic
implication.
10 Labour market Students should be able to: 1. Concept of labour Guides students to Active in the Relevant text books Students to:
1.define labour market force. compare the size of discussion of and chart showing the 1.define labour
2.define labour force 2. Efficiency and labour force against factors that affect percentage of labour market.
3.identify and explain the mobility of labour the population. the size of labour force compared to 2.define labour force
factors that affect the size 3. Factor affecting the of a country. total population of 3. identify the factors
of labour force of a country size of p.T.O. the country. that affect the size of
Labour force (age, sex, laour force in a
occupation, education). country.
4. briefly explain the
factors listed above.
11 REVISION
12 EXAMINATION
289
ECONOMICS
SS I
THIRD TERM
SUB THEME 5: STRUCTURE OF THE NIGERIAN ECONOMY

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 The nature of Students should be able 1.General overview of the Explain the various Mention various Economic map of Students to:
Nigerian to: Nigerian economy and its economic activities economic products Nigerian. 1. explain the nature
economy 1.eexplain the nature of economy potentials. of the six geo- produces in of the economy of
the Nigerian economy. 2. Nature and Structure of political zones of the different zones of Nigeria.
2.identify and explain industries in Nigerian. country with regard the country. 2.mentioin the
the relative contribution 3.Contribution of the to Agriculture and economic activities
of the various sectors of primary, secondary and mining. of various zones.
the economy. tertiary sectors.
2 Agriculture Students should be able 1.Definition and mining Guide Students to List major Visit farms in their Students to:
to: 2. Components of 1.Define Agriculture Agriculture locality to observe 1. define Agriculture.
1.define agriculture Agriculture: crop 2. Explain the products in their the practice of 2. Identify and
2.identify the production, live stock, components of localities Agriculture. explain the
components of forestry, fishing. Agriculture. 2.Didtiguish components of
Agriculture 2.systems of Agriculture 3.Identify and between food crop Agriculture.
3. identify the systems (Cultivation method) explain the systems and cash crop. 3. identify and
of Agriculture. peasant farming, plantation of Agriculture. explain the systems
farming, mechanized of Agriculture.
farming, co-operative
farming.
3 Agriculture Students should be able 1. Important of Agriculture Guide Students to List ways in which Relevant text books Students to;
to; to the Nigeria Economy 1. List important of Agriculture is and teaching 1.list and explain 4
1. identify 4 ways in 2. Activities of the Agriculture to the important to materials. ways in which
which Agriculture is marketing boards in Nigeria economy. Nigerian economy. Agriculture is
important the Nigerian Nigeria. 2. Identify the important to the
economy. activities/functions of Nigerian economy.
2. identify 4 activities the of the marketing 2. identify 4 activities
of the marketing board boards in Nigeria. of the marketing
in Nigeria. boards in Nigeria.
290
ECONOMICS
SS I
THIRD TERM
SUB THEME 5: STRUCTURE OF THE NIGERIAN ECONOMY

TEACHING AND
WEEK
OBJECTIVES GUIDE
4 Minning Students should be able to: 1.Definition and Displays map Mention names of 1.Chart Students to:
1.define manning Meaning. showing the different minerals 2. Maps 1.define Manning
2. idetify the various 2.Components of the location of mineral that can be found in 2.identify various
components of the Nigerian Mining deposits in Nigeria. components of the Nigeria
Nigerian mining industry. industry. Nigeria. Mining industry.
3.Identify the locations of 3. Minerals, types, 3.identify the various
Mineral deposits in uses and location. location of mineral deposits
Nigeria. in Nigeria.
5 Financial Students should be able to: 1. Meaning and 1. Guides students Mention names of Relevant teaching Students to:
institutions 1.explain the term financial segment of financial to define financial financial institution material; pass 1. define financial
Institution. system. institutions. within their books, withdrawal institutions.
2.differentiate between 2 .Money and capital 2.Identifies from locality. books, share 2. differetiate between
money and capital market. market. financial certificates, money and capital market.
3.list 4 advantage of capital 3. Benefits of capital institutions. dividend warrant, 3. list 4 advantage of capital
market. market. e.t.c. market.
6 Money Students should be able to: 1.Definition and 1.Defines Money 1.Mention types of Coins note, A.T.M Students to;
1.define Money meaning. 2.List function of Money. cards, Cowries, e.t.c. 1.define Money
2.briefly explain the 2.Historical Money 2.List functions of 2.briefly explain the
historical development of development of 4.Identifies types Money. historical value of Money.
money. Money. of money. 3.list 5 function of Money
3.list 5 functions of Money 3. Functions and types 4.identify 4 types of Money
4.identify 4 types of of Money (credit card,
Money. value card, e.t.c.)
7 Money Students should be able to: 1.Charecteristics of Guides students to Identify the qualities Coins, paper money. Students to:
1.list characteristics of Money. identify the of Money. 1.list 5 characteristics of
Money. 2.Qualities of good characteristics of Money.
2. identify the qualities of Money. Money. 2.identify 5 qualities of good
good Money. money.
291
ECONOMICS
SS I
THIRD TERM
SUB THEME 8: DISTRIBUTIVE TRADE

TEACHING AND
WEEK
OBJECTIVES GUIDE
8 Channels of Students should be able to: 1.Definition and Introduces the Identify the roles of Chart showing the Students to;
distribution 1.define distributive trade meaning. various channels of wholesalers and channels of 1.define distribution
2.explain the process of 2.Channels and process distribution and their retailer within distribution. trade.
distribution. of distribution. roles. their locality. 2.explain the process
3.identify the functions of 3.Roles of the of distribution.
wholesaler, retailer and co- wholesalers, retailers 3.identify four ways
operative in product and co-operatives in in which the
distribution. product distribution. wholesaler
4.explain the role of 4.Role of government contribution product
government agencies in agencies in product distribution.
distribution. distribution. 4.identify four
5.list problems of 5.Problems of function of
distribution in Nigeria. distribution. government agencies
in product
distribution.
5.examine four
problems associated
with distribution in
Nigeria.
292
ECONOMICS
SS I
THIRD TERM
SUB THEME 9: BUSINESS FINANCE

TEACHING AND
WEEK
OBJECTIVES GUIDE
9 Instrument of Student should able to: 1.Sources of fund for Guides students to Identify various Money instruments Students to:
business finance 1.identify source of fund business. suggest ways of ways of money can such as share list 5 ways in which a
for Businesses. 2.Basic instruments for financing business. be raised to start up certificate. business can be
2.differentiate between business financing a business. finance.
shares, bonds and (Shares, debentures and
debenture. bonds).
3.Meaning and types of
share, debentures and
other securities.
10 instrument of Students should be able to: Problems of business in Guides students to Students identify Money instruments Students to;
business finance list problems of business Nigeria. identify problems problems facing such as share list 4 problems facing
finance in Nigeria finance in their business certificate. business finance in
locality. enterprises within Nigeria,
their locality
11 REVISION
12 EXAMINATION
293
LITERATURE IN ENGLISH
SS I
WEEK
FIRST TERM

OBJECTIVES GUIDE
1 Introduction to Students should be 1. Definitions of 1. Guides students to 1. Participates in class 1. A suitable passage Students to:
literature able to: literature. define literature. discussion. bringing out the 1. defines literature.
1. define literature; ii. Functions of ii. Uses real life situation 2. States the meaning functions of 2. states the function
2. states the functions literature. and guides class of literature from their literature. of literature.
of literature. discussion on the own point of views.
function of literature.
2 Literary Students should be 1. Meaning of literary 1. Finds a simple 1. Participates in class 1. A suitable passage Students to:
appreciation able to: appreciation. passage for the students discussion. and poetic text. 1. states the meaning
1. explains what i. General to read and answer 2. Gives answers to of literary
literary is. appreciation of simple question on, as: the questions that are appreciation.
2. relate literature to literature. i. What is the writer asked from the given 2. explains the
other fields of study. doing/saying? passage. relationship between
ii. How is he doing or literature and other
saying it? field of study.
iii. Do you think he has
done/said it well?
The same can be done
with a simple poem.
3 Literary device I Students should be 1. Figures of speech 1. Asks the students to 1. Participates in class 1. Suitable examples Students to:
. able to: (meaning and list some literary discussion. of the various literary 1. lists some literary
1. lists some literary examples). devices. ii. Gives some devices. devices.
devices: e.g. smile, metaphor, ii. Guides students in examples of literary 2. give the meaning
i. give the meaning of irony, naming the major devices. of literary devices
the literary devices personification, literary devices. listed using
listed; oxymoron. iii. Explains with examples.
ii. gives examples of examples the meanings
the literary devices of the literary devices
listed. named.
294
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
4 Literary device Students should be able 1. Figures of speech: 1. Asks students to list 1. Participates in 1. Suitable examples Students to:
II. to: i. Euphemism. some literary devices. class discussion. of the various literary 1. lists some literary
1. lists some literary ii. Alliteration. ii. Guides students in ii. Gives some devices. devices.
devices; iii. Hyperbole naming the major examples of literary 2. give the meaning
i. give the meaning of iv. Allusion. literary devices. devices. of literary devices
the literary devices v. Assonance. iii. Explains with listed using
listed; vi. Paradox, examples the meanings examples.
ii. gives examples of vii. Repetition. (meaning of the literary devices
the literary devices and examples. named.
listed.
5 Genres/ branches Students should be able 1. Brief introduction to 1. Presents three simple 1. Identify prose, 1. Drama. Students to:
of literature. to: the three genre of passages, one prose, drama and poetry 2. Prose and 1. states the three
1. states the three literature. one drama and the other passage. 3. Poetry passages. genres of literatures.
genres of literature. - Prose (divided into poetry to be compared. ii. States the ii. explains the
ii. recognize the three chapters) ii. Guides students to differences between difference between
genres of literature. - Poetry (divided into identify and describes the three genres of the three genres of
iii. states the differences stanzas). the differences between literature using the literature.
between prose, poetry - Drama (divided into acts poetry, prose and drama sample passages
and drama. and scenes). passages. given.
6 Prose I Students should be able 1. Different forms of i. Illustrates features of i. States the different Suitable passage Students to:
(literature prose). to: prose. literary prose using forms of prose illustrating literary 1. states the different
1. states the differences (a). Literary prose. suitable passage. ii. Identify the prose. forms of prose:
forms of prose. (b). Non-Literary prose. ii. Asks students to features of literary 2. identify the
2. recognize and Literary prose. identify these features prose. features of literary
identify the features of i. Fiction. in other relevant prose.
literary prose. ii. Dramatic prose. passages.
Fiction;
1. narrative.
2. Descript.
3. Exposition.
4. Dialogue.
295
SS I
WEEK FIRST TERM
OBJECTIVES GUIDE
7. Prose II Students should be able to: Different forms of prose: i. Illustrates the features of non- Identify the Suitable passage Students to:
(non-literary). 1. recognize and identify non- literary prose, it can literary prose using suitable features of non- illustrating non- 1. states the type of
the features of non-literary be divided into two; passage. literary prose. literary prose. non-literary prose.
prose. i). Factual ii. Asks students to identify 2. identify the
ii. Persuasive. these features in other relevant features of non-
(a). Factual- (i). Scientific passage. literary prose.
prose
ii. Journalistic prose.
(b). Persuasive- (i).
Propaganda text.
(ii). Advertisement.
8. Poetry I Students should be able to: 1. Kinds of poems 1. Guides students to list the i. States the Recommended Students to:
1. lists some kinds of (meaning and examples). kinds of poems. kinds of poems. poem. 1. states the kinds
poems; 2. Some examples are 2. Explains the kinds of poems. ii. Listens as the of poems.
2. explains the kinds of lyric, ballad, sonnet, epic, teacher explains 2. explains.
poem listed; narrative poem. the kinds of
3. identify of the features poems.
of the poems.
9 Poetry II Students should be able to: Other kinds of poems are- 1. Guides students to list the i. States the 1. States the kinds Students to:
1. lists some kinds of Ode, elegy, blank verse, kinds of poem. kinds of poems. of poems. 1. States the kinds
poems; free verse, lullaby. 2. Explains the kinds of poems. ii. Listens as the 2. Listens as the of poems.
2. explains the kinds of teacher explains teacher explains 2. Explains.
poem listed; the kinds of the kinds of poems.
3. identify of the features poems.
of the poems.
10 Drama. Students should be able to: Forms of drama. i. Guides students on class Participate in Samples of drama Students to:
1. explains the meaning of - Briefs introduction to discussion relating to definition class discussion text relating to the 1. states the
drama. the three forms of drama: of drama. on the meaning three forms of meaning of drama.
2. states the forms of dram; i. tragedy ii. Gives the meaning of drama. of drama. drama. 2. state and explain
3. explains the forms of ii. comedy. iii. Explains the forms of the different forms
drama. iii. tragic-comedy. drama. of drama.
11 REVISION
12 EXAMINATION
296
S.S I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Drama. Students should be able 1. Features of drama; i. Guides students to lists some i. Participates in A sample of a dram Students to:
to: Drama-cast, aside, features of drama. class discussion. text. 1. lists four/five
1. lists some features of playwright, dramatist ii. Explains the features of ii. Ask for features of drama;
drama. plot, flash back, drama listed on the chalkboard clarification when 2. explains three
2. explains the features suspense, soliloquy to the students. they confused. features of drama
of drama listed. listed.
2. Drama II Students should be 1. Features of drama i. Guides students to lists some i. Participates in A sample of a Students to:
able to: continues- Protagonist, features of drama. class discussion. dram text. 1. lists four/five
1. lists some features of Antagonist, tragic flaw, ii. Explains the features of ii. Ask for features of drama;
drama. tragic- hero, dialogue, drama listed on the chalkboard clarification when 2. explains three
2. explains the features character/characterizati to the students. they confused. features of drama
of drama listed. on, climax, conflict, listed.
prologue, epilogue,
diction.
3. African drama: Students should be able Background of: 1. Introduces to the students 1. Participates in Selected passages. Students to:
frank Ogodo. to: (a). The playwright. elements of the playwright’s the reading of the 1. write brief role
Ogeche- 1. relates the (b). The text. life that are relevant to the play. text. on the background
harvest of background of the (2). Setting. ii. Provides the relevant 2. Pick roles as of the playwright.
corruption. playwright to the text. (3). Diction. information about the setting of they read the text. 2. states the setting
2. describes and discuss the play. 3. Act the play. of the play;
the setting of the play. iii. Reads the passages aloud to 3. describe the
3. identify elements of the class stressing the various language used I n
language used in the language element. the play.
play.
4. Textual Students should be able Acts and scenes 1. Guides students into reading 1. Read the play, Recommended Students to:
analysis of to: summary of the play. the play by assigning them paying attention to text. read the play,
harvest of 1. reads the acts and different characters. the characters they paying attention to
corruption. scenes of the play; ii. Calls them out in front of the are assigned to. the characters they
2. summarizes the acts class to read their parts. are assigned to.
and scenes that they iii. Listens to them as they take
have read. their parts and corrects them
when necessary.
297
S.S I
WEEK SECOND TERM

OBJECTIVES GUIDE
5. Textual of Students should be Acts and scenes Relates the class played at the Read the play, Recommended Students to:
harvest of able to: summary of the play. students by choosing news paying attention to text. read the play, paying
corruption. i. Reads the acts and person to play such roles. the characters they attention to the
scenes of the play; are assigned to. characters they are
ii. Summarizes the assigned to.
acts and scenes that
they have read.
6. Textual Students should be 1. Emphasis on. 1. Leads discussion on the Read the play, 1. Recommended Students to:
analysis of – able to: i. Themes. unfolding events. paying attention to texts, 1. writes their
harvest of 1. identify the main ii. Plot. i. Group students to the characters they 2. Costumes and specific theme;
corruption. themes in the play. iii. Character/ dramatize the different sense are assigned to.1. proper may be 2. discuss the plot of
2. trace the sequence characterization. in which the themes are required the play;
of the major events in iv. Dramatic technique. found 3. analyses the
the play; iii. Uses character sketches different characters.
3. identify the major to help students understand 4. pick out one
and minor characters the characters better. dramatic technique
in the play. iv. Leads students to discover used in the play.
4. pick out the the dramatic techniques used
dramatic techniques in the play.
used in the text.
7. Non-African Students should be Background of: i. Presents the biographical i. Do a written retell The poem. Students to:
poetry- able to: i. The Poet. background of the poet. of the background of 1. accurately restate
William 1. discuss and describe ii. The Poem. ii. Gives a brief background the poet as well as the title of the poem
Morris. The the background of the (a). Subject matter. of the poem. the poem. and write on the
proud king. poet and poem; (b). Structure. iii. Leads discussion on what ii. Take active part background of the
2. states in their own the poems is all about. in the discussion. poet;
words what the poem iv. Guides students to iii. discuss the forms 2. write the poem in
is all about. identify the divisions within of the poem in their own words;
3. identify the various the poem. groups. 3. discuss the forms
part of the poem. of the poem.
298
S.S I
WEEK SECOND TERM

OBJECTIVES GUIDE
8. Poetic analysis Students should be Emphasis on: i. Guides students to: 1. Express their The poem. Students to:
of ‘the proud able to: i. theme(s). ii. Identify the main theme of personal feelings 1. states three
king. 1. identify the main ii. style (diction, mood, the poem; and ideas theme(s). found in
theme (s) of the poem. tone, imagery, iii. Leads discussion on the concerning the the poem;
2. identify features of symbolism, poetic appropriateness of the theme(s). 2. lists at least two
languages that devices. language used in the poem. 2. Respond to words instances of unique
characterizes the iv. Links the images with the of varying difficult languages used.
poem. background of the poem. levels selected from 3. explains in writing
3. identify the poem. the effectiveness of
dominant images in 3. Work in group to the poetic devices
the poem. write out and symbols used in
4. pick out the interpretation of the poem.
symbols used in the symbols.
poem.
9 African poetry Students should be Background of: i Guides students to: 1. Express their The poem. Students to:
Birago Diop able to: i. The poet. ii. Identify the main theme of personal feelings 1. states three
vanity. 1. identify the main (a). Subject matter. the poem. and ideas theme(s). found in
theme (s) of the poem. (b). Structure. iii. Leads discussion on the concerning the the poem;
2. identify features of appropriateness of the theme(s). 2. lists at least two
languages that language used in the poem. 2. Respond to words instances of unique
characterizes the iv. Links the images with the of varying difficult languages used.
poem. background of the poem. levels selected from 3. explains in writing
3. identify the poem. the effectiveness of
dominant images in 3. Work in group to the poetic devices
the poem. write out and symbols used in
4. pick out the interpretation of the poem.
poem.
299
S.S I
WEEK SECOND TERM

OBJECTIVES GUIDE
10 Poetic analysis Students should be Background of: i Guides students to: 1. Express their The poem. Students to:
of Birago, able to: i. The poet. ii. Identify the main theme of personal feelings 1. states two theme(s)
Diop, vanity. 1. identify the main (a). Subject matter. the poem. and ideas found in the poem;
theme (s) of the poem. (b). Structure. iii. Leads discussion on the concerning the 2. pick out three
2. identify features of appropriateness of the theme(s). poetic devices used in
languages that language used in the poem. 2. Respond to words the poem.
characterizes the iv. Links the images with the of varying difficult 3. pick out the images
poem. background of the poem. levels selected from and symbols used in
3. identify the poem. the poem.
dominant images in 3. Work in group to
the poem. write out
4. pick out the interpretation of
poem.
11 REVISION
12 EXAMINATION
300
S.S. I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Prose. Students should be Element of prose i. Guides the class i. Participates in class 1. recommended Student to:
able to: fiction- discussion on the meaning discussion on prose text. 1. explains the
1. give the meaning of i. Subject matter of prose fiction. fiction. meaning of prose
prose fiction. ii. Plot. ii. Gives detailed ii. Ask the teacher fiction?
2. states the element of iii. explanation on prose questions on the 2. lists three elements
prose. Character/characterizati fiction. elements of prose of prose fiction;
3. explains the element on iii. Lists and explain the fiction they find 3. explains two out of
of prose fiction. iv. Setting. element of prose fiction. difficult to the three elements of
v. Theme. understand. listed.
2. African prose- Students should be Background. i. Provides information on i. Identify and discuss The novel The students to:
Amma Darko able to: i. The Author. the author’s background. the themes in the text. 1. identify more
faceless. 1. provide information ii. The text. ii. Leads students to read ii. Identify and theme(s).
on the background of iii. Theme(s). the selected passage that discuss the chapters 2. describe
the text; iv. Setting. embayed the main that contains unique adequately the
2. state the theme(s) v. Diction. theme(s). language elements. authors background;
used in the text; iii. Guides students to 3. identify the setting
3. describes the setting describe the language of the play.
of the text; elements used in the text.
4. identify the unique
language element in
the text.
3. Textual Students should be Chapters by chapter i. Guides students into i. Participates in Recommended text. Students to:
analysis of able to: summarized of the text. reading the novel by reading of the novel, 1. read chapters one
faceless. 1. read the chapters of assigning different chapters by reading it chapter and two from the
the text. to them to read. by chapter. text.
2 summarize the ii. Calls them out in front 2. summarize chapter
chapters they have of the class to read their one.
read. parts.
iii. Listens to them as they
read and corrects them
where necessary.
301
S.S. I
WEEK THIRD TERM

OBJECTIVES GUIDE
4. Textual Students should be i. Chapters by chapter i. Guides students into i. Participates in i. Recommended Students to:
analysis of able to: summarized of the text. reading the novel by reading of the novel, text. 1. read chapter three
faceless. 1. read the chapters of assigning different chapters by reading it chapter –five.
the text; to them to read. by chapter. 2. summarizes
2. summarize the ii. Calls them out in front chapter three- five.
chapters they have of the class to read their
read. parts.
iii. Listens to them as they
read and corrects them
where necessary.
5. Textual Students should be Emphasis on; i. Leads class discussion on i. Discuss the i. Recommended Students to:
analysis of able to: 1. Theme(s). the unfolding of events in theme(s) in group. text. 1. writes their
faceless. 1. identify the main 2. Plot. text. ii. Lists the major and specific theme(s).
theme(s) in the text; 3. Characterization. ii. Draws students minor character. 2. discuss the plots of
2. trace the sequence 4. Narrative technique. attentions to the chapters iii. Pick out the the novel.
of major events in the where the theme(s) are narrative technique 3. analysis the
novel; found. used in the text. different characters;
3. identify the major iii. Uses character sketches 4. pick out one
and minor characters to make students narrative technique
in the novel; understand the characters used in the text.
4. pick out the better.
narrative technique iv. Leads students to
used in the text. discover the narrative
technique used in the text.
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OBJECTIVES GUIDE
6. Non- African Students should be Background of: i. Presents the biographical i. Do a written re-tell The poem. Students to:
poetry- able to: (a). The poet. back- grouped of the poet. of the background of 1. accurately re-state
William Blake 1. discuss and describe (b). The poem. ii. Gives a brief the poet as well as the title of the poem
the school boy. the background of the (c). Subject matter. background of the poem. poem. and write on the
poet and poem; iii. Leads discussion on ii. Take active part in background of the
2. states in their own what the poem is all about. the discussion. poet;
words what the poem iv. Gives students to iii. Discusses the 2. write the poem in
is all about. identify the divisions form of the poem in their own words.
within the poem. group.
7. Poetic Students should be Emphasis on the; i. Leads discussion that i. Lists the theme(s) The poem. Students to:
Ananlysis able to: i. Theme(s). will enable students to ii. Discuss the forms 1. identify and
William Blake 1. identify the main ii. Structure- Rhyming discover the theme(s) of the poem in explain the major
the school boy. theme(s) in the poem; scheme and rhyme. found in the poem. groups. theme(s).
2. point out rhyming ii. Draws their attention to iii. Work in groups to 2. discuss the
words used in the the division within the identify the rhyming structure of the poem.
poem;. poem. scheme used in the 3. write out the
3. identify the various poem. rhyming scheme used
parts of the poem. in the poem.
8. Poetic analysis Students should be Style (poetic devices, i. Leads discussion on the i. Identify the image The poem. Students to:
of William able to: diction tune, mood and language used in the poem. used in the poem. 1. list the poetic
Blake “the 1. identify words that image symbolisms). ii. Leads students to ii. Pick out the poetic devices used in the
school boy. appear to their identify images used in the devices used in the poem.
emotional feelings. poem. poem. 2. bring out two
2. comment on the iii. Brings out the symbols iii. Discuss the images used in the
main features of the found in the poem. language used in the poem.
language used in the poem.
poem.
3. bring out the image
used in the text.
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OBJECTIVES GUIDE
9 African poetry, Students should be Background of: i. Leads discussion on the i. Identify the image The poem. Students to:
Gabriel able to: i. The poet. language used in the poem. used in the poem. 1. write on the
Okara’s “piano 1. identify words that ii. The poem ii. Leads the students to ii. Pick out the poetic background of the
and the drums. appear to their iii. Subject matter. identify images used in the devices used in the poet.
emotional feelings. iv. Structure rhyme and poem. poem. 2. summarizes the
2. comment on the rhyming scheme. iii. Bring out the symbols iii. Discuss the poem in their own
main features of the found in the poem. language used in the words.
language used in the poem. 3. discuss the
poem. structure of the poem,
3. bring out the image 4. bring out the
used in the text. rhyming scheme.
10 Poetic analysis Students should be Emphasis on: i. Leads discussion on the i. Identify the image The poem. Students to:
of Gabriel able to: i. Theme(s). language used in the poem. used in the poem. 1. lists three poetic
Okara’s 1. identify words that ii. Style (diction, mood, ii. Leads the students to ii. Pick out the poetic devices.
“piano and the appear to their tune. identify images used in the devices used in the 2. bring out two
drum”. emotional feelings. iii. Symbolic poetic poem. poem. images used in the
2. comment on the device. iii. Brings out the symbols iii. Discuss the poem.
main features of the found in the poem. language used in the 3. pick out two
language used in the poem. symbols used in the
poem. poem and explain
3. bring out the image them.
used in the text.
11 REVISION
12 EXAMINATION
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THEME: MEETING PEOPLE
SEMAINE
SUJET OBJECTIFS CONTENU ACTIVITES RESOURCES GUIDE

COMMUNICATIFS PEDAGOGIGUES D’EVALUATION
ENSEIGNANT ÉTUDIANT
1 Se presenter en Les étudiants seront 1. Structures et 1. L’enseignant guide les étudiants à 1. Les étudiants 1. Texte de lecture. Les étudiants:
detail capable de: expressions utiliser les expressions telles que: participent ONYVA (BK 1 P- 1. se présentent en
1. les apprenants d’identité - Je suis + nom activement dans la 10) utilisant différentes
seront capable de se 2. Des réponses - Je suis + profession classe 2. Texte de expressions.
présenter d’une façon appropriées. - Je suis + nationalité 2. Ils observent et production orale 2. faire des phrases
simple. - Je suis + adjective répètent les 3. Extrait de texte simples pour se
2. donner d’autres Ex: Je suis monsieur Jean expressions après de littérature présenter.
informations et Je suis Avocat l’enseignant. 4. Le tableau noir 3. repondre aux
réponses Je suis Nigérian 3. Un étudiant 5. Documents questions
Je suis gentil etc. présente son voisin authentiques. facilement.
Des questions: de table à la classe
- Qui es-tu? 4. Répétition:
- Qui étés-vous? Elève/èleve
- Qui es-tu? 5..Enseignant/élève
- Qu’ êtes-vous? 6. Chaque étudiant
- Avec qui ….? remplit une fiche
Des réponses appropriées: d’identité.
- Je suis médecin
- Je suis à/au/à la/dans/à côté de .etc.
Je suis + nationalité.
(déscription physique)
2. L’enseignant répond aux
questions et invite les étudiants tour à
tour à faire autant c-a-d parler d’eux-
mêmes.
3. L’enseignant écrit au tableau
différentes formes de se présenter en
détail. Ex: Je m’appelle monsieur
Pierre Ekolú. Je suis français et je
suis professeur de français etc.
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ENSEIGNANT ETUDIANT
2 Identifier des Les étudiants seront Structures/expressions 1. L’enseignant parle du 1. :Les étudiants par 1. Cartes Les étudiants:
& personnes capable de: d’identité. différentes professions. Il petits groupes, créent 2. Images 1. identier les
3 Par: 1. identifier les guide les étudiants a un personnage en 3. Photo professions.
-profession différentes professions, discuter les différentes donnant les détails ce 4. Cassette vidéo 2. mantiomer et
-titre couleur d’habit et titre profession le personnage. 5. documents identifier les
-couleur 2. identifier les 2. Il parle du différents 2. Les étudiants authentiques différents groupes
d’habit. différents groupes groupes ethniques au regardent l’image des 6. CDs ethniques à delta.
ethniques par leurs Nigeria et à Delta. différents groupes 7. Textes de 3. présenter son
habits. 3. Les habits particuliers ethniques et ils dialogues voison de table à la
3. présenter ses à un groupe ethnique. l’identifient et 8. Le jeu de rôles. classe en détail
Présenter un ou camarades en détail. Description physique Ex: Ceux qui travaillent à décrivent en détail.
plusieurs de ses 4. donner des l’hôpital:
camarades informations sur ses - Médecin
camarades. - Infirmier(e)
- Chururgien(me) etc.
Les Yourubas, les Igbos,
les Haoussas etc.
- Comment est –il/elle?
Il/elle est:
- grand(e)
- petit (e)
- Mince
- gros (se) etc.
306
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SEMAI

NE

ENSEIGNANT ETUDIANT
4 Exprimer ses Les étudiants seront Vocabulaires/ 1. L’enseignant donne les 1. A tour de rôles, 1. Texte de Les étudiants:
& goûts et ses capable de: expressions parlant mots clés d’une profession. les étudiants disent à dialogue. 1. jeu de rôles.
5 préférences 1. parler de ses goûts de goûts, de choix 2. Il guide les étudiants à la classe ce qu’ils 2. Cartes. j’aime/je n’aime pas.
2. parler de ses discuter les différentes aiment et n’aiment 3. CDs l’enseignant écrit sur
préférences professions, plats, sports etc. pas. 4. Production orale au bord de papier des
3. S’exprimer 3. Il incite les étudiants à 2. Les étudiants 5. ONYVA mots désignant des
facilement des phrases parler de leurs préférences en parlent des métiers plats, des professions,
simples. utilisant ces expressions. qu’ils aiment. des personnages
- J’aime/je n’aime pas.. 3. parlent de leurs célèbres etc.
- Je déteste … préférences et a tour de rôles, il
- J’ai horreur de ca… pourquoi. proche un papier au
Ç’est nul hazard et les
- Je préfère … étudiants expliquent à
- Ça me plait la classe qu’ils
- Ça me va aiment/n’aiment pas
- J’aime ça etc. cette chose ou
personne.
6 Parler de son Les étudiants seront Structures/ 1. L’enseignant décrit la salle 1. Les étudiants 1. La salle de Les apprenants à…..
environnent capable de : expressions/adjectifs de français. essayent de décrire classe. 1. décrire leurs
1. parler de son de description 2. Il guide les étudiants a leurs environnent 2. Cartes environnent immédiat
environnent immédiat parler de ses quartiers, écoles, oralement en classe. 3. Photos 2. parler de quelques
2. decrire son villes, villages etc. 2. Ils parlent d’un 4. Documents lieux qu’ils
environnent immédiat Ex . I : Cette salle de français lieu de leur choix. authentiques connaissent
est petite avec six tables et 3. Par groupes, ils 5. CDs
plusieurs bancs. Les mûrs créent des lieux en 6. Vidéos etc.
sont recouverts d’affiches, je détaillant ensemble
la trouve bien aménagée etc. leurs caractéristiques.
II : Dans mon quartier, llya …. 3. A tour de rôles, ils
C’est assez dangereux de se parlent de ces
promener dans cette rue….. caractéristiques
III : Mon école est grande.
C’est située dans la rue….
307
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FIRST TERM
SEMAINE

ENSEIGNANT ETUDIANT
7 Demander et Les apprenants seront Vocabulaires 1. L’enseignant guide les Les étudiants 1. ONYVA (3) Les étudiants à….
indique le capable de : expressions étudiants à discuter les choissent un endroit p.13. 1. Expliquer à
chemin. 1. Poser des quéstions concernant différents chemins dans qu’ils vont visiter et 2. Les photos des l’étranger le chemin a
pour demander le l’environment par l’environment immédiat. indiquent comment y moyens de surve pour aller à
chemin. l’endroit où l’on se 2. Il parle des différents arriver. transports. l’église catholique
2. indiquer le chemin trouve. moyens de transports. 2. Un étudiant 3. Production orale dans son environment
3. Recevoir des Ex : où se trouve Ex : voiture explique a un (activité orale). immédiat.
renseignements sur ses …? Avion Etranger comment 4. Documents 2. demander un
environments. 2. le grand marché, Vélo etc. arriver a la poste authentiques. chemin à un passant ,
s’il vousplait 3. Il écrit au tableau noir centrale, à la plage, 5. Les routes dans comment arriver à
Réponses - quelques expressions pour au marché, à l’église l’environment certains lieux
1. Là - bas indiquer et demander le catholique etc. immédiat touristiques.
2. là chemin. 3. Vous étés
3. à gauche Ex : Ou se trouve… ? étranger, vous
4. tout droit etc. - Par où …. ? demandez à un
- Où est-ce qu’on… passant, comment
- Comment faire pour aller arriver à certains
au marché? lieux d’intérêts
Réponses touristiques.
- Je t’explique le chemin
- D’abord, prendre….
- Ensuite, tourner à ….
- Marcher tout droit … etc.
- Remonter/ descendre une
rue ….
- Continuer, traverser etc.
- C’est loin ?
- C’est comment ?
- C’est combien de
kilométre d’ici ? etc.
308
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ENSEIGNANT ETUDIANT
8 Exprimer son Etre capable de Vocabulaires et 1. L’enseignant donne aux 1. Les étudiants 1. ONYVA 3 p.60 Donnez votre opinion
& accord/ s’argumenter de façon expressions tournant étudiants ses opinions sur écoutent l’enseignant. & 61 sur les sujets suivants
9 désaccord et simple. autour de simple des sujets divers. 2. Ils observent et 2. CDs et dites pourquoi.
savoir dire arguments. 2. Il demande les opinions apprennent les 3. Jeux
pourquoi. - Je suis d’accord. des étudiants sur ces sujets expressions tournant Ex : jeu de rôles
- Je ne suis pas divers. autour de simples - Jeu de chiffon.
d’accord. 3. Il note les différentes arguments.
- Je crois/Je ne crois expressions d’opinions 3. Ils proposent
pas. employées par les étudiants d’autres sujets et
- C’est vrai/ce n’est au cours d’un donnent des raisons
pas vrai. débat/dialogue. pour leurs opinions.
- C’est juste 4. Il demande à la classe de 4. Ils travaillent en
- Vous avez raison proposer d’autres sujets. groupe. Ex débat.
- C’est faux etc.
Expressions de
justification :
- à cause de.
- parce que
- en raison de….
- pour que…. etc.
309
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ENSEIGNANT ETUDIANT
10 Parler des Les étudiants seront Structures/ 1. L’enseignant guide les 1. Les étudiants 1. Texte de lecture 1. Que feriez-vous
actions capable de: vocabulaires/ étudiants à étudier quelques proposent les facile. le week-end.
quotidiennes 1. Utiliser des expressions de tous vocabulaires et expressions par activités d’une
vocabulaires par les jours. rapport aux activités journée/week-end. 2. Dialogue 2. Ou’ est-ce que
rapport aux activités quotidiennes telles ques ; ce 2. Ils font un emploi vous faites tous les
quotidiennes. qu’il fait habituellement. du temps ou ils 3. Jeu de rôles jours ?.
2. S’exprimer - Tous les jours. marquent ce qu’ils
facilement en disant ce Je + verbe (se lever) (se font tous les jours sur 4. films
qu’ils font réveiller) (se préparer) un calendrier :
habituellement. (‘habiller) (Se laver) (Se - Les fêtes 5. coupures des
peigner) etc. importantes de leurs journaux.
Ex : Je me lève à 5 hrs du villages/villes ou
matin. pays.
- Je me lave et je me prépare .... 3. Par groupe, ils
etc. discutent leurs
2. Tous les jours + présent. différentes activités
Ex : Je joue au football. habituelles en
- chaque jour, je viens au lycée. utilisant les
3. Il dit ce qu’il fera le vocabulaires et
weekend. expressions appris.
4. Il demande aux élèves ce 4. Les étudiants
qu’ils font chaque jour à copient les notes
l’école. Ce qu’ils feront chez de l’enseignant pour
eux le premier jour des les guider.
prochaines vacances.
5. Il invite les étudiants un par
un expliquer/dire ce qu’il fait
habituellement à la classe
oralement.
6. Il écrit ses activités d’une
journée au tableau noir.
310
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SS I
SECOND TERM
THEME: MAKING PLANS FOR THE FUTURE

SEMAINE

ENSEIGNANT ETUDIANT
1 Expliquer ses Les étudiants seront Vocabulaires/ 1. L’enseignant guide les 1. Les étudiants 1. Textes de lecture Qu’on fera dans
projets capable de: structures/ étudiants à discuter les participent facile. l’avenir dans sa vie
personnels 1. Identifier les expressions aidant différents métiers/professions. activement à la 2. Les cartes personnel.
différents projets à expliquer ces 2. Il parle de son projet discussion de la 3. Video
personnels projets. personnel. classe. 4. CDs
disponibles. 3. Il invite un apprenant pour 2. Les étudiants
2. Faire un choix parler de son choix du projet parlent de ses
3. dire ce qu’on fera personnel. différents choix de
dans l’avenir. Ex : Plus tard, je ferai..... métiers surtout sur les
- Si je deviens ministre, je projets personnels.
donnerai des bourses scolaires 3. Ils disent pourquoi
aux étudiants. leurs choix.
4. L’enseignant demande aux 4. Ils choissent un
étudiants ce qu’ils veulent faire projet d’avenir et
plus tard dans leur future vie disent les grandes
personnel. étapes pour le
réaliser.
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SEMAINE

ENSEIGNANT ETUDIANT
2 Expliquer ses Etre capable de: Vocabulaires/expre 1. L’enseignant guide les 1. Les étudiants 1. Texte de lecture Que feriez-vous
& projets 1. identifier les ssions aidant à étudiants à parler de différents parlent avec facile dans l’avenir dans
3 familiaux différents projets expliquer les projets familiaux. l’enseignant en 2. Vidéos votre vie familiale?
familiaux projets. 2. il parle des étapes pour apprenant les 3. Documents
ex: faire construire une réaliser les projets familiaux vocabulaires et authentiques
maison. ex : construire une maison, on a expressions associes 4. Les débats
besoin du plan, de la terre et de a la construction. 5. CDs
l’argent etc. 2. les étudiants
3. il parle d’un logement, parlent des étapes
lequel on préfère et pourquoi pour réaliser les
ex : un immeuble de trois projets familiaux
étages avec ascenseur. 3. ils discutent leurs
- un studio choix d’un logement
- un deux pièces et pourquoi.
- un immeuble de deux étages.
- un appartement ancien,
moderne, calme, ensoleillé etc.
312
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SEMAINE

ENSEIGNANT ETUDIANT
4 Expliquer ses Les étudiants seront Vocabulaires/ 1. L’enseignant guide les 1. Les étudiants 1. Texte de lecture 1. Quel métier
& projets capable de : structures/ étudiants à parler de différentes répondent aux facile. choisiseriez vous et
5 professionnels. 1. Identifier les expressions aident professions pour les quéstions posées par 2. Les photos de pourquoi ?
différents projets à expliquer et sensibiliser. l’enseignant. différentes 2. Que feriez-vous
professionnels exprimer au futur. Ex : Il pose quelques quéstions 2. Ils discutent en professions. plustard.
disponibles. sur la profession. classe quelques 3. Cartes
2. dire ce qu’on fera - Le médecin travaille Qù? professions. 4. Video
dans l’avenir en - Celui qui conduit une voiture 3. Ils écoutent les 5. Les livres.
utilisant le futur. s’appelle comment ? conseils
- Que fait l’avocat(e) ? etc. de l’enseignant, puis
2. Il parle de quelques projets ils posent des
professionnels. quéstions.
3. Il donne des conseils sur les 4. Ils font quelques
différents projets professionnels phrases en utilisant le
pour guider les étudiants à faire futur.
leurs choix. Ex : Plustard, je
4. Il observe l’utilisation du construrai un
« futur » par les étudiants immeuble de trois
parlant de ses projets étages
professionnels. 5. Ils font l’ activités
5. Il invite les étudiants un par écrite.
un pour choisir et parler d’un
projet professionnel.
313
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SEMAINE

ENSEIGNANT ETUDIANT
6 Expliquer ses Les étudiants seront Vocabulaires/ 1. L’enseignant parle de ses 1. Les étudiants 1. Texte de lecture 1. Présenter votre
intensions capable de : structures/ intentions pour les vacances écoutent 2. Activité orale. intention et souhait à
1. dire ce qu’ils expressions aidant prochaines. attentivement la classe.
veulent faire plustard. à présenter une 2. Il insiste sur les expressions l’enseignant. 2. Si vous devenez
2. Exprimer ses intention et un pertinentes courantes. 2. Ils répètent les médecin, que feriez-
intentions. souhait. Ex : Je pratiquerai des activités expressions du futur vous ?
artistiques ou sportive. après.
- Les vacances prochaines, je l’enseignant pour
serai à Abuja etc. plusieurs fois.
- Dans deux années, je me - Elève/enseignant
marierai. - Elève/élève
- Si je deviens responsable de 3. Ils créent leurs
la classe, je + futur etc. intensions et discute
3. Il écrit des phrases au ça en classe.
tableau. Elève/élève.
4. Ils écrivent des
phrases au tableau
comme activité
écrite.
314
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SEMAINE

ENSEIGNANT ETUDIANT
7 Donner des Les étudiants seront Vocabulaires/ 1. l’enseignant guide les 1. Les étudiants 1. Texte de Votre meilleur ami
& conseils et des capable de donner des expressions relatifs étudiants à formuler des différents formulent les projets production orale vous annonce qu’il
8 avertissements conseils en général. au conseil/à projets qu’ils aimeraient réaliser. en disant comment 2. Documents veut quitter le
l’avertissement 2. Il leur demande ensuite de les réaliser. authentiques. village. Conseillez
2.Expressions de la préparer par écrit en petits 2. Ils préparent par 3. Cartes le et mettez le en
conséquence. groupes, une liste de conseils et groupes une liste de 4. Les images garde.
Si + présent + d’avertissement pour réussir ces conseils en utilisant 5. Textes audio
future. projets. des expressions
- Je te conseil de... Ex : Pour devenir pilote de ligne, aidant à conseiller.
- Je ne veux pas il faut...... 3. Avec le jeu de
que + subjonctif - d’abord.... rôles, Ils donnent des
- Sinon ensuite...... conseils sur différents
- autrement etc. - enfin..... projets.
- et surtout, il ne faut pas.... Ex : Un père/une
3. Il utilise le jeu de roles pour mère donne des
faire les étudiant parler en classe. conseils à son fils ou
- Tu veux ? sa fille qui part à
- Je ne veux pas... l’universite.
- Pourquoi ?
- Parce que si je + présent.
- Je veux + infinitif.
- Comment faire pour + infinitif.
- Pour réussir, d’abord tu + futur.
- Ensuite, tu + futur.
- Enfin, tu + futur.
ATTENTION :
Si je/tu + présent.
315
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SEMAINE

ENSEIGNANT ETUDIANT
9 Exprimer des 1. Etre capable de Vocabulaire/ 1. L’enseignant guide les 1. Les étudiants 1. Texte de 1. Ecrirez une carte
& souhaits et formuler de simples expressions relatifs étudiants à formuler quelques formulent les dialogues. de voeux.
10 parler de souhaits. à l’expression de souhaits. souhaits avec 2. Texte de jeu de 2. Est-ce qu’il
L’avenir. 2. Parler de l’avenir. souhait. Ex : J’espère que dans un mois, l’enseignant. rôles faudra tou jours
Ex : Je voudrais... J’achèterai une voiture. 2. Ils font quelques 3. Films aller à l’école ?
- Je veux bien... 2. Il écrit les propositions au propositions de 4. Le tableau noir.
- J’aimerais. tableau. souhait et écrivent au
- Je comte 3. Il discute les propositions tableau noir.
- J’espère avec les étudiants. 3. Ils parlent par
- Je souhaite. 4. Il demande aux étudiants production orale, un
quels changement la réalisation par un, les
de ses souhaits amènera. propositions au
5. L’enseignant divise la classe tableau noir.
en groupe auxquelles il demande 4. Ils observent et
d’écrire une carte de voeux pour parlent du
le jer janvier, un anniversaire, un changements que la
malade, un mariage etc. réalisation de ces
Ex : comment tu vois l’avenir ? propositions/souhaits
- Que pensez-vous de l’avenir ? amènera.
- Je crois que... 5. Ils écrivent une
- Je vois que .... carte de voeux par
- Je pense que..... groupe.
- J’espère que.......
316
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THEME: EXPRESSING SENTIMENTS AND OPINIONS

SEMAINE

ENSEIGNANT ETUDIANT
1 Exprimer son Les étudiants seront Vocabulaires/ 1. L’enseignant demande aux 1. Les étudiants 1. L’activité orale Que pensez
& opinion capable de dire : structures/ étudiants ce qu’ils aiment et ce parlent de ce qu’ils 2. Les cartes - vous de la
2 - Justifier son 1. Si on aime ou expressions qu’ils n’aiment pas pour les aiment et n’aiment 3. Jeu de rôles en polygamie.
opinion n’aime pas quelques permettant à sensibiliser. pas. Ils discutent en classe. 2. Pourquoi aimes-
choses. s’exprimer une 2. Il leur demande de justifier classe avec 4. Texte de jeu de tu les films
2. Ce que l’on en opinion. leurs opinions. l’enseignant. rôles. d’horreur ?
pense. - J’aime bien... Ex : J’aime les fruits parce qu’ils 2. Ils justifient leurs
3. Analyser une - J’adore .... sont bonnes pour la santé : opinions.
image. - Je déteste.... - J’aime les films d’horreur 3. les étudiants font
- Je n’aime pas du parce que c’est effrayant. des phrases avec la
tout... etc. - Je n’aime pas la polygamie liste d’expressions au
parce qu‘il ya beaucoup de tableau.
problèmes. 4. Ils font un débat
3. L’enseignant fait an tableau, en classe sur
une liste des expressions certaines opinions.
tellesque : 5. Ils écrivent sur
- Qu’est=-ce que tu pense de la leurs cahiers ses
polygamie ? opinions comme
- Tu aimes .. ou pas ? devoir..
- Cela te plait-il ? Ça t’intéresse.
Qu’est-ce que tu en pense ?
- A mon avis, je...
- Personnellement, c’est...
- Je pense que...
4. Il guide les étudiants a utiliser
ces expressions pour exprimer
ses opinions un par un.
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3 Reagir à une 1. Etre capable Vocabulaires/ 1. L’enseignant demande aux 1. Les étudiants 1. sujets pour le Vous étés
opinion d’employer des expressions étudiants leurs opinions sur des tirent au sort une débat journaliste dans un
formules appropriées permettant à réagir sujets divers. bande de papier et 2. Jeu de rôles grand quotidien.
en réaction à un avis. à une opinion. 2. Il écrit sur des bandes de disent, 3. Jeu de chiffon Vous donnez votre
2. Réagir à une Ex : Peut-etre papier des opinions. Je pense qu ...etc. 4. Tirer au sort. opinion sur un
opinion - Impossible Ex i : C’est bien d’avoir Pour exprimer ses 5. Petit pièce de film, un livre, une
positive/négative. - Pas exactement beaucoup d’enfants. opinions sur les sujets théâtre. décision du
- Sûrement ii. « Les femmes sont plus écrits. gouvernement pour
- C’est certain etc. intelligentes que les hommes ». 2. Les étudiants réagir.
iii. « Aller à l’école, c’est une participent au débat
perte de temps ». en parlant contre ou
iv. « Les femmes conduisent pour une sujet de
mieux que les hommes ». leurs choix en
v. « Le français est facile » etc. utilisant les
3. I’enseignant note au tableau expressions
les différentes expressions souvantes.
employées par les apprenants. - Je suis pour ...
- Je suis contre....
- Je désapprouve
..parce que...
- J approuve ..
- Je suis du même
avis que tol...
- Je suis d’accord
- Je ne suis pas
d’accord etc.
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4 Comparer le Les étudiants seront Vocabulaires et 1. En faisant participer les 1. Les étudiants 1. Vidéo 1. Quels sont les
& monde d’hier et capable de : expressions étudiants, l’enseignant décrit un participent changements de la
5 celui d’aujourd’ 1. dire comment on permettent à parler aspect de la vie moderne. activement dans la 2. Débat vie quotidienne ?
hui vivait avant. et comparer. Ex : Aujourd’hui, llya beaucoup discussion de
2. ce que l’on fait Ex : Aujourd’hui, il de moyens de transport. l’enseignant. 3. Texte de lecture 2. Qu’en pensez
maintenant. ya… Lesquels ? vous ?
3. comparer les deux. - Avant/autre fois (nommer les moyens de 2. Ils essaient de 4. Les documents
4. dire ce que l’on c’était… transport). comparer la vie avant authentiques.
pense. - Il y avait. 2. Il demande si c’était comme ça et celle d’aujourd’hui
- Il n’y avait pas autrefois en utilisant l’imper Fait. dans différents 5. Cartes etc.
de….. 3. Il donne d’autres exemples : aspects.
- Qu’est ce que tu - Distractions
en penses ? - Loisirs 3. Ils utilisent
- C’est mal… - Familles l’imper Fait et
- Ce n’est pas mal. - Villes présent du verbe pour
- C’est moins bien - Magazines s’exprimer.
etc. - Ecoles
- Moyens de communication. 4. Avec le jeu de
3. L’enseignant demande aux rôles, ils disent leurs
étudiants d’imaginer comment on opinions sur le
faisait changement.
avant et ce qui se passe
maintenant.
4. Il guide les étudiants à
exprimer leurs opinions sur le
changement.
5. Il écrit les divers opinions sur
le tableau et donne son opinion
aussi
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6. Exprimer sa Etre capable de : Vocabulaires/ 1. L’enseignant continue avec 1. Les étudiants 1. Textes de lecture Activités orale :
satisfaction ou 1. Parler de ce que structures/ expressions le travail de la cinquième s’imaginent dans facile.
son regret. l’on aime relatifs pour parler de semaine tout en insistant sur les diverses situations de 1. Comment
la satisfaction et du aspects satisfaisants et peu bonheur et de 2. Les images trouvez – vous le
2. Exprimer le regret regret. satisfaisants. tristesse et font des moyen du transport
Ex : Je suis content(e) Ex : Moyens de communication déclarations 3. Les cartes d’aujourd’hui ?
…. d’autre fois et la situation appropriées telles
_ Je suis satisfait(e). d’aujourd’hui. que : 4. Dialogues 2. Est-ce que vous
- Je regret(te) Ex : la technologie - Comme je suis étés satisfait avec
- Malheureusement - L’internet triste avec les filles 5. Jeu de rôles etc. le système de
- Regrettablement etc. - le téléphone portable d’aujourd’hui qui ne l’éducation
- Le Courier etc. s’habillent pas bien. d’aujourd’hui ?
Le téléphone était pour ….
les riches mais aujourd’hui … _ Je suis satisfait
(la satisfaction) etc. avec le moyen de
2. L’enseignant donne un communication
exemple de la vie qu’il ya le d’aujourd’hui …. Et
regret. pourquoi ?
Ex : la mode
- L’éducation d’autrefois et
l’éducation d’aujourd’hui.
- la moralité.
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7 Exprimer ses Les étudiants seront Vocabulaires/ 1. L’enseignant guide les 1. Les étudiants 1. Textes de 1. Ecrivez à votre
sentiments capable de : structures/ expressions étudiants a l’aide de observent les gestes production orale. ami intime pour lui
positives et 1. Exprimer les aptes pour parler de gestes/mimiques à exprimer des de l’enseignant. confier vos
négatifs sentiments personnels. sentiments varies. sentiments divers. 2. Ils mimiquent les 2. Documents sentiments du
Ex : Je suis Ex : Les sentiments et les gestes et l’attitude de authentiques. moment.
2. Expliquer pourquoi. enchante…. émotions. l’enseignant et
- Je suis triste - Admiration (oh comme tu es parlent de ses 3. Cartes.
- C’est dommage.... belle !). sentiments négatifs
- Oh - Satisfaction (je suis content ou positifs. 4. Images
- Ah avec toi). 3. Ils parlent de ce
- Ca alors - choc (oh ! je suis qu’ils ressent en 5. Texte audio
- Oh ! la la ! etc. étonné/surprise de te voir). utilisant le jeu de
- Colère (Je suis chiffon. 5. Jeu de rôles.
fâché/mecontent/en colère 4. Ils écrivent ses
parce que…). sentiments personnels
2. Il explique chaque fois ce exprimant la
qu’il ressent. satisfaction et disent
3. Il fait mimer des sentiments pourquoi.
à un élève et demande aux
autres de les reconnaître.
4. Il donne des expressions
aidant à parler de sentiment
ainsi.
- Je suis unquiete
- J’ai peur …
- J’ai honte …. et
Il dit pourquoi ses sentiments.
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8 Exprimer ce Les étudiants seront Vocabulaires/ 1. L’enseignant propose une série 1. Les étudiants 1. Texte du 1. Qu’est ce qu’il
& que l’en doit capable de : expressions relatifs d’objectifs possibles : écoutent dialogue faut faire pour ne
9 faire/ne faut 1. dire ce qu’il faut aux obligations, Ex : pour devenir avocat… attentivement aux 2. Coupures de plus dormir en
pas faire pour faire. recommendations, - Pour gagner beaucoup d’argent etc. propositions journaux. classe.
atteindre un 2. Ce qu’il ne faut pas interdictions. 2. Il demande aux étudiants ce que l’on de l’enseignant. 3. films 2. pour obtenir un
objectif. faire. Ex : Il faut … doit faire pour atteindre ses objectifs. 2. Ils parlent de ce 4. Jeu de rôles visa, qu’il ne faut
3. Communiquer des - Il est 3. Il écoute les différents contributions que l’on doit faire 5. activité écrite pas faire ?
recommendations et recommendé de….. des étudiants et les écrit au tableau noir. pour attiendre ou
des interdictions. - Il est interdite 4. Il guide les étudiants à utiliser les pas atteindre ses
4. Expliquer ce que de…. différentes manières de le dire telles objectifs
l’on doit faire pour - Défense de …. que : 3. Les étudiants
atteindre un objectif. - Pour réussir un examen qu’est ce qu’il appliquent les
faut faire ? différentes manières
Réponse. de l’expression.
Pour réussir un examen, 4. Avec le jeu de
- on doit + infinitif. Il faut + infinitif, si rôles, ils parlent de
quelqu’un veut …. différentes
- qu’est ce qu’il faut qu’il fasse… ? interdictions et
Réponse :- Il faut qu’il + subjonctif. recommendations au
5. L’enseignant recherche avec les Nigeria.
élevés quelques projets qu’ils Ex : Interdit d’uriner
aimeraient réaliser : ici.
Ex : i. Acheter une voiture (Jeep) - Défense de fumer
ii. voyager en France. etc.
iii. Obtenir un passeport
iv. faire un mariage.
v. pour être un/une bon(ne) élève…
vi. Pour ne plus dormir en classe etc.
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10 Donner la/les Etre capable Vocabulaires/ 1. L’enseignant choisit et Les étudiants à tour 1. Texte du Pourquoi avez-
raison(s) des d’employer et structures/ expressions explique une opinion sur un de rôles, expliquent dialogues adaptés vous peur de
sentiments expliquer les visant à expliquer ses sujet/sentiment. pourquoi ils sont ou 2. Coupures de chien ?
varies. sentiments. sentiments. ne sont pas toujours journaux
Ex.: 2. Il donne la raison pour ce ennuyés ou en colère. 3. Jeu de rôles.
- Fatigue choix.
- ennui Ex : J’adore du riz au gras
- chaleur parce que…
- froid - en raison de….
- calme - à cause de…etc.
- peur
- A mon avis ……
- A mon âge…..
- De ma part…….etc.
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UKA
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ISIOKWU MBUNUCHE NDINISOKWU IHE OMUME NGWA NKUZI NNWALE

ONYE NKUZI UMUAKWUKWO
1 Ekwumekwu Umuakwukwo ga-enwe Nkowa banyere 1. lgosiputa eserese 1. lkpoputa aha ndi 1. Eserese Umuakwukwo:
ike: exinaulo: ezinaulo no n’ezinaulo 2. Foto ndi 1. ikwu aha mmadu ato
1. ikwu aha ndi no 1. aha nne na nna 2. lduzi na lgbazi 2. lkowaputa oru aka ezinaulo n’ezinaulo
n’ezinaulo. 2. aha umunne mkparita uka ndi ezinaulo 2. ikwu oruaka abuo ndi
2. ikowaputa oruaka 3. aha obodo banyere ezinaulo 3. lkowaputa oru diiri no n’ezinaulo
ndi exinaulo ha. 4. oruaka nne na nna na nrubere n’ezinaulo 3. ikowaputa otu oru
3. ikouaputo oru diiri 5. oru diiri onye nrubeere diiri onye
na nruberere onye o n'ezinaulo n’ezinaulo
bula n’ezinaulo 6. nrubeere onye
n’ezi naulo
2 Agumagu Umuakwukwo ga-enwe 1. Nkowa ihe bu 1. lkowa ihe 1. Ikowaputa lhe bu Esereese Umuakwukwo:
odinaala lke: agumagu agumagu odinaala agumagu odinaala -Ihe okpu 1. iko out akuko odinaala
1. ikowaputa lhe 2. udi ya di iche iche bu, udi ya na uru ya udi na uru ya -Ngwa ejije 2. ltu ilu ato
agumagu bu -Akuko odinaala 2. Inye omumatu udi 2. Iko, igu na lmeputa - Redio 3. iguputa out abu
-udi yadi iche iche -Ejije odinaala nla o bula agumagu odinaala. - tiivii odinaala
-uru o bara -Abu odinaala 3. lduzi 3. Igu ihe ogugu 4. iza ajuju banyere
umuakwukwo 4. Iza na iju ajuju agumagu odinaala ndi a
n’lkoputa, na 5. Ise eserse guru
lmeputa agum agu 6. Ije ejije
odinaala
3 Agumagu Umuakwukwo ga-enwe 1. Nkowa ihe bu 1. Ikowa ihe 1. Ikowaputa ihe bu Esereese Umuakwukwo
odinaala ike agumagu agumagu odinaala agumagu odinaala - Ihe okpu 1. iko otu akuko odinaala.
1. lkowaputa 2. Udi ya di iche iche. bu, udi ya na uru ya. udi na uru ya. - Ngwa ejije 2. itu ilu ato.
-Ihe agumagu bu -Akuko odinaala 2. Inye omuma atu 2. Iko, igu na imeputa - Redio Umuakwukwo:
- udi ya di iche iche -Ejije odinaala udi nke O buta agumagu odinaala -Eserese 1. iko out akuko odinaala.
-oru o bara -Abu odinaala 3. Iduzi 3. Igu Ihe ogugu -Ihe okpu 2. Hu ilu atu
umuakwukwo 4. Iza na iju ajuju -Ngwa ejije 3. iguputa atu abu
n’lkoputa, na 5. Ise ereese -Redio odinaala.
imeputa agumagu 6. ije ejije - Tiivii 4. iza ajuju banyere
odinaala agumagu odinaala ndi a
guru.
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4 Njirimara ndi Igbo I Umuakwukwo ga-enwe Uzo di iche iche eji 1. Igosiputa ihe di 1. lkowaputa uzo di - Eserese Umuakwukwo:
lke: ama ndi igbo: iche iche eji mara iche eji ama onye -Chaati 1. ikoputa uzo ihe
1. ikowaputa njirimara - asusu ndi igbo igbo -Ngwa ejije ndi ato eji mara ndi
ndi igbo dika. - ekike 2. Iduzi 2. Ikwuputa udi nri igbo igbo.
- asusu - nri umuakwukwo ndi igbo na-erikari - Nri ndi igbo dika 2. ideputa uzo nri
- ekike - omume n’lkparita uka 3. Imeputa ejije ji, ede, akpu, akidi ato ndi igbo na-
- nri - omenaala gbasara ihe efiri banyere ekike ndi d. g. erikari.
- omume - oruaka mara ndi igbo. igbo. 3. imeputa ejije na
- omenaala –egosi omume ndi
- oruaka. igbo.
NGALABA OMUMU ASUSU
5 Udaasusu Umuakwukwo ga-enwe 1. Mgbochiume na 1. Igosiputa 1. Ideputa Chaati abiidii. Umuakwukwo:
ike: udaume. magbochiume na mgbochiume na 1. ikpoputa
1. ihoputa mgbochiume 2. Ndiiche di n’etiti udaume. udaume. mgbochiume na
na udaume/mkpuru uda mgbochiume na 2. Ikowaputa 2. Ikewaputa udaume.
(fonim). udaume. ndiiche di n’etiti nkejiokwu di na 2. ikwu otu ndiiche
2. ikwu ndiiche di 3. Ndakorita mgbochiume na mkpuru okwu. n’etiti mgbochiume
n’etiti mgbochiume na udauwe. udaume. 3. Iji uda olu kwesiri na udaume.
udauwe. 4. udaulu na 3. Igosiputa otu ekwesi kpoputa 3. ikanye akara
3. ikwu udaume ndi akaraudaolu. udaume abuo mkpuruokwu. udaolu na mkpuru
dakorita na mkpura 5. Nkejiokwu. Enwere na Okwu ano.
okwu. 6. Nyiriudaume. ndakorita ha.
4. ikewatalie 4. Inye
mkpuruokwu na nkeji Omumaatu
na nkeji. akaraudaolu di
5. hinye akaraudaolu na iche iche na igosi
nkejiokwu. ha.
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6 Udaasusu Umuakwukwo ga-erwe 1. Mgbochiume na 1. Igosiputa 1. Ideputa - Chaati abiidi Umuakwukwo:
ike: udaume. mgbochiume na mgbochiume na 1. ikpoputa
1. ihoputa mgbochiume na 2. Ndiiche di n’etiti udaume udaume mgbochiume na
udaume/mkpuru uda mgbochiume na 2. Ikowaputa ndiiche 2. Ikewaputa udaume.
(fonim udaume di n’etiti nkejiokwu din a 2. ikwu otu ndiiche
2. ikwu ndiiche di n’etiti 3. Ndakorita mgbochiume na mkpuru okwu n’etiti mgbochume
mgbochiume na udaume udaume udaume 3. Iji uda olu kwesiri na udaume.
3. ikwu udaume ndi 4. udaolu na 3. Igosiputa otu kpoputa mkpuru 3. ikanye akara
dakoritara na mkpuruowu akaraudaolu udaume abuo a nwere okwu. udaolu na mkpuru
4. ikewataie mkpuruowu 5. Nkejiowu na ndakorita ha okwu ano.
na nkeji na nkeji. 6. Myiriudaume 4. Inye omuma atu
5. hinye aka udaolu na akaraudaolu di iche
nkejiokwu. iche na igosi ha
7 Ezinaulo Umuakwukwo ga-erwe 1. Nkowa ihe bu 1. Ikowa ihe bu 1. Ikwu ihe bu - Eserese Umuakwukwo:
ike: ezinaulo ndi Igbo ezinaulo ezinaulo - Chaata 1. ikowa ihe bu
1. ikowa ihe bu ezinaulo 2. Udi ezinaulo 2. Ikowasi ezinaulo 2. Ikpoputa ndi - Vidio ezinaulo.
2. kwuputa di ezinaulo di enwegasiri dika: ndi Igbo nwere mebere ezinaulo 2. ideputa aru ndi
iche iche e nwere - ezinaulo otu 3. Idu umu akwukwo 3. Ikwu oru diiri onye ezinaulo ha na-aru.
3. ikowaputa oru di iche mkpuke n’ejije banyere O bula n’ezinaulo 3. ideputa uru ano
iche onye o bula naaru - ezinaulo mbisa ezinaulo 4. Ikparita uka banyere ezinaulo bara.
n’ezinaulo - Uru ezinaulo na 4. Izipula uru ezinaulo.
4. ikwu uru ezinaulo bara ndu ndi Igbo. ezinaulo bara
8 Ezinaulo Umuakwukwo ga-erwe 1. Nkowa ihe bu 1. Ikowa ihe bu 1. Ikwu ihe bu - Eserese Umuakwukwo:
ike: ezinaulo ndi Igbo ezinaulo ezinaulo - Chaata 1. ikowa ihe bu
1. ikowa ihe bu ezinaulo. 2. Udi ezinaulo 2. Ikowasi ezinaulo 2. Ikpoputa ndi - Vidio ezinaulo.
2. kwuputa di ezinaulo di enwegasiri dika: ndi Igbo nwere mebere ezinaulo 2. ideputa oru ndi
iche iche e nwere. - ezinaulo otu 3. Idu umu akwukwo 3. Ikwu oru diiri onye ezinaulo ha na-aru.
3. ikowaputa oru di iche mkpuke n’ejije banyere O bula n’ezinaulo 3. ideputa uru ano
iche onye o bula naaru - ezinaulo mbisa ezinaulo 4. Ikparita uka banyere ezinaulo bara.
n’ezinaulo. - Uru ezinaulo na 4. Izipula uru ezinaulo.
4. ikwu uru ezinaulo bara. ndu ndi Igbo ezinaulo bara
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9 Mwube Umuakwukwo ga-erwe Ihe ndi e ji ewube 1. Igosiputu ihe 1. Igosiputa mkpuru - Flashi kaadi Umuakwukwo :
mkpuruokwu ike: mkpuruasusu mofim bu mkpuru asusu asusu din a mkpuru - Akwukwo ogugu 1. ikanye akara iji
1. igosiputa nganihu - Nganitu na udi e nwere. okwu di iche iche. klasi. gosiputa mkpuru
nnoneetiti na nsonaazu na - Nnoneetiti 2. Inye omuma 2. Inye owu maatu asusu di na mkpuru
mkpuruokwu. - Nsonaazu atu udi nke O mkpuru asusu. okwu ise.
bula. 3. Ihazi flashi kaadi 2. iji mkpuru asusu
3. Iwebata n’udi Igosiputa di iche iche wube
nhaziflaashi mkpuru asusu. mkpuru okwuise.
Kaadi.
10 Ahiriokwu na Umuakwukwo ga-erwe 1. Ihe bu ahiriokwu 1. Ikowa ihe bu 1. Ikwu ihe bu ahiri - Kadboodu Umuakwukwo:
nkenudi ya ike: 2. Udi ahiriokwu e ahiriokwu okwu - Akwukwo ogugu 1. irugosi udi ahiri
1. ikwu ihe ahiriokwu nwere, 2. Igosiputa udi 2. Inye omu maatu Klasi okwudi iche iche.
putara. - Ahirimfe ahiriokwu di iche udi ahiri okwu di iche 2. iji ahiriokwu ise
2. igosiputa udi ahiriokwu - Ahirinha iche. iche gosiputa udi
di iche iche. - Ahiriukwu 3. Irugosi udi ahiri ahiriokwu.
- Ahirinkwe okwu di iche iche na
- Ahirinju kadboodu
- Ahiri ajuju
11 MMUGHARI
12 ULE
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IHE OMUME
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ISIOKWU MBUNUCHE NDINISOKWU NGWA NKUZI NNWALE

1 Ahiriokwu na Umuakwukwo ga-erwe ike: 1. Ihe bu 1. Ikowa ihe bu 1. Ikwu ihe bu ahiri - Kadboodu Umuakwukwo
nkenudi ya 1. Ikwu ihe ahiriokwu ahiriokwu ahiriokwu okwu - Akwukwo ogugu 1. Irugosi udi ahiri
putara. 2. Udi ahiriokwu e 2. Igosiputa udi 2. Inye omu maatu Klasi okwu di iche iche
2. Igosiputa udi ahiriokwu di nwere, ahiriokwu di iche udi ahiri okwu di 2. Iji ahiriokwu ise
iche iche - Ahirimfe iche iche iche gosiputa udi
- Ahirinha 3. Irugosi udi ahiri ahiriokwu di iche
- Ahiriukwu okwu di iche iche na iche
- Ahirinkwe kadboodu
- Ahirinju
- Ahiri ajuju
NGALABAOMUMU: OMENALA
2 Alumdina Umuakwukwo ga-erwe 1. Ikowa ihe bu 1. Ikowara 1. Ikwuputa ihe bu - Eserese Umuakwukwo:
nwunye ike: alumdina nwunye Umuakwukwo alumdina - Vidio 1. ime mkparitauka
1. ikowa ihe bu alumdi 2. Ikwu ihe ndi a - Ihe bu alumdi na 2. Igosiputa ihe ndi - Foto alumdi banyee alumdina
nanwunye na- eme mgbe a Nwunye eji eme alumdina nanwunye nwunye.
2. ikowa omenaala naeso na- alu din a - Omenaala naeso nwunye 2. ije ejije
alumdi nanwunye nwunye alumdi na nwunye 3. Ikparitauka 3. ideputa oru ato
3. ikwu uru alumdina - Iku aka n’uzo - Uru alumdi na banyere alum alumdina nwunye
nwunye bara - Ibu mmanya nwunye bara dinanwunye bara.
- Ime ego 4. Imeputa ejije
- Igba nkwu
NGALABA OMUMU: ASUSU
3 Nkejiasusu Umuakwukwo ga-enwe ike: Njirimara na oru 1. Ikowa mputara 1. Isu asusu - Akwukwo uto Umuakwukwo:
ikhoputa mputara na. 1. Mkpoaha, na oru nkeji asusu 2. Igu ihe ogugu. asusu 1. iguputa
Oru nkeji asusu ndi a - aha ndi a. mkpoaha na 3. Inye omu maatu - Eserese ahiriokwu ise ndi
1. Mkpoaha: - nnochiaha ngwaa. nkeji asusu ndi a - Chaati nwere udi a.
- aha - njuajuju 2. Inye omu maatu 4. Iji omu maatu ndi 2. ikanye akara
- nnochiaha - onuogugu 3. Igu n aide ihe asuo asusu maobu nokpuru nkeji
- njuajuju 2. Ngwaa dee ihe odide asusu e gosiputara
- onuogugu n’ahiriokwu.
328
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NGALABA OMUMU ASUSU

IHE OMUME
UKA
IZU
ISIOKWU MBUNUCHE NDINISOKWU NGWA NNWALE

NKUZI
4 Agumagu Umuakwukwo ga-erwe 1. Ikowa ihe bu 1. Ikowara ihe bu 1. Ikowuputa ihe bu - Akwukwo Umuakwukwo:
Ederede ike: agumagu ederede, agumagu ederede, agumagu ederede udi agumagu 1. ikowaputa ihe bu
1. ikowa ihe bu agumagu udi ya na uru ya. udi ya na uru ya ya, uru ya ederede ndi a agumagu ederede, udi
ederede, uru ya na udi ya 2. Iduuazi 2. Inye 2. Igu akwukwo ndi hoputara ya na uru ya
2. igu akwu kwo agumagu akwukwo a omunaaatu. a hoputara - eserese 2. iza ajuju abuo abuo
aderede a hoputara. hoputara 3. Iduzi 3. hute njirimara - ngwa ejije banyere njirimara
- Iduuasi 3. Ejije akwu kwo a umuakwukwo - Iduuzi - ngwa ejiji - Iduuazi
- ejije hoputara ederede ndi a - ejije - tepu redio na - ejije
- abu 4.Abuiakwukwo a hoputara - abu vidio - abu
hoputara - yeputa ejije 3. ichikota na nkenke
- ise eserese ihe a gutara
- iji ejiji n’akwukwo ndi a
hoputara
5 Olundi na igbo Umu akwukwo ga-enwe ike: 1. njirimara: 1. Ikowa Igbo 1. Isu n aide Igbo - Akwukwo Umuakwukwo:
izugbe ikowaputa - Igbo Izugbe Izugbe na olundi Izugbe utoasusu 1. isuputa ahiriowku
1. ihe bu Igbo Izugbe - olundi 2. Inye omumaatu 2. Iji omumaatu - Tepu na abuo na-egosiputa
2. ihe olundi bu 2. ndiiche di n’etiti 3. Ikowa uru Igbo gosiputa olundi ha. tepurekoda olundi ha.
3. ndiiche di n’etiti olundi na Igbo Izugbe na Izugbe na olundi 3. Isughari olundi ha - Chaati 2. isuputa ahiriokwu
Igbo Izugbe olundi 4. Ikoputa na Isere na Igbo Izugbe - Nkowa okwu abuo ga-agosiputa
4. ndiiche di n’olundi na Ibe 3. uru Igbo Izugbe olundi na tepu ndiiche di n’etiti
ya dk. Owere na onicha bara rekoda. olundi na lgbo Izugbe
4. uru olundi bara 3. ikwuputa uru abuo
n’Igbo Izuge olundi na Igbe Izugbe
bara
4. isughari maobu
Ideghari ahirokwu
abuo si n’olundi ha
gaa n’lgbo Izugbe.
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IHE OMUME NGWA NKUZI NNWALE
ISIOKWU MBUNUCHE NDINISOKWU
UKA
IZU
6 Olundi na igbo Umu akwukwo ga-enwe ike: 1. njirimara: 1. Ikowa Igbo 1. Isu n aide Igbo - Akwukwo Umuakwukwo:
izugbe ikowaputa - Igbo Izugbe Izugbe na olundi Izugbe utoasusu 1. isuputa
1. ihe bu Igbo Izugbe - olundi 2. Inye omumaatu 2. Iji omumaatu - Tepu na ahiriowku abuo na-
2. ihe olundi bu 2. ndiiche di 3. Ikowa uru Igbo gosiputa olundi ha. tepurekoda egosiputa olundi
3. ndiiche di n’etiti olundi na n’etiti Igbo Izugbe Izugbe na olundi 3. Isughari olundi ha - Chaati ha.
Igbo Izugbe na olundi 4. Ikoputa na na Igbo Izugbe - Nkowa okwu 2. isuputa
4. ndiiche di n’olundi na Ibe 3. uru Igbo Izugbe Isere olundi na ahiriokwu abuo ga-
ya dk. Owere na onicha bara tepu rekoda. agosiputa ndiiche
4. uru olundi bara di n’etiti olundi na
n’Igbo Izuge lgbo Izugbe
3. ikwuputa uru
abuo olundi na
Igbe Izugbe bara
4. isughari maobu
Ideghari ahirokwu
abuo si n’olundi ha
gaa n’lgbo Izugbe.
7 Njirimara ndi Umu akwukwo ga-enwe ike: 1. Ihe ndi ozo gasi Ikoputa ihe ndi 1. Ikwu uzo ndi ozo - Eserese Umuakwukwo:
Igbe 11 1. ikoputa ufodu omenaala eji e ji ama ndi Igbo: ozo gasi eji mara esi ama ndi Igbo - Chaati 1. ikwuputa uzo ihe
mara ndi Igbo dika: - omugwu ndi Igbo. 2. Ikoputa uru di n’he - Vidio ato eji mara ndi
- omugwo - Ibe ugwu ndi eji ama ndi Igbo. - Ije ejije Igbo.
- Ibe ugwu - Iche ojilnzu 3. Ikwu uru ihe ndi a 2. ikwu uru ato
- Ikuputa nwa - Inabata obia bara omenala ndi a bara
- Iche ojilnzu - iru mgbede 4. Ikwu echiche ha 3. ikoputa uzo esi
- Inabata obia banyere ufodu eme ha.
- Iru mgbede d.g njirimara ndi Igbo 4. ideputa mkpa ato
2. Ikwu mkpa o di Ikwalite o di ikwalite
omenala ndi a. omenata ndi a.
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NGALABA OMUMU ASUSU
IHE OMUME NGWA NNWALE
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ISIOKWU MBUNUCHE NDINISOKWU NKUZI

8 Njirimara Umu akwukwo ga-enwe ike: 2. Etu e si eme omenala Ikoputa ihe ndi ozo 1. Ikwu uzo ndi ozo - Eserese Umuakwukwo:
ndi Igbo 11 1. ikoputa ufodu omenaala eji ndi a gasi eji mara ndi Igbo. esi ama ndi Igbo - Chaati 1. ikwuputa uzo ihe
mara ndi Igbo dika: 3. uru ha bara 2. Ikoputa uru di n’he - Vidio ato eji mara ndi Igbo.
- omugwo ndi eji ama ndi Igbo. - Ije ejije 2. ikwu uru ato
- Ibe ugwu 3. Ikwu uru ihe ndi a omenala ndi a bara
- Ikuputa nwa bara 3. ikoputa uzo esi
- Iche ojilnzu 4. Ikwu echiche ha eme ha.
- Inabata obia banyere ufodu 4. ideputa mkpa ato o
- Iru mgbede d.g njirimara ndi Igbo di ikwalite omenata
2. Ikwu mkpa o di Ikwalite ndi a.
omenala ndi a.
9 Ogugu na Umu akwukwo ga-enwe ike: 1. Ogugu banyere ahuike 1. Iduzi ogugu banyere 1. Igu ihe ogugu 1. Akwukwo Umuakwukwo:
Aghotaaazaa 1. igutali Igbo werewere na ntorobia ahuike nterobia. 2. Iza na iju ajuji ogugu 1. iguputa ihe ogugu
Ahuike osiiso - Idobe onwe ocha - Ikowa okwu ndi siri 3. Ikowa mkpuruokwu 2. Eserese 2. iza ajuju metutara
Ntorobia 2. ikowaputa Isi Ihe a guru - Oria mminwu ike ndi siri ike 3. Posta ihe a guru
banyere ahuike ntorobia. (H IV/ A I D S) - Inye omumaatu 4. Ikwu uche ha n’ihe 4. Vidio 3. ikwu mao bu ide
3. ikowa okwu nddi siri ike 2. Iduzi mkparita uka a guru maka ya uche ha banyere ihe a
n’ihe a guru banyere ihe a guru. 5. Ikiri eserese na guru.
4. ikwu uche ha banyere ihe 3. Igosi eserese na onyoonyoo
ha guru onyoonyoo 6. Ije ejije
10 Ogugu na Umu akwukwo ga-enwe ike : 1. Ogugu banyere ahuike 1. Iduzi ogugu banyere 1. Igu ihe ogugu 1. Akwukwo Umuakwukwo:
Aghotaazaa 1. igutali Igbo werewere na ntorobia ahuike nterobia. 2. Iza na iju ajuji ogugu 1. iguputa ihe ogugu.
Ahuike osiiso. - Idobe onwe ocha - Ikowa okwu ndi siri 3. Ikowa mkpuruokwu 2. Eserese 2. iza ajuju metutara
Ntorobia 2. ikowaputa Isi Ihe a guru - Oria mminwu ike ndi siri ike 3. Posta ihe a guru.
banyere ahuike ntorobia. (H IV/ A I D S) - Inye omumaatu 4. Ikwu uche ha n’ihe 4. Vidio 3. ikwu mao bu ide
3. ikowa okwu ndi siri ike 2. Inu ogwu aghara aghara 2. Iduzi mkparita uka a guru maka ya uche ha banyere ihe a
n’ihe a guru. 3. Inu na Iza ajuju banyere banyere ihe a guru. 5. Ikiri eserese na guru.
4. ikwu uche ha banyere ihe ahuike ntorobia 3. Igosi eserese na onyoonyoo
ha guru. 4. uche umuakwukwo onyoonyoo 6. Ije ejije
banyere ihe ha guru
11 MMUGHARI
12 ULE
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1 Mkpuruedemede Umu akwukwo ga-enwe ike: 1. 1. Ikawa 1. Iguputa na irugosi 1. Akwukwo Umuakwukwo:
na nsoroedide 1. ikpoputa na irugosi Mkpuruedemede mkpuruedemede mkpuruedemede ogugu Klasi 1. irugosi
mkpuruedemede - mgbochiume 2. Inye omuma 2. Irugosi - Chaati mgbochiume mkpi
- mgbochiume - udaume atu. mgbochiume mkpi na ise.
- udaume - myiriudaume 3. Ikowa udaume ndi nwere 2. ideputa udaume
- myiriudaume - udamkpi akaraedemede ntupo ato nwere ntupo.
- udamkpi 4. Igosi chaati 3. Ideputa mkpuru 3. hinye akara
2. ikpouta na irugosi 5. Ime akpoede edemede edemede ato
- mkpuruedemede ukwuna 4. Hinye akara n’edemede.
ndi nta edemede.
- udaume ndi nwere akara
ntupo
3. itinyetali akaraedemede
2 Mkpuruedemede Umu akwukwo ga-enwe ike: 2. Nsoroedide 1. Ikawa 1. Iguputa na irugosi 1. Akwukwo Umuakwukwo:
na nsoroedide 1. ikpoputa na irugosi Mkpuruedemede mkpuruedemede mkpuruedemede ogugu Klasi 1. irugosi
mkpuruedemede: ukwu na nta 2. Inye omuma 2. Irugosi - Chaati mgbochiume mkpi
- mgbochiume - akara ntupo atu. mgbochiume mkpi na ise
- udaume - kpom 3. Ikowa udaume ndi nwere 2. ideputa udaume
- myiriudaume - rikom akaraedemede ntupo ato nwere ntupo
- udamkpi - akara ajuju 4. Igosi chaati 3. Ideputa mkpuru 3. hinye akara
2. ikpouta na irugosi - akara uhie 5. Ime akpoede edemede edemede ato
- mkpuruedemede ukwuna 4. Hinye akara n’edemede.
ndi nta edemede.
- udaume ndi nwere akara
ntupo
3. itinyetali akaraedemede.
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3 OCHICHI Umu akwukwo ga-enwe ike: 1. Ihe bu ochichi 1. Ikawa ihe bu 1. Iku ihe bu ochichi 1. Eserese ndi Umuakwukwo:
odinala Igbo 1. ikwu ihe bu ochichi odinala. ochichi odinaala. odinaala ochichi odinala. 1. ikowa ihe bu
odinaala. 2. Mgbe ochichi 2. Ikwu ogo di iche 2. Igosiputa ogo di 2. Foto ogbako ochichi odinala.
2. ikowa usoro ochichi odinala malitere iche n’ochichi iche iche di n’ochichi ndi ochichi 2. ikoputa ogo abuo
odinalz na njiri mara ha. 3. usoro ochichi odinala. 3. Ikoputa uru ochichi odinala di n’ochichi odinaala.
3. ikwu uru ochich odinaala odinala. 3. ikoputa uru odinala bara 3. ideputa uru ato
bara. 4. uru ochichi ochichi odinaala ochichi odinala bara.
bara. bara.
5. otu di iche iche
onu na-eru
n’okwu n’ochichi
obodo.
4 OCHICHI Umu akwukwo ga-enwe ike : 1. uru ochichi 1. Ikawa ihe bu 1. Iku ihe bu ochichi 1. Eserese ndi Umuakwukwo
odinala Igbo 1. Ikwu ihe bu ochichi bara. ochichi odinaala. odinaala ochichi odinala. 1. Ikowa ihe bu
odinala 2. out di iche iche 2. Ikwu ogo di iche 2. Igosiputa ogo di 2. Foto ogbako ochichi odinala.
2. Ikowa usoro ochichi onu na-eru iche n’ochichi iche iche di n’ochichi ndi ochichi 2. Ikoputa ogo abuo
odinalz na njiri mara ha. n’okwu n’ochichi odinala. 3. Ikoputa uru ochichi odinala di n’ochichi odinala
3. Ikwu uru ochich odinaala obodo. 3. ikoputa uru odinala bara 3. ideputa uru ato
bara. ochichi odinaala ochichi odinala bara.
bara.
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5 Edemede Umu akwukwo ga-enwe ike: 1. Udi edemede di 1. Ikawa puta udi 1. Ikwu udi edemede - Flashi kaadi Umuakwukwo:
1. ikwu udi edemede di iche iche iche edemede di iche di iche iche e nwere. . kadboodu 1. ikwu udi
iche - akomako iche 2. Irugosi usoro . chaata edemede ano.
2. irugosi usoro edemede nke - ekwumekwu 2. Igosiputa na edemede nke o bula 2. ihazi n aide udi
obula n’usoro ya. - nuritauka inye omumu atu edemede abuo.
- nkowasi udi edemede di
- nkowami iche iche
- mkparitauka 3. Iduzi ndi klasi
- leta. n’ideputa
edemede
omumaatu
6 Edemede Umu akwukwo ga-enwe ike: 2. usoro edemede 1. Ikawa puta udi 1. Ikwu udi edemede - Flashi kaadi Umuakwukwo
1. ikwu udi edemede di iche nke o bula: edemede di iche di iche iche e nwere. . kadboodu 1. ikwu udi
iche. - Isiokwu iche 2. Irugosi usoro . chaata edemede ano.
2. irugosi usoro edemede nke - Nkebi edemede 2. Igosiputa na edemede nke o bula 2. ihazi n aide udi
obula n’usoro ya. okwu mmalite, ahu inye omumu atu 3. Ihazi na ideputa edemede abuo.
edemede mmechi udi edemede di edemede nke o bula
3. udi leta e nwere: iche iche na usoro ya.
- Leta nke onye 3. Iduzi ndi klasi
Leta nwannunu n’ideputa
- usoro edemede edemede
leta: njirimara omumaatu
. Leta nke onye
. Leta
anamachoihe
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7 Atumatu Umu akwukwo ga-enwe ike: 1. Ihe bu 1. Ikawa puta ihe 1. Ikowaputa ihe bu . Akwukwo Umuakwukwo:
okwu 1. ikowa ihe bu atumatuokwu bu atumatuokwu atum atuokwu udi ya agumagu a 1. ikowaputa ihe bu
atumatuokwu. 2. Udi ya di iche udi ya na uru ya. na uru ya hoputara atumatuokwu.
2. Igosiputa uru o bara iche 2. Inye omumaatu 2. Inye omumaatu . chaati 2. ikpoputa udi
n’agumagu. 3. uru o bara. 3. Iduzi umu 3. Ichoputa ufodu atumatu okwu abuo
3. ikpoputa udi ya di iche iche akwukwo igu ihe atum atuokwu ma nye omumaatu.
4. ichoputa atumatu okwu ogugu nwere n’agumagu ndi a 3. ikwu uru
n’ederede. atumatu okwu hoputara atumatuokwu bara
5. itinye ha n’okwu n’akwa 4. Iduzi 4. Itinye ha n’okwu n’agumagu.
n’ederede. umuakwukwo ma jirikwa ha dee 4. itinye atumatu
ichoputa ufodu ederede okwu abuo
atumatuokwu n’edemede nke ha.
n’ederede nakwa
itinye ha n’okwu
n’ederede.
NGALABA OMUMU : OMENALA
8 Oruaka Umu akwukwo ga-enwe ike: 1. Ihe bu oruaka 1. Ikowa ihe bu 1. Inye nkowa 1. Eserese udi Umuakwukwo:
1. ikowa ihe bu oruaka 2. udi oruaka di oruaka banyere ihe bu oruaka di oruaka di 1. ikowa ihe bu
2. ikwu oruaka di iche iche iche iche eji mara 2. Ikoputa oruaka oruaka. iche iche oruaka
ndi Igbo na-aru. ndi Igbo. di iche iche eji 2. Ikwu oru aka di 2. chaati 2. ikwu udi oruaka
3. ikwu uru oruaka bara. mara ndi Lgbo iche iche ndi Lgbo 3. Foto ndi na-aru ano ndi Igbo na-
4. ikoputa mkpa o di ikwalite 3. Igosiputa uru na-aru. oruaka aru.
oruaka ndi a. oruaka ndi a bara 3. Ikwu uru oru aka 3. ideputa uru ato
4. Igosiputa mkpa bara oruaka bara.
o di Ikwalite oru 4. Iko mkpa o di 4. ikwuputa uzo ato
aka ndi a Ikwalite oruaka ndi a ga-esi kwalite
Lgbo na-aru. oruaka n’ala Igbo.
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9 Oruaka Umu akwukwo ga-enwe ike: 3. Uru oruaka ndi a 1. Ikowa ihe bu 1. Inye nkowa 1. Eserese udi Umuakwukwo:
1. ikowa ihe bu oruaka bara. oruaka banyere ihe bu oruaka di oruaka 1. ikowa ihe bu
2. ikwu oruaka di iche iche 4. Mkpa o di 2. Ikoputa oruaka oruaka. di iche iche oruaka
ndi Igbo na-aru. Ikwalite ha di iche iche eji 2. Ikwu oru aka di 2. chaati 2. ikwu udi oruaka
3. ikwu uru oruaka bara. mara ndi Lgbo iche iche ndi Lgbo 3. Foto ndi na-aru ano ndi Igbo na-
4. ikoputa mkpa o di ikwalite 3. Igosiputa uru na-aru. oruaka. aru.
oruaka ndi a. oruaka ndi a bara 3. Ikwu uru oru aka 3. ideputa uru ato
4. Igosiputa mkpa bara oruaka bara.
o di Ikwalite oru 4. Iko mkpa o di 4. ikwuputa uzo ato
aka ndi a Ikwalite oruaka ndi a ga-esi kwalite
Lgbo na-aru. oruaka n’ala Igbo.
NGALABA OMUMU ASUSU
10 NGALABA Umu akwukwo ga-enwe ike: 1. Nkowa ihe bu 1. Ikwu ihe bu . Akwukwo ogugu 1. Eserese udi Umuakwukwo:
OMUMU: 1. ikowa ihe bu ntughari ntughari ntughari. klasi oruaka di oruaka 1. ikwu ihe bu
ASUSU 2. Ikwu usoro eji eme 2. usoro esi eme 2. Ikwu usoro. Eji . Chaati di iche iche ntughari.
ntughari ntughari eme ntughari . Kad boodu 2. chaati 2. ikwu usoro
Ntughari 3. itughari ahiriokwu . Iji Igbo Izugbe 3. Inye omumaatu 3. Foto ndi na-aru ntughari
. Igbakurasa ukwu 4. Ime ntughari oruaka 3. itughari
n’echiche karia na ahiriokwu ise.
mkpuruokwu
3. Okwu nditara
akpu
. Okwu mbite
. akpaalaokwu
. ntughari
kpomkwem
11 MMUGHARI
12 ULE
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THEME: BASIC ELECTRON THEORY

WEEK

OBJECTIVES GUIDE
1 Structure of matter Students should be able to: 1. Definition of 1. Uses posters and 1. Participate in 1. Charts and Students to:
1. explain the meaning of matter, atom, electron diagrams to explain class room diagrams of 1. define an atom.
structure of matter. and electric current. structure of atoms. discussion by structure of atom. 2. draw and explain
2. define conductor and 2. Conductors and 2. Explains examining displayed 2. Pieces of the structure of atom.
insulator. insulators. conductors and samples of conductors and 3. differentiate
3. state the difference 3. Uses of conductors insulators. conductors and insulators e.g. between conductors
between conductors and and insulator. 3. States the uses of insulators. copper, wire, paper, ad insulators.
insulators. conductors and 2. State the rubber, wood etc.
insulators. difference between
conductors and
insulators.
2 Ohm’s law of Students should be able to: 1. Ohm’s law and 1. Defines and 1. State Ohm’s law. Charts on Ohm’s Students to:
electricity. 1. State Ohm’s law. application. explains Ohm’s law. 2. Participate in the law displayed on 1. state Ohm’s law.
2. State the relationship 2. Using symbols for 2. Explains the experiment to verity chalk board showing 2. State the three
between current [I], explaining the relationship between Ohm’s law. voltmeter resistors, equations of Ohm’s
voltage [V] and resistance meaning of current I, voltage V ammeter and power law.
[R]. Current I and resistance R supply. 3. use graph to
a. verify Ohm’s law by Voltage V using Ohm’s law explain the
performing an experiment Resistance R V = IR ------ 1 verification of Ohm’s
to determine the law. V/I = R ----- 2 law.
V I = V/R ----- 3
I
Graph of voltage against
current
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WEEK

OBJECTIVES GUIDE
3. Ohm’s law Students should be able Simple calculation of Calcites current and Solve problems Circuit diagram with Students to:
to: current, voltage and resistance. involving Ammeter, voltmeter calculate the current
solve problems on resistance. calculations on ad resistor. flowing in a circuit
Ohm’s law involving Ohm’s laws when a 12v source is
current, voltage and connected across a
resistance. resistor of 60 Ohm.
4 Electric power Students should be able 1. Concept of electric 1. Explains the 1. State the formula 1. Charts or posters Students to:
to: power. meaning of electric for finding electric diagram containing 1. explain the
1. define electrical 2. Relationship between power and states the power. power formulae. meaning of electric
power. power, current and formula for finding 2. Calculate power 2. Chalk board with power and state the
2. STATE the unit and voltage. electric power. in a given circuit. diagram of power unit.
instrument for P = IV 2. Calculates power 3. Participate and formulae, calculator 2. calculate the power
measuring power. 3. Calculation of electric dissipation in a examine the dissipated by a 10 Ω
3. explain the power in given electric circuit. verification of resistor when a
relationship between circuits. 3. Performs an joule’s law. current 0.2 amp is
power, current and 4. Joules per kilowatt/hr experiment to verify flowing in the circuit.
voltage. and Watt hour. joules law.
4. state other formulae
for finding power.
5. calculate joules per
kw/h and state the units.
338
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FIRST TERM
WEEK
ACTIVITIES
TOPIC CONTENT
OBJECTIVES LEARNING RESOURCES GUIDE
TEACHER STUDENTS
5 Resistor Students should be 1. Circuit components. 1. Explains the circuit 1. Explain the term 1. Circuit diagram of voltmeter Students to:
able to: 2. Identification of components. resistor. connected across a resistor e.g. 1. define and
1. define and explain resistors. 2. Defines the term 2. Identify the v explain resistor.
the term resistor. 3. Electrical symbol of resistor and states the resistor from the 2. mention three
2. mention the a resistor, fixed and unit and symbols or circuit diagram. circuit
different circuit variable. resistor. 3. Show the Resistor components.
components that have 4. Colour coding and 3. Explains types of resistance values 3. calculate these
resistors. its uses. resistor e.g. variable from their colour resistor
3. draw the circuit 5. Application of and fixed resistor. codes. connected in
symbols of resistor. resistor. 4. Statesthe application 4. Draw the colour 2.Various types of resistor e.g. i. series
4. explain the of resistor in a circuit. code from the table. i. Rheostat ii. parallel
practical application of 5. Draws and explains 5. Calculate the ii. Carbon resistor iii. in colour e.g.
resistor. colour coding. values of a give 3. Charts red, orange,
5. calculate the 6. Calculates resistor parallel or series black, white etc.
resistance of a resistor connected in series and connection of a
using colour code. parallel. resistor. Resistor
7. Calculates maximum 6. Calculate the R1 R2 R3
and minimum tore value of a given
rance resistor. colour coded Resistors in series
resistor. (R = R1 + R2 + R3)
R1
R2
P Q
R3
Parallel resistor connected
1 1 1 1
= + +
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BASIC ELECTRICITY
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
6 Inductors Students should be able to: 1. Identification of 1Displays inductor on the 1. Draw circuit of Air core, insulator, Students to:
1. define inductor. inductor. table for the students to see. inductors. charts, diagram, soft 1. define inductor.
2. draw and explain the 2. Use of inductors. 2. Identifies types of 2. Mention wire etc 2. state the application
circuit symbol of inductor, inductor e.g. air core application of of an inductor.
air and core. inductors. inductors. 3. state types of
3. state the use of inductor. 3. Explains the application inductor.
of inductor e.g. electrical
bells, transformers and
electrical motors.
7 Resistance Students should be able to: 1. Definition of 1. Explains the meaning of 1. Examine 1. Chalk board. Students to:
1. define resistance. resistance. resistance. sample of 2. Textbooks. 1. define resistance.
2. explain 2. Connection of 2. Displays samples of resistors 3. Some samples of 2. calculate for values
i. series connection of resistors resistors. displayed. resistors. of resistance for
resistors i. series connection 3. Illustrates with example 2. Carryout different connections of
ii. parallel connections of ii. series-parallel different connection of different resistor.
resistors connection resistors. connection of 3. carry out experiment
iii. series-parallel 3. Definition of 4. Demonstrates different resistors. on resistivity and
connections of resistors resistivity and connection of resistors. 3. Carryout conductivity.
iv. describe both resistivity conductivity. 5. Carries experiments to experiment on
and connectivity 4. Experimental demonstrate resistivity and resistivity and
v. carry experiments to verification resistivity conductivity. conductivity.
demonstrate resistivity and and conductivity.
conductivity.
8 Capacitors Students should be able to: 1. Types of capacitor 1. Displays capacitor on the Participate and 1. Various types of Students to:
1. define capacitor and state and unit. table for the students to see examine the capacitors e.g. paper 1. define capacitor.
its unit. 2. Circuit symbol of and explains the concept of different types of mica 2. explain what
2. identify various types of capacitor- fixed and capacitor. capacitors. 2. Charts, diagrams, dielectric is.
capacitors e.g. paper variable. 2. Guides the discussion on software etc 3. mention functions of
capacitor, mica capacitor 3. The application of this application. Of a capacitor in a circuit.
and electrolyte capacitor etc. capacitor. capacitors. 4. draw circuit symbol
of a capacitor and state
the unit.
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9 Capacitors Students should be able Colour coding capacitor. 1. Explains colour 1. Calculate the 1. Chalk board. Students to:
to: coding of capacitor. value of a capacitor 2. Types of capacitor solve problems on
1. identify the colour 2. Sets some using colour coding. e.g. paper, mica etc capacitor using
coding. problem involving 2. Solve some colour coding.
2. calculation involving capacitor on the capacitor problem
the problem of value of chalk board for set for them by the
capacitors using colour students to solve. teacher.
coding.
10 Capacitance Students should be able 1. Definition of 1. Explains 1. Examine 1. Chalk board. Students to:
to: capacitance. capacitance. displayed samples 2. Textbooks. 1. define
1. define capacitance. 2. Connection of 2. Displays samples of capacitors. 3. Samples of capacitance.
i. describe series capacitance of capacitors. 2. Observe the capacitors. 2. carry out
connection of i. series 3. Illustrates teachers 4. Charts. different
capacitors ii. parallel connection different demonstrations. connections of
ii. parallel connection iii. series-parallel connections of 3. Carry out capacitors.
of capacitor connection capacitors. different connection
iii. series-parallel 3. Definition of 4. Demonstrates of capacitors.
connection of capacitance and different
capacitors. capacitive reactance and connections of
iv. carry out different impedance. capacitors.
connections of 5. Explains
capacitors. capacitance,
2. describe capacitive capacitive reactance
reactance and and impedance.
impedance.
11 REVISION
12 EXAMINATION
341
BASIC ELECTRICITY
SS I
SECOND TERM
THEME: ELECTRICAL CIRCUITS AND WIRING

WEEK

OBJECTIVES GUIDE
1 Design Estimation Students should be able 1. Concept of wiring 1. Explains the meaning 1. Participate in the 1. Estimating form Students to:
to: design. of wiring design and class room discussion table. 1. estimate the
explain the meaning of 2. Estimation of the estimation. of wiring design. 2. Wiring material for cost of wiring a
wiring design type of wiring. 2. Explains the factors to 2. Estimate the cost a particular bungalow building.
estimation. be considered in wiring of wiring a building. table. 2. give the actual
of a building. circuit material
schedule.
2 Magnet Students should be able 1. Origin of magnets. 1. Describes magnet. 1. Observe teacher’s 1. Chalk board. Students to:
to: 2. Properties of 2. Illustrates the drawing demonstration of the 2. Text book. 1. list four
1. describe magnet. magnets. of magnetic flux lines. drawing of magnetic 3. Magnet. properties of
2. identify magnet. 3. Applications of 3. Demonstrates the flux lines. 4. Charts. magnets.
3. draw magnets flux magnets. drawing of a magnet flux 2. Carry out the 2. state five
lines. lines. drawing of magnet applications of
4. utilize magnets in 4. Uses magnet to flux lines. magnets.
generating e.m.f generate e.m.f 3. Carry out the
5. calculate the distance 5. Calculates the distance generation of elec.
between the poles of a between the poles of a fvomotive force.
magnet. magnet. 4. Compile
differences between
poles of magnet.
3 The simple primary Students should be able 1. The simple cell. 1. Explains the meaning 1. Participate in what 1. Chalk board. Students to:
votalic cell to: 2. Electrolyte of a simple poly cell. the teacher is 2. Charts. 1. define
1. make a simple cell by containing negative 2. Demonstrates the cell demonstrating. 3. Electrolyte solution electrolyte.
placing any two and positive using diagrams to 2. Observe what of H2SO4. 2. state two
electrodes of different terminals. buttress his points. happens in an differences
in an electrolyte. 3. Gives some examples electrolytic cell of between positive
2. identify the positive of electrodes used e.g. H2SO4. and negative
and negative electrodes. copper, Nickel, Zinc, electrode.
H2SO4 etc.
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OBJECTIVES GUIDE
4 Defects of a simple Students should be able to: 1. The defects or 1. Explains the 1. Observe the 1. Chalk board. Students to:
cell and types of 1. define simple cell. problems of simple problems of simple teacher’s 2. Charts. 1. explain the
simple cell. 2. explain the meaning of cell. cell. explanation as 3. Diagram of simple defect of simple
defect of simple cell. 2. Polarization and 2. States the defects concerns defects. cell. cell.
3. classify cells in local action. of a simple cell and 2. State some + - 2. state the defects
secondary and primary 3.Types of cell local action. examples of simple of simple cell
cell. i. wet cell 3. Identifies cell i. local action
4. identity some problems ii. dry cell difference between i. Daniel cell ii. polarization
of cell local action and ii. Leclanche cell 3. state different
i. polarization polarization. between dry cell
ii. local action and wet cell.
Electrolyte H2SO4
5 Converters Students should be able to: 1. Power supply 1. Explains the 1. State the meaning DC and AC power unit. Students to:
1. define power supply materials and meaning of power of power supply, 1. define power
converters and inverters. inverters. supply, inverters and inverters and supply.
2. state the different types 2. Different types of converters. converters., 2. list the types of
of converters. power supplies and 2. Illustrates various 2. List the types of converters and
inverters. types of converters converters. inverters.
thus
- DC to DC
- AC to DC
- DC to AC
Simple alternating Students should be able to: Types of AC and DC 1. Explains the State meaning of 1. Chalk board. Students to:
current [AC] 1. define ac and dc generator. meaning of AC and AC and DC 2. Text book. define the AC and
generator and direct generators. DC generator. generator ad DC power supply
current generator. 2. state different types of 2. Draws the simple participate in class generator.
AC and DC generator. AC generator. discussion.
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SECOND TERM

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OBJECTIVES GUIDE
6 Rectification of Students should be able 1. AC to DC rectification 1. Explains the 1. Draw diagram of 1. Assorted Students to:
filtration. to: and filtration. meaning of various rectifier components. 1. explain the
1. explain the term 2. Types of rectifier rectification and circuits. 2. Rectifier diodes meaning of
rectification and circuits. filtration. 2. Examine the capacitors, millimeter, rectification.
filtration. 3. Verification 2. Draws the behavior of various transformer 2. explain the
2. draw diagrams of experiment the different types of rectifier circuits. need for the
various circuits. rectification process. rectifiers circuits. 3. Participate in the filtration in
3. perform an 3. Conducts experiments. rectifier circuits.
experiment to example to
demonstrate operation. demonstrate the
operation of rectifier
circuits.
7 Inductance Students should be able 1. Definition of 1. Explains 1. Examine 1. Chalk board. Students to:
to: inductance. inductance. displayed samples 2. Text book. 1. define
1. define inductance. 2. Connection of 2. Displays some of inductors. 3. Samples of inductor. inductance.
2. describe series inductance. samples of inductors 2. Observe teacher’s 2. carry out
connection of i. series connection for the students to demonstration. different
inductance and ii. parallel connection see. 3. Carry out connections of
inductors iii. series-parallel 3. Illustrates different inductors.
ii. parallel connection connection different connections of
of inductor 3. Definition of inductive connections of inductors.
iii. series-parallel reactance and reactance inductors.
connection of inductors and impedance. 4. Demonstrates
3. carry out the different
different connections of connections of
inductors. inductors.
4. describe inductive 5. Examines and
reactance and explains inductive
impedance. reactance and
impedance.
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SECOND TERM

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OBJECTIVES GUIDE
8 Inductance Students should be able to: Calculation and solving Puts down some Participate in Chalk board ad Students to:
1. calculate the impedance mathematical problems problems on the solving problems charts. solve different
of an inductor. involving reactance and chalk board and associated with problems
2. solve problems impedance. solve them for the inductors and associated with
involving inductance and students to see and impedance. connections of
reactance using the practice. inductors and
formular impedance.
=2
9 Alternating current Students should be able to: 1. Terms associated with 1. Describes the 1. Observe teacher’s 1. Chalk board. Students to:
A.C terminologies. 1. explain some terms alternating current. terms associated draw wave forms. 2. Text books. 1. state
associated with alternating 2. Wave form of with alternating 2. Carry out the 3. Signal generator. kirchhoff’s law.
current [A.C] such as alternating current current [A.C]. experimental 4. Charts. 2. compute
i. peak value voltage. 2. Draws generation of current in a circuit
ii. Rms value alternating current alternating current using kirchhoff’s
iii. average valve wave form. [A.C] wave forms. laws.
iv. frequency 3. Produces 3. Compute rms
v. angular frequency experimentally values from peak
2. plot the wave form of an alternating current values.
alternating current. wave forms.
3. generate experimentally 4. Calculates rms
alternating wave forms. values from peak
4. Compute rms values. value.
10 Nomenclature in Students should be able to: Commonest term or form Describes the term Observe what the 1. Chalk board. Students to:
A.C circuits. explain nomenclature in of a A.C associated with and teacher does on the 2. Text books. compute angular
A.C circuits. I = 10sin2 A.C circuits e.g. chalk board. velocity [w]
instantaneous W=2 .
current I
11 REVISION
12 EXAMINATION
345
BASIC ELECTRICITY
SS I
THIRD TERM
THEME: CELL AND COMPONENTS

WEEK

OBJECTIVES GUIDE
1 Secondary cells Students should be able to: 1. The secondary 1. Guides students 1. Participate in 1. Diagram of secondary Students to:
and its 1. identify the secondary cell cell. to state the meaning class discussion. cell e.g. 1. state or give 3
components. or accumulators. 2. Types of of secondary cell. 2. Observe ad examples of
2. explain how they are secondary cell. 2. Explains the describe changes secondary cell.
manufactured. 3. Application and meaning of that take place in V 2. state or explain
V
3. state the advantages or users of secondary secondary cell by the secondary cell. the meaning of
applications of secondary cell cell. using poster and 3. Differentiate secondary cell or
and maintenance of secondary 4. Care for drawing to guide between secondary accumulator.
cell e.g. lead acid accumulator. secondary cells. class discussion. cells and primary 3. give four ways
3. Uses suitable cells. of caring for cells.
demonstration to
explain care for
secondary cells.
2. Chalkboard.
3. Two cells of different
structure.
2 Manufacturing Students should be able to: 1. The secondary 1. Guides students Participate in class 1. Chalk board. Students to:
of secondary 1. state two main kinds of cell. to sate the meaning room discussion in 2. Text books. 1. State 3 types of
cells. secondary cell. 2. Method of of secondary cell. describing the 3. Diagram of secondary accumulators.
2. mention the means or ways producing secondary 2. Uses suitable manufacturing of cell. 2. Explain how
of manufacturing secondary cell. demonstrations to secondary cell. 4. Charts. cells are
cell. 3. Kinds of show them how to manufactures.
3. differentiate between lead secondary cells. manufacture
acid accumulator and alkaline. 4. Care of secondary secondary cell.
4. care and maintenance of cells.
lead acid accumulator.
346
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THIRD TERM

WEEK

OBJECTIVES GUIDE
3 Semi conductor Students should be 1. Meaning of semi 1. Guides students 1. Observe and 1. Charts. Students to:
theory able to: conductor. to observe and participate in class 2. Textbooks. 1. explain the
1. explain the meaning 2. The lattice structure explain happenings discussion. 3. Diagrams. meaning of semi
of semi conductor. of semi conductor. in an extrinsic and 2. Describe what 4. Semi conductors. conductor.
2. the electron loses 3. Diffusion and drift. intrinsic happens in a semi 5. Insulators. 2. state 3
and electron gain. 4. Charge carriers. conduction. conductor. examples of semi
3. observe and 2. Draws the 3. State the conductor.
describe intrinsic and diagram of a semi applications of semi
extrinsic conduction. conductor for the conductor.
4. electropositive and students to see.
electronegative
element.
4 Diffusion and Drift Students should be 1. Diffusion and drift. 1. Guides students 1. Observe and 1. Textbook. Students to:
able to: 2. p-n junction ad semi to observe and participate in class 2. Chart. 1. explain the
1. explain diffusion conductor. explain the room discussion. 3. Chalk board etc mean of drift and
and drift in terms of 3. p-type semi meaning of 2. Differentiate diffusion.
semi conductor. conductor. diffusion and drift between drift and 2. identify some
2. that the drift current 4. Define and explain in terms of semi diffusion. physical donors.
consist of that hole some typical door conductors.
which move towards elements 2. States some
the end of the semi - phosphorous applications of drift
conductor. and diffusion.
3. explain and define
the p-n junction diode
and the p-type semi
conductor.
347
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SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
5 1. Production of Students should be 1. Electricity from 1. Guides students to 1. Participate in 1. Lead acid batteries or Students to:
electric current. able to: heat to energy. state the meaning of class room cell. 1. explain the
2. Electricity to 1. explain the flow of 2. Electricity from production of electricity discussion. 2. Chalk board. meaning of
mechanical energy. charge from one mechanical energy. current. 2. Ask the teacher 3. Charts. thermocouple.
3. Electricity from place to another 3. Electricity from 2. Uses suitable questions and 2. Water-ice thermocouple 2. state two
heat. constitutes an electric heat energy. demonstration to help answer is. junction. different between
current. 4. Electricity from students distinguished 3. Draw the diagram thermocouple and
2. a continues flow of solar energy. between current of the thermocouple G electricity from
charge will produce a electricity and static and practice heat.
steady current. electricity. electricity.
3. Uses diagrams to Copper
help demonstrate
production of
electricity.
6 Basic electrical Students should be 1. Electric current [I] 1. Explains how the 1. Participate in the 1. Galvanometer. Students to:
quantities example able to: as a rate of charge instruments are used to discussion, observe 2. Charts. 1. Define
1. Electric current 1. electrical and unit is coulomb. measure some and describe the 3. Drawings on chalk board. i. E.M.F
2. Coulombs quantities. 2. Galvanometer that quantities of current of pattern of measuring 4. Textbooks. ii. potential
3. Galvanometer 2. state various measures potential p.d instrument. difference of a
4. Potential electrical quantities different p.d 2. Guides students to 2. State the cell.
difference p.d and and their units e.g. 3. Potential state the meaning of usefulness of some 3. state their unit
instrument for coulombs, ampere, difference itself and p.d, Ampere, the e.m.f measuring of measurement.
measuring p.d potential different p.d the voltmeter that of a cell. instruments. 4. state 4
galvanometer etc. also measures it. 3. Mentions some 3. State some application of
4. The milliam meter instrument for differences between each.
for small current. measuring them. them.
4. Demonstrates how
these instruments are
use in the class.
348
BASIC ELECTRICITY
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
7 Simple A.C circuit Students should be 1. Alternating current 1. Uses vector 1. Explain inductance, 1. Capacitors. Students to:
able to: circuits. diagram to show capacitance and 2. Inductors. solve simple
1. explain the peak and 2. Nomenclature I A.C the direction s of impedance. 3. Resistors. problems on peak
r.m.s values of current circuits, peak and resistance, 2. Calculate current in 4. Voltmeter [0-50v] value, r.m.s value.
and p.d. r.m.s values. inductance and simple A.C circuit. connecting wire, A.C
2. explain the phase 3. Reactance and capacitance in an source, break and switch.
relationship between impedance. A.C circuit.
current and p.d in an 4. Power in an A.C 2. Uses suitable
A.C circuit. circuit. demonstrations to
3. determine current in help student
circuits. distinguish
between resistance
and reactance.
8 Voltage and current Students should be 1. Terminal voltage 1. Demonstrates to 1. Participate in 1. Textbook. Students to:
generators. able to: source. the students with classroom discussion. 2. Chalk board. 1. define current
1. explain that an ideal 2. Characteristics of the current and 2. Draw the 3. Charts showing the voltage.
generator must be voltage and current voltage generator characteristics of voltage current. 2. explain why an
capable of supplying source. provided. voltage and current ideal generator
an unvarying of 2. Uses charts and sources. must be capable
current to the load. diagrams to guide 3. The equi value of of doing.
2. explain that the the students to current with voltage
output impedance of identify and draw determined.
an ideal current current voltage
generator is infinity. generator.
349
BASIC ELECTRICITY
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
9 Application and Students should be 1. Galvanometer. 1. Shows pictures 1. Construct a 1. Horse magnet. Students to:
uses of able to: 2. Electric motor. and charts of Galvanometer and use it. 2. D.C source. to construct
electromagnetic 1. construct and uses 3. Generator. Galvanometer, 2. Construct an electric 3. Soft iron core. i. D.C motor
field. i. galvanometer electric motor and motor. 4. Hair spring. ii. A.C motor
ii. electric motor generators and 3. Construct D.C and 5.Pointer etc iii. DC/AC
3.generatot their various parts. A.C generators. generator etc.
2. Arranges a visit
to an electrician
workshop for
display of the
various parts of
these devices under
repairs.
10 Transmission Students should be Transformer 1. Shows Construct a model 1. Chalk board. Students to:
system able to: film/charts of a transmission system 2. Charts. 1. construct a
1. construct simple transformer and its using a transformer. 3. Transformer. transformer.
transmission line. parts. 2. explain how
2. explain why it 2. Invites an expert electric energy is
preferred to have a to give a talk on transmitted to
high p.d instead of a electrical street users.
high current transmission on
transmission over a from energy
long distance. generating plant to
the consumers in
the street.
11 REVISION
12 EXAMINATION
350
BASIC ELECTRONICS
SS I
FIRST TERM
THEME: THERMINIC DEVICES

ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES GUIDE
1 Electric current Student should be able to: 1. Structure of 1. Explains structure 1. Draw the 1. Chats showing Students to:
& 1. explain the structure of atom of atom. structure of atom. structure of an atom. 1. explain the
2 atom 2. Conductors and 2. Defines and (conductors and 2. Copper wire structure of atom.
2. define conductors and insulators. explains conductors insulators) 3. Pieces of wood or 2. distinguish
insulators. 3. Direct and and insulators. 2. Participate in rubber. between conductors
3. state the uses of alternating current. 3. Leads discussion on class discussion. 4. Dry cell. and insulators.
conductors and insulators 4. Sources of direct the uses of conductors 3. Ask and answer 5. Sources of 3. state the uses of
4. distinguish between and alternating and insulators. questions. alternating current. conductors and
direct and alternating current. 4. Guides students to 4. Copy notes insulators.
current. distinguish between 4. state the difference
5. explain the sources of direct and alternating between direct and
direct and alternating current. alternating current.
current 5. Explains sources of 5. mention two
direct and alternating sources of alternating
current. current
3, Relationship Student should be able to: 1. Current, voltage 1. Explains current, 1. State Ohm’s law. Calculators. Charts Students to:
4 between voltage, 1. explain the following and resistance. voltage and resistance. 2. Observe and on Ohm’s Law. 1. define currents
& current and quantities: voltage, 2. Ohm’s law 2. States and explains perform the Circuit boards for voltage and
5 resistance. current and resistance. 3. Simple Ohm’s law. experiment to demonstration of resistance.
2. state the units, symbols calculation of 3. Perform and demonstrate Ohm’s Ohm’s law. 2. state ohm’s law.
and instruments for current, voltage experiment to Law. Ammeter. Ohmmeter. 3. calculate voltage in
measuring mentioned in and resistance demonstrate Ohm’s 3. Calculate Voltmeter. a circuit where
(1) above law. current, voltage, current of 5A flows
3. state ohm’s law. 4. Calculates current, and resistance in a and the circuit
4. perform a simple voltage and resistance given circuit resistance is 10 Ohms
experiment to determine in a given circuit.
ohm’s law.
5. calculate current,
voltage and resistance in a
given circuit
351
BASIC ELECTRONICS
SS I
FIRST TERM
THEME: THERMINIC DEVICES

OBJECTIVES GUIDE
6, Electric Power Student should be able to: 1. Concept of electric 1. Explains 1. State formulae Calculator Students to:
7 1. define electrical power power. electrical power. for finding power. Charts 1. define electrical
& 2. state the unit and 2. Relationship 2. State the 2. Calculate power Contain power power.
8 instrument for measuring between power, relationship in given circuits. formulas 2. state the relationship
electrical power. current and voltage. between power, between power, current
3. explain the relationship 3. Other formulae for current and voltage and voltage.
between power, current finding electrical (P=IV). 3. state units and
and voltage. power. 3. Derives other instrument for measuring
4. derive other formulae 4. Calculation of formulae for electric power.
for power in a given electric power in finding power, e.g. 4. calculate the power
circuit given circuits. P=I2 R etc. expended in a circuit of
5. calculate power in a 4. Calculates power voltage 240 volts and
given circuit in given circuits current of 10A
9 Circuit Student should be able to: 1. Types of resistors, 1. Explains types of 1. Listen attentively Assorted resistors, Students to:
& Components 1. state the different types capacitors and resistors, inductors, 2. Participate in capacitors and 1. state types of resistors,
10 of resistors, capacitors inductors. and capacitors. class discussion inductors capacitors and inductors.
and inductors. 2. Symbols, signs and 2. Guides students 2. draw the symbols and
2. state the symbols, signs units to identify signs, signs of the above
and units of the 3. Colour coding and symbols and units components.
components mentioned in rating of resistors and of the above 3. find the values of
(1) above. capacitors components. different colour coded
3. identify different colour 3. Explains colour resistors and capacitors.
coding and rating of coding and rating of
resistors and capacitors. resistors and
capacitors.
11 REVISION
12 EXAMINATION
352
BASIC ELECTRONICS
SS I
SECOND TERM
THEME: ELECTRONICS COMPONENTS AND CIRCUITS
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES GUIDE
1, Electric Circuit Students should be 1. Electric circuit. 1. Explains electric 1. Listen 1. Different circuit Students to:
2, able to: 2. Circuit boards. circuit. attentively. vero board printed 1. define electric
3 1. explain the meaning 3. Circuit arrangement 2. Explains 2. Calculate board, etc. circuit.
& of electric circuit. i. Series different types of resistance in: series, 2. Charts showing 2. state types of
4 2. identify types of ii. Parallel circuit boards. parallel and different types of circuit board.
circuit boards. iii. series/parallel 3. Performs simple series/parallel. circuit arrangement. 3. calculate
3. explain different 4. Simple calculation calculations for Arrangement resultant resistance
circuit arrangements. on circuit arrangement different circuit B. Carry out wiring in given circuits.
4. calculate resistance arrangements. of different circuit 4. carry out
in: arrangement. practical wiring of
i. series different circuit
ii. parallel arrangement
iii. series/parallel
353
BASIC ELECTRONICS
SS I
SECOND TERM
THEME: BASIC ELECTRICAL THEORY
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES GUIDE
5, Magnet and Students should be 1. Definition of these 1. Explains the 1. Participate in Bar Magnets Iron Students to:
6 magnetic field able to: terms: meaning of the class discussion filing zip drive 1. define these terms:
& 1. define the - Magnetism following terms: 2. Demonstrate, Magnetic tape. Floppy magnetism, magnetic
7 following terms: - magnetic poles - Magnetism using two bar , disk poles.
- magnetism - magnetic field - Magnetic Paler magnets, the law 2. magnetic field magnetic
- magnetic pole - magnetic materials - Magnetic field of attraction and field, Magnetic Materials.
- magnetic field 2. Permanent and - Magnetic repulsion 3. mention the difference
- magnetic materials temporary magnets. materials. between permanent and
2. differentiate 3. Law of attraction 2. Leads discussion temporary magnets.
between permanent and repulsion. on the differences 4. demonstrate the law of
and temporary 4. Application of between permanent attraction and repulsion
magnets. magnetism. and temporary and repulsion using two
3. demonstrate the magnets. bar magnets.
law of attraction and 3. Directs students 5. list the application of
repulsion of a to state the law of magnetism.
magnet. attraction and 3. mention the difference
4. state the repulsion. between permanent and
applications 4. Guides students temporary magnets.
magnetism (e.g. Zip in the applications 4. demonstrate the law of
drive disk, floppy magnetism (e.g. zip, attraction and repulsion
disk, magnetic tape). drive disk, floppy and repulsion using two
disk, magnetic tape bar magnets.
etc). 5. list the application of
magnetism.
354
BASIC ELECTRONICS
SS I
SECOND TERM
THEME: ELECTRONICS COMPONENTS AND CIRCUITS
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES GUIDE
8, Electro-magnetism Students should be 1. Explanation of 1. Explains the 1. Construct an An electromagnet. Students to:
9 able to: terms: terms: electromagnet Solenoid. Transformer 1. define the terms
& 1. explain the terms: - Electric field electric field 2. Practice the electric bell, relay - electric field
10 - electric field - Electromagnet electromagnet construction of an - electromagnet
- electric field - Electromagnetism electromagnetism electric bell, relay, - electromagnetism
- electromagnetism - Inductance inductance. and transformer. 2. describe the
- inductance 2. Applications of 2. Shows the construction of
2. state the electromagnetism (e.g. construction of electric bell, relay,
applications of electric bell, relay, electric bells, etc.
electromagnetism, transformer, etc) relays, transformer, 3. list applications
(e.g. Electric bell, 3. Principle of etc. of
relay, transformer, operation of the 3. Discusses the electromagnetism.
etc). transformer. principles of 4. state the
3. describe the operation of a principle of
principle of operation transformer. operation of a
a transformer. transformer.
11 REVISION
12 EXAMINATION
355
BASIC ELECTRONICS
SS I
THIRD TERM
THEME: THERMIONIC DEVICES
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES GUIDE
1 Electron Students should be able 1. Thermionic 1. Explains different 1. Listen attentively Different of Students to:
& Emission to: emission. types of electron 2. Participate in thermionic valves 1. differentiate
2 1. distinguish among 2. Discusses the emission. class discussion. Charts software between the four types
the four different types applications of 2. Discuses the 3. Copy notes. of electron emission.
of electron emission. electron emission applications of electron 2. list three
2. state the application emission applications of
of the four types of electron emission
electron emission
THEME: SEMICONDUCTOR DEVICES
3, Semi-conductor Students should be able 1. Concept of 1. Explains the concept 1. Participate in Pictures of semi- Students to:
4, to: semiconductor. of semi-conductor. class discussion. conductor materials 1. Explain the concept
5 1. explain the concept 2. Semiconductor 2. Guide students to 2. Ask and answer software of semi-conductor.
& of semi conductor. materials (silicon, identify semi-conductor questions 2. List different types
6 2. list different types of germanium, etc) materials. 3. Copy notes of semiconductor
semi-conductor 3. Doping of 3. Explains how doping materials.
materials semiconductors. of semi-conductor is 3. Explain how doping
3. explain how doping 4. Formation of P- achieved. of semi conductor is
of semi conductor is type and N-type 4. Discusses the process achieved
achieved. semi-conductors of formation of P-type 4. Explain the
4. explain the process 5. Forward and and N-type. processes of formation
of formation of p-type reverse biasing of 5. Explains the forward of P-type and N-type
and n-type diodes and reverse biasing of semiconductor.
semiconductor. semiconductor. 5. Explain the forward
5. explain the forward and reverse biasing of
and reverse biasing of semi- conduction.
semi-conductors
356
BASIC ELECTRONICS
SS I
THIRD TERM
THEME: SEMICONDUCTOR DEVICES

ACTIVITIES
WEEK
TEACHING AND
OBJECTIVES GUIDE
7, Semiconductor Students should be 1. Concept of diodes 1. Explains the 1. Listen to Assorted kind of Students to:
8, diodes able to: 2. Operational concept of diodes teacher’s semiconductor diodes 1. explain the
9 1. explain the concept principles of diodes. 2. Guides students explanations. charts containing concept of diodes.
& diodes 3. Types of diodes: to differentiate 2. Participate in pictures of different 2. differentiate
10 2. differentiate i. P-n Junction between the types class discussion diodes. between the types
between the types of ii. Zener diode of diodes. 3. Construct simple Software on of diodes
diodes. iii. Tunnel diode 3. Directs circuits using semiconductor diodes 3. state the
3. state the operational iv. Photo-diode discussion the semiconductor operational
principles of v. Light emitted diode operational diodes. principal of
semiconductor diodes. (LED) principles of semiconductor
4. state the rating of 4. Diode rating- semiconductor diodes.
diode. voltage current and diodes. 4. state the rating
5. state the power. 4. Explains the of diode
applications of the 5. Application of rating of diode. 5. state the
different types of diodes 5. States the applications of the
diodes. i. Rectification applications of the different types of
6. construct simple ii. Detection different of diodes diodes.
circuits using semi iii. Instrument 6. Construction of 6. construct simple
conductor diodes. protection simple circuit using circuits using
semiconductor semiconductor
diodes. diodes
11 REVISION
12 EXAMINATION
357
AUTO MECHANICS
SS I
FIRST TERM
THEME: VEHICLE LAYOUT
ACTIVITIES
WEEK

1 Vehicle Layout Students should be able 1. Main components 1. Draws the body of a car 1. Draw the body Chalkboard, charts, Students to:
(The Body) to: of a car body. and label the various and label the main motor vehicle. 1. draw the body of a
1. sketch the body layout -bonnet components. components. car and label the
of a motor vehicle. -boot 2. Lists the functions of 2. Write out the main components.
2. identify the main -door each component of the functions of each 2. state the function
components of the body. -wind screen body. component of the of each component of
3. state the functions of -wiper body. the body.
body components. -tail board
-cab etc.
2 Vehicle Layout Students should be able 1. Main components 1. Draws the chassis 1. Draw the chassis Chart, vehicle Students to:
(The Chassis) to: of the chassis. layout of a motor vehicle layout of a motor chassis. 1. draw the chassis
1. draw the chassis of a -radiator and labels the main vehicle and label layout of a motor
motor vehicle and -engine components. the main vehicle and label the
identify the main -clutch 2. States the functions of components. main components.
components. -gear box the main components of 2. Write out the 2. state the functions
2. state the functions of -propeller shaft the chassis. functions of the of each component of
each component of the -rear axle main components the chassis.
chassis. -road wheel of the chassis.
-steering box
-fuel tank.
3 Auto workshop Students should be able 1. Introduction to 1. Introduces the students 1. Identify the Automobile Students to:
(repair and to: automobile to automobile workshop. various activities workshop, chart, 1. identify various
service) 1. identify the various workshop. 2. Guides students to carried out in the chalkboard. activities carried in
activities involved in 2. Repair section identify the activities repair section and the repair section and
automobile maintenance. 3. Service section. carried out at repair service section. service section.
2. state the functions of section and service 2. State the 2. state function of
the repair section and section. function of the the repair section and
service section. 3. Guides students to state repair and service service section.
3. differentiate repair the functions of repair sections. 3. differentiate repair
from service. section and service 3. Differentiate from service.
section. repair from service.
358
AUTO MECHANICS
SS I
FIRST TERM
THEME: WORKSHOP SECTIONS

ACTIVITIES
WEEK

4 Auto workshop Students should be 1. Introduction to 1. Introduces the 1. Identify various Automobile Students to:
(body work and able to: automobile students to activities carried out workshop, chart. 1. Identify two
machining) 1. identify various workshop. automobile in the body work activities carried out
activities carried out 2. Body work workshop. section and in body work section.
in auto body work section 2. Guides students machining section. 2. identify two
section and 3. Machining to identify various 2. Write out the activities carried out
machining section. section. activities carried out functions of the in machining section.
2. state the function in the body work body work section 3. state the function
of the body work section and and machining of the body work
section and the machining section. section. section and
machining section. machining section.
THEME: WORKSHOP SAFETY

5 Safety in automobile Students should be 1. Automobile 1. Explains 1. Write down the Chalkboard, chart, Students to:
workshop able to: workshop safety. automobile importance of safety safety code. 1. state importance of
1. state the 2. Importance of workshop safety. in automobile safety in automobile
importance of safety automobile 2. States the workshop. workshop.
in automobile workshop safety. importance of safety 2. Write safety rules 2. state two safety
workshop. 3. Safety rules in automobiles and regulations rules and regulation
2. state safety rules concerning use of workshop. concerning use of concerning use of:
and regulations tools, machines and 3. Guides students tools, machines, i. tools
concerning the use of equipments as well to state safety rules equipment and ii. machines
tools, machines and as human beings in and regulations human beings in iii. equipment
equipment as well as automobile concerning the use automobile iv. human beings.
human beings in the workshop. of tools, machines, workshop.
automobile equipment and
workshop. human beings in the
automobile
workshop.
359
AUTO MECHANICS
SS I
FIRST TERM

ACTIVITIES
WEEK

6 Safety: materials Students should be 1. Safety materials 1. Guides students to 1. List out safety 1. Overall, safety Students to:
and equipment able to: -overall list out safety materials used in shoes, hand gloves, 1. list five safety
1. list safety materials -safety shoes materials used in automobile safety guggles, materials used in the
and equipment used -hand gloves automobile workshop. workshop. nose mask, automobile workshop
in automobile -safety guggles 2. States the uses of 2. Write out the uses warning notice axle and state their uses.
workshop. -nose mask the safety materials of the safety stand tyre wedge 2. list three safety
2. state the uses of -warning notice etc. listed. materials listed. fire extinguisher, equipments used in
the safety materials 2. Safety equipments. 3. Guides students to 3. List out safety gang etc. automobile workshop
and equipment listed. -fire extinguisher list safety equipments equipment used in and state their uses.
-axle stand used on automobile automobile
-tyre wedge workshop. workshop.
-inspection pit gang 4. States the uses of 4. Write down the
etc. the safety equipments uses of the safety
listed. equipments listed.
THEME: TYPES OF ENGINE
7 Engine type Students should be 1. Classification of 1. Classifies engine 1. Examine engine 1. Motor vehicle Student to:
able to: engines. 2. Describes the in the automobile engine, charts, 1. write down the two
1. list two types of -external combustion working principles of workshop. picture etc. classes of engine.
engine. engine external combustion 2. Write notes on 2. describe the
2. describe the -internal combustion engine and internal external and internal working principle of
working principles of engine. combustion engine. combustion engine. i. external
i. external 2. working principles combustion engine.
combustion engine of ii. internal
and i. external combustion engine.
ii. internal combustion engine
combustion engine. ii. internal
combustion engine.
360
AUTO MECHANICS
SS I
FIRST TERM
THEME: TYPES OF ENGINE
ACTIVITIES
WEEK

8 Single and
Students should be able to: 1. Single and multi 1. Defines single and 1. Examine single Single cylinder Student to:
multi cylinder
1. define a single cylinder cylinder engines. multi cylinder engine. and multi cylinder engine, multi 1. define a single cylinder
engines engine and a multi cylinder 2. Advantages and 2. Guides students to engines. cylinder engine, engine and a multi cylinder
engine. disadvantages of state advantages and 2. State advantages motorcycle, motor engine.
2. state advantages and single cylinder disadvantages of and disadvantages of vehicle. 2. state two advantages and
disadvantages of single engine. single cylinder engine. single and multi three disadvantages of
cylinder engine. 3. Advantages and 3. Assists students to cylinder engines. single cylinder engine.
3. state advantages and disadvantages of state the advantages 3. state two advantages and
disadvantages of multi multi cylinder and disadvantages of three disadvantages of
cylinder engine. engine. multi cylinder engine. multi cylinder engine.
THEME: ENGINE DETAIL
9 Engine Students should be able to: 1. Engine 1. Guides students to 1. List engine Engine components, Students to:
Components I 1. list and sketch engine components. list engine components. chart, pictures etc. 1. list and sketch five
components. -cylinder head components. 2. Sketch and label engine components.
2. state the functions of -cylinder block 2. Guides students to engine components. 2. state the functions of the
each engine components. -sump sketch and label 3. Write down the engine components listed.
-crank shaft engine components. functions of each
-cam shaft 3. State the functions engine component.
-fly wheel of each engine
component.
10 Engine Students should be able to: 1. Engine 1. Sketches and labels 1. Sketch and label Engine components, Students to:
Components II 1. list more engine components. engine components. engine components. charts, pictures etc. 1. identify five engine
components and sketch -connecting rod 2. States the functions 2. Write down the components.
them. -piston of each engine functions of each 2. sketch and label the five
2. state the functions of the -piston rings component. engine components. engine components
listed engine components. -gudgeon pin 3. Guides students to 3. Identify engine identified.
3. identify each of the -oil seal identify engine components. 3. state the functions of the
engine components. -injector components. five engine components
-spark plug. you have sketched
11 REVISION
12 EXAMINATION
361
AUTO MECHANICS
SS I
SECOND TERM
THEME: ENGINE OPERATION
ACTIVITIES
WEEK

1 Two stroke cycle Students should be able 1. Basic principles of Using line diagram Draw line diagram Chalkboard, chart, Students to:
petrol engine to: operation of two explains the principles of and explains the two stroke cycle 1. draw line diagram
1. draw line diagram of stroke cycle petrol operation of two stroke principle of petrol engine. to illustrate the
the principles of engine. cycle petrol engine. operation of two principle of operation
operation of two stroke -upward stroke stroke cycle petrol of the two stroke
cycle petrol engine. -downward stroke engine. cycle petrol engine.
2. describe the operation 2. describe the
of two stroke cycle operation of the two
petrol engine. stroke cycle petrol
engine.
2 Four stroke cycle Students should be able 1. Four stroke cycle 1. Draws line diagram to 1. Draw line Chalkboard, charts, Students to:
petrol engine to: petrol engine. illustrate the operation of diagram of sequence four stroke cycle 1. draw line diagram
1. draw diagram to -induction stroke four stroke cycle petrol of operation of four petrol engine. to illustrate the
illustrate the operation of -compression stroke engine. stroke cycle petrol operation of four
four stroke cycle petrol -power stroke 2. Describes the engine. stroke cycle petrol
engine. -exhaust stroke. operation of four stroke 2. Describe the engine.
2. describe the operation cycle. operation of four 2. describe the
of the four stroke cycle stroke cycle petrol operation of the four
under: engine. stroke cycle petrol
i. induction stroke engine under:
ii. compression stroke i. induction stroke
iii. power stroke ii. compression stroke
iv. exhaust stroke. iii. power stroke
iv. exhaust stroke.
362
AUTO MECHANICS
SS I
SECOND TERM

ACTIVITIES
WEEK

3 Two stroke cycle Students should be able 1. The two stroke 1. Uses simple sketches 1. Draw sketches to 1. Two stroke cycle Students to:
diesel engine to: cycle diesel engine. to illustrate the operation illustrate the diesel engine, 1. draw simple
1. draw simple sketches -operation of the two of two stroke cycle operation of the two chalkboard, charts sketches to illustrate
to illustrate the operation stroke cycle diesel diesel engine. stroke cycle diesel etc. the operation of two
of two stroke cycle engine. 2. Describes the engine. stroke cycle diesel
diesel engine. -meaning of two operation of two stroke 2. Describe the engine.
2. describe the operation stroke cycle C.I. cycle diesel engine. operations of two 2. describe the
of two stroke cycle engine. 3. Explains what is stroke cycle diesel operation of two
diesel. meant by two stroke engine. stroke cycle diesel
3. state what is meant by cycle C.I. engine. 3. Write down the engine.
two stroke cycle C.I. meaning of two 3. state the meaning
engine. stroke cycle C.I. of two stroke cycle
4. state the function of engine. C.I. engine.
injector. 4. state the function
of injector.
4 Four stroke cycle Students should be able 1. The four stroke 1. Uses simple sketches 1. Draw simple 1. Four stroke Students to:
diesel engine to: cycle diesel engine. to illustrate the sketches to illustrate cycle diesel engine, 1. draw simple
1. use simple sketches to i. induction stroke operations of four stroke the operation of the chart, chalkboard, sketches to illustrate
illustrate the operations ii. compression stroke cycle diesel engine. four stroke cycle pictures. the operation of four
of four stroke cycle iii. power stroke 2. Describes the diesel engine. stroke cycle diesel
diesel engine. iv. exhaust stroke. operation of the four 2. Participate in the engine.
2. describe the stoke cycle under: description of 2. describe the
operations of the four i. induction stroke operation of four operation of four
stroke cycle diesel ii. compression stroke stroke cycle diesel stroke cycle diesel
engine under: iii. power stroke engine under: engine under:
i. induction stroke iv. exhaust stroke. i. induction stroke i. induction stroke
ii. compression stroke ii. compression ii. compression stroke
iii. power stroke stroke iii. power stroke
iv. exhaust stroke. iii. power stroke iv. exhaust stroke.
iv. exhaust stroke.
363
AUTO MECHANICS
SS I
SECOND TERM

ACTIVITIES
WEEK
TOPIC PERFORMANCE CONTENT TEACHING AND

OBJECTIVES LEARNING EVALUATION
TEACHER STUDENTS RESOURCES GUIDE
THEME: TRANSMISSION SYSTEM

5 Transmission Students should be able 1. Transmission 1. Draws line diagram 1. Draw line diagram 1. A motor vehicle Students to:
system layout to: layout. of transmission system of transmission system with conventional 1. draw line diagram
1. draw line diagram of -clutch layout and labels the layout and label the transmission of transmission
transmission layout and -gear box components. components. system, charts, layout and label all
label the components. -propeller shaft 2. States the purpose 2. Participate in stating pictures. the components.
2. state the purpose of -rear axle. of transmission the purpose of 2. state the purpose of
transmission system in a -road wheels system. transmission system in transmission system
motor vehicle. a motor vehicle. in a motor vehicle.
6 Operation of Students should be able 1. Components of 1. Lists out the 1. Write down the list 1. A motor vehicle Students to:
transmission to: transmission system. components of of components of transmission 1. list four
system 1. list components of -clutch transmission and states transmission system system, charts, components of
transmission system and -gear box their functions. and their functions. pictures etc. transmission system
state their functions. -propeller shaft 2. Describes the 2. Participate in the and state their
2. describe the operation -universal joints operation of the description of functions.
of transmission system. -rear axle transmission system. operation of 2. describe the
-road wheels. transmission system. operation of
transmission system
of a motor vehicle.
7 Clutch (single Students should be able 1. The clutch 1. States the function 1. Write down the 1. Clutch assembly, Students to:
plate) to: -functions of clutch of a clutch. functions of a clutch. a motor vehicle 1. state function of
1. state the functions of a -single plate clutch 2. Draws single plate 2. Draw the single transmission clutch.
clutch. -operation of single clutch and labels it. plate clutch and label system, chart, etc. 2. draw a single plate
2. draw a single plate plate clutch. 3. Describes the the parts. clutch and describe
clutch and describe its operations of the 3. Participate in the its operation.
operations. single plate clutch. description of the
operations of a single
plate clutch.
364
AUTO MECHANICS
SS I
SECOND TERM

ACTIVITIES
WEEK

8 Clutch Students should be able 1. Diaphragm spring 1. Sketches a 1. Draw line diagram Diaphragm spring Students to:
(diaphragm to: clutch. diaphragm spring of a diaphragm spring clutch, charts, 1. draw line diagram
spring clutch) 1. draw a line diagram of -sketching clutch and labels the clutch and label the pictures etc. of a diaphragm spring
a diaphragm spring -operation parts. parts. clutch and label all the
clutch and label the -clutch defects and 2. Describes the 2. Participate in the parts.
components. their remedies. operation of the description of 2. describes the
2. describe the operation clutch. operation of the operation of the
of a diaphragm spring 3. List out some clutch clutch. clutch.
clutch. defects and states their 3. Write out some 3. state three clutch
3. list out clutch defects remedies. clutch defects and defects and their
and their remedies. their remedies. remedies.
9 Gear box Students should be able 1. Gear box. 1. Guides students to 1. State the functions Gear box, chart, Students to:
to: 2. Functions of a gear state the functions of of a gear box. pictures, etc. 1. state four functions
1. state the functions of a box. gear box. 2. Write down the of a gear box.
gear box. 3. Types of gear box. 2. Lists out types of types of gear box. 2. draw a line diagram
2. list three types of gear -sliding mesh gear box. 3. Draw line diagram of a three speed
box. -constant mesh 3. Draws a line of three speed sliding sliding mesh gear box
3. draw a three speed -synchromesh diagram of three speed mesh gear box and and label the parts.
sliding mash gear box 4. Three speed sliding mesh gear box label the parts. 3. describe the
and label the parts. sliding mesh gear and describe its 4. Participate in operation of three
4. describe the operation box. operation. describing the speed sliding mesh
of the three speed gear operation of three gear box.
box. speed gear box. 4. name three types of
gear box.
365
AUTO MECHANICS
SS I
SECOND TERM

ACTIVITIES
WEEK

10 Constant mesh Students should be able 1. Constant mesh 1. Describes a constant 1. Takes part in Constants mesh Students to:
gear box to: gear box. mesh gear box. describing a constant gear box, chart, 1. describe a constant
1. describe a constant 2. Line diagram of 2. Draws a three speed mesh gear box. pictures etc. mesh gear box.
mesh gear box. three speed constant constant mesh gear 2. Draw line diagram 2. draw a three speed
2. draw a three speed mesh gear box. box and labels the of a three speed constant mesh gear
constant mesh gear box 3. Operation of three parts. constant mesh gear box and label four
and label the parts. speed constant mesh 3. Describes the box and gear box and parts.
3. describe the gear box. operations of the three label the parts. 3. describe the
operations of three 4. Gear box problems speed constant mesh 3. Participate in operation of the three
speed constant mesh and their remedies. gear box. describing the speed constant mesh
gear box. 4. Lists out gear box operations of three gear box.
4. list gear box problem problems and state speed constant mesh 4. list three gear box
and state their remedies. their remedies. gear box. problems and state
4. Write out gear box their remedies.
problems and their
remedies.
11 REVISION
12 EXAMINATION
366
AUTO MECHANICS
SS I
THIRD TERM
THEME: TRANSMISSION SYSTEM

ACTIVITIES
WEEK

1 Propeller shaft Students should be able to: 1. Propeller shaft 1. Guides students to 1. Identify a propeller 1. Propeller shaft, Students to:
and universal 1. identify a propeller -functions identify a propeller shaft. universal joint, 1. identify propeller
joint shaft. -identification shaft. 2. Write the functions chart, picture etc. shaft.
2. state the functions of a -sketch and label. 2. States the functions of a propeller shaft. 2. state the functions
propeller shaft. 2. Universal joint of propeller shaft. 3. Sketch and label of a propeller shaft.
3. sketch and label a -functions 3. Sketches and label propeller shaft. 3. sketch and label
propeller shaft. -identification propeller shaft. 4. Identify a universal three parts of propeller
4. state the functions of -sketch and label. 4. Guides students to joint. shaft.
universal joint. identify a universal 5. State the functions 4. state the functions
5. sketch and label joint. of universal joint. of universal joint.
universal joint. 5. States the functions 6. Sketch and label 5. sketch and label two
of universal joint. universal joint. parts of a universal
6. Sketches and labels joint.
universal joint.
2 Rear axle Students should be able to: 1. Rear axle 1. Guides students to 1. Identify a rear Rear axle, chart, Students to:
assembly I 1. identify a rear axle. -identification identify a rear axle. axle. picture, chalkboard 1. identify a rear axle.
2. state the functions of a -functions 2. States the functions 2. Write the functions etc. 2. state two functions
rear axle. -components of rear axle. of rear axle. of rear axle.
3. list the components of a -functions of the 3. Lists the 3. List the 3. list five components
rear axle and state their components. components of a rear components of rear of a rear axle and state
functions. axle and states their axle and write their their functions. S
functions. functions.
3 Rear axle Students should be able to: 1. Rear axle 1. Sketches a rear axle 1. Sketch a rear axle 1. Rear axle, chart, Students to:
assembly II 1. sketch the rear axle -sketch and label and labels the parts. and label the parts. pictures etc. 1. sketch a rear and
assembly and label the -operation 2. Describes the 2. Participate in the label the parts.
parts. -types of axle shaft operation of rear axle. description of 2. describe the
2. describe the operation of support. 3. Lists types of axle operation of rear operation on a rear
the rear axle. shaft support. axle. axle.
3. list three types of axle 3. List types of axle 3. list three types of
shaft support. shaft support. axle shaft support.
367
AUTO MECHANICS
SS I
THIRD TERM
THEME: BASIC ELECTRICITY

ACTIVITIES
WEEK

4 Fundamentals Students should be able 1. Basic electrical 1. Guides students to 1. Explain voltage, 1. Ammeter, Students to:
to: terms. state basic electrical current and ohmmeter, 1. explain the
1. state basic electrical -voltage terms. resistance. voltmeter, battery, following terms:
terms and explain them. -current 2. Draws symbols for 2. Draw symbol for chart, etc. i. current
2. draw sign and symbols -resistance electrical components. battery, ammeter, ii. voltage
for electrical components. 2. Electrical 3. Defines a circuit. resistor, voltmeter iii. resistance
3. define circuit and draw symbols. 4. Draws circuits e.g. and ohmmeter. 2. draw the electrical
simple electrical circuits. 3. Basic electrical electric bulb lighting 3. Draw simple symbols for:
components circuit. electrical circuit for a i. switch
-resistor point of light. ii. fuse
-lamp iii. resistor
-fuse iv. ammeter
-switch v. voltmeter
-relay vi. ohmmeter.
3. draw an electrical
circuit of a bulb
connected to a battery
of 12 volts through a
switch and a 2 ohm
resistor connected in
series.
368
AUTO MECHANICS
SS I
THIRD TERM
THEME: BASIC ELECTRICITY
ACTIVITIES
WEEK

5 Ohm’s law and Students should be able 1. Ohm’s law. 1. States ohm’s law. 1. State ohm’s law. 1. Chalkboard, Students to:
electrical to: 2. Measuring 2. Demonstrates the 2. Identify some charts, ammeter, 1. state ohm’s law.
measuring 1. state ohm’s law. instruments use of measuring electrical measuring ohm meter, 2. name instrument for
instruments 2. name instrument that -voltmeter instruments. instruments and their voltmeter, battery, measuring
measures -ammeter 3. Carries out applications. conductor etc. i. voltage
i. voltage -ohmmeter calculations of 3. Carry calculations ii. current
ii. current 3. Electrical voltage, current, and using ohm’s law iii. resistance.
iii. resistance calculations resistance using ohm’s equations. 3. in a given circuit,
3. carry out simple 4. Series and law equation. 4. Discuss series and the voltage supply is
electrical calculations parallel circuits. 4. Explains series and parallel circuits. 12 volts and the
with application of parallel circuits. current flowing
ohm’s law equations. through the circuits is
3 amperes calculate
the circuit resistance.
THEME: AUTO WIRING SYSTEM
6 Wiring system Students should be able 1. Cable rating and 1. Emphasizes 1. Verify cable rating 1. Charts, colour Students to:
to: applications. application of cable and their application on code, cable, 1. state reason for use
1. state reason for using 2. Colour coding rating to electrical starter motor and head connectors, starter of different wire gauge
different wire gauge and applications. connections. lamp connections. motor, head lamp and colour coding.
and colour coding. 3. Methods of cable 2. Describes colour 2. Check automobile etc. 2. carry out joining of
2. connect cables using joining. coding and application wiring system for use cables with the
jointing, terminals and 4. Wiring system. in automobile wiring. of different colour of following methods:
connectors. -earth return system 3. Demonstrates cable for different i. jointing
3. state three -insulated return methods of joining component. ii. terminals.
advantages of earth system. cables. 3. Carry out cable iii. connectors
return wiring system. 4. Discusses different joining with different 3. state three
wiring system and method. advantages of earth
their advantages and 4. Make observations return system of
disadvantages. on earth return system automobile wiring.
an insulated return
system.
369
AUTO MECHANICS
SS I
THIRD TERM
WEEK

OBJECTIVES TEACHER STUDENTS LEARNING GUIDE
RESOURCES
7 Ignition system Students should be 1. Types of ignition 1. Guides students to 1. Identify three Typical ignition Students to:
able to: system. identify different types different types of system of a motor 1. identify three types
1. identify three types -coil ignition system of ignition system. ignition system. vehicle, chart, of ignition system.
of ignition system. -transistorized 2. Guides students to 2. Identify major pictures etc. 2. identify five main
2. identify main ignition system. identify the main components of ignition components of
components of -compression components of system. ignition system and
ignition system and ignition system. ignition system. 3. Write down the state their functions.
state their functions. 2. Main components 3. States the function functions of each 3. state the purpose of
3. state the purpose of of ignition system of each component. component of ignition ignition system.
ignition system. and their functions. 4. States the function system.
-battery, switch, of ignition system. 4. Discuss the purpose
contact point, coil, of ignition system.
converser, high
tension cable,
distributor, spark
plug etc.
8 Coil ignition Students should be 1. Layout of coil 1. Guides students to 1. Draw coil ignition 1. Coil ignition Students to:
system able to: ignition. draw coil ignition layout and label the system of a motor 1. draw the layout of
1. draw the layout of 2. Operation of coil layout and label the parts. car. coil ignition system
coil ignition system ignition system. parts. 2. Participate in the 2. Charts pictures and label the parts.
and label the parts. 3. Ignition problems 2. Describes the description of operation etc. 2. describes the
2. describe the and remedies. operations of the of coil ignition system. operation of coil
operation of coil 4. Ignition system ignition system. 3. List out ignition ignition system.
ignition system. maintenance. 3. Identifies some problems and state their 3. itemize four ignition
3. list four ignition ignition problems and remedies. problems and state
problems and state states their remedy. 4. Carry out routine their remedies.
their remedies. 4. Assists the students maintenance on coil 4. carry out routine
4. carry out routine to carry out routine ignition system. maintenance on coil
maintenance on coil maintenance on coil ignition system.
ignition system. ignition system.
370
AUTO MECHANICS
SS I
THIRD TERM

ACTIVITIES
WEEK

9 Starting system Students should be 1. starting system 1. States the purpose 1. Write down the 1. Starting system of Students to:
able to: -purpose of ignition system. purpose of starting a motor car, 1. state the purpose of
1. state the purpose of -major components 2. Guides students to system. pictures, charts etc. starting system.
starting system. -functions of major identify major 2. Identify the main 2. identify the
2. identify the components e.g. components of starting components of starting components of starting
components of starting battery, switch, system. system. system.
system and their solenoid, starter 3. States the function 3. Notes the functions 3. state the function of
functions. motor, fly wheel of each component. of each component. each problems.
ring gear.
10 Operation of Students should be 1. Starting system. 1. Describes the 1. Write down the 1. Starting system of Students to:
starting system able to: -operation operation of stating purpose of starting a motor car. 1. describe the
1. describe the -problems and system. system. 2. Chart, pictures operation of the
operation of the remedies. 2. Itemsies the 2. Identify the main etc. starting system.
starting system. -routine problems of starting components of starting 2. list three problems
2. list problems of maintenance of system and states their system. of starting system and
starting system and starting system. remedies. 3. Notes the functions state their remedies.
state their remedies. 3. Guides students to of each component. 3. carry out routine
3. carry out routine carry out routine maintenance on
maintenance on maintenance on starting system.
starting system. starting system.
11 REVISION
12 EXAMINATION
371
BUILDING CONSTRUCTION
SS I
FIRST TERM
ACTIVITIES
WEEK

1 Definition of Students should be (1) Building as a discipline: a (1) Defines building (1) Define building Real building Students to:
Building able to: science subject that deals with as a discipline as a disciplines as a pictures, video clips, (1) explain the term
(1) define building as construction of structure e.g. (2) Explains process films etc. building as a
a discipline. wall, column, beam etc. building as a (2) Describe discipline
(2) explain building (2) Building as a process: the process. building as a (2) explain the term
as a product. procedure involved in erection (3) Describes product. as a process.
of various types of structure. building as a (3) explain the term
(3) Building as a product: the product. as a product.
production and development
of structural element such:
shopping centre, homes,
bridges etc.
2 Classification of Students should be (1) Types of building (1) Identifies and Participate in the Charts, Students to:
Building able to: according to: explains the various identification of Pictures, (1) state four uses of
(1) identify types of (a) ownership types of building building according Drawings and films. a building.
building according to -Public (a) Ownership to ownership, use
ownership. -Private -Public and height.
(2) identify types of (b) use -Private
building according to -Residential (b) Use
use. -Industrial -Residential
(3) identify types of -Institutional -Industrial
building according to -Commercial -Institutional
length. (c) Height -Commercial
-Low (c) Height
-High rise -Low
-High rise
372
SS I
FIRST TERM
ACTIVITIES
WEEK

3 Site Organization I Students should be (1) Preliminary operation Lists preliminary Write out (1) Drawing Students to:
able to: involved in building requirement of a requirements for (2) Charts list the preliminary
describe the construction building. commencement of a (3) Site layout requirements for
preliminary operation (2) Procedure for layout building project. drawing commencement of
involved in building of a building site. (4) Video clips. building project.
construction.
4 Site Organization Students should be (1) Location of boundary (1) Discusses layout Draw the layout for (1) Drawing Students to:
II able to: line, access roads, procedure for a proposed building (2) Charts draw site layout.
explain the procedure boarding etc. building site of layout site. (3) Site layout
for layout of building (2) Movement of man position of site huts. drawing
site. and material to the site. (2) Comforts facilities, (4) Video clips.
water storage spaces,
temporary shed, and
electricity.
5 Site Clearance Students should be (1) Operations involved (1) Explains the (1) Listen, ask (1) Charts, pictures, Students to:
able to: in site clearing and operations involved in questions and write (2) Posters, state three
(1) state the leveling. site clearing and down notes on (3) Physical procedures for site
operations involved (2) Tools and equipment leveling. operation involved observation at the clearing and
in site clearing. for site clearing and (2) Lists and explains in site clearing and excursion site. leveling.
(2) list the tools and leveling. the tools and leveling.
equipment used for equipment used for (2) Visit to the
site clearing and site clearing and construction site.
leveling. leveling. (3) List tools and
(3) Takes students to equipment for
building site. clearing and
leveling.
373
SS I
FIRST TERM
ACTIVITIES
WEEK

6 Building Students should be (1) Definition of (1) Defines the term building (1) Define building Film, photographs, Students to:
Construction able to: building construction construction. construction charts, drawing etc. (1) define building
(1) define the term (2) Purpose of (2) Outlines the stages involve (2) Outline the stages construction
building building construction in building construction. involve in building (2) explain the
construction. (3) Outline the construction. purpose of building
(2) explain the procedure for building (3) Ask questions construction.
purpose of building construction. where necessary. (3) list three
construction. procedures
(3) outline the involved in
procedure for building
building construction.
construction.
7 Construction Students should be (1) Parties in the (1) Outlines parties in the (1) List the parties in Relationship chart. Students to:
Team able to: construction team construction team e.g. the construction team (1) name two
(1) outline the (2) Functions of the (a) Clients, party, client, (2) State their member each of
parties in the construction team. architect, engineer, builders and functions construction team
construction team quality surveyor. (2) produce a
(2) explain their (b) Contractors party: builder, relationship chart.
functions. site engineer general foreman.
-foreman trades man gang
leader, time keeper gate man
etc.
(c) Statutory personals:
-building inspectors, town
planners, public health workers,
water board, PHCH, NITEL
etc.
(2) Explains the functions of a
construction team.
(3) Describes relationship of
the parties.
374
SS I
FIRST TERM
ACTIVITIES
WEEK

8 Workshop Students should be able (1) Definition of (1) Defines and explains (1) Define safety Real safety Students to:
Safety to: safety safety rules and regulations (2) Write and draw equipment, video (1) define the term
(1) define safety. (2) Hazard in the (2) Lists the various safety signs clips safety
(2) enumerate the workshop and site hazards in workshops and (3) Practice use of Safety charts. (2) outline five
various hazards in (dangerous sites/dangerous safety equipments safety rules.
workshop and construction tools, construction tools, (3) list three safety
construction site. materials gases and materials gases and liquid equipments.
(3) state the cause and liquids, scaffold etc. scaffold etc.
method of prevention of (3) Causes ad method (3) Displays safety poster
accident. of accident notices, warning sign’s
prevention. (4) Demonstrates use of
safety equipment.
9 Tool, Students should be able (1) Identification of (1) Shows basic hand tools (1) Identify tools and Posters, real hand Students to:
& equipment to: basic hand tools of to students. equipment tools, and (1) state five
10 machines I (1) identify the basic and (shovels, trowel, (2) Guides students to (2) Sketch and label equipment functions 8 basic
tools, equipment and spirit level, lines etc.) identify various basic hand tools. Video clips hand tools
machines. equipment/machines machines/equipment (3) State the drawing etc. equipment and
(wheel barrow, functions of basic machines.
concrete mixer, hand tools equipment
buildozers serapes and machines.
etc.
11 REVISION
12 EXAMINATION
375
SS I
SECOND TERM
ACTIVITIES
WEEK

RESOURCES
1 Setting out I Students should be (1) Method of setting out (1) Explains the methods (1) State the Tapes, pegs, lines Students to:
able to: such as: of setting out. methods of setting and pins, builders (1) state the
(1) identify various -3:4:5 methods (2) Outlines simple tools out. square and profile methods of setting
methods of setting out -builders square and equipment for (2) List the tools and board. out.
a building. methods. setting out. equipment for (2) list five tools
(2) Outline the setting (2) Tools and equipment setting out. and equipment for
out tools. for setting out setting out.
-builders square
-profiles, pegs, tapes etc.
2 Setting out II Students should be Procedure for setting out. (1) Describes the Use tape and pegs to Tape, peg line and Students to:
able to: procedure for setting out. mark out corners of pins, builder square measure distance
describe the procedure (2) Leads students to use a building using and profile board. correctly using
of setting out a simple tape and pegs it mark out 3:4:5 and builders 3:4:5 method and
building on site. corners of building in square methods of builders square
setting out using 3:4:5 setting out. methods.
methods and builder
square method.
3 Building Students should be (1) Production drawing. (1) Explains what (1) Explain the (1) Video clips Students to:
Drawing I able to: (2) Interpretation of production drawing is production drawing. (2) Production (1) list four plans
(1) explain production building drawing. e.g. site plan, elevation, (2) Draw a complete drawings, building from production
drawing. section, component set of a building plans, building drawing.
(2) interpret building drawing and assembly drawing. drawing (2) produce site
drawing. drawing. (4) Study the instruments. plans, elevations
(2) Draws a complete building drawing and sections.
building plan. and interpret them.
(3) Shows complete
building plan to students.
(4) Interprets the
building drawing.
376
SS I
WEEK
SECOND TERM

RESOURCES
4 Excavation and Students should be able (1) Types of soil e.g. (1) Identifies the types of (1) Identify the Excavation tools, Students to:
Earthwork I to: day silt sandy etc. soil samples for visual types of soil. video clips, soil list three types of
(1) identify the various (2) Properties and identification and (2) State the sample etc. soil and state their
types of soil. classification of soil. classification. properties and properties.
(2) state the properties (2) States the properties characteristics of
and characteristics of and characteristics of soil.
soil. soil of clay, sandy,
gravel made up ground
silt.
5 Excavation and Students should be able (1) Definition and (1) Visits a construction (1) Participate in Excavation tools, Students to:
Earthwork II to: function of excavation. site to witness the collection of charts, video clips, sketch tools used for
(1) define the term (2) Methods and tools excavation process and soil samples. soil sample etc. excavation.
excavation. used for excavation. the nature of soil (2) Visit
(2) outline the method -Manuel, digger, excavated. construction site.
of excavation and shovel, head pan etc. (2) Selects tools and (3) Select tools and
various tools used for -Mechanical buildozers excavates. excavate.
excavation. etc.
6 Foundation I Students should be able (1) Definition and (1) Defines and explains (1) Defines Model sketches and Students to:
to: purpose of a the purpose of foundation. diagrams of (1) define
(1) define and state the foundation. foundation. (2) State the foundations, video foundation.
purpose of foundation. (2) Functional (2) States the functional functional clips, charts etc. (2) list and sketch
(2) explain the requirement of a requirement of a requirement. two types of
functional requirement foundation. foundation. foundation.
of a foundation.
377
SS I
SECOND TERM
ACTIVITIES
WEEK

RESOURCES
7 Foundation II Students should be able (1) Types of foundation (1) Draws different (1) Sketch different Models sketches and Students to:
to: of peg, pile raft, strip types of foundation types of foundation. diagram of (1) explain two
(1) describe the various (2) Factors that (2) Makes a model of (2) Make a model of foundation factors that
types of foundation. determines choice of each type of each types of Video clips, charts. determines the
(2) list and explain foundation. foundation. foundation. Etc. choices of a
factors that determine (3) Takes student to (3) Visit construction foundation
choice of foundations. construction site. site. (2) state four
functional
requirement of a
foundation.
8 Ground Floor Students should be able (1) Functions of ground (1) Explains the (1) Explain the Charts video Students to:
to: floor. functions and functions of ground Sketches (1) state three
(1) state the functions (2) Types of ground functional floor construction site. functions of ground
of the ground floor. floor (solid and requirements of a (2) State the types of Etc. floor.
(2) list types of ground suspended). ground floor. ground floor.
floor. (2) Describes the types
of floor.
9 Ground Floor Students should be able (1) Functional (1) Visits construction (1) Visit construction Chart, video clips, Students to:
to: requirement of ground site and observe site to observe construction site. (1) list two types of
(1) explain functional floor method of laying solid construction method. ground floor
requirement of ground (2) Production of ground floor. (2) Sketches of (2) state two
floor. ground floor. (2) Sketches sections section showing solid functional
(2) sketch structure of a showing solid ground ground floor. requirement of
ground floor. floor. ground floor.
10 Materials for Students should be able (1) Definition of (1) Defines concrete (1) State materials for Charts, video clips, Students to:
Concrete to: concrete. (2) Explains material concrete pictures, gravel sand (1) list three
(1) define concrete. (2) Material for for concrete of e.g. etc. materials used for
(2) identify and explain concrete cement, sand gravel. concrete.
material for concrete.
11 REVISION
12 EXAMINATION
378
SS I
THIRD TERM
ACTIVITIES
WEEK

RESOURCES
1 Materials for Students should be able (1) Types of States the uses of (1) State the uses of Charts, video clips, Students to:
concrete I to: reinforcement e.g. reinforcement. reinforcement. pictures, gravel, state two uses of
(1) define and state the twisted steel bans, (2) Visit site where sand etc. reinforcement.
types of reinforcement plane steel bars. Etc. concrete material are
used in concrete. (2) Uses of deposited.
(2) state the uses of reinforcement.
reinforcement in
concrete.
2 Materials for Students should be able (1) Definition of (1) Defines cement Listen to the teacher (1) Charts Students to:
concrete II to: cement (2) Explain the and take notes. (2) Video clips (1) list and explain
(1) define cement and its (2) Components of components of (3) Picture, the components of
manufacturing process. cement. cement. (4) Cement etc. cement.
(2) explain components (3) Describes where it (2) explain two
of cement. is used. properties of
cement.
3 Materials for Students should be able Uses of cement. (1) Explains the Listen to the teacher (1) Charts Students to:
concrete III to: manufacture of and take notes. (2) Video clips explain the
(1) describe the uses of cement. (3) Picture, properties of
cement. (2) Explains the (4) Cement etc. cement.
(2) explain properties of properties of cement.
cement and its role in
concrete.
4 Wall Students should be able (1) Definition of wall (1) Defines wall (1) Define wall Brick, block, Students to:
to: (2) Types of wall (2) Classifies wall as (2) State the types of cement, Morton, (1) define wall
(1) define wall. (Load bearing and non load bearing and non walls sand, water, video (2) state two
(2) classify wall. load bearing wall). load bearing wall. (3) List the functions clips, charts etc. classification of
(3) state the function of (3) Functions of walls. (3) Explains the of walls walls
wall. functions of wall. (4) Visit construction (3) list from
(4) Takes students to a site function of wall.
construction site. (5) Explain load
bearing and non load
bearing wall.
379
SS I
THIRD TERM
ACTIVITIES
WEEK

RESOURCES
5 Walling Student should be able (1) Definition of (1) Defines walling (1) Define walling Blocks, bricks, stone Students to:
Materials to: walling materials materials. materials timber glass, fiber (1) list five walling
(1) define walling (2) Types of walling (2) Lists and explains (2) Identify different sheet of materials materials.
materials. materials of blocks, the types of walling types of walling (2) state two types
(2) list different types of bricks cement etc. materials, stone, materials. of walling materials.
walling material. (3) Characteristics sand, concrete (3) Write down the (3) state four
(3) state and explain the and properties of blocks, timber, steel characteristics of characteristics of
characteristic of walling walling materials. metal, clay bricks, walling materials. walling materials.
material. glass, fiber and
plastics etc.
(3) States and
explains the
characteristics of
walling materials
(4) Shows the
different types of
walling materials.
6 Manufacture of Students should be able (1) Manufacturing (1) Explains the (1) State the Video clip, film hand Students to:
walling materials to: process of sand process of sand manufacturing process mould, moulding, (1) mould sand
(1) explain the process of secrete block and concrete block and stages of bricks and mechanic pallet, concrete bricks sand
manufacturing and clay block bricks. clay blocks bricks. block. mortar, head pan blocks.
moulding of blocks and (2) Sizes of bricks (2) Shows students (2) Identify various shovel etc. (2) differentiate
bricks and blocks. various sizes of sizes of blocks between the sizes of
(2) distinguish between blocks and bricks. (3) Visit blocks blocks and bricks.
sizes of blocks. manufacturing
industry.
380
SS I
WEEK
THIRD TERM

RESOURCES
7 Wall Construction Students should be able (1) Method of wall (1) Explains method (1) Explain method of (1) Bricks blocks Students to:
to: construction. of wall construction wall construction splint level, builder’s (1) state four
(1) describe method of (2) Appropriate (2) State materials for (2) State materials for square wooden float, materials for wall
wall construction materials for wall wall construction wall construction; nail timber product. (2) list three types of
(2) select appropriate (3) Types of wall (3) Defines bonding (3) Participate in the bonding.
materials for wall bonding and list types of bonding of walls. (3) set, bricks for
construction (4) Timber wall bonding. (4) Participate in the wall to four courses.
(3) define and state types construction. (4) Demonstrates nailing of timber (4) list three timber
of wall bonding. what bonding and walling products.
(4) construct wall with unbounded walls
timber frame work using (5) Demonstrates are
nail and bolt various timber
products used for
walling.
8 Drainage System Students should be able (1) Terms used in (1) Defines terms (1) Listen and write Charts, video clip, Students to:
to: drainage work used in drainage down notes drainage materials, (1) state three
(1) define terms (2) Principle of works. (2) Define terms in cast insertion, principles of
commonly used in drainage (2) Explains the drainage system. asbestos, pipe etc. drainage.
drainage work. (3) Types of drainage principles of drainage (3) List materials for (2) list three
(2) explain the general (4) System of (3) Describes the drainage system. materials for
principles of a good drainage types of drainage drainage.
drainage. materials. (3) differentiate
(3) describe different (4) Sketches and between drainage
types of drainage describes the system.
materials. drainage system.
(4) describe the system
of drainage.
381
SS I
WEEK
THIRD TERM

RESOURCES
9 Plumbing Students should be able Types of fatting in (1) Identifies various (1) Listen and write Charts and assorted Students to:
Installation to: plumbing and types of fitting down notes plumbing fittings e.g. state four types of
identify various types sanitary works (2) Shows the various (2) Identify various elbow tee, socket fillings.
of fittings used in pipe fittings to types of plumbing union, adaptor etc.
plumbing and sanitary students fittings.
work.
10 Electrical Students should be able (1) Electrical (1) Identifies the (1) Listen to the Charts, video clips Students to:
Installation to: symbolic symbolic used in teacher and ask sample of electrical (1) state four
(1) identify symbolic (2) Electrical electrical installation questions fitting and materials. electrical symbolic
used in electrical installation terms (2) Explains common (2) Identify electrical (2) list three
installation (3) Electrical terms in electrical symbolic common terms used
(2) explain common installation materials installation (3) Explain common in electrical
terms used in electrical (3) Identifies various terms in electrical installation.
installation types of materials used installation (3) state the
(3) identify various type in electrical (4) State types of materials used for
of materials used in installation materials in electrical electrical installation
electrical installation. (4) Shows sample of installation. work.
electrical installation
materials to students
11 REVISION
12 EXAMINATION
382
WOOD WORK
SS I
FIRST TERM
SUB THEME: GENERAL WORKSHOP SAFETY

WEEK

OBJECTIVES GUIDE
1 General Student should be able 1. Personal safety 1. Takes students to 1. Observe safe work 1. Posters and charts. Students to:
workshop safety to: precautions. the workshop habit 2. Safety devices 1. list five (5) Safety
1. state basic 2. General workshop 2. Shows safety device 2. Demonstrate safe devices
workshop safety safety rules and and apparatus. work habit. 2. State the use of
practice. regulations. 3. Demonstrates safe 3. Use correct safety each safety devices
2. demonstrate safe 3. Correctly safety workshop habits. devices listed.
workshop habits. devices
3. use safety devices
and appliances
correctly in the
workshop
2 West African Student should be able 1. Growth and 1. Provides posters of 1. Examine, identify Posters, wood Students to:
timbers in to: structure. wood samples describe and name specimens and 1. list five (5)
common use 1. identify the various 2. Common West 2. Shows real wood West African Timbers. microscope common West
west African timbers African Timbers specimens 2. Describes timber African Timbers.
2. state their locations 3. Sources locations 3. Names common growth and structure
and working qualities. characteristics and timber types
3. describe timber uses 4. Describes timber
growth and structure. characteristics
4. select suitable structure growth and
timber for appropriate locations/sources
job.
3. Timber Student should be able 1. Conversion methods 1. Takes students to 1. Make observations, Poster/charts Students to:
Conversion to: 2. Characteristics of sawmill ask questions and take 1. name and
1. describe various each method 2. Describes and notes. describe of
methods of conversion 3. Common market illustrates methods of 2. Describe and make conversion.
2. state the sizes conversion sketches 2. state five (5)
characteristic of each common market size
method of conversion of timber.
383
WOOD WORK
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
4. Seasoning of Student should be able 1. Reasons for 1. Takes students to 1. Make observations Boosters/charts Students to:
Timber to: seasoning timber. timber shed. take notes and ask moister meter 1. describe natural
1. state reasons for 2.Methods of 2. Illustrates good questions. weighing scale and artificial
seasoning timber. seasoning timber. stocking practices. 2. Show knowledge methods of
2. state and describe and practice of good seasoning.
methods of seasoning stocking. 2. describe
timber. laboratory method
of determining
moisture content.
5. Determine the Student should be able 1. Determination of 1. Describes 1. Determine and Hydrometer Students to:
moisture content to: moisture content. - Methods of calculate moisture thermometer calculate the
of timber 1. determine and - Moisture meter seasoning timber content. oven/heater fans, percentage moisture
calculate the - Laboratory method - Methods of 2. Describe properties hygrometer and content from given
percentage moisture 2. Properties of timber determining moisture of timber and steam vat dater.
content of timber. content seasoning terms.
2. describe properties - Method of
of timbe.r calculating moisture
content
- Seasoning terms
6 Defects in timber Student should be able Common timber Displays and describes Examine, describes Posters/charts and Students to:
to: defects common timber and sketch timber real objects 1. name four (4)
1. identify defects in defects defects natural and four (4)
timber. artificial defects.
2. name sketch and 2. state the cause of
describe common each defect listed
timber defects
384
WOOD WORK
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
7. Timber Student should be able 1. Reasons for 1. States reasons for 1. Take notes ask and Timber Students to:
preservative to: preserving timber preserving timber answer questions. preservatives hand 1. name main types
1. state reasons for 2. Common timber 2. Lists common timber 2. Apply timber brush and gloves. of preservatives.
preserving timber preservatives preservatives preservatives. 2. list five (5)
2. name common common
timber preservatives preservatives.
8. Characteristics Student should be able 1. Characteristics of a 1. States characteristics 1. Take notes of the Timber Students to:
of a good timber to: good timber of a good preservative. characteristics given preservatives hand 1. state five (5)
1. state the preservative 2. Describes methods of 2. Apply timber brush and glovers characteristics of a
characteristic of a 2. Methods of applying timber preservatives to a good preservatives
good timber applying timber preservatives. given timber 2. describe pressure
preservative preservatives and non-pressure
2. names and describe methods of applying
methods of applying preservative
timber preservatives
9 Timber products Student should be able Production of veneers Displays, lists and Make observations Veneers samples of Students to:
to: and manufactured describes different listen take notes ask manufactured list five (5)
identify name and boards types of veneers and and answer question boards manmade boards
describe common manufactured boards
timber products
10 Method of Student should be able Manufacture board2. 1. Describes 1. Names and describe Posters/charts Students to:
timber to: Structure properties production, uses and the different types of 1. describe the
production describe two (2) advantages and characteristics of man-made boards and production of veneer
method of timber disadvantages of man- veneers and veneers and man-made
production made boards manufactured board. 2. Describe production boards
2. Describes the structure, advantages 2. state 5 advantages
structures advantages of and disadvantages of of man-made boards
manufactured boards man-made boards. over solid wood
11 REVISION
12 EXAMINATION
385
WOOD WORK
SS I
SECOND TERM
SUB THEME: HAND TOOLS

WEEK

OBJECTIVES GUIDE
1 Hand tools Students should be able 1. Types of hand tools. Displays describe and Identify, describe and Show, planes Students to:
to: 2. Classification of state the uses of each state the uses of each chisels, hammers name the major
identify, name and hand tools. hand tool. hand tool. etc. classifications of
describe common hand tools
wood-work hand tools
2. The uses of hand Students should be able Uses of hand tools Demonstrates correct 1. Sketch hand tools Saws, planes chisels Students to:
tools to: sketching technique. and label the parts. hammers etc. 1. state the uses of
1. state the uses of 2. Use hand tools five (5) given hand
common hand tools. correctly. tools.
2. state the uses of 2. sketch and label
common hand tools. the parts of 3 given
3. select and use hand hand tools
tools correctly
4. sketch hand tools and
label the parts.
3. Special purpose Students should be able Types and uses of Displays, describes 1. Describe an state Rebate plane Students to:
hand tools to: special purpose hand and states the use of the use of each special compass plane state the uses of 3
1. identify, name and tools each special purpose purpose hand tool. shoulder plane given special
describe special hand tools. 2. Use special purpose coping saw, purpose hand tools
purpose hand tools. hand tools correctly compass saw, etc.
2. state the use of each
special purpose hand
tools.
3. select and use each
special purpose hand
tools correctly
4. Portable power Students should be able Hand drill, jig, saw, Displays each Identify each portable Portable power Students to:
tool to: spray gun, power portable power tools power tools tools. state the correct
identify, name and used of 3 portable
describe portable power power tools
tools
386
WOOD WORK
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
5. The uses of Students should be able Screw driver sander and Demonstrates and Demonstrate correct Poster Students to:
portable power to: router etc. explain correct used use of each power Charts etc. state the correct use
tools. 1. state the uses of each of each portable tools of 3 portable power
portable power tools. power tool. tools
portable power tool
correctly
6. Wood working Students should be able Circular saw Takes students to Observe teacher’s Machines appliance Students to:
machines to: thicknesses, surface wood machine shop demonstration and devices state 3 uses of the
identify name and planer mortise lathe etc. circular machine
describe various wood
working machines
7. The uses of Students should be able 1. Safety precautions in 1. Demonstrates 1. Use each machine Machines appliances Students to:
wood working to: the use of machines. correct and safe use safely and devices 1. state three (3)
machine 1. state the uses of each 2. Sketching and of each machine 2. Label machine safety precautions to
wood working machine. labeling of machine 2. Names the parts of parts. be taken when using
2. select and safety parts each machine the circular saw.
operate each wood 2. label any five (5)
working machine parts of the circular
saw and used lathe
on given diagrams
8. Types of Students should be able Types of maintenance Describes types of Differentiate among Charts and poster Students to:
maintenance to: - Corrective maintenance the 3 types of 1. name 3 types of
describe types of - Predictive maintenance maintenance
maintenance - preventive 2. describe the 3
types of
maintenance
387
WOOD WORK
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
9 Types of Students should be able Reasons for 1. Describes types of Give reasons for Charts and posters Students to:
maintenance to: maintenance. maintenance maintenance. 1. list types of
1. keep the cutting edge 2. States reasons for maintenance.
of each hand tool in maintenance 2. state 3 reasons for
good working maintenance.
condition.
2. oil blades of cutting
tools regularly.
3. safely store cutting
tools.
10 Maintenance of Students should be able 1. Grinding, sharpening Demonstrates Observe and Hand, tools, oil, oil Students to:
hand tools to: and oiling cutting - grinding demonstrate correct stone, grinding 1. describe how to
1. keep the cutting edge blades. - sharpening techniques of grinding machine saw set. sharpen the jack
of each hand tool in 2. Topping reshaping - oiling topping sharpening oiling etc. plane cutter.
good working and setting saws. - reshaping setting 2. state 3
condition. 3. Storing of tools. and storing of hand precautions in
2. oil blades of cutting tools. sharpening and
tools regularly. grinding plane cuter.
3. safely store cutting
tools.
11 REVISION
12 EXAMINATION
388
WOOD WORK
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Machine safety Student should be able 1. General machine 1. Displays safety Observe safe rules Softy chart and Students to:
to: shop safety. charts and posters rosters 1. state 5 machine
1. state general machine 2. Safety of electrical 2. Describes general shop safety
shop safety precaution equipment machine shop safety precautions.
2. state safety 3. Prevention of precautions in the use 2. state 5
precautions in the use mechanical faults of electrical precautions to be
of electrical equipment. 4. Safety in machine equipment. taken on the circular
3. state safety operation. - Precautions to saw.
precautions in machine prevent mechanical
operation faults.
4. state precaution for - Precautions for safe
preventing mechanical machine operation.
faults - Emphasizes
5. state precautions to behavious in the
be taken on each machine shop.
machine
2 Safety devices Student should be able Types of safety devices Emphasizes correct Use appropriate safety Push stick push Students to:
and appliance to: and appliances use of safety devices devices and block guards, list 5 safety devices
1. identify safety and appliances. appliances. overall eye goggles and appliances.
devices and appliances. gloves, etc.
2. use appropriates
safety devices and
appliances
3 First Aid Student should be able Meaning of 1. Displays first Aid 1. Note the position of 1. First aid box and Students to:
to: 1. First Aid materials. first aid box. materials 1. define first aid
1. explain first Aid 2. First Aid 2. Defines first aid. 2. Identify and name 2. Charts and 2. name 5 first and
2. name first Aid 3. Applying First Aid 3. Demonstrate how first aid materials posters. materials
materials. to apply first aid in 3. Define first aid 3. Video chips 3. describe how to
3. Apply first Aid different situations. 4. Apply first aid treat cut
389
WOOD WORK
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
4 Types of Student should be able Types of maintenance Describes types of Differentiate among Charts and posters Students to:
maintenance to: e.g. corrective maintenance the 3 types of names 3 types of
describe types of predictive and maintenance maintenance
maintenance preventive
5 The reason for Student should be able Reasons for Give reason for Give reasons for Posters/charts Students to:
maintenance to: maintenance maintenance maintenance and also 1. describe the 3
state reason for copy chalk board types of
maintenance Summary. maintenance
2. state 3 reasons for
maintenance
6 Keep the cutting Student should be able Grinding sharpening Demonstrates Observe and Hand tools, oil, oil Students to:
edge of hand to: and oiling, cutting grinding sharpening demonstrate correct stone grinding 1. describe how to
tools keep the cutting edge of blades and storing of oiling, topping setting method of grinding machine, saw set sharpen the jack
all hand tools in good tools and storing of hand sharpening, oiling etc. files, etc. plane cutter.
condition tools 2. state 3
precautions to
follow in sharpening
and grinding plane
cutters.
7 Maintenance of Student should be able Machine parts requiring Shows machine parts 1. Observe Grease oil brush, Students to:
Machines to: oiling and greasing requiring greasing demonstration. grease gun etc. 1. give 4 reasons for
identify machine part and oiling 2. Correct lubrication lubricating machine
that require: of machine parts. parts.
- greasing 2. mention 2 types
- oiling of lubricant.
8 Methods of Hand Student should be able Reason for lubricating 1. Explains reasons 1. Observe Grease oil brush, Students to:
tool maintenance to: machine parts. for lubricating demonstration. grease gun etc. 1. give 4 reason for
1. correctly grease and machine parts. 2. Lubricate machine lubricating machine
oil machine parts. 2. Demonstrate parts correctly. parts.
2. give reasons for proper ways of 3. Give reasons for 2. list 2 types of
oiling and grease lubricating machine lubrication lubricant.
machine parts. parts.
390
WOOD WORK
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
9 Portable power Student should be able Hand drill, jig saw, 1. Displays each 1. Identify each Portable power tools Students to:
tools to: spray gun, power screw portable power tools. portable power tool. Posters state the correct us
identify, name and driver sander and 2. Demonstrates and 2. Demonstrate correct of 3 portable power
describe portable power router. explains correct use use of each power tools.
tools of each portable tool.
power tools
10 Uses of portable Student should be able Power tool screw Demonstrates and Demonstrate correct Portable power tools Students to:
power tools to: driver, sander and explains correct use use of each power tool poster’s charts. 1. state the correct
1. state the uses of each router. of each portable use of 3 portable
portable power tool. power tool power tools.
portable power tool
correctly
11 REVISION
12 EXAMINATION
391
HOME MANAGEMENT
SS I
FIRST TERM
THEME 1: PRINCIPLES OF HOME MANAGEMENT

WEEK

PERFORMANCE
OBJECTIVES
1 Meaning: Students should be able to: 1. Meaning of home 1. Explains the 1. Listens Pictures of home Students to:
importance and 1. state the meaning of management. meaning; attentively. management in 1. explains the meaning
steps in home home management or 2. Importance of home importance and 2. Participates in activities charts. of home management.
management. define home management. management. steps in home class discussion. 2. states reasons why
2. state the importance of 3. Steps in home management. 3. Ask and answer home management is
home management. management; planning, 2. Leads students questions. important.
3. describes the steps in organizing, into discussion. 4. Copy chalkboard 3. list steps in home
home management. implementing and summary. management.
evaluation. 4. describe steps in
planning.
2 Decision Students should be able to: 1. Meaning of decision 1. Explains the 1. Listen. Charts on steps in Students to:
making. 1. state the meaning of making. meaning and 2. Participates decision making. 1. explains the meaning
decision making. 2. Importance of importance of actively. of decision making.
2. explains the importance decision making in decision making. 3. Make informed 2. list five common
of decision making in home management. 2. Leads students decisions. decision made in a
home management. 3. Types of decision. into discussion on 4. Copy chalkboard family.
3. describe the steps in 4. Steps in decision types of decision. summary. 3. state any three
decision making. making. 3. Explains steps in importance of decision
4. make informed personal decision making and making.
decision. guides students to 4. make two personal
make decision. decision following the
steps.
3. Motivations for Students should be able to: 1. Meaning/definition 1. Explains the 1. Listen attentively Charts of motivated students to:
home 1. explains the meaning of of motivations for home meaning and types to the teacher. of home 1. explains the meaning
management. motivations for home management. of motivation for 2. Participates management. of motivations for home
management. 2. Types of motivation home management. actively in management.
2. enumerate the for home management 2. Guides students discussion. 2. list any three
motivations for home e.g. values, needs etc. to identify the types. motivations for home
management. management.
392
HOME MANAGEMENT
SS I
FIRST TERM

WEEK

PERFORMANCE
OBJECTIVES
4. Motivations for Students should be able (a). Values Discusses these Identify personal Recommended Students to:
home to: (b). Needs. motivations for motivation for home textbook explains two
management describe each of the (c). Goals. home management. management and motivations for
conted motivation for home (d). Standards discuss each. home management.
management.
5. Family resource. Students should be able 1. Meaning and 1. Explains the 1. Listen to teacher Charts. Students to:
to: importance of meaning, explanations and ask 1. state the meaning
1. explains the meaning resources. characteristics questions. of resources.
of family resources. 2. Characteristics of importance and 2. Participates in 2. give three
2. explains the resources. classification of discussion. characteristics of
characteristics of 3. Classification of resources. resources.
resources. resources 2. Guides students 3. list and classify
3. classify family i. Human in the discussion of ten resources
resources. ii. Material family resources. available to the
iii. Environmental. family.
THEME 2: FAMILY LIVING
6 Meaning; types Students should be able 1. Meaning of family 1. Explains the 1. Listen to teachers Charts and pictures of Students to:
and functions of to: 2. Types of family meaning, types and explanation. different types of 1. define family.
the family. 1. define/give the 3. Functions of roles of the family 2. Ask questions. families. 2. describe two
meaning i. Nuclear. 2. Guides students 3. Take part in types of family.
2. enumerate the ii. Extended. discussion. discussion. 3. explains five
different types of iii. Polygamous etc. 3. Display pictures 4. Collect pictures of function of the
family. iv. The family as a of different types of different types of family.
3. explains the whole. family. family. 4. explains the role
functions of the family. v. Each family member. of each of the
4. differentiate between following.
two types of family. i. father
5. explains the ii. mother
functions of each iii. children.
member of the family.
393
HOME MANAGEMENT
SS I
FIRST TERM

WEEK

PERFORMANCE
OBJECTIVES
7. The family Students should be able 1. Meaning of family 1. Explains the 1. Listen to teachers Charts and pictures of Students to:
cycle. to: life cycle. meaning, stages and explanations. different stages of 1. explains the
1. explains the meaning 2. Mention the stages of characteristics of the 2. Participates in family. meaning of the
of family life cycle. family life cycle. family life cycle. discussion. family life cycle.
2. describe the stages of 3. Characteristics of 2. Displays of charts 3. Collect picture of 2. list all the three
the family life cycle. each of the stages of and pictures of different stages of the stages of family life
family life cycle. different stages of family life cycle. cycle.
4. Problems of each family life cycle.
stages of family life
cycle.
8. Family cycle Students should be able 1. Beginning Guides students 1. Collect picture Charts and pictures of Students to:
(cont.) to: 2. Expanding. discussion on. charts of various different stages of 1. describe two
1. discuss the 3. Contracting. stages of the family family cycle. characteristics of
characteristics of each life cycle. these stages.
stage of the family life 1. beginning
cycle; 2. expanding.
2. discusses the 3. contracting.
problems of each stages
of family life cycle.
394
HOME MANAGEMENT
SS I
FIRST TERM

WEEK

PERFORMANCE
OBJECTIVES
9. Family Students should be able 1. Family relationship: 1. Explains the 1. Participates Charts and pictures of Students to:
relationships to: i. Husband/wife. different types of actively in class different types of 1. list two types of
1. states the types of ii. Parent/child family relationships. discussion. relationships in the relationship that
relationships existing in iii. Sibling/sibling. 2. Factors affecting 2. Collect pictures family. exist in a family.
the family. 2. Factors influencing them and ways of showing different 2. discuss any three
2. describe the factors family relationships. enhancing them. events types of factors that can
that influences different 3. Ways of 3. Guides students family relationships. influence
types of relationships strengthening family. discussion on family 3. Role play family parent/child
existing in the family. relationships. relationship. relationships.
3. explains way of 3. describes three
strengthening family ways of
relationships. strengthening
sibling/sibling
relationships.
10 Family crises. Students should be able 1. Meaning of family 1. Explains the 1. Listen to teachers Charts and pictures Students to:
to: crises. various types of explanation. showing family crises. 1. explains the
1. give the meaning of 2. Different types of family crises. 2. Ask relevant meaning of family
family crises. family crises e.g. 2. Organizes questions. crises.
2. describes different accident, death, divorce students discussion 3. Take part in 2. lists three family
types of family cries. etc. on family crises. discussion. crises.
3. discuss ways families 3. Various ways of 4. Copy chalkboard 3. state any three
can adjust/handle handling crises in the summary. ways handling any
family crises. family. named crises.
11 REVISION
12 EXAMINATION
395
HOME MANAGEMENT
SS I
SECOND TERM
THEME : PRINCIPLES OF HOME MANAGEMENT

WEEK

OBJECTIVES GUIDE
1 Family values. Students should be able to: 1. Meaning and types 1. Explains the meaning 1. Listens attentively Charts. students to:
1. explains the meaning of of values. and types of values. to teacher 1. explains the
values. 2. Importance of 2. Explains the explanation of meaning of value.
2. enumerate different types family. importance of values values. 2. states any four
of value. 3. Factors that and how to teach values 2. Participates in factors that
3. explains the importance influences value in the family. class discussion. influences family
of family values. systems. 3. Role play specific value system.
4. states factors influencing 4. Ways of teaching family values. 3. describe any four
values systems. values in the family. ways of teaching
5. explains ways of teaching values in the family.
values in the family.
2 Communication Students should be able to: 1. Meaning of 1. Explains the meaning 1. Listen to the 1. Charts. Students to:
. in the family. 1. explains the meaning and communication. and roles of teachers 2. Communication 1. explains the
component/procedures of 2. Component of communication. explanation. gadgets. meaning of
communication. communication 2. Explains the 2. Copy notes. communication.
2. explains the roles of 3. Roles of components of 2. state two
communication in the communication in the communication in the communication
family. family. family. roles in the family.
3 Communication Students should be able to: 1. Factors that hinder 1. Organizes class 1. Take part in Charts Students to:
. in the family 1. describe factors that communication in the discussion on discussion. 1. describe any two
cont. hinder communication in family. communication in the 2. Present factors that hinders
the family. 2. Ways of family. assignment to the communication.
2. describe ways of strengthening 2. Gives an assignment teacher. 2. discuss the easy
strengthening communication in the on internet use. of strengthening
communication in the family and communication in
family and communication communication the family.
gadgets. gadgets. 3. gives five uses of
3. ICT 3. ICT ICT.
396
HOME MANAGEMENT
SS I
SECOND TERM
THEME : PRINCIPLES OF HOME MANAGEMENT

WEEK

OBJECTIVES GUIDE
4. Conflict Students should be able 1. Meaning of family 1. Discusses family 1. Participates Charts and pictures Students to:
resolution in the to: conflicts. conflicts (causes and actively in family showing conflicts 1. explains the
family. 1. define family 2. Causes of family resolution with discussion situations in the meaning of conflict.
conflicts. conflicts. students. 2. Perform a play-let family. 2. state any two
2. state the causes of 3. Ways of resolving 2. Display pictures on any family causes of family
family conflicts. conflicts in the family. charts showing conflicts. conflict.
3. describe ways of conflicts in the 3. describe any three
resolving conflicts in family. ways of resolving
the family. family conflicts.
5. Food nutrients. Students should be able 1. Meaning of nutrients. 1. Defines nutrients. Students to:
to: 2. Types of nutrients. 2. Guides discussion 1. list four types of
1. explains the meaning 3. Functions of on types of nutrients.
of nutrients. nutrients. nutrients. 2. describe four
2. lists types of 4. Sources of nutrients. 3. Copying of notes. functions of proteins
nutrients and carbohydrates.
3. describe functions of
nutrients.
4. states sources of
nutrients.
397
HOME MANAGEMENT
SS I
SECOND TERM
THEME : FEEDING THE FAMILY

WEEK

OBJECTIVES GUIDE
6. Nutritional needs Students should be able to: 1. Different groups of 1. States different 1. Students to take Pictures of family Students to:
of family 1. states different groups of people in the family. groups in the family. part in class groups members. 1.states the family
members. people in the family. 2. Characteristics of 2. Explains the discussions. groups.
2. describes the the different groups characteristics of the 2. Answer questions. 2. state two
characteristics of the in the family. different groups in characteristics of each.
different groups of people in the family. I. infants.
the family. Ii. adolescent.
i. infants.
ii. adolescents.
7. Nutrition needs Students should be able to: Nutritional needs of Write chalkboard Copy into their notes. Pictures of family Students to:
of family 1. describe the the different groups summary. groups members. 1. states two
nutrient contd. characteristics of the in the family. characteristics each of
following groups. I. pregnant and
i. pregnant and lactating lactating.
ii. adults. ii. Adults.
iii. the aged. iii. The aged.
iv. identify the nutritional
needs of the different groups
of people in the family.
8. Meal planning. Students should be able to: 1. Balanced diet. 1. Explains purpose 1. Take part in class Pictures of dishes Students to:
1. explains the term 2. Factors influencing for meal planning. discussion and foodstuff charts. 1. explains the
balanced meal. meal planning. 2. Guides class 2. Copy chalkboard meaning of:
2. state the factors to 3. Guidelines on discussion on the summary. - balanced diet.
consider when planning i. Meal planning. topic. - meal planning.
meals. ii. menu writing. 2. states two
3. write a menu card. guidelines fro meal
planning.
3. Write a menu card.
398
HOME MANAGEMENT
SS I
SECOND TERM
THEME : FEEDING THE FAMILY

WEEK

OBJECTIVES GUIDE
9 Cooking Students should be able 1. Types of cooking 1. Discuss. Participates in class Pictures of cooking Students to:
equipment, to: equipment, utensils and 2. Types of cooking discussion. equipment. states factors to
utensils and table 1. identify cooking table ware. equipment and consider when
ware. equipment utensils and 2. Factors to consider in utensils. selecting cooking
table ware. selecting cooking 3. Selection utensil.
2. explains the factors equipment, utensils and
to consider when table ware.
choosing/selecting
cooking utensils
equipment and table
ware.
10 Uses and Students should be able 1. Use cooking 1. Demonstrates 1. Watch the teachers 1. Real objects Students to:
maintenance of to: equipment, utensils and how to use each carefully. cleaning material e.g. 1. explains four
cooking utensils 1. use cooking table ware. cooking equipment 2. Participates in Abrasives, scoring guidelines for using
and table ware. equipment utensils and 2. Maintain cooking utensils and table practical class. powder. and maintaining
table ware. equipment, utensils and ware. cooking equipment,
2. maintain cooking table ware. 2. Show how to utensils and table
equipment, utensil and 3. Cleaning of cooking clean and maintain ware.
table ware. equipment utensils and cooking equipment,
3. demonstrate how to table ware. utensils and table
clean any cooking wares and
equipment, utensil and supervises.
table ware.
11 REVISION
12 EXAMINATION
399
HOME MANAGEMENT
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
1 Cooking terms Students should be able 1. Cooking terms. Guides discussion on 1. Take part in class 1. Charts Students to:
and techniques to: 2. Cooking cooking terms and discussion. 2. Cooking 1. list four cooking
methods: 1. define cooking terms. techniques techniques/methods. 2. Ask and answer discussion. techniques/methods.
2. describe various methods. questions. 3. Ask and answer 2. define three cooking
cooking methods. 3. Guidelines for questions. terms.
3. guidelines for using using various
the various techniques techniques methods
methods.
2 Practical using Students should be able Preparation of 1. Demonstrate meal 1. Participate in Samples of already Students to:
. the methods of to: simple dishes. preparation using a suitable practical work. prepared food. describe the procedure
cooking. prepare any simple dish cooking technique/method. 2. Display finished for using cooking
using suitable 2. Supervises the practical products. techniques/methods.
techniques/methods. work.
THEME 5: CLOTHING THE FAMILY
3 Meaning, types Students should be able 1. Meaning of 1. Discusses 1. Participates in 1. Charts, Students to:
. and functions of to: clothing. i. The meaning discussion. 2. Real objects. 1. explains the
clothing. explains the meaning of 2. Types. ii. Types. 2. Collect pictures 3. Chalkboard meaning of clothing.
clothing. 3. Functions of 2. Show clothing item. of different types of 2. enumerate functions
clothing. clothing and make of clothing.
album. 3. list three types of
clothing.
4 Textiles. Students should be able 1. Textiles. 1. Display different types 1. Listen attentively. 1. Charts and Students to:
. to: i. Types. of textile. 2. Performs some pictures. 1. describe and
1. describe different ii. Origin. 2. Discuss the origin and identification test on 2. Textiles. differentiate types of
types of textiles. 2. Test and the various types of fabrics. textiles.
2. state the origin of identification of textiles. 2. describe the origin
textiles. fibers. 3. Describe the of wool polyester etc.
3. describe the characteristics of different 3. describes two
characteristics and types of textiles. characteristics of
properties of textiles. 4. Demonstrate simple test i. cotton.
on identification of textiles. ii. wool in polyester.
400
HOME MANAGEMENT
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
5 Fabric Students should be able to: 1. Fabric construction 1. Discusses fabric 1. Participate in the 1. Charts. Students to:
. constructions. 1. describe different fabric methods/characteristi construction discussion 2. Pictures fabrics. 1. describe three
construction methods. cs, techniques e.g. methods. 2. Produces albums fabric methods.
2. explains the steps involve - Weaving. 2. Demonstrates of different fabrics. 2. produces an
in each construction method. - Knitting how to weave, knit album of different
3. construct pieces of fabrics - Crocheting. and crochet. fabrics.
using different methods.
6 Household line. Students should be able to: Household linen. 1. Discuss 1. Participates in the 1. Real Students to:
. 1. explains the meaning of - Meaning. household linen. discussion. 2. Objects. 1. describes
household line. - Functions. 2. Displays the 2. Make an album of 3. Charts. household linen.
2. describe the different types - Choice different types of pictures of household 2. give examples of
of household linen. household linen linen. household linen.
3. states the functions of 3. enumerate four
household linen function.
4. choose suitable household 4. states four
linen. guidelines for
choosing household
linen.
7 Wardrobe Students should be able to: 1. Functions of a 1. Discusses 1. Participates 1. Pictures of Students to:
. planning. 1. states functions of a wardrobe. functions of a actively in the wardrobes, 1. states two
wardrobe. 2. Guidelines for the wardrobe. discussion. 2. Real items of functions of a
2. explains the guidelines for use of a wardrobe. 2. Describes how 2. Plan wardrobe. content of a wardrobe.
the use of a wardrobe. 3. Steps involved in the wardrobe is 3. Ask and answer wardrobe. 2. mention three
3. mention the steps involved planning a wardrobe. used. questions on the guidelines for the
in the planning of a 3. State the steps topic. use of a wardrobe.
wardrobe. involved in 3. states five steps of
4. plan a wardrobe for self. planning a wardrobe planning.
wardrobe.
401
HOME MANAGEMENT
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
8. Family house. Students should be able Family house. 1. Leads the 1. Take active part in Picture, charts of Students to:
to: - Importance. discussion on the discussion. different types of 1. explains the
1. explains the - Types. family house. 2. Carryout the house. meaning of a house.
importance of a family - Functional areas. 2. Gives assignment given. 2. states the
house. assignments on importance of
2. enumerate different family house. house.
types of house. 3. list three types of
3. describe the house.
functional areas of a 4. describe three
family house. functional areas of a
family house.
9 Choosing Students should be able 1. Factors influencing Facilitates 1. Participate in class Charts and pictures Students to:
family house. to: the choice of a house. discussion on discussions. showing types of 1. states four factors
1. state factors 2. Factors that choosing family 2. Copy notes from the house. that influences the
influencing the choices influences the designing house. chalkboard summary. choice of a family
of a family house. of a new family house. house.
2. enumerate factors 2. explains four
that influence designing guidelines for
a new family house. choosing a family
house.
10 Choosing Students should be able 1. Ways of securing a Gives relevant 1. Copy down Charts and pictures students to:
family house to: house for the family. assignments. 2. Chalkboard showing types of enumerate four
cont lists guidelines for 2. Guidelines for summary. house. factors to consider
obtaining a family choosing a family 3. Carryout when designing a
house. house. assignment. family house.
11 REVISION
12 EXAMINATION
402
FOOD AND NUTRITION
SS I
FIRST TERM
THEME 1: NUTRITION AND HEALTH
WEEK

OBJECTIVES GUIDE
1 Introduction to Students should be able 1. Definition of basic terms 1. Leads discussion on 1. Participates in 1. Pictures on flip- Students to:
food and to: in food and nutrition e.g. the definition of the the discussion. charts of well 1. define the various
nutrition. 1. define basic terms in food, nutrition, various terms; 2. Writes down nourished individual terms in food and
food and nutrition. antineutron, malnutrition; importance and factors chalkboard and families. nutrition.
2. states the importance pro-vitamin etc. affecting foods and summary in their 2. Pictures of 2. states two
of food and nutrition. 2. Importance of foods and nutrition. notebooks. malnourished importance food and
3. state factors affecting nutrition. 2. Writes a chalkboard 3. Submits notes individuals and nutrition.
food and nutrition. 3. Factors affecting foods summary. for necessary families on flip charts. 3. lists three factors
and nutrition e.g. available 3. Collects notebooks corrections. that affect food and
income; availability of and make necessary nutrition.
food, foods in season etc. corrections.
2 Careers in Students should be able Careers in foods and 1. Introduces the lesson 1. Draws the charts 1. Charts on career in Students to:
food and to: nutrition, e.g. and leads the discussion on food and food and nutrition. states five career in
nutrition. lists the careers of study - Teaching, Dietetics, on the careers of study- nutrition careers. 2. Gender sensitive food and nutrition.
in food and nutrition. - Food sc and Tech, food food and nutrition. 2. Express photos on food and
engineering, community 2. Draws a chart on the desirable interest nutrition related career
nutrition; clinical nutrition; careers associated with on any of the e.g. a chief, food
hotel and catering mgt; etc. foods and nutrition. career. scientist, etc.
3. Writes an
application for job,
based on chose
career.
3 Inter- Students should be able Relationship between food Introduces the lesson Participates in the Charts and pictures Students to:
. relationship of to: and nutrition to other and leads the discussion discussion. related to the topic. name four subjects
food and describe the subjects. on the inter-relationship related to food and
nutrition to interdisciplinary of food and nutrition nutrition.
other subjects. relationship of food and with other subjects.
nutrition to other
subjects.
403
FOOD AND NUTRITION
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
4. Foods in the Students should be able 1. Foods in the locality. 1. Leads discussion 1. Participates in the 1. A chart showing Students to:
locality. to: 2. Nutrients quality on: food in the discussion. various food items in lists five food stuff
1. identify the various 3. Functions according locality. 2. Identify food staff the locality. in their locality
foods in the locality. to their nutrient quality. 2. Nutrient quality. on display. 2. A chart showing indicating their food
2. states their nutrient 3. Function using a 3. Arrange the food nutrients and nutrients and
quality. food table. stuff according to their functions. function.
3. state their various 4. Gives nutrient quality. 3. Raw samples of
functions. chalkboard 4. Copy chalkboard various food stuff.
summary. summary into their
5. Marks students notebooks.
notes.
5. Basic food Students should be able 1. Composition 1. Leads discussion 1. Participates in the A charts showing Students to:
nutrients to: 2. Classification. on the topic. class discussion. different carbohydrate 1. state the chemical
(carbohydrates). 1. state the chemical 3. Functions 2. Gives a 2. Copy chalkboard foods. composition of
composition of 4. Dietary deficiencies. chalkboard summary into their carbohydrates.
carbohydrates. 5. Food sources of summary. notebooks. 2. classify
2. classify carbohydrates. 3. Marks students carbohydrate into its
carbohydrates into its notebooks. basic groups.
basic groups. 3. state three
3. list the functions of functions of
carbohydrate. carbohydrates.
4. name the dietary 4. name the dietary
deficiencies. deficiencies of
5. list the food sources carbohydrate.
of carbohydrate 5. lists five food
sources of
carbohydrate.
404
FOOD AND NUTRITION
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
6 Proteins. Students should be able 1. Composition. 1. Leads the 1. Participates in the A charts or picture Students to:
to: 2. Classification discussion on the class discussion. showing various 1. state the chemical
1. state the chemical 3. Complementary and topic. 2. Copy chalkboard protein foods. composition of
composition of protein. supplementary 2. Gives a summary into their protein.
2. classify protein. values of protein. chalkboard notebooks. 2. classify protein in
3. explain the 4. Functions. summary. its basic groups.
supplementary of 5. Dietary deficiencies 3. Marks students 3. explains the
complementary values 6. Food sources. notebooks. supplementary and
of proteins. complementary values
4. state the functions of of protein.
protein. 4. states three function
5. state the dietary of protein.
deficiencies of protein. 5. name two dietary
6. lists various food deficiencies of protein.
sources of protein. 6. lists five food
sources of protein.
7. Fats and Oils Students should be able 1. Difference between 1. Leads the 1. Participates in the A charts or picture Students to:
to: fats and oils. discussion on the class discussion. showing fats and 1. state the differences
1. state the deficiencies 2. Classification. topic. 2. Copy chalkboard oils between fats and oils.
between fats and oils. 3. Functions. 2. Gives a summary into their 2. classify fats into its
2. classify fats and oils 4. Dietary deficiency chalkboard notebooks. basic groups.
into its basic groups. symptoms/diseases summary. 3. state three functions
3. states the various 5. Food sources. 3. Mark students of fats and oils.
functions of fats and notebooks. 4. name the dietary
oils. deficiency symptoms
4. name the dietary and disease of fat and
deficiency symptoms oils.
and diseased 5. lists five food
5. list the food sources sources of fats and oil
of fats and oils.
405
FOOD AND NUTRITION
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
8. Vitamins Students should be able 1.Chemical names. 1. Leads discussion 1. Participates in the A chart or pictures Students to:
to: 2.Classifications. on the topic. class discussion. showing foods 1. state the chemical
1. state the chemical name 3.Functions. 2. Gives a 2. Copy chalkboard containing vitamins. name of five vitamin.
of each vitamin. 4.Deficiency, chalkboard summary into their 2. classify vitamins.
2. classify vitamins. symptoms/diseases summary. notebooks. 3. name the
3. states their functions. 5.Food sources. 3. Marks students deficiency symptoms
4. state their deficiency notebooks. of any five and their
symptoms and diseases food sources.
5. list the food sources of
vitamin.
9 Minerals. Students should be able 1. Classifications. 1. Leads discussion 1. Participates in the A chart or picture Students to:
to: 2. Functions. on the topic. class discussion. showing food 1. classify minerals
1. classify minerals into 3. Deficiency, 2. Gives a 2. Copy chalkboard containing minerals. into it basic groups.
its basic groups. symptoms/diseases chalkboard summary into their 2. states the functions
2. state the functions of 4. Food sources summary. notebooks. of the various
the various minerals. 3. Marks students minerals.
3. name the deficiency notebooks. 3. name their
symptoms and diseases deficiency symptoms
4. lists the food sources of and diseases.
the various minerals. 4. lists their food
sources.
10 Water. Students should be able 1. Chemical 1. Leads the class 1. Participates in the Picture showing Students to:
to: 2. Composition. discussion on the class discussion. various food sources 1. state the chemical
1. states the chemical 3. Functions. topic. 2. Copy chalkboard of water. composition of water.
composition of water. 4. Food sources 2. Gives summary into their 2. lists five various
2. lists the functions of chalkboard notebook. function of water.
water. summary. 3. name three food
3. Name the food sources 3. Marks notebook sources of water.
of water.
11 REVISION
12 EXAMINATION
406
FOOD AND NUTRITION
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Scientific Study Students should be able Measurements, units 1. Leads the class 1. Participates in the 1. Various foodstuffs. Students to:
of Foods. to: and accuracy; discussion on the discussion. 2. Weighing scale lists three measuring
1. define food weight - Food weighed topic. 2. Copy chalkboard 3. Measuring cup, milk equipment/tools.
and nutrient weight. - Nutrient weight. 2. Give a chalkboard summary into their tins, bottles, spoons.
2. uses and identify - Uses of scales summary. notebooks.
simple scales and other weights and handy 3. Mark students 3. Practice weighing
handling measures. measures. notebooks. of some foodstuff
4. Demonstrates and record their
weighing some mark.
foodstuff.
2. Effects of Heat Students should be able Effects of heat on 1. Leads discussion 1. Participates in the 1. Various foodstuffs. Students to:
on Nutrient to: carbohydrates on the topic. discussion. 2. Store or sunsen 1. state the effect of
1. state the effect of heat - Proteins. 2. Demonstrate 2. Observe the burner, saucepan. heat on
on nutrients. - Fats and oil heating of some demonstrates and - carbohydrates.
- Carbohydrates. - Minerals and foodstuff. records observations. - proteins
- Proteins - Vitamin. 3. Give a chalkboard 3. Copy chalkboard - fats
- Fats and oil summary. summary into their - minerals
notebooks. - vitamin
3. Tests for Student should be able - Foam test. 1. Demonstrates the 1. Observes 1. Reagents; Students to:
protein to: - Million test. various test for demonstration and 2. Thermometer. 1. Lists the various
1. perform simple - Biuret test protein. records observation. 3. Blotting paper etc. texts for protein.
physical and chemical - Coagulation test. 2. Stresses the 2. Record procedures
test to detect the pressure importance of performed.
of proteins in foods. handling the .regents
carefully
4. Test for Students should be able - Iodine test 1. Demonstrates the 1. Observes 1. reagents; Students to:
(a). to: - Litmus various test for demonstration and 2. Thermometer. 1. Name the various
Carbohydrate 1. perform simple - Blotting paper test carbohydrate and record observation 3. Blotting paper. tests for
(b). Fats and physical and chemical - Sudan iii test. fats and oils and procedures. carbohydrate and
Oils test to detect the pressure - Ethanol test. fats.
of a carbohydrates
2. fats and oils.
407
FOOD AND NUTRITION
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
5. The digestive students should be able Definition of simple Defines the different 1. Participates in the A chart showing the Students to:
system. to: metabolic digestion, metabolic terms. discussion. digestive system. Define,
define basic metabolic absorption, utilization, 2. Copy definition - Digestion
terms such as enzymes. into their notebooks. - Absorption.
- digestion. - Utilization
- absorption. - Enzymes.
- enzymes etc.
6. Digestion and Students should be able The digestion process 1. Leads discussion 1. Participates in the 1. A chart and picture Students to:
Absorption. to: for on the digestive discussion. showing summary of 1. List two enzymes
1. describe the digestive - The mouth to processes in the 2. Copy chalkboard digestive process with each that act on
processes of each - The stomach to mouth to the ileum summary with the the enzyme functions. carbohydrates,
nutrient in the mouth. - The duodenum to 2. Gives a notebooks. proteins fats and oils
- the mouth - The small intestine chalkboard from the mouth to
- the stomach or Ileum. summary. the small intestine.
- the duodenum and the 3. Marks students
small intestine notebooks.
2. discuss different
enzymes in relation to
the different nutrients.
7. Reproductive Students should be able - Definition. 1. Leads discussion 1. Participates in the 1. Charts showing male Students to:
health. to: - Identification of the reproductive discussion. and female 1. Define
1. define productive female and male health. 2. Identify the part reproductive organs reproductive health.
health. reproductive organs. 2. Explains the male on the chart. and food that enhance 2. Give two ways by
2. identify male and - Relationship between and female reproductive health. which reproductive
female reproductive nutrition and reproductive organ and nutrition are
organs. productive health. and the relationship related.
3. explains the between nutrition
relationship between and reproductive
nutrition and health.
reproductive health.
408
FOOD AND NUTRITION
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
8. Kitchen plans, Student should be able 1. Definition. 1. Defines the 1. Participates in Charts showing some Students to:
equipments and to: 2. Kitchen plans or kitchen. class discussion. kitchen layout 1. explains the
tools. 1. define the kitchen. layout. 2. Leads discussion 2. Copy chalkboard difference kitchen
2. describe the various 3. Factors that affect on kitchen plans. summary into their plans.
layout or plans. size of a kitchen 3. Explains the notebook. 2. states two factors
3. states the factor that 4. Advantages of a factors that affect that affects size of a
affect size of a kitchen. well planned size of a kitchen. kitchen.
4. states the advantages kitchen. 4. Discusses the 3. state three
of a well planned advantages of a well advantages of a well
kitchen. planned kitchen. planned kitchen.
9 Kitchen Students should be able 1. Factors to consider 1. Leads discussion 1. Participate in class Charts/pictures Student to:
equipment, to: when selecting on the topic. discussion. showing some kitchen 1. states the factors
tools utensils. 1. state the factors to be kitchen equipment 2. Gives chalkboard 2. Copy chalkboard equipments tools and to be consider when
consider when selecting tools. summary. summary into their utensil selecting equipment
equipment and tools. 2. Large kitchen 3. Marks students notebook. tools.
2. describe the selection equipment, note book. 2. describe the
used, and care of large selection and care. selection, used and
kitchen equipment. care of large
equipment.
10 Small or Students should be able 1. Small or movable Leads discussion on Participate in Students to:
moveable tools to: utensil, selection, the topic discussion and copy describe selection
or utensils 1. describe the selection use and care. summary into the used and care of
use, and care of utensils. 2. Labour saving notebook. small utensil.
2. define and list labour devices.
saving devices
11 REVISION
12 EXAMINATION
409
FOOD AND NUTRITION
SS I
THIRD TERM
THEME 1: KITCHEN MANAGEMENT
WEEK

OBJECTIVES GUIDE
1 cleaning agent Students should be 1. Definition. 1. Defines the terms 1. Participate in class Display of cleaning Students to:
and abrasives able to: 2. Types 2. Leads the discussion. agent and abrasive. name three local and
defines the term 3. Commercial discussion in the 2. Observe three commercial
cleaning agents and 4. Local. different type. demonstration and agent and abrasive.
abrasive. 3. Demonstrates the record observation..
uses of the types. 3. Identify the cleaning
agent and abrasive on
display and practice
using them.
2. safety habit in Students should be 1. Causes of accident Lead discussion on Participate in the Charts/picture of a Student to:
the kitchen. able to: in the kitchen. the topic. discussion and copy well planned kitchen. 1. state three causes
1. explains the causes 2. Measures to prevent chalkboard summary. of accident in the
of accident in the falls. kitchen.
kitchen. 3. Measures to prevent 2. states the
2. states the measures burns and scaled . measures to prevent
to prevent falls, burns falls, burn and scald.
and scald
3. measures to Student should be able 1. Measures to Leads discussion of Participate in the Students to:
prevent cuts, to: prevents cut. the topic. discussion and copy 1. state three
suffocation and states the measures to 2. Measures to prevent chalkboard summary. measures to prevent
accidental prevent cuts, suffocation and cuts.
poisoning suffocation and accidental poisoning. 2. states three
accidental poisoning. measures to prevent
suffocation and
accidental
poisoning.
410
FOOD AND NUTRITION
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
4. content and use Students should be 1. Definition 1. Lists class 1. Participate in class A first aid box. Students to:
of first aid box, able to: 2. Content and use of discussion discussion and copy 1. define first aid
simple first aid 1. define first aid a first aid box. 2. Demonstrates chalkboard summary. box.
treatment. 2. name the content of 3. Simple first aid some simple first aid 2. Observe 2. list the content of
a first aid box. treatment for cuts, treatment. demonstration. a first aid box
3. state the simple first burns and scald. 3. Gives chalkboard 3. describe the first
aid treatment for cuts, summary. aid treatment for
burns and scald. 4. Marks notes. cuts burns and scald.
5. hygine:personal Students should be 1. Definition. 1. Leads class Participate in the Picture of a clean and Student to:
hygiene. able to: 2. Personal hygiene discussion of the discussion and copy beautiful kitchen. 1. define hygiene.
- define hygiene. 3. Rules for personal topic. summary into their 2. states four rules
- states the rules for of the food handler. 2. Gives chalkboard notebooks. of the personal
the personal hygiene summary. hygiene of food
of the food handler. 3. Check and correct handler.
students note.
6. kitchen hygiene Students should be 1. Definition. 1. Leads discussion. Participate in the Charts of a clean Students to:
able to: 2. Rules of kitchen 2. Gives chalkboard discussion and copy kitchen. 1. define the term;
1. define kitchen hygiene. summary. chalkboard summary. kitchen hygiene.
hygiene. 2. states five rules of
2. states the rules for kitchen hygiene.
kitchen hygiene.
7. food hygiene Students should be 1. Definition. Leads the class Participate in the class Students to:
able to: 2. Rules of kitchen discussion on the discussion. 1. define food
1. define food hygiene hygiene. topic. hygiene.
2. state three rules for 2. states four rules
kitchen hygiene. for food hygiene.
411
FOOD AND NUTRITION
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
8. Waste and refuse Students should be 1. Methods of waste Highlight the Participates in class 1. Charts showing Student to:
disposal. able to: disposal. importance of discussion. some kitchen pests, 1. mention three
1. describe method of 2. Use of refuse bins effective waste and 2. Fumigants e.g. kitchen pest.
waste disposal and bags. refuse disposal. Raid, Rambo, 2. state two ways of
2. use. 3. Use and care of Mortein. pest control in the
3. states the uses of bins. Pests and pest kitchen.
refuse bin and bags control. 3. state the four
and their care. method of waste
4. describe how pest disposal.
can be controlled.
9 Food borne Student should be able 1. Food poisoning. 1. Leads the 1. Participates in class Student to:
diseases. to: 2. Food infection. discussion on the discussion. 1. define food
1. explains food 3. Prevention of food topic. 2. Copy chalkboard poisoning and food
poisoning and food borne diseases. 2. Stresses the need summary. infection.
infection. 4. Food sanitation to enforce food 2. states two ways of
2. mention some laws. laws. preventing food-
acceptable food 3. Gives chalkboard borne diseases.
handling practices. summary. 3. state the food
3.state the food 4. Mark students sanitation laws.
sanitation laws. notebooks.
10 ICPC Students should be to: Misappropriate of 1. Explains 1. Participates in the Photograph of a Students to:
1. define ICPC. family food budgets. consequence of discussion. criminal in handcuffs. 1. define ICPC.
2. states functions of family food budgets 2. Asks and answer 2. list three function
ICPC. misappropriate . questions. of icpc.
3. penalties of such 2. Give chalkboard 3. Copy chalkboard 3. states major
offences. summary. summary. penalties for such
3. Mark students offences.
notebooks.
11 REVISION
12 EXAMINATION
412
STORE MANAGEMENT
S.S I
FIRST TERM
THEME 1: BASIC INFORMATION

WEEK

OBJECTIVES GUIDE
1 Components of Students should be Store Management 1. Discusses the 1. Note the Recommended Students to:
Store able to: 1. Meaning meaning of Store explanation textbook. 1. define store
Management 1. define store 2. Fundamentals of Management 2. Participate in the management
management Store Management 2. Explains the discussion of the 2. explain the
2. explain the fundamentals of fundamentals of Store fundamentals of
fundamentals of store Store Management Management store management
management
2 Importance of Students should be Importance of Store Discusses the Participate in the Recommended Students to:
Store able to: Management importance of Store discussion of textbook. state five
Management explain the importance Management importance of Store importance of Store
of Management Management
Store Management
3. Functions of Students should be Functions of a Store Discusses the Participate in the Recommended Students to:
Store able to: Manager functions of a store discussion of functions textbook. explain Four
Management explain the functions manager of a store manager functions of a store
of store manager manager.
4. Personal Students should be Personal Characteristics Discusses the Participate in the Recommended Students to:
Characteristics able to: of a Store Manager Characteristics of a discussion of textbook. state five personal
of a Store identify and explain Store Manager Characteristics of a characteristics of a
Manager personal Store Manager store manager
characteristics of a
Store Manager
5. Customer Students should be Customer services Discusses Customer Participate in the Recommended Students to:
Services able to: services e.g. assist discussion of customer textbook. describe three
list and explain the customer in choosing services customer service
customer services products.
413
STORE MANAGEMENT
S.S I
FIRST TERM
THEME 1: BASIC INFORMATION
WEEK

OBJECTIVES GUIDE
6 Primary Students should be Primary functions of 1. Discusses the Participate in class A visit to a typical Students to:
Functions of able to: Management primary functions of discussion and ask store explain four primary
Management as explain the primary - Planning management. questions functions of
they relate to function of - Organizing 2. Illustrates functions management.
Store management as they - Leading with examples in the
Management. relate to store - Staffing students environment.
management - Controlling
7. Duties of a Students should be Duties of a store Discusses the duties of Participate in the Recommended Students to:
store manager. able to: manager. a store manager discussion of duties textbook. state four duties of a
explain the duties of a of a store manager store manager.
store manager
8. Benefits of Students should be Benefits of planning. Discusses the benefits Participate in class Recommended Students to:
planning. able to: of planning discussion. textbook. state five benefits of
state the benefits of planning.
planning.
9. Barriers to Students should be Barriers to effective Discusses the barriers Note and participate Recommended Students to:
effective able to: planning. to effective planning in the discussion textbook. explain four barriers
planning. list and discusses the to effective
barriers to effective planning.
planning
10 Consideration Students should be Factors to be considered Lists and discusses the Note and participate Chart of factors to Students to:
in establishing a able to: in establishing a store factors to be considered in the discussion. be considered in list and explain the
store. identify and describe - Location in establishing a store. establishing a store factors to be
the factors to be - Accessibility considered in
considered in - Competition establishing a store.
establishing a store. - Types of Business
- Size of the business
- Security of the area
11 REVISION
12 EXAMINATION
414
STORE MANAGEMENT
S.S I
SECOND TERM
THEME 2: RETAILING AND WHOLESALING

WEEK

OBJECTIVES GUIDE
1 Concept of Students should be able Retailing 1. Discusses the Participate in the Students to:
Retailing to: - Definitions concept of retailing discussion of 1. define retailing
1. define retailing-retailer. - Functions 2. State and discusses retailing. 2. list and explain
2. explain the functions the functions of a five functions of a
of retailing/retailer. retailer. retailer.
2. Concept of Students should be able Wholesaling 1. Discusses of concept 1. Participate in the Students to:
wholesaling to: 1. Definitions of wholesaling discussion of 1. define
1. define wholesaling. 2. Functions 2. Lists and discusses wholesaling. wholesaling.
2. explain the functions of the functions of a 2. Note and 2. state three
wholesaler. wholesaler. participate in the functions of a
discussion of the wholesaler.
functions of a
wholesaler.
3. Warehouse Students should be able Warehouse 1. Discusses Participate in the Students to:
to: 1. Definition warehouses with discussion 1. define
1. define warehousing 2. Types students. warehousing.
2. identify different types 2. Lists and explains the 2. list and explain
of warehouses. different types of three types of
3. describe the types of warehouse using local warehouses.
warehouses. examples.
4. Importance of Students should be able Warehouse States and discusses the Participate in the Students to:
Warehousing to: - Importance of importance of discussion. state fire importance
explain the importance of warehousing. warehouses. of warehousing.
warehousing.
5. Factors to be Students should be able Warehouse Lists and discusses the Note and participate Chart of factors to Students to:
considered in to: - Factors to be factors to be considered in the discussion be considered in list and explain the
setting identify and describe the considered in setting in setting a warehouse setting a warehouse factors to be
warehouse factors to be considered in warehouse considered in setting
setting a warehouse a warehouse.
415
STORE MANAGEMENT
S.S I
SECOND TERM
THEME 2: RETAILING AND WHOLESALING
WEEK

OBJECTIVES GUIDE
6. Transportation Students should be able Transportation States and discusses Participate in the Students to:
to: - Definition the importance of discussion. 1. define
1. define transportation - Importance. transportation. transportation.
2. explain the importance 2. state five
of transportation. importance of
transportation.
7. Means of Students should be able Transportation List and discusses Participate in the Students to:
Transportation to: - Means the different means discussion and take list and explain three
list and explain the - Land of transportation notes means of
different means of - Water transportation.
transportation - Air
- Pipeline
- Rail
8. Advantages of Students should be able Advantages each means Discusses the Note and Students to:
each means of to: of transportation. advantages of each participate in the state three
transportation state the advantages of means of discussion. advantages of each
different means of transportation means of
transportation transportation.
9 Disadvantages of Students should be able Disadvantages of each Discusses the Note and Students to:
each means of to: means of transportation. disadvantages of participate in the state three
transportation state the disadvantages of each means of discussion disadvantages of
each means of transportation each means of
transportation transportation
10 Factors Students should be able Factors that determine the Discusses the Participate in the Students to:
determine the to: choice of transportation factors that discussion and take state four factors
choice of explain the factors that means determine the choice notes that determine the
transportation determine the choice of i. Distance of means of choice of means of
transportation. ii. Nature of goods etc. transportation transportation
11 REVISION
12 EXAMINATION
416
STORE MANAGEMENT
S.S I
THIRD TERM
THEME 3: STOCK CONTROL
WEEK

OBJECTIVES GUIDE
1 Introduction to Students should be able to: Stock 1. Discusses the Note, listen and Students to:
stock control 1. define stock - Meaning meaning of stock participate in the 1. define stock
2. state the importance of - Importance of stock 2. Discusses the discussion. 2. state three
stock importance of importance of stock.
stock
2. Stock control Students should be able to: Stock Control 1. Discusses the Note, Listen and Students to:
1. define stock control - Meaning meaning of stock Participate in the 1. define stock
2. state the importance of - Importance of stock control discussion control
stock control control 2. Discusses the 2. state three
importance of importance of stock
stock control control
3. Types of Stock Students should be able to: Types of stock Lists, explainss and Note and draw the Students to:
list and explain different illustrates the different stock state three types of
types of stock different types of stock
stock
4. Types of Stock Students should be able to: Types of Stock Lists and explains 1. Note and draw the Stock records eg. Students to:
records list and explain different Records different types of different records Bin card list and explain three
stock records - Stock list stock records. 2. Ask questions stock records
- Bin card
- Stock Card
- Stock requisition
form etc.
5. Methods of Stock Students should be able to: Methods of stock 1. Discusses Record observations Students to:
Control explain manual method of control: manual method of and discuss their explain manual
controlling stock - manual methods controlling stock. observations method of
i. perpetual method 2. Illustrates with controlling stock.
ii. periodic method examples in
iii. stock taking, etc. students
environment
417
STORE MANAGEMENT
S.S I
THIRD TERM
THEME 3: STOCK CONTROL
WEEK

OBJECTIVES GUIDE
6. Computerized Students should be able to: Computerized Embarks on with Listen and ask Students to:
methods explain computerized methods. students to question. explain
methods of controlling computerized store computerized
stock. if available. method of
controlling stock.
7. Levels of stock Students should be able to: Levels of Stock Describes the Listen and ask Students to:
control 1. explain the different Control different level of questions name two levels of
levels of control i. Maximum stock control stock control.
ii. Minimum
iii. Re-order level
8. Issuing of Stock Students should be able to: Issuing of stock Lists and explains Listen and ask Students to:
1. explain different was of i. First in first-out ways of issuing questions mention two ways
issuing stock (FIFO). stock of issuing stock
ii. Last in first-out
(LIFO).
9 Pricing Students should be able to: Pricing 1. Explains pricing 1. Note and ask Price lists: Students to:
1. state and explain pricing - Explanation of 2. States and questions 1. on papers 1. explain pricing
2. state and describe types pricing describes types of 2. Participate in the 2. on-line 2. state and describe
of pricing - Types pricing policies discussion of types of types of pricing.
i. Skimming pricing
ii. Mark-up
iii. Mark-down etc
10 Importance of Students should be able to: Importance of pricing Discusses the Participate in the
pricing explain the importance of importance of discussion of
pricing pricing importance of
pricing.
11 REVISION
12 EXAMINATION
418
ACCOUNTING
SS I
FIRST TERM
THEME1: INTRODUCTION AND HISTORICAL DEVELOPMENT OF BOOK KEEPING AND ACCOUTING

WEEK
ACTIVITIES
TOPIC PERFORMANCE CONTENT TEACHING AND
OBJECTIVES LEARNING EVALUATION
TEACHER STUDENTS MATERIALS GUIDE
1 Bookkeeping and Students should be able 1. Definition and 1. Explains the Write short note on 1. Chalkboard Student to:
accounting to: meaning of book meaning of book book keeping and 2. Textbook 1. define a book
1. distinguish between keeping and keeping and accounting. 3. Resources person keeping and
book keeping and accounting accounting. 4. Publication. accounting.
accounting. 2. History of 2. Lists institution 2. differentiate
2. discuss the history of accounting in Nigeria: and organization between book
accounting. -origin where accounting keeping and
-accounting as a can be studied. accounting.
profession
-future prospectus.
2 The need for Students should be able 1. The need for book 1. Asks students to Identify the famous 1. Charts Student to:
bookkeeping and to: keeping and list professional accounting bodies 2. Pictures etc. 3. list the various
accounting 1. state the importance accountings: Accounting bodies in Nigeria. professional
of book keeping and -keeping of accounting in Nigeria. accounting bodies in
accounting. records as the soul of 2. Specifies the pre Nigeria.
2. identify the various the business. requisite
accounting bodies. -valuation of stock qualification for a
-valuation of assets professional
-determine debtors and accountant.
creditors
-conservation of
assets.
3 Ethics of accounting Students should be able 2. Qualities and 1. Explains the Listen to the 1. Resources person Student to:
to: accounting ethics: meaning and teacher and take 2. Textbooks 1. list any (3)
1. explain the term -honesty importance of note. accounting ethics.
accounting ethics. -transparency qualities of an 2. explain any (2)
2. explain the benefits. -integrity accountant. out of the listed
-fairness 2. Appreciates the ethics.
-accountability attributes of
-objectivity accounting
-trustworthiness profession.
419
ACCOUNTING
SS I
FIRST TERM

WEEK
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND

OBJECTIVES TEACHER STUDENTS LEARNING EVALUATION
MATERIALS GUIDE
4 Principles and Students should be able to: 1. Concept of the rule of 1. Explains the Practice some 1. Textbooks Student to:
practice of 1. explain the rules of double entry. principles of exercise based 2. Charts 1. discuss the rules of
double entry double entry. 2. Review of double entry double entry. on double entry. double entry with practical.
2. apply the rules of double with comprehensive 2. Illustrates the 2. apply the rules of double
entry. illustration. rules of double entry with practical
entry principles. exercise.
5 Accounting Students should be able to: 1. Extraction of accounting 1. Guides students Write short notes 1. Textbook Student to:
concept 1. identify the accounting concepts: to explain the on the 2. Chalkboard 1. list 5 accounting
concepts. -entity concepts term accounting accounting concepts.
2. explain the accounting -going concern concepts. concepts. 2. explain 4 accounting
concepts. -conservation and prudence 2. Mentions and concepts.
concepts discuss these
-historical cost concept concepts.
-money measurement
materiality realization.
6 General journal Students should be able to: 1. General journals: 1. Explains the 1. Pay attention 1. Textbooks Student to:
Students should be able to: -uses meaning and uses to the meaning 2. Charts 1. state the uses of general
1. explain the uses of -opening and closing of general and uses of 3. Receipts journal.
genera journals. entries. journals. general journals. 4. Invoice 2. draw a layout of a
2. journals opening and 2. Illustrates the 2. Demonstrate general journal.
closing entries of general layout of a typical the opening and 3. narrate the types of
journals. general journal. closing entries. journal.
3. correct errors through 3. Illustrates with 4. work example an
journals. examples the opening and closing
4. identify the types of opening and entries.
journals. closing entries.
7 Correction of Students should be able to: 1. Mention the types of Guides students Correction of 1. Textbooks Student to:
errors identify and explain the errors. on how to correct errors. 2. Charts correct errors through
types of errors. 2. Explain the types of errors through 3. Receipts journals.
errors and now it can be journals. 4. Invoices
corrected.
420
ACCOUNTING
SS I
FIRST TERM

WEEK
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND

OBJECTIVES TEACHER STUDENTS LEARNING EVALUATION
MATERIALS GUIDE
8 Types of Students should be able to: 1. definition of Guides students on the Write short note on 1. Charts Student to:
discount 1. explain the meaning of discount types of discount. discount and the 2. Bank list different types of
discount. 2. Mention the types types. 3. Document discount.
2. identify the various types of discount. 4. Invoice
of discount. -Cash discount 5. Receipts
3. explain the types of -Trade discount 6. Textbooks
discount. 3. Explain the types 7. Chalkboard
4. distinguish between cash of discount.
discount and trade discount.
9 Analytical Students should be able to: Single column 1. Illustrates different Work examples 1.Charts Student to:
cash book 1. identify the farm of single cashbook types of cash book: based on single 2.Bank 1. list differences
and double column cash 1. Double column -single column cash columns, cash 3.Document types of cashbook.
book. cashbook with book. book, double 4.Invoice 2. prepare different
2. post transaction into single emphasis on contra -doubled column column, three 5.Receipts types of cashbook.
and double columnar cash entries. cashbook. columns cash book. 6. Textbooks
book. 2.Three column cash three column cash book. 2. Demonstrate the 7. Chalkboard
3. identify the form of the book. 2. Guides students to principles of contra
three column cash book. work a small exercise as entry in worked
4. post transactions into three possible with emphasize examples.
columnar cash book. on contra entries.
10 Analytical Students should be able to: 1. Definitions of Guides students to work Demonstrate the 1.Charts Student to:
pretty cash 1. post transaction of petty petty cashbook and as many exercise as principles of contra 2.Banks 1. post transaction of
book with cash book on imprest system. imprest system. possible with emphasis entry in worked 3. Documents petty cash book on
imprest system 2. distinguish between 2. Petty cash on contra entries. examples. 4. Invoice imprest system.
ordinary petty cash book and transaction to the 5. Receipts 2. distinguish between
cashbook on imprest system. ledger. 6.Textbook ordinary petty cash
3.post cash transactions to the 7. Chalkboard book and cashbook on
ledger. imprest system.
11 REVISION
12 EXAMINATION
421
ACCOUNTING
SS I
SECOND TERM
THEME: JOURNALS AND CASH ACCOUNTS

WEEK

1 Bank Students should be able to: 1.Definition of bank 1. Explains the Write short notes on 1.Bank document Students to:
reconciliation explain the following: reconciliation statement different types of the following 2.Charts 1. explain the two
statement 1. dishonoured cheque 2. Identify the various bank document. 1.Dishonoured 3.Testbook method of bank
uncredited cheque types of bank 2. Works some cheque. 4.Resource person reconciliation.
-unpresented cheque document. examples. 2.uncredited cheque 2. explain five
-commission/interest 3. Terminologies used 3. Bank 3.commision/interest. terminologies in bank
-standing order in bank reconciliation reconciliation reconciliation
-direct payment 4. Differentiate the preparation 3. solve exercise on
types of bank bank reconciliation .
documents.
2 Interpret bank Students should be able to: 1. Definition of bank 1. Interprets the 1. Prepare bank 1.Bank document Students to:
statement 1. adjust the cash book. statement. bank statement. reconciliation 2.Charts 1. adjust the cash
2. reconcile cash balance 2. Interpret bank 2. Adjustments of statement from a 3.Testbook book.
with bank balance. statement. cashbook. given bank statement. 4. Resource person 2. reconcile cash
3. Adjustment of cash 2. Prepare adjusted balance with bank
book. cash book: balance.
̵ standing order
̵ direct payment
3. Observe the
various stages of cash
book adjustment:
̵ bank reconciliation.
3 Classification Student should be able to: Classification of Explains to the Write short note on 1. Charts Students to:
of accounts 1. identify different classes accounts learner the two the different classes 2. Textbook list the different
of accounts. 1. Personal account. classes of account. of account. 3. Chalkboard classes of account.
2. explain different classes 2. Impersonal account
of account. ̵ Real
̵ Nominal
422
ACCOUNTING
SS I
SECOND TERM

WEEK

4 Trial balance Students should be able to: 1. Definition of balance. 1. Discusses the 1. Highlight the Textbooks Students to:
and correction 1. explain the needs for 2. The need for trial need for trial need for trial Charts 1. explain 3
of errors trial balance. balance. balance. balance. Chalkboard importance of trial
2. extract balances from 3. Preparation of trial 2 Guides students 2. Observe the balance.
ledger to the trial balance . balance. in: preparation of trial 2. prepare trial
3. balance the trial balance. 4. Correction of errors. ̵ preparing trial balance. balance.
4. correct errors that affect balance 3. Demonstrate the 3. explain the errors
the trial balance. ̵ balancing of trial preparation of trial that affects trial
5. identify errors that do balance balance. balance he
not affect the trial balance. ̵ correcting errors. agreement.
4. explain the errors
cannot affects trial
balance agreement.
5 Trading Students should be able to: 1. Identify of trading and 1. Explains the 1. Identify the 1. Textbook Students to:
accounts 1. identify trading accounts profit and loss account items in the trade various 2. Chalkboard list 5 trading
items. 2. Diagram showing account. terminologies. 3. Charts account system.
2. prepare the trading format of trading account 2. Guides students 2. Demonstrate the
account. 3. Explanation of terms to prepare trading preparation of
3. determine cost of goods use in trading account e.g. account. trading account.
available, cost of goods -Terminologies
sold, sales. -Opening stock
-Closing stock
-Purchase
-Outward
-Carriage inward
-Gross profit/loss
-Cost of goods available
for sale
-Cost of goods sold.
423
ACCOUNTING
SS I
SECOND TERM

ACTIVITIES
WEEK

6 Trading Students should be able Use the items in preparing 1. Explains the 1. Identify the 1. Textbooks Students to:
account to: trading and profit and loss items in the trade various 2. Charts 1. list 5 trading
preparation 1. identify trading account account account. terminologies. 3. Chalkboard account.
items. -Terminologies 2. Guides students 2. Demonstrate the terminologies
2. prepare the trading -Opening stock to prepare trading preparation of 2. prepare trading
account. -Closing stock account. trading account. account.
3. determine the cost of -Purchase
goods available, cost of -Outward
goods sold. -Carriage inward
-Gross profit/loss
-Cost of goods available
for sale
-Cost of goods sold.
2. Trading account and
preparation.
7 Profit and loss Students should be able 1. Identification of profit 1. Explains the 1. Identify the 1. Textbooks Students to:
to: and loss account items. items in the trade various 2. Charts list 5 profit and loss
1. prepare profit and loss 2. Format or layout. account. terminologies. 3. Chalkboard account.
account. 3. Profit and loss account. 2. Guides students 2. Demonstrate the
2. identify the format of to prepare trading preparation of
profit and loss account. account and loss trading account.
3. determine net profit account.
and loss. 3. Draws a format
4. explain profit and loss of profit and loss
account items from given account.
information.
424
ACCOUNTING
SS I
SECOND TERM

ACTIVITIES
WEEK

8 Preparation of Students should be Profit and loss account 1. Explains the 1. Draw a format of 1. Textbooks Students to:
profit and loss able to: 1. Preparation. items in the trade profit and loss 2. Charts 1. list 5 and profit
1. explain profit and 2. Determinants of net account. account. 3. Chalkboard and loss account.
loss account items from profit and loss. 2. Guides students 2. prepare profit and
given information. to prepare trading loss account.
2. identify the format of account and loss
profit and loss account. account.
3. prepare a profit and 3. Draws a format of
loss account. profit and loss
4. determine the net account.
profit or loss.
9 Adjustment in Students should be Explanation on Guides students to Take part in the 1. Chart Students to:
profit and loss able to: 1. Bad debt and provision distinguish between discussion and 2. Textbooks explain the difference
account 1. distinguish between for bad debt bad debt and activities in the 3. Chalkboard between bad debt and
bad debt and provision 2. Posting of entries into provision for bad classroom. provision for bad
for bad debt. ledger and final account debt. debt.
2. make entry of bad
debt and provision for
bad debt into ledger and
final account.
3. distinguish between
prepayment(payment in
advance) and accruals
(payment in arrears).
425
ACCOUNTING
SS I
SECOND TERM

ACTIVITIES
WEEK

10 Prepayment and Students should be able 1. Prepayment and Guides students to Solve problems 1.Charts Students to:
accruals to: accruals. distinguish between involving bad debt 2.Textbook 1. Make entries of
1. distinguish between 2. Distinguish between bad debt and and provision for 3. Chalkboard bad debt.
bad debt and provision prepayment and accruals. provision fro bad bad debt in ledger 2. prepayment,
for bad debt debt in ledger and and final account. accrual discounted
2. make entry of bad final account. and depreciation into
debt and provision for ledger and final
bad debt into ledger and account.
final account.
3. distinguish between
prepayment (payment
in advance) and
accruals (payment in
arrears).
11 REVISION
12 EXAMINATION
426
ACCOUNTING
SS I
THIRD TERM
THEME: CLASSES OF ACCOUNT AND FINAL ACCOUNT

ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
1 Adjustment in Students should be able 1. Posting entries into 1. Discusses the Copies the posting 1. Textbook Students to:
profit and loss to: the ledger and final differences between of prepayment and 2. Chalkboard 1. make entries of
account contd. 1. make entries of account. prepayment and accruals to the payment (payment in
payment (payment in 2 .Provision for accruals. ledger and final advance) in arrears to
advance) in arrears to discount allowable: 2. Demonstrates the account. the final account.
the final account. -identification posting of 2. identify provision
2. identify provision for -journalizing prepayment accruals for discounted
discounted allowable. -entries into final to ledger and final allowable.
3. make entries into the accounts. account.
ledger and final account 3. Discusses
of provision for provision for
discount allowable. discount allowable.
4. Demonstrates the
posting into ledger
and final account.
2 Depreciation Students should be able 1.Defination of 1. Discusses the Copies the posting 1. Textbook Students to:
to: depreciation provision for of prepayment and 2. Charts identify provision for
1. identify provision for 2. Provision for depreciation accruals to the depreciation.
depreciation. depreciation. 2. Demonstrates ledger and final
2. make entries into -Identification entries into the ledger account.
ledger and final account -Journalizing and final account of
of provision for -Entries into final provision for
depreciation. accounts. depreciation
3 Balance sheet Students should be able 1.Differentiate between 1. Guides students to 1. Note to the 1. Charts Students to:
to: assets and liabilities distinguish. difference 2.Textbook distinguish between
distinguish between assets and liabilities.
assets and liabilities.
427
ACCOUNTING
SS I
THIRD TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
4 Balance sheet Students should be able 1. Distinction. 1. Distinguishes Distinguish between 1. Charts Students to:
layout to: 2. Identification of between assets and assets and liabilities. 2.Textbook 1. List the difference
1. explain liabilities types of asset and liabilities. between assets and
2. identification of liabilities. 2. Discusses the liabilities
types of asset and 3. Classification of different types of
liabilities. asset and liabilities. assets and liabilities.
3. classification of asset
and liabilities.
5 Preparation of Students should be able 1. The balance sheet Prepares a balance Take parts in the 1. Textbook Students to:
balance sheet to: layout. sheet. preparation of 2 .Chalkboard prepares balance sheet.
prepare a balance sheet. 2. Preparation of balance sheet. 3.Charts
balance sheet.
6 Sales ledge Students should be able 1. Definition and uses Guides students to Listen and take part 1. Textbooks Students to:
control account to: of control account. identify sales ledge. in the preparation of 2. Charts identification sales
1. explain the meaning 2. Terminologies: purchase ledger 3. Chalkboard ledger items.
and uses of control -bad debt control account.
account. -discount allowed
2. identify sales ledger. -return inwards
-cash refund
-dishonoured cheques
-credit sales
7 Preparation of Students should be able 1. Format or layout Prepares sales Listen and take part 1. Textbooks Students to:
sales ledger to: showing the sales ledger control in the preparation of 2. Charts prepares sales ledger
control account prepares sales ledger ledger control account. account. purchase ledger 3.Chalkboard control account.
control account. 2.items found in sales control.
ledger control account.
428
ACCOUNTING
SS I
THIRD TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
MATERIALS
8 Purchase ledger Students should be 1. Definition of Guides students to Listen and take part 1. Textbooks Students to:
control account able to: purchase ledger control identify purchase in the preparation 2. Charts identify 3 purchase
1. preparation of sales account. ledges items. of purchase ledger 3 .Chalkboard ledger items.
ledger control account. 2. Items found in control account.
purchase ledger control
account e.g. credit.
9 Preparation of Students should be 1.Cash or bank Prepares purchase Listen and take part 1 .Chart Students to:
purchase ledger able to: payment to creditor ledger control in the preparation 2. Textbooks prepare purchase
control account prepare the purchase 2. Discount received account. of purchase ledger 3. Chalkboard ledger control account.
ledger control account. control account.
10 Preparation of Students should be Prepare the purchase Prepares the accounts Listen to the Copy note Students to:
purchase ledger able to: ledger account. teacher prepare the account
control account 1. prepare the layout
2. items found in the
account.
11 REVISION
12 EXAMINATION
429
COMMERCE
SS I
FIRST TERM
SUB THEME: BASIC INFORMATION

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Introduction to Students should be able to: 1. Meaning 1. Discusses commerce in 1. Participate 1. Textbooks Students to:
commerce 1. define commerce 2. Scope detail actively in class 2. Diagrams 1. define commerce
2. explain the scope of 3. Functions 2. Explain the scope of discussion 3. Charts 2. list four function
commerce commerce. 4. Journals of commerce.
3. list the functions 3. Describe the functions
of commerce
2 Introduction to Students should be able to: 1. Characteristics 1. Outline the Copy short notes 1. Textbooks Students to:
commerce 1. describe e-commerce 2. E-commerce. characteristics of on commerce 2. Journals 1. state five (5)
2. outline the characteristic - Measuring commerce. and e-commerce characteristic of
of commerce. - Functions 2. Identify the difference from the commerce
3. identify the differences between commerce and e- chalkboard 2. define commerce
between commerce and commerce explain the
commerce. function of e-commerce
3. History of Students should be able to: 1. Historical 1. Guides the student Participate in Museum Students to:
commerce 1. write a brief history of background discussion on evolution of class discussions Materials 1. write a brief
commerce in Nigeria 2. Factors affecting ecommerce in Nigeria. Cowries history of commerce
2. outline factors affecting the growth of 2. Describe the factors Manila 2. give five (5)
the growth of commerce commerce affecting the growth of reason for the
commerce in Nigeria growth of commerce
in nigeria
4. History of Students should be able to: 1. The barter system 1. Leads discussion on the Role play the An excursion to Students to:
commerce 1. describe the barter 2. Problems of barter system. barter system in museum 1. define barter
(continues) system barter 2. Explains the problem of class 2. discuss two
2. state the problem of 3. Advantages and barter. problems of barter
barter system disadvantages 3. Outlines the advantages system
and disadvantages of barter
430
COMMERCE
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
5. Occupation Students should be able to: 1. Meaning 1. Lands of Active Textbooks Students to:
1. define occupation 2. Classification occupation. participation in Excursion 1. define occupation
2. classify occupation - Industrial occupation 2. Discusses the class discussion 2. compare and
3. differentiate between - Commercial occupation benefits contrast among the
occupation - Services occupation 3. Illustrates with following
diagrams - commercial
occupation
- industrial occupation
- services
6 Occupation Students should be able to: Factors that determine 1. Discuss factors that Active 1. Careers New Students to:
1. list types of occupation. types of occupation and determine types of participation in 2. Labour news 1. list four factor
2. outline factors affecting employment. occupation. class 3, pictures affecting employment.
employment. 2. Explains the types discussion. 2. state factors that
of employment. determines types of
3. Describes factors occupation.
affecting employment.
7. Production Students should be able to: 1. Meaning of 1. Explains production 1. Copy notes 1. Charts Students to:
1. define production. production. and the factors of on production 2. Textbooks 1. define production
2. state the factors of 2. Factors of production productions. division of 3. Eco-journal division of labour
production. 3. Division of labour 2. Describes division labour, specialization and
3. describe division of 4. Specialization of labour. specialization exchange.
labour. 5. Exchange. 3. Illustrates and exchange. 2. list four factor of
4. differentiate specialization and 2. Participate in production.
specialization and exchange. class discussion
exchange. on factors of
production.
431
COMMERCE
SS I
FIRST TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
8. Production Students should be able 1. classification of production 1. Classifies Active 1. Charts Students to:
to: primary industry extractive production. participation in 2. Textbooks 1. classify
1. classify production manufacturing construction 2. Explains primary, class discussion. production.
2. distinguish between secondary secondary and 2. distinguish
primary and secondary - Trade tertiary production. between primary
production. - Aide to Trade Tertiary and secondary
- Direct and production.
- Indirect
9 Trade Students should be able 1. Types of trade 1. Explains types of Copy illustrations Charts Students to:
to: - Home trade trade. of different types Chalkboard 1. illustrate with
1. identify the different - foreign trade 2. Describes the of traded the use of diagram
types of trade. - entreport trade relationship among the different types
2. describe the 2. Relationship the different types of of trade.
relationship among the between/among the different trade
different types of trade types of trade
10 Home Trade Students should be able 1. Meaning of Home traded 1. Discusses the 1. Participate in 1. Charts Students to:
to: 2. Characteristics and components of class discussion. 2. Textbooks 1. list two types of
1. identify component of functions of retail trade. trade. 2. Write note on 3. Journals home trade.
trade. 3. Factors to be considered in 2. Explains the home trade. 2. mention two
2. state the functions of setting up a retail trade. function of a factors to be
the reader to consumer. retailer. considered in
3. explain the factors to be 3. Mentions the setting up a retail
considered on setting up a considered in retail trade.
retail trade. trade.
11 REVISION
12 EXAMINATION
432
COMMERCE
SS I
SECOND TERM
SUB THEME: TRADE AND BUSINESS ORGANIZATION

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Home trade Students should be able to: 1. Discuss small scale 1. Discusses small 1. Participate in 1. Textbook Students to:
continues 1. classify retail activities retailer e.g. hawkers, mobile retailer e.g. hawker, class discussion. 2. Chalk board mention two (2)
into small scale and large shops etc. mobile shops etc. 2. Argue for and types of small scale
scale. 2. Large scale retailer e.g. 2. Arranges visit to against the outlets.
2. explain the super market, mail order etc. one or two retailer elimination and
organizational set up of shops and interview survival of retailer
each types of retail trade. the owner’s in trade.
3. Guides students
in class discussions.
2. Home trade Students should be able to: 1. Modern trends in retailing 1. Discusses the Participate in 1. Textbook Students to:
continues 1. explain the following - Branding modern trend in class discussion. 2. Chalk board 1. mention the
- branding - Self service retailing. modern trends in
- after sales services - After sales service 2. Explains the retailing.
- vending machine - Vending machine advantages and 2. outline two
2. give three benefits each. - Pre-packing disadvantages of advantages of each
- credit card each.
3. Home trade Students should be able to: 1. main characteristic of 1. Discusses the Participate in 1. Textbook Students to:
continues 1. mention the large scale and small scale main characteristics class discussion. 2. Chalk board 1. mention the
characteristics of large retailers. of large scale and 3. Journals characteristics of
scale and small scale 2. Advantages of large scale small scale retailer. small and large
retailer. and small scale retails. 2. Explains the scale retailer
2. give three advantages advantages and
and disadvantages of large disadvantages of
and small scale retailer. each.
433
COMMERCE
SS I
SECOND TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
4. Home trade Students should be able to: Reason why retail business Discusses reason Argue for and 1. Textbook Students to:
continues discuss reason why retail may fail why retail business against the 2. Chalk board give the reason
business may fail may fail elimination and why retail business
survival of a may fail.
retailer in trade
5. Home trade Students should be able to: Wholesale trade 1. Discusses the 1. Participate in 1. Textbook Students to:
continues 1. examine the role of the - Channel of distribution function of the class discussion. 2. Chalk board 1. define an
wholesaler in the chains of - Survival process wholesaler. 2. Argue for and 3. Chart wholesaler
distribution. - Functions of agent 2. Draws the chain against the 2. list the types of
2. state functions of the - Types of ware houses of distribution on elimination of the warehouse
wholesaler. - Necessary document used the board. wholesaler
3. describe the necessary in home trade 3. Explains the types
documents used in home - Function of the wholesaler of warehouse.
trade. to the producer and retailers 4. Explain the
necessary
documents used in
home trade.
6. Foreign trade Students should be able to: 1. Meaning of foreign trade. 1. Explains the 1. Participate 1. Textbook Students to:
International 1. explain the meaning of 2. Types of foreign trade meaning of foreign actively in class 2. Chalk board 1. define foreign
foreign trade. - Bi-lateral foreign trade. trade and the types. discussion. 3. Chart trade.
2. list types of foreign trade - Multi-lateral trade 2. Mentions the 2. Write notes on 2. mention types of
3. list advantages and 3. Advantages and barriers to foreign foreign trade. foreign trade
disadvantages of foreign disadvantages of foreign trade 3. mention five (5)
trade. trade barriers of foreign
4. state the barrier of 4. Barriers to foreign trade trade.
foreign trade.
434
COMMERCE
SS I
SECOND TERM
SUB THEME: TRADE AND ASSOCIATION
WEEK

OBJECTIVES GUIDE
7. Foreign trade Students should be able to: 1. Division of foreign 1. Gives division of foreign Participate in 1. Textbook Students to:
1. differentiate between trade. trade. class discussion. 2. Chalk board 1. differentiate
export, import and 2. Procedures for foreign 2. Explains the difference 3. Chart between import,
entreport trade. between import and export export and
2. differentiate between 3. Balance of trade and 3. Explains the differences entreport.
balance of trade and balance of payment. between balance of trade 2. give similarities
balance of payment. and balance of payment. between balance of
payment.
8. Foreign trade Students should be able to: 1. Tariffs and reasons for 1. Discusses tariff and Participate 1. Textbook Students to:
1. mention the reason for the imposition of tariff. reason for imposition of actively in class 2. Chalk board 1. mention the
imposition of tariff. 2. Tools for trade tariff. discussion. reason for
2. explain tools for foreign restriction and expert 2. Explains tools for trade imposition of tariff.
trade promotion. restriction and exports 2. list necessary
3. list necessary document 3. Necessary document promotion. document foreign
of foreign trade. used for foreign trade. 3. Explains necessary trade.
document for foreign trade.
9 Foreign trade Students should be able to: 1. Functions of customs 1. Explains functions of Participate 1. Textbook Students to:
1. list functions of customs and exercise. customs and exercise. actively in class 2. Chalk board 1. mention
exercise. 2. Nigerian export 2. Discusses Nigerian discussion 3. Brochures from functions of
2. mention Nigerian export promotion export promotion custom and exercise customs and
promotion council Nigerian export exercise
promotion
10 Foreign trade students should be able to: 1. Nigerian airport 1. Discusses Nigerian port Participate in 1. Textbook
1. explain Nigeria airport authority. authority and Nigerian class discussion 2. Brochures from:
authority 2. Nigerian ports airport authority. Nigerian Airport
2. explain Nigeria port authority. 2. Explains each of the Authority and
authority 3. Functions of each port functions of the ports Nigeria port
authority. authority.
11 REVISION
12 EXAMINATION
435
COMMERCE
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
1 Commodity Students should be able to: 1. Meaning 1. Guides student to list List commodities 1. Pictures Students to:
exchange 1. explain the term 2. Types some commodities and classify into: 2. Charts 1. define
commodity - Agricultural produce produced in Nigeria. - food crops 3. Posters commodity
2. mention the types of - Solid minerals 2. Describe the different - cash crops 4. Sample of 2. mention two
tradable commodities. - Oil and Gas types of commodities - solid minerals commodities types commodity
2 Commodity Students should be able to: Commodity exchange: 1. Guides students to 1. List commodities 1. Pictures Students to:
exchange 1. explain the term 1. Meaning identify commodity to that are to be 2. Charts explain commodity
(cont’d) commodity exchange. 2. Tradable be exchanged. exchange. 3. Posters exchange.
2. explain the term tradable 3. Requirement for 2. Leads discussion on 2. Copy short notes 4. Sample of
commodity trading commodity exchange. on commodity commodities
3. state the requirement for - Grading system exchange.
trading. - Warehousing
- Clearing system
- Standardizing
3 Commodity Students should be able to: 1. Types 1. Explains the Participate actively 1. Textbooks Students to:
exchange 1. state the methods of - Spot following in class discussion. 2. Journals state the methods
(cont’d) trading. - Forward futures - Spot of trading.
2. explain the following. 2. Method of trading: - Forward futures
- spot - Open outcry 2. Discusses the method
- forward futures - Electronic of trading.
- open outcry
4 Commodity Students should be able to: Benefits of commodity Discusses the benefits Participate actively 1. Textbooks Students to:
exchange state the benefits of exchange: of commodity in class discussion. 2. Chalkboard state the benefits of
(cont’d) commodity exchange - increase in agricultural exchange. commodity
produce. exchange.
- stabilization in produce
- encourage exploration
of solid minerals.
- foreign exchange
earning.
436
COMMERCE
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
5 Commodity Students should be able to: Constraints commodity Leads discussion on the Participate actively 1. Textbooks Students to:
exchange identify the major trading. major constraint to in class discussion 2. Journals mention the major
(cont’d) constraint to commodity - In adequate supply commodity exchange 3. Chalkboard constraint to
trading in nigeria. - Poor storage commodity trading
- Bad weather in Nigeria
- Middle men
- Ethical issues
- Inadequate knowledge
6 Commodity Students should be able to: 1. Differentiate between 1. Explains the 1. Outline the 1. Pictures Students to:
exchange 1. differentiate between commodities and stocks. differences between differences between 2. Charts mention the
(cont’d) commodity and stocks. 2. Items traded: commodities and stock. commodities and 3. Posters tangible and
2. explain tangible and - Tangible 2. Outlines the tangible stock. 4. Dividend intangible methods
intangible methods of - Intangible and intangible method 2. Mention the items warranty application of pricing.
pricing. Methods of pricing of pricing. traded. form for the
3. outline the similarities 3. Similarities between 3. Outlines the purchases or stock
between commodities and commodity and stocks similarities between
stocks. commodities and stock.
4. Invites a resource
person from securities
commission to give a
talk.
7 Sole Students should be able to: Sole proprietorship: 1. Leads discussion on 1. Participate in 1. Textbooks Students to:
proprietorsip 1. explain the meaning of a 1. meaning sole proprietorship class discussion. 2. Journals 1. define sole
sole proprietorship. 2. sources of capital 2. Asks students to give 2. Mention 3. Chalkboard proprietorship.
2. list his sources of capital 3. advantages and advantages and advantages and 2. enumerate three
3. state the advantages and disadvantages. disadvantages. disadvantages of sources of capital
disadvantages of a sole 4. features of sole 3. Highlights sources of sole proprietorship of sole
proprietorship. proprietorship capital and its features. proprietorship.
437
COMMERCE
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
8 Partnership Students should be able to: Partnership 1. Leads discussion on 1. Participate in 1. Textbooks Students to:
1. define partnership 1. Meaning partnership. class discussion 2. Journals 1. define
2. describe types of 2. Types 2. Invite a senior officer 2. Copy notes on partnership.
partnership. - Normal in an accounting firm as partnership 2. list types of
2. give examples of - Dormant a resource person. partnership.
partnership. - Limited etc. 3. list sources of
3. identify the sources of 3. Sources of capital capital of
capital of partnership. partnership.
9 Partnership Students should be able to: Partnership 1. Explains differences Participate in class 1. Textbooks Students to:
(cond) state the advantages and 1. Formation and between a sole discussion actively. 2. Journals 1. list conditions
disadvantages of a agreement proprietorship and a under which
partnership 2. Advantages and partnership. partnership may be
disadvantages. 2. Outlines the condition dissolved.
3. Differences between under which partnership 2. mention four
partnership and a sole may be dissolved. advantages.
proprietorship 3. Explains the
advantages and
disadvantages.
10 Money Students should be able to: Money: 1. Shows different form 1. Describe different 1. Textbooks Students to:
1. define money 1. meaning of money. forums of money. 2. Types of money 1. define money
2. evolution 2. evolution 2. Guides students to 2. Give reasons for (Legal tender). 2. tell the history of
3. functions 3. functions identify students to keeping and using 3. Charts money.
4. qualities / characteristics 4. qualities / identify the physical money. 4. Pictures 3. list functions of
5. forms / types characteristics forms of money. 3. Role play buying money.
5. form/types and selling using 4. explain the
different qualities of money.
denomination of
money.
11 REVISION
12 EXAMINATION
438
OFFICE PRACTICE
SS I
FIRST TERM
THEME 1: PRINICIPLES OF OFFICE ORGANIZATION

WEEK

OBJECTIVES GUIDE
1 The office 1 Students should be The office 1. Defines an office by Listen attentively Pictures of different Students to:
meaning/ definition. able to: meaning/definition of different authors. and note the office. 1. explains the
1. define an office. office by different 2. Describes an office. definitions. meaning of an
2. explains the authors. office.
meaning of an office. 2. defines an office
according to tow
authors.
2 The office ii layout of Students should be Layout of an office. 1. Leads discussion on 1. Listen 1. Diagrams. Students to:
an office. able to: i. Small office. layout of an office. attentively and note 2. Chalkboard. differentiate
1. explains the ii. Large office. 2. Guides students in the layout of an 3. Charts. between small and
importance of an iii. Open/centralized the discussion of office. 4. VCD showing large office.
office. office. importance of an 2. Participate in different office
2. differentiate iv. Closed/cubide office. office. class discussion. setups.
between small and 3. Answer teacher
large office. questions.
3. The office iii function Students should be Functions 1. Asks questions on 1. Listen 1. Chalkboard. Students to:
of an office. able to: - Receiving information. functions of an office. attentively and note 2. Charts. 1. states five
mention the functions - Recording information. 2. Asks students to the functions. 3. VCD. functions of an
of an office. - Giving information. write short note on any 2. Answer 4. office.
- Safe guarding of the function. teacher’s questions. Projector/electronic 2. explains three
information. 3. Asks questions if (OPH). functions of an
- Processing/storing any. office.
information. 4. Copy chalkboard
summary.
439
OFFICE PRACTICE
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
4. The office sections of Students should be Sections of an office. 1. Guides students in 1. Listen 1. Pictures of Students to:
office. able to: - The reception. discussion of sections attentively and note different sections of 1. mentions the
1. mention the section - The general office. of an office. the explanations. office. section of an office.
of an office. - Mail room/registry 2. Asks probing 2. Answers 2. Chalkboard. 2. give a brief
2. describe the section store. questions teacher’s questions 3. VCD. explanation of
of an office. 3. Answer student’s if any. section of an offices.
questions.
5. Main features of Students should be Main features of a good 1. Guides students in 1. Listen 1. Chalkboard. Students to:
good office set-up. able to: office. discussion of features attentively and note 2. Textbooks. 1. mention the
1. mention the features - Planning. of a good office set- the explanations. features of a good
of a good office set- - Location up. 2. Answer office set-up.
up. - Work flow. 2. Ask probing teacher’s question 2. write short note
2. explains the features - Floor space questions. if any. on the features of a
of a good office set- - Working condition. 3. Answer students good office set-up.
up. - Exposition. questions.
6 Advantages and Students should be Advantages and 1. Guides students in 1. Listen 1. Textbooks Students to:
disadvantages of the able to: disadvantages of the discussion of attentively and note 2. Chalkboard. 1. mention three (3)
open/ centralized 1. states the open/centralized office, advantages and the explanation. 3. Pictures of the advantages and
office/closed/ cubicle advantages and open/cubicle office. disadvantages of the 2. Answer teacher open office and disadvantages of
office. disadvantages of open open/centralized question if any. closed office. open and closed
office and closed office, closed/cubicle office.
office. office.
2. explains the 2. Answers students
meaning of questions.
open/centralized
office, closed/cubicle
office.
440
OFFICE PRACTICE
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
7. Office organization Students should be able 1. Meaning of 1. Explains the 1. Note teacher 1. Pictures. Students to:
I). meaning of office to: organization. meaning of explanation. 2. Slide shows of 1. explain the
organization/ 1. explain the meaning of 2. Objectives of an organization. 2. Ask for clarification organization. meaning of
objectives. an organization. organization. 2. Explain the where necessary. 3. Charts. organization.
2. state the objectives of - Smooth operation. objectives of an 3. Participate in the 4. Chalkboard. 2. dist the
an organization. - Realization of organization. discussion. objectives.
organizational goals.
- Share responsibilities.
8. Structure II of Students should be able Structure of 1. Explains the 1. Notes teacher 1. Pictures. Students to:
organization. to: organization. organizational explanation. 2. Charts. 1. describe an
1. describe the structure - Board of directors. structures. 2. Asks for clarification 3. Chalkboards. organizational
of an organization - Managing directors. 2. Leads where necessary. 4. Textbooks. structure.
2. lists the personnel. - Personnel managers. discussion on the 3. Participates in 2. draw a simple
3. draws organizational - Purchasing manager functions of the discussion. organizational
charts. etc. personnel in the 4. Copy from charts.
organization. chalkboard.
9. Organization Students should be able Responsibilities of Explains the Copy the chalkboard 1. Pictures. Students to:
structure (3) to: organization structures. responsibilities. summary 2. Charts. state the
responsibilities of state the responsibilities 3. Chalkboards. responsibilities of
office personnel. of office Personnel. 4. Textbooks. office Personnel.
10 Structures of Students should be able Definitions of Define 1. Notes teachers Chalkboard. Students to:
organization (3) span to: - Span of control. - Span of control. explanation. 1. define
of control definition, 1. define. - Unity of control. - Unity of control. 2. Asks for clarification - span of control.
unity of control, unit i. span of control. - Unit of function. - Unit of function. where necessary. 2. unity of control
of function. ii. unity of control. 3. Participate in the and unity of
iii. unity of function. discussion. functions.
4. Jots down points
11 REVISION
12 EXAMINATION
441
OFFICE PRACTICE
SS I
SECOND TERM
THEME 1: PRINCIPLES OF OFFICE ORGANIZATION

WEEK

OBJECTIVES GUIDE
1 Department in an Students should be able Different departments Guides discussion 1. Participates in the 1. Charts. Students to:
organization (i) to: in an organization. on the different discussion. 2. Pictures. list any 5
different department mention the different - Account/finance. departments in an 2. Visit an 3. Chalkboard. departments in an
in an organization. department in an - Administration. organization. organization. organization.
organization. - Personnel. 3. Report on their
- Marketing/sales. visits to different
- Purchasing. organizations.
- Transport.
- Production.
- Legal etc.
2. Departments in an Students should be able Functions of various 1. Guides discussion 1. Participate in the 1. Chalkboard. Students to:
organization (II) to: departments. on the functions of discussion. 2. Textbooks. states the two
functions of various states the functions of various departments. 2. Notes teacher’s functions of each
department. each departments. 2. Mentions and explanations. of the departments.
- accounts/finance. leads of various
- administration. department.
- personnel etc.
3. Department in an Students should be able 1. Heads of departments Guides discussion 1. Participates in the Chalkboard. Students to:
organization (iii) to: in an organizations. on: discussion. 1. lists the heads of
heads of 1. list the various heads 2. Duties of the head of -heads of 2. Notes teacher the department.
departments in an of departments. department. department. explanation. 2. mention the
organization. 2. mention their various - duties of the duties of the head
duties. various head of the department.
departments.
4. Office equipment students should be able 1. Meaning of office 1. Guides discussion 1. Participate in 1. Charts. Students to:
(i). Meaning of to: equipments. on meaning of office discussion. 2. Chalkboard. 1. define office
office equipment. identify various types of 2. Mentions types of equipment. 2. Identify the 3. Projector. equipment.
office equipment. office equipments. 2. Mentions the various types of 4. Electronic or 2. mention various
various office the office equipments. OH. With office equipments.
equipment. accessories.
442
OFFICE PRACTICE
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
5. Office equipment students should be able 1. Types of office 1. Guides discussion 1. Participate in the 1. Charts. Students to:
(2). Identification of to: equipments. on types of office discussion. 2. Chalkboard. 1. mentions the
office equipments/ 1. identify types of office - Manual type. equipments. 2. Mention the types of office
types of office equipment. - Writer. 2. Guides students to office equipments. equipment.
equipments. 2. mentions the various (i). Prefatory perforator identify office 2. identify various
types of office (ii). Stapling machine equipment. office equipment.
equipments. etc.
6. Office equipment students should be able Uses of various office 1. Leads discussion 1. Participate in 1. Pictures. Students to:
(3). uses of office to: equipment/machines. on the uses of various discussion. 2. Some office 1. lists 5 office
machine and states the uses of office types of office 2. Practice how to equipment e.g. equipments.
equipments. machine/equipments. equipment. use some of the Typewriter 2. states the uses of
2. Demonstrates the equipments. - Computer. each.
uses of some office - Over-lead 3. differentiate
equipments. projector. between manual
- Telephones. and electronic
- Perforator. equipments.
- Stapler etc.
7. Office equipment Students should be able Advantages of office Leads in discussions Participates in the Chalkboard. Students to:
(4). advantages of to: equipment/machines on the advantages of discussion. 1. states 5
using office 1. mention the and disadvantages. office 2. Copy notes on the advantages of
machines/equipment advantages of office equipments/machines advantages of office office machines/
and it’s equipment. and disadvantages. equipment and equipments.
disadvantages. 2. explains briefly the disadvantages. 2. explains 2
advantages of using disadvantages of
various office equipment office equipment.
and disadvantages.
443
OFFICE PRACTICE
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
8. Office equipment Students should be able Factors to be Leads in discussion 1. Participate in the Chalkboard. Students to:
(factors to be to: considered when on the factors to be discussion. states the factors to
considered when mention the factors to be choosing office considered when 2. Copy notes on the be considered
choosing office considered when equipment. choosing office factors to be when choosing
equipment). choosing office - Purpose or use. machine or considered when office
machines and - Cost. equipment. choosing office machines/equipme
equipment. - Durability. machines. nts
- Availability of service
spare parts.
- Availability of
technician.
- Production rate etc.
9 Office equipment 6. Students should be able Care and maintenance Shows how to care Copy short note on 1. Chalkboard. Student to:
(care and to: of office equipment. for the various types how to care for the 2. Charts. states how to care
maintenance of lists the care and of office equipment. various office 3. Projectors for office
office equipment). maintenance of office equipments. (electronic/OH equipment.
equipment. with accessories).
10 Office Students should be able Types and uses Leads in discussion 1. Participate in the Chalkboard. Students to:
correspondence (I) to: correspondence records. on the type and uses discussion. mention the books
types and uses of mention the types and of correspondence 2. Copy notes on the of correspondence
correspondence uses of correspondence. record. types and uses of and its uses.
record correspondence
records.
11 REVISION
12 EXAMINATION
444
OFFICE PRACTICE
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
1 Office Students should be Procedure for handling 1. Shows examples of 1. Participates in 1. Charts. Students to:
correspondence (2) able to: office correspondence. correspondence books. discussion. 2. Chalkboard. 1. mention the
procedure for mention the ways of - Mail inwards book. 2. Prepare outward books of
handling handling office - Mail outward book. mail book. correspondence.
correspondence. correspondence. - Postage book and 2. explain the uses
dispatch book. of correspondence.
2. Handling inter
office mail.
2. Office procedure (i). Students should be 1. Meaning of the 1. Leads in discussion 1. Participate in 1. Diagrams. Students to:
the receptionist. able to: receptionist. And on discussion. 2. Specimen 1. define a
1. describe the reception. (i). The reception. 2. Role-play “the documents. receptionist.
receptionist. 2. Responsibilities of a (ii). Office of the receptionist. 3. Dummy 2. states 3
2. responsibilities of a receptionist. receptionist. telephones. responsibilities of
receptionist. 2. Responsibilities of a the receptionists.
receptionist.
3. Office procedure Students should be Qualities of a 1. Leads in discussion. 1. Participates in Chalkboard. Students to:
(2). qualities of a able to: receptionist: (i) Personal qualities discussion. mention the
good receptionist. 1. mention and - personal qualities. of a receptionist 2. Copy note on personal qualities
explains the personal - job qualities. 2. Job qualities of a personal and job of a receptionist
and job qualities of a receptionist. qualities. and it’s job
receptionists. qualities.
4. Office procedure Students should be Documents handled by Guides students in 1. Participates in Diagrams specimen Students to:
(3). Documents able to: a receptionists. handling and discussion. of request form, 1. lists the
handle by a lists the documents - Visitors books. processing documents 2. Fill request telephone pad etc. procedure for
receptionist. handled by a - Request forms. used by a receptionist. forms. handling
receptionist. - Telephone pad. 3. Telephone pad documents.
etc. 2. visitor book,
telephone pad,
request forms.
445
OFFICE PRACTICE
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
5. Office procedure Students should be 1. Write procedure for 1. Guides students in 1. Participate in 1. Telephone or Students to:
(4). steps in able to: answering telephone handling telephone discussion. G.S.M 1. lists the
answering telephone 1. know the procedure call. call. i. Fill the telephone 2. Telephone pad. procedure for
call. for answering 2. Write information in 2. Demonstrates how pad. 3. Chalkboard. answering
telephone call. the telephone pad. to fill the telephone ii. Demonstrate telephone call.
2. record information pad. how to answer call. 2. fill the telephone
in telephone pad. pad.
6. Office procedures Students should be 1. Meaning of office 1. Guides students in 1. Participate in 1. Chalkboard. Students to:
(5). appropriate able to: dress code.. the discussion. discussion. 2. Shirt with tie, mention the office
office dress-code. mention the 2. Appropriate office 2. Shows example of 2. Demonstrate the shoe. dress code.
appropriate office dress code. appropriate office appropriate office
dress code. dress code. dress code.
7. Right-attitude to Students should be 1. Meaning of attitude 1. Leads in discussion 1. Participate in 1. Chalkboard. Student to:
work, attribute of able to: concept of work. on meaning attitude. discussion. 2. Charts. 1. list the attributes
people with right 1. explains the 2. Attributes of people - Concept of work, 2. Copy note on of people with right
attribute to work. meaning of attitude. with right attitude to - Attributes of people meaning of attitude to work.
2. the concept of work. work. with right attitude to attitude. 2. explains the
3. right attitude to work. 3. Concept of concept work.
work. work, attributes of
4. lists the attributes of people with right
people with rights attitude to work.
attitude to work.
8. Rights attitude to Students should be 1. The consequence of 1. Leads in discussion 1. Participates in 1. Chalkboard. Students to:
work: able to: (1). mention negative attitude to on (1). Consequences discussion. 2. Charts. 1. lists the
(2). consequence of the consequences of work. of negative attitude to 2. Copy note on consequence of
negative attitude to negative attitude to - Reward of positive work. consequence of negative attitude to
work. reward of work. work attitude. - Reward of positive negative attitude to work.
positive work 2. lists the reward of work attitude. work and reward of 2. reward of
attitude. positive work attitude. positive work positive work
attitude. attitude.
446
OFFICE PRACTICE
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
9 Right attitude to Students should be 1. Meaning of 1. Leads in discussion 1. Participates in 1. Charts Students to:
work (3). able to: punctuality. on Punctuality, discussion. 2. Chalkboard. 1. lists the reward
punctuality and 1. explains the - Reward Reward Irregularity 2. Copy notes on to right attitude to
reward, irregularity meaning punctuality - Irregularity and punishment. punctuality, work.
and punishment. and reward. - Punishment. 2. Lists the common reward, irregularity 2. explains the
2. irregularity and reward, irregularity and punishment. meaning of
punishment. and punishment. punctuality,
irregularity.
10 Truthfulness and Students should be 1. Meaning of 1. Leads students in 1. Participate in 1. Chalkboard. Students to:
honesty in business. able to: truthfulness the discussion on discussion. 2. Charts. 1. explains the
1. explains the - Honesty in business. truthfulness 2. Copy note on meaning of
meaning of 2. Lists the reward for - Honesty truthfulness, truthfulness
truthfulness of truthfulness 2. Lists reward for Honesty - honesty.
honesty in business. - Honesty in business. truthfulness and - Reward for 2. lists the reward
2. enumerate reward honesty in business. truthfulness for truthfulness
for truthfulness honesty. honesty.
honesty.
11 REVISION
12 EXAMINATION
447
INSURANCE
SS I
FIRST TERM
THEME: INTRODUCTION TO INSURANCE
WEEK

PERFORMANCE EVALATION
OBJECTIVES GUIDE
1 Meaning of Students should be able to: 1. Definitions of Explains: Participate by Chalkboard and Students to:
Insurance 1.define insurance. insurance. 1. meaning of 1. Define the textbook 1. define insurance
2. differentiate between 2. The insurer and insurance. meaning of 2. differentiate between
insurer and insured (policy insured (policy 2. parties involved insurance. insurer and insured
holder). holder). contract. 2. Stating the parties 3. state insurance
3. state insurance as a policy 3. Insurance as a 3. insurances as a insurance contract. As a policy of risk
of risk. policy of risk. pooling of risk.
2 Insurance Students should be able to: 1. Meaning of Explains: Participate by: Chalkboard and Students to:
Contract 1. define insurance contract. insurance contract. 1. meaning of 1. Define insurance textbook. 1. define insurance
2. list the features of 2. Elements of insurance. contract. contract.
insurance contact. insurance. 2. essential features of 2. Stating the 2. mention any two
3. distinguished between 3. Essential features insurance contract. essential features of essential features of
insurance risk transfer and of insurance contract. 3. insurance risk insurance contract. insurance contract.
risk reductions’ mechanism. transfer and risk 3. distinguished between
reduction mechanism. insurance risk transfer and
risk reduction mechanism.
3 Historical Students should be able to: 1. Pre-independence Explains: 1. Participate in Chalkboard, Students to:
. Development of 1. explain the pre and post insurance market 1. how insurance was discussing the a magazine, Journal 1. narrate the historical.
insurance independence in Nigeria. 2. Post independence introduced in Nigeria. decent of insurance of NAICOM. development of insurance
2. explain local legislations insurance market 2. post independence in Nigeria. 2. mention three
for insurance. 3. Local legislation insurance. 2. Copy notes from legislations on insurance.
insurance 3. laws regulating the chalkboard.
insurance.
5 Insurances Risks Students should be able to: 1. Meaning of risk Explain: 1. Participate in role Chart sharing Students to:
1.explain the meaning of risk. 2. Risk and the 1. the concept of risk. play in each of risk 1. Road accidents 1. explain the meaning the
2. discuss the presence of risk society. 2. the presence of risk 2. Copy same victims. risk.
in the society. (a) Foundational in the society. examples of risk in 2. Fire outbreak in 2. give examples of risk
3. list the classification of (b) Speculative 3. define risk in each each category homes. road/homes.
risk. (c) Pure category. 3. Any other 3. write down different
(d) particular hazard. classification of risks.
(e) Dynamic
(f) Static risks
448
INSURANCE
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
6 Uninsurable risks Students should be able 1. Meaning of uninsurable Explains: Participate in Chalkboard and Students to
to: risks 1. uninsurable risks discussion on risks textbook. 1. insurable risks
1. define insurable risks. 2. Types of uninsurable 2. gives examples and copy note from 2. state and explain
2. lists and explain of risk: of uninsurable. the chalkboard. types of un insurable
uninsurable risks. -earthquake risks.
-war
-bad publicity
-natural causes
7. Hazard (1) Students should be able 1 Definition of physical Explains: Participate in Use of school Students to:
to: hazard in property 1. physical hazard describing hazard environment and 1. hazard within
1. explain the physical -such as life, motor and with examples with physical and infuse behavior to their environment
hazard. liability. 2. moral hazard moral. distinguish between 2. give examples of
2. discuss moral hazards 2. Moral hazard with with examples physical and moral moral hazard in
etc. examples: hazard human behavoiur in
(a) landlessness a society
(b) dishonesty
8 Hazard (2) Students should be able Meaning of peril hazard Explains: 1. Participate in Chart sharing Students to:
to: Differences between risk 1. meaning of peril distinguishing 1. Road accidents 1. define peril
1. define peril hazard. and hazard. hazard. between peril and victims. hazard.
2. explain relationship 2. relationship hazard. 2. Fire outbreak in 2. explain the
between hazard and between peril and 2. Copy note from homes. relationship hazard
peril. hazard. the chalkboard. 3. Any other hazard and peril with 2
3. distinguish between 3. difference examples each.
risk and hazard. between risk and
hazard.
449
INSURANCE
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
9 Functions of Students should be able 1. Primary functions 1, Guides discussion 1, Participate in Tabular presentation Students to:
Insurance to: spreading of risks. on function of class discussions. of primary and mention the
list primary and 2. secondary functions insurance. 2.Copy examples of secondary functions difference between
secondary functions of -Loss prevention 2. Lists examples primary and of insurance on primary and
insurance. -Secondary etc. both primary and secondary functions Chalkboard secondary function
secondary functions of insurance from of insurance
of insurance. chalkboard.
10 Benefits of Students should be able 1 Importance of insurance 1. Enumerates the 1. Participate in Chalkboard, Students to:
. insurance to: benefits. benefits of class discussion. magazine and 1. state the
1. explain the importance 2. Benefits accruing to insurance. 2. Mentions family textbook. importance of
of insurance. individual, society and 2. Explain how member who insurance benefits.
2. state the benefits business organization. these benefit benefited from 2. give examples of
accruing to individual, empower to insurance. benefit accruing to
society and business individual, society individual.
organization. and business
organization.
11 REVISION
12 EXAMINATION
450
INSURANCE
SS I
SECOND TERM
THEME: PRINCIPLES OF INSURANCE

TOPIC PERFORMANCE CONTENT TEACHING AND EVALATION
WEEK
ACTIVITIES
1 Insurable interest Students should be able to: 1. Meaning of insurable Explain: 1. Participate in Textbooks, Students to:
1. explain the meaning of interest. 1. Meaning of insurable class discussion. magazine and 1. define insurable
insurable interest. 2.Lagel requirement of interest. 2. Copy notes from chalkboard interest.
2. sate the legal insurable interest. 2. Legals requirement chalkboard. 2. enumerate the
requirements of insurable of insurable interest. legal requirement of
interest. insurable interest.
2 Insurable interest Students should be able to: 1. Insurable interest. In Explains: Participate by: Textbooks and Students to:
(2) 1. explain how insurable various classes. 1.Ways insurable Listening attentively chalkboard 1. give examples of
interest arises in. 2. Essentials of interest arises in and contribute. insurable interest in
2. a person (b) other person insurable interest. person, other person, property or life.
(c) Liability and (d) liability and property. 2. mention the
property 2.Essentials of essentials insurable
ii. State the essentials of insurable interest. interest.
insurable interest.
3 Utmost Good Students should be able to: 1. Meaning of utmost 1.Explains the meaning 1. Participate in Chalkboard, Students to:
Faith (1) 1. explain meaning of good faith. of utmost good faith. actively in class magazine, textbook 1. define utmost
utmost good faith. 2. Principle of utmost 2.Discusses the discussion. and pictures charts good faith.
2. list the principle of good faith. principle of utmost 2. Copy notes from 2. state the principle
utmost good faith. 3. Insured and insurer’s good faith. the chalkboard. of utmost good faith
3. State the insured and duty to disclosure. 3.Explains the insured Itemized some
insurer duty of disclosure. and insurer’s points required by
responsibility. insured and insurer
duty of disclosure.
451
INSURANCE
SS I
SECOND TERM

WEEK
ACTIVITIES
4 Utmost Good Students should to able to: 1. Breaches of utmost 1. Explains the 1. Participate class Chalkboard, Students to:
Faith (2) 1. explain breaches of good faith. meaning of breach of discussion. textbooks, 1. give the meaning
utmost good faith. 2. Causes of a breath. utmost good faith. 2. Copy notes from magazine pictures to breach
2. list causes of a breach 3. Effects of breach. 2. Outlines what can chalkboard. charts 2. Enumerate the
List the effects of breach. causes breach. causes of breach
3. States effects of 3. List some
breach. penalties for breach
of duty disclosure
5 Proximate Students should be able to: 1. Meaning of Explains 1. Participate Textbooks and Students to:
Causes 1. define proximate causes proximate causes 1. proximate causes actively min the chalkboard 1. give examples of
2. explain the effects of 2. Determination of 2. Gives illustrations of discussion insurable interest in
proximate causes on claims proximate causes of causes on insured, 2. Copy notes from property or life
events. uninsured and excluded chalkboard 2. mention the
3. Application of perils essentials insurable
simple claims 3. Explains how simple interest
claims can be made.
6 Indemnity Students should be able to: 1. Definition of Explains: 1. Participate in Chalkboard, Students to:
1. define the concept indemnity 1 Meaning of indemnity class discussion textbook charts 1. define indemnity
indemnity 2. Methods of 2. Options / methods in 2. Listen attentively 2. explain the
2. state the methods of providing indemnity to settlement of indemnity and copy notes from method providing
providing indemnity to insurance contract Limitation of indemnity the chalkboard indemnity
insurance contract 3. Limitations of 3. state the
3. discuss the limitations of indemnity limitations of
indemnity indemnity
452
INSURANCE
SS I
SECOND TERM

WEEK
ACTIVITIES
7 Subrogation (1) Students should to able to: 1. Meaning of Explains: 1. Participate in Chalkboard, Students to:
1. explain the principal of subrogation the principal of discussion. textbook 1. define
subrogation. 2. Source of subrogation. 2. Observe the subrogation.
2. state source of subrogation teacher teach. 2. explain the
subrogation. students of
subrogation.
Subrogation (2) Students should be able to: 2. Outlines what can 3. Copy notes from Chalkboard, Students to:
8 1. state how subrogation causes breach chalkboard textbooks, 3. enumerate the
rights arise. 3. States effects of magazine pictures causes of breach.
2. explain how waiver breach charts 4. list some
subrogation may arise penalties for breach
of duty disclosure.
9 Contribution Students should be able to: 1 Definition of Explain: Participate in the Chalkboard, Students to:
1. define the meaning of contribution. 1. principal of class discussion. Textbooks, charts, 1. explain the
contribution. 2. How contribution contribution. meaning
2. list the application of may arise. 2. how contribution contributions.
contribution. 3. Application of may arise. 2. mentions four
contribution. 3. give example apply ways required to
contribution in a contribution to arise
contract. 3. state the
application of
contribution
10 Abandonment Students should be able to: 1. Meaning of Explains: 1. Participate by Chalkboard, Students to:
1. define abandonment. abandonment. 1. meaning of listening attentively textbooks 1. define
2. state reasons for 2. Reasons for abandonment. 2. copy notes from abandonment.
abandonment. abandonment. 2. reasons for the chalkboard. 2. state three reasons
abandonment. for abandonment.
11 REVISION
12 EXAMINATION
453
INSURANCE
SS I
THIRD TERM
THEME: INSURANCE PRACTICE
WEEK

1 Proposal Forms Students should be able to: 1. Meaning of proposal Explains: 1. Listen attentively. Chalkboard, Students to:
1. explain the meaning of form. 1. meaning of proposal 2. Participate in the specimen, 1. explain the
proposal form 2. Features of proposal form. class work. document and meaning of
2. state the features of form. 2. features of proposal 3. Copy note from textbooks. proposal form.
proposal form. 3. Functions’ of form. the chalkboard. 2. itemize the
3.list the functions and proposal form. 3. functions’ of proposal features of
uses of proposal form. give 4. Contracts where form. proposal form.
examples of contract where proposal form are used. 4. contracts where 3. state the
proposal form are used. proposal form are used. functions and uses
of proposal form.
2 Cover Notes Students should be able to: 1 Meaning of Cover 1. Defines Cover Notes. Participate by Chalkboard, Students to:
1. define \ cover notes. Notes 2. Lists the listening to the specimens, 1. explain to
2. itemize the features of 2. Characteristics of characteristics of Cover teacher discussion document and meaning of cover
cover notes. Cover Notes Notes. on the meaning of Textbooks notes.
3. state the functions and 3. Functions of Cover 3. States the functions Cover Notes, 2. state the features
uses of cover notes. Notes and uses of Cover Notes. features, functions of cover notes.
4. give examples of 4. Contracts where 4. Gives examples of and uses. 3. list the functions
contracts where cover Cover Notes are used/ contract where Cover and uses of cover
notes are used. Notes are used. notes.
3 Certificate of Students should be able to: 1. Definitions of Explains: 1. Participate in the Chalkboard, and Students to:
Insurance 1. explain the meaning of Certificate of Insurance. 1. the meaning of and class discussion. specimen 1. define
certificate of insurance 2. Reasons for need for certificate of 2. Copy notes from document. certificate of
2. explain why assurance Certificate of Insurance insurance. the chalkboard. insurance.
certificate are issued. 3. Certificate of 2. contracts diere 2. outline the
3. online the insurance Insurance in: certificate are issued if contract where
contract where certificate -motor compulsory. certificate are
are issued,. -marine issued.
-employer’s liability.
454
INSURANCE
SS I
THIRD TERM
WEEK

4 Policy Students should be able to: 1. Definition of Explains: 1. Participate in the Chalkboard and Students to
Documents 1. explain what is policy policy documents. 1. contents of the policy discussion. specimen 1. give detail explanation
documents. 2. Component parts documents. 2. Mention the document. of policy documents.
2. state the component of a policy 2. components parts a different component 2. state the component
parts of a policy documents. policy documents. parts of the policy parts of policy
documents. 3. Contractions a 3. the contraction of documents. documents.
policy. policy document.
5 Reinsurance Students should be ale to: 1. Meaning of Explains: 1. Participate in the Chalkboard. Students to:
1. define reinsurance. Reinsurance 1. meaning of discussion Textbook and 1. explain the
2. state the forms of 2. Forms and reinsurance. 2. Copy notes from specimen - meaning of
reinsurance. functions of 2. forms of reinsurance the chalkboard documents reinsurance
3. list the functions of reinsurance 3. functions of 3. Proffer answer - give two types of
reinsurance. 3. Applications of reinsurance. while teacher reinsurance
4. itemize the useful Reinsurance 4. applications of demonstrates in the 2. e numerate the
application of reinsurance. reinsurance. class functions of Reinsurance
6. Insurance Students should be to: 1. Meaning of Explains 1. Participate in Chalkboard and Students to:
Renewals(1) 1. explain renewals notice. Rewards notice. 1. contract renewal. class discussion. specimen 1. define renewal notice.
2. explain consideration at 2. Consideration of 2. consideration 2. Write down notes documents. 2. explain consideration
renewal. Renewal. 3. procedure of renewal. from the chalkboard. of renewal.
3. state the process of 3. state procedure of
renewals of insurance renewal.
contracts.
7, Insurance Students should be to: 1. Legal status of Explains: 1. Participate in Chalkboard Students to:
Renewals (2) 1. explain legal status of renewal notice. 1. legal status of renewal class discussion. textbook and 1. explain legal status of
renewal notice. 2. Need for renewal notice. 2. Write down notes specimen. renewal notice.
2. state the need for notice and legal 2. need for renewal the chalkboard. 2. write on the need for
renewal notice and legal status. notice. renewal notice and legal
status. 3. Use of NCP Long- 3.use of NCD and LTA status.
3. differentiate between the Term agreement 3. differentiate the use
use of ncd and lta. (LTA). of NCD and LTA to
ensure renewal.
455
INSURANCE
S.S. I
THIRD TERM
WEEK
ACTIVITIES
8 Insurance Claims Students should be able 1. Meaning of claim 1. Explains meaning 1. Participate by Chalkboard, Students to:
to notification/documentation. of claims. listening attentively Textbook and 1. state the
1. explain briefly 2. Duties of the insured and notification and and contributing to specimen document procedure of claims
meaning of claim insurer in claims. documentation the discussion. notification and
notification documents. 3. Duties of loss assessors 2. States the duties 2. Write the notes documentation.
2. analyze the duties of and adjusters. of the insured and given by the 2. state the duties of
the insured and insurer the insurer. teacher from the insured and insurer.
in processing claims. 3. Enumerates the chalkboard. 3. mention the
3. explain the functions duties of the loss functions of adjuster
of loss assessors. adjusters and and assesssors.
assessors.
9. Insurance Premium Students should be able 1. Meaning of premium Explains: 1. Participate in Chalkboard, Students to:
(1) to 2. Premium in life and non- 1. meaning of class discussion. Textbook specimen 1. define premium
1. define premium life. premium. 2. Copy notes from of insurance 2. explain premium
2. explain premium life 3. Premium loading. 2. premium in life the chalkboard. receipts. in life and non-life
and non-life. and non-life. 3. state factors that
3. list the factors to be 3. how premium are are considered
considered when loaded. before loading
loading insurance premium
premium.
10 Insurance Premium Students should be 1. Total returns of premium Explains: 1. Participate in Chalkboard, Students to:
. (2) able to: 2. Partial returns premium 1. Total and partial the discussion Textbook, specimen 1. mention how
1. explain total and 3. Reasons for returns of return of premium 2. Copy notes from of insurance premium can be
partial return of premium 2. Reasons for total the chalkboard receipts. returned
premium and partial returns of 2. state reasons for
2. state reasons for premium partial and total
total return of premium returned
3. give reasons for
partial returns of
premium
11 REVISION
12 EXAMINATION
456
AUTO BODY REPAIR AND SPRAY PAINTING
SS I
FIRST TERM
THEME: SAFETY RULES AND REGULATION

ACTIVITIES
WEEK

1 General safety Students should be able 1. Workshop safety Guides students to: Participate on: 1. Auto body repair Students to:
rules and to: 2. Meaning of safety 1. defines workshop 1. defining workshop workshop 1. define workshop
regulations in 1. define workshop rules and regulation safety. safety 2. Charts safety.
auto body repair safety. 3. General safety 2. states the meaning of 2. stating the meaning 3. Fire 2. state meaning of
workshop 2. state general safety rules regulations in safety rules and of safety rules and extinguisher. safety rules and
rules and regulations in auto body repair regulations. regulations. 4. Water brocket regulations.
auto body repair workshop. 3. states general safety 3. stating general rules 5. Sand brocket etc. 3. state five general
workshop. 4. Importance of rules and regulations in and regulations in all safety rules and
3. state the importance of safety. an auto body repair to body repair regulations in auto body
safety. 5. Safety equipment workshop. workshop. repair workshop.
4. list some safety in auto body repair 4. lists some safety 4. listing safety 4. list three safety
equipments. workshop. equipments. equipment in auto equipments in auto
body repair workshop. body repair workshops.
2 Safety rules and Students should be able 1. Safety rules and Leads students to: Participate in stating Tools, machines, Students to:
regulations to: regulations 1. states safety rules safety rules and equipment charts 1. four safety rules and
concerning tools, state safety rules and concerning tools in and regulation regulations workshop safety regulations concerning
machines, and regulations concerning auto body repair concerning tools in auto concerning: code. tools in auto body
equipment in tools, machines and workshop. body repair workshop. 1. Tools repair workshop.
auto body repair equipment in auto body 2. Safety rules 2. states safety rules 2. Machines 2. four safety rules and
workshop repair workshop. concerning machines and regulations 3. Equipments in auto regulations concerning
in auto body repair concerning machines in body repair workshop. machines in auto body
workshop. auto body repair repairs workshop.
3. Safety rules workshop. 3. three safety rules and
concerning 3. safeties rules regulations concerning
equipment in auto concerning equipment equipment in auto body
body repair in auto body repair repair workshop.
workshop. workshop.
457
SS I
FIRST TERM

ACTIVITIES
WEEK

3 Safety rules and Students should be able 1. Safety rules and 1. Leads students in 1. Participate in the Overall, safety shoes, Students to:
regulation to: regulations the discussion of discussion of human safety juggles, hand 1. state one safety rule
concerning human 1. state safety rules and concerning human: human: mode of dressing in gloves, nose mask concerning human
beings in auto regulations concerning -dressing -mode of dressing in the area of: etc. being mode of dressing
body repair mode of dressing in -movement the area of: -body the:
workshop auto body repair -load carrying -body -legs -body
workshop -legs -hands -legs
2. list safety equipment -hands -eyes -hands
to protect human -eyes -nose -eyes
-body -nose -ears -nose
-legs -ears 2. Write out the safety -ears
-hands 2. Guides students to equipment for 2. list one safety
-eyes list safety equipment protecting. equipment to protect:
-ears for human: -body -body
3. state care taken when -body -legs -legs
lifting loads in auto -legs -hands -hands
body repair workshop. -hands -eyes -eyes
-eyes -nose -nose
-nose -ears -ears
-ears 3. State safety 3. state two safety
3. Guides students in precaution concerning precautions to be
discussion of safety human beings when observed by human
rules and regulations lifting loads. being when lifting
concerning human loads.
beings when lifting
load.
458
SS I
FIRST TERM

ACTIVITIES
WEEK

THEME: WORKSHOP ACCIDENT
4 Sources of accident: Students should be 1. Definition of Guides students to: 1. Participate in Tools machines, and Students to:
tools, machines, and able to: accident as regards 1. defines accident as defining accident as equipment. 1. define accident as
equipment 1. define accident in auto body repair regards auto body regards auto body regards auto body repair
as relates to auto workshop. repair workshop. repair workshop. workshop.
body repair 2. Sources of 2. identifies sources of 2. Take part in 2. identify two sources
workshop. accident from tools accident from use: identifying sources of accident from use of
2. identify sources 3. Sources of -tools of accident from -tools
of accident in auto accident from -machines tools, machines and -machines
body repair machines -equipments equipments. -equipments
workshop in the area 4. Sources of
of tools machines accident from
and equipments. equipments.
5 Sources of accidents: Students should be 1. Sources of Guides students to: Participate in Users of auto body Students to:
users of auto body able to: accident: identify sources of identifying the repair workshop. identify four sources of
repair workshop identify source of -human factors accident from the source of accident accident from the users
accident from users -ignorance users of auto body from the users of of auto body repair
of auto body repair -wrong selection of repair workshop. auto body repair workshop.
workshop. tools and equipment workshop.
for a given job.
-lack of observation
of safety rules.
-wrong selection of
materials.
459
SS I
FIRST TERM

ACTIVITIES
WEEK

6 Sources of accident. Students should be 1. Sources of Leads students to Participate in Auto body repair Students to:
Environmental able to: accident identify sources of identification of workshop floor and its identify three sources of
factor identify sources of environmental accident in auto body sources of accident in environment. accident from auto body
accident in the auto factors. repair workshop auto body repair repair workshop
body workshop -slippery floor environment. workshop environment.
environment. -untidy environment environment.
-insufficient
ventilation.
7 Prevention of Students should be 1. Measure to Guides students to: 1. Participate in Tools, machines Students to:
accident form use of able to: prevent accident in 1. states measures for stating the measures equipment, warning 1. state three measures of
tools machines and 1. state measures for auto body repair preventing accidents for preventing notices workshop preventing accident from
equipment preventing accident workshop on use of on use of tools accident in the auto manual etc. the use of:
from use of tools, tools, machines and machines and body repair -tools
machines and equipments. equipments in auto workshop. -machines
equipment in auto 2. Observation of body repair 2. Make observation -equipment
body repair safety precautions workshop. of faulty tools, 2. observe tools
workshop. 3. Careful selection 2. observes faulty machines and machines and equipment
2. observe faulty of tool, machines tools machines and equipments. for faults.
tools, machine and and equipments. equipments.
equipment and report. 4. Correct
applications of tools,
machines and
equipments.
460
SS I
FIRST TERM

WEEK

RESOURCES
8 Prevention of Students should be 1. Ways to prevent 1. Guides students 1. Participate in the 1. Charts, posters and Students to:
accident by users of able to: accident in auto body in the discussion of discussion of ways to pictures, first aid box. 1. state four
auto body repair 1. state different workshops. ways to prevent prevent accident by different ways the
workshop ways users of auto - Observation of safety accident by users of the users of auto users of auto body
body repair rules and regulations auto body repair body repair repair workshop
workshop could -Clear understanding workshop. workshop. could prevent
prevent accidents. of tasks. 2. Encourages the 2. Give reasons for accident.
2. report any -Careful selection of students to report reporting any 2. give two reasons
accident in the tools and equipment as any accident in the accident in the why any accident
workshop. well as machines. workshop. workshop. should be reported.
3. apply first aid -Correct application of 3. Describes how to 3. Participate in 3. describe how to
treatment to tools, machines and apply first aid describing how first apply first aid
accident victims. equipment. treatment to and treatment is treatment to
-Correct storage of accident victims. applied to accident somebody that has a
materials tools and victims. cut on his finger.
equipment
-Good conduct of
workshop users
2. Reporting accidents
3. Application of first
aid.
461
SS I
FIRST TERM

WEEK
ACTIVITIES
TEACHER STUDENTS
RESOURCES
9 Keeping records of Students should be 1. Purpose of keeping Guides students to: Participate in stating Chalk board. Students to:
accident able to: accident records. States reasons for reasons for keeping state five reasons
state reasons for -Time of accident keeping records of records of accident in why records of
keeping records of -Cause of accident accident in auto the auto body repair accident in the auto
accident in auto body -Victim of accident body repair workshop. body repair workshop
repair workshop. -Extent of damage to workshop. are kept.
tools, machine,
equipment or injury
to human being.
-Suggestion of safety
device to prevent
subsequent accident.
THEME: TOOLS FOR AUTO BODY REPAIR

10 Identification of Students should be 1. Types of tool for Guides students to: Identify various: Various types of Students to:
tools for auto body able to: auto body repair and identify various: -measuring tools tools. 1. identify three
repair and their uses 1. identify different their uses. -measuring tools -cutting tools measuring tools and
tools for auto body -Measuring tools: -cutting tools -driving tools state their uses.
repair. -cutting tools -driving tools -holding and 2. identify three
2. state the uses of -driving tools -holding and supporting tools. cutting tools and state
each tool identified. -holding and supporting tools etc. their uses.
supporting tools etc. 3. identify three
driving tools and
state their uses.
4. identify three
holding and
supporting tools and
state their uses.
11 REVISION
12 EXAMINATION
462
SS I
SECOND TERM
THEME: TOOLS, MACHINES AND EQUIPMENT FOR AUTO BODY REPAIR

ACTIVITIES
WEEK

1 Identification of Students should be 1. Identification of 1. Guides students 1. Participate in the 1. Various types of Students to:
tools for auto body able to: various types of to identify various identification of machine for auto 1. identify five
repair and their uses identify various machine for auto types of machine for various types of body repair different machines
machines for auto body repair. auto body repair. machine for auto - Power jack used for auto body
body repair and state 2. Uses of various 2. Guides students body repair. -Trolley jack repair.
their uses. types of machine for to state the uses of 2. Take part in stating -Chilling machine, 2. state the uses of
auto body repair. each machines the uses of machines compressor etc. the five machines
identified. identified. identified.
2 Identification of Students should be Identification of Guides students to: 1. Participate in the 1. Auto body repair Students to:
equipment for auto able to: various equipments 1. identifies various identification of equipments e.g. 1. identify four
body repair 1. identify equipment for auto body repair equipments for auto various equipments body alignment equipments for auto
for auto body repair. and their uses. body repair. for auto body repair. device, spray gum, body repair.
2. state the uses of 2. states the uses of 2. State the uses of oxy-acetylene 2. state the uses of
the equipment equipments equipments welding equipment the five equipments
identified. identified. identified. etc. identified.
3 Tools maintenance Students should be 1. Definition of Guides students to: 1. Participate in Charts, tools, Students to:
able to: maintenance. 1. defines defining maintenance manual 1. define
1. define 2. Types of maintenance. maintenance. etc. maintenance.
maintenance. maintenance and 2. states types of 2. Take part in stating 2. name three types
2. describe routine, their explanations. maintenance and types of maintenance of maintenance and
predictive and 3. Interpretation of explain each types and their define them.
corrective maintenance manual. of maintenance explanations. 3. carry out routine
maintenance. 4. Routine 3. explains what 3. Interpret maintenance on
3. interpret maintenance of tools maintenance manual maintenance manual given tools.
maintenance manual. for auto body repair. is also guides 4. Carry out routine
4. carry out routine students to interpret maintenance on given
maintenance on given maintenance tools.
tools for auto body manual.
repair.
463
SS I
SECOND TERM

ACTIVITIES
WEEK

4 Machine Students should be 1. Importance of Guides students to: 1. State the importance Various types of Students to:
maintenance able to: machine 1. states the of machine machine for auto 1. state importance of
1. importance of maintenance. importance of maintenance. body repair. machines
machine maintenance 2. Classification of machine maintenance 2. Classify maintenance.
in auto body repair maintenance 2. classifies maintenance. 2. classify
workshop. 3. Routine maintenance 3. Carry out routine maintenance.
2. classify maintenance of 3. carries out routine maintenance on 3. carry out routine
maintenance machines for auto maintenance on machines. maintenance on given
3. carry out routine body repair. machines for auto machines.
maintenance on given body repairs.
machines.
5 Equipment Students should be Routine Guides students to Carry out routine Auto body repair Students to:
maintenance able to: maintenance of carry out routine maintenance on equipment e.g. carry out routine
carry out routine equipment for auto maintenance on equipment for auto body jack, spray, maintenance on given
maintenance on given body repair. equipment for auto body repair. gun, oxy-acetylene equipment for auto
equipment used for body repair. welding equipment body repair.
auto body repair. etc.
THEME: AUTO BODY REPAIR MATERIALS
6 Auto body work Students should be 1. Auto body work Guides students to: Identify various Car body, body Students to:
materials able to: materials: identify various materials used for filler, sealers identify the following:
identify various types -body filler materials used for auto body repair. abrasive putty -body filler
of material used in -car body auto body repair. plastic filler, body -sealers
auto body repair. -sealers solder, fibre glass -abrasive
-abrasive filler. Etc. -putty
-putty -plastic filler
-fibre glass filler -body solder
-body solder etc. -sand paper
-sealing tape.
464
SS I
SECOND TERM

ACTIVITIES
WEEK

7 Uses of auto body Students should be Auto body repair 1. Guides students 1. List various auto Auto body repair Students to:
repair materials able to: materials and their to list auto body body repair materials. materials: state the uses of five
state the uses of uses. repair materials. 2. State the uses of the -body filler named auto body
various auto body 2. Guides students auto body materials -sand paper materials.
repair materials. to state the uses of listed. -sealers
each auto body -putty
repair material. -sealing tape
-paint etc.
THEME: AUTO BODY REPAIR
8 Preparations of an Students should be 1. Preparation of an Guides students to: 1. Participate on in Auto body hammer, Students to:
auto body before able to: auto body before 1. identifies the area identification of area to body filler, abrasive 1. identify the area of
painting list the steps to be painting steps of of the body to be be prepared for sealer. the auto body to be
following when operation prepared for painting. prepared for painting.
preparing an auto -Identification of painting 2. Take part in 2. list out the steps for
body before area of the auto body 2. straightens the straightening the panel. to be taken in
painting. to be prepared: panel 3. Apply body repair preparing the auto
-straightening of the 3. applies body materials. body for painting.
panel repair materials the 4. Carry out sand
-body filling body filler. papering.
-send preparing 4. sands paper the 5. Carry out sealing of
-sealing. area worked upon. the area not to be
5. carries out painted.
sealing.
465
SS I
SECOND TERM

WEEK

RESOURCES
THEME: TYPES OF METAL
9 Types of metal Students should be 1. Types of metal. Guides students to: 1. Classify metals Mild steel, stainless Students to:
ferrous metals able to: -Ferrous metals 1. Classifies metals 2. Differentiate steel, cast 1. name two classes
1. classify metals -Non ferrous metals 2. Differentiates between ferrous of metals.
into two classes. 2. Difference between between ferrous metals and non- 2. differentiate
2. differentiate ferrous metals and non metals and non ferrous metals. ferrous metals form
between ferrous ferrous metals. ferrous metals. 3. List ferrous metals non ferrous metals.
metals and non 3. List of ferrous 3. Lists some and state their uses in 3. list two ferrous
ferrous metals. metals and their uses ferrous metals and auto body. metals and state
3. list out ferrous in auto body. state their use in 4. List properties of their uses on auto
metals and state 4. Properties of metals. auto body. metals. body.
their uses 4. Lists properties of 4. list four
4. list four metals. properties of metals.
properties of
metals.
10 Types of metal: Students should be 1. Non ferrous metals. Guides students to: 1. Participate in Aluminum, copper, Students to:
Non ferrous metals able to: 2. Definition of non- 1. define non- defining non-ferrous brass. 1. define non-
1. define non- ferrous metals. ferrous. metals. ferrous metals.
ferrous metals 3. List of various non- 2. list various non- 2. Take part in listing 2. list three non-
2. list non-ferrous ferrous metals and ferrous metals and various non-ferrous ferrous metals and
metals and state their uses in auto their uses in auto metals. state their uses in
their uses in auto body. body. auto body.
body.
11 REVISION
12 EXAMINATION
466
SS I
THIRD TERM
THEME: HEAT TREATMENT OF METALS

WEEK

RESOURCES
1 Properties of Students should be -Malleability Discuses the Participate in the Chalkboard Students to:
metals able to: -Ductility properties of metals discussion of the 1. list five properties
state five properties -Fusibility with the students. properties of metals. of metals.
of metals and -Weld ability 2. explain the five
explain them. -Tenacity properties of metals
-Lustre listed.
-Conductivity
-Cast ability.
2 Heat treatment of Students should be 1. Definition of heat Guides students to: 1. Participate in 1. Chalkboard Students to:
metals able to: treatment of metals 1. defines heat defining heat 2. Charts. 1. define heat
1. define heat 2. Types of heat treatment of metals. treatment of metals. treatment of metals.
treatment of metals treatment of metals 2. lists types of heat 2. List types of heat 2. list four types of
2. list types of heat and explanation. treatment of metals. treatment of metals. heat treatment of
treatment of metals 3. Importance of heat 3. explains each 3. State the metals and explain
and explain them. treatment on metals. types of heat importance of heat them.
3. state the treatment of metals. treatment on metals. 3. state the
importance of heat importance of heat
treatment on metals. treatment on metals.
467
SS I
THIRD TERM

WEEK

RESOURCES
3 Hardening and Students should be 1. Definition of Guides students to: 1. Participate in the Carbon steel oxy- Students to:
case hardening of able to: hardening of metals 1. defines hardening definition of acetylene welding 1. define hardening
metals 1. define hardening 2. Definition of case of metals and case hardening of metals equipment for of metals and case
and case hardening hardening of metals. hardening of metals. and case hardening of heating metal cold hardening of metals.
of metals. 3. Process involved in 2. carries out metals. water and brine. 2. list the processes
2. state the process carrying out hardening hardening of carbon 2. Write out the involved in
involved in of metals. steel. processes involved in hardening of metals.
hardening of metals. 4. Process involved in 3. demonstrates to carrying out 3. list the processes
3. state the process carrying out case the students how to hardening of carbon involved in case
involved in carrying hardening of metals. carry out case steel. hardening of metals.
out case hardening hardening of carbon 3. Write out the
of metals. steel. process involved in
carrying out case
hardening of carbon
steel.
4 Annealing and Students should be 1. Definition of 1. Guides students 1. Participate in the Chalkboard, sources Students to:
tempering able to: annealing and to define annealing definition of of heat, e.g. oxy- 1. define annealing
1. define annealing tempering of metals. of metals and annealing of metals. acetylene welding of metals and
2. define tempering 2. Processes involved tempering of metals. 2. Define tempering equipments, pieces of tempering of metals.
3. state the process in carrying out 2. Guides students of metals carbon steel, 2. list out the
involved in carrying annealing of metals. to follow the 3. Carry out hammer, oil and file. processes involved
out annealing of 3. Processes involved processes involved annealing of a piece in carrying out
metals. in carrying out in carrying out of carbon steel. annealing of a piece
4. list the processes tempering of metals. annealing of metals 4. Carry out of carbon steel.
involved in carrying practically. tempering of a piece 3. write out the
out tempering of 3. Guides students of carbon steel. process involved in
metal. to carry out carrying out
tempering of carbon tempering of a piece
steel following due of carbon steel.
processes.
468
SS I
THIRD TERM

WEEK

RESOURCES
THEME: AUTO BODY REPAIR
5 Types of auto Students should be 1. Types of auto body 1. Guides students 1. List types of auto Chalkboard, auto Students to:
body repair work able to: repair. to: list types of auto body repair body hammer etc. 1. list two types of
(minor) 1. list the 2. Components of auto body repair. 2. Define minor auto auto body repair.
components of auto body. 2. Defines minor body repair. 2 define minor auto
body. 3. Explanation of minor auto body repair. 3. Part take in listing body repair.
2. describe what a auto body repair. 3. Lists components the components of 3. list four
minor auto body 4. Examples of minor of auto body. auto body. components of auto
repair is all about. auto body repair. 4. Gives examples 4. Write out some body.
3. give examples of of minor auto body minor auto body 4. give two
minor auto body repair and repair. examples of minor
repair. demonstrates how to 5. Carry out minor auto body repair.
4. carry out minor carry out each minor auto body repair. 5. describe how to
auto body repair. auto body repair repair rust on a car
mentioned. body.
6 Types of auto Students should be 1. Definition of major 1. Guides students 1. Part takes in 1. Auto body charts. Students to:
body repair work able to: auto body repair. to define major auto defining major auto 2. Auto body repair 1. define major auto
(major) 1. define a major 2. List some examples body repair. body repair. tools and body repair
auto body repair. of auto body repair. 2. Gives examples 2. Mention some equipments. 2. list some
2. give examples of 3. Carrying out a named of major auto body major auto body examples of major
major auto body major auto body repair. repair. repair auto body repairs
repair. 3. Assists students 3. Participate in 3. describe the
3. carry out major to carry out a named carrying out a named procedure for
auto body repair. major auto body major auto body carrying out a
repair. repair. named major auto
body repair.
469
SS I
THIRD TERM

WEEK

RESOURCES
7 Determining the Students should be 1. Identifying types of 1. Guides students to 1. Participate in the 1. Auto body charts. Students to:
extent of damage able to: body defects. identify various auto identification of 2. Chalkboard determine the extent
on auto body determine the 2. Criteria for body defects. various auto body of damage on a
extent of damage determination of 2. States criteria for defects. given auto body.
on auto body. extent of damage on determination of 2. State criteria for
auto body. extent of damage on determination of
auto body. extent of damage on
3. Guides students to auto body.
determine the extent 3. Participate in
of damage on a given determining the
auto body. extent of damage on
given auto body.
THEME: OXY-ACETYLENE WELDING EQUIPMENT
8 Identification of Students should be Identifying the oxygen Guides students to Participate in Oxy-acetylene Students to:
oxy-acetylene able to: cylinder, acetylene identify oxy- identification of oxy- welding equipment. Identify
welding Identify cylinder, gas hose, acetylene welding acetylene welding 1. oxygen cylinder,
equipment 1. oxygen cylinder, welding nozzle, equipment. equipment. acetylene cylinder
acetylene cylinder pressure gauges. 2. oxygen and
2. oxygen and acetylene cylinder,
acetylene cylinder, pressure gauges
pressure gauges 3. gas hose
3. gas hose 4. welding nozzles.
4. welding nozzles.
470
SS I
THIRD TERM

WEEK

RESOURCES
9 Components of Students should be 1. Components of 1. Guides the 1. Participate in listing Oxy-acetylene Students to:
oxy-acetylene able to: oxy-acetylene students to list the components of welding 1. list the components of
welding 1. list components of welding equipment. components of oxy- oxy-acetylene welding equipment. oxy-acetylene welding
equipment and oxy-acetylene welding -Oxygen cylinder acetylene welding equipment. equipment.
their uses equipments. -Acetylene cylinder equipment. 2. Part take in the 2. state one use of the
2. state the uses of -Pressure gauges 2. States the uses of discussion of the uses following oxy-acetylene
each component of -Gas hose each component of of each component of welding equipment:
oxy-acetylene welding -Welding nozzle oxy-acetylene oxy-acetylene welding -oxygen cylinder
equipments. 2. Uses of each welding equipment. equipment. -acetylene cylinder
3. name three types of component of oxy- 3. States types of 3. Write out the types -pressure gauge
welding flame and acetylene welding welding flame and of welding flame and -gas hose
their application. equipment. their application. their application. -welding nozzle.
3. Types of welding 3. list three types of
flame and their welding flame and state
applications. their application.
10 Maintenance of Students should be 1. Safety 1. Guides students to 1. Participate in listing Oxyacetylene Students to:
oxy-acetylene able to: precautions when list safety precautions safety precautions welding 1. list four safety
welding 1. state some safety using oxyacetylene concerning the use of concerning the use of equipments precautions to be
equipment precautions to be welding equipments. oxyacetylene welding oxyacetylene welding observed when using
observe d when using 2. Carry out routine equipments. equipments. oxyacetylene welding
oxyacetylene welding maintenance on 2. Assists the 2. Participate in equipments
equipments. oxyacetylene students to carryout carrying out routine 2. carry out routine
2. carry out welding equipments. routine maintenance maintenance on maintenance on
maintenance on on oxyacetylene oxyacetylene welding oxyacetylene welding
oxyacetylene welding welding equipments. equipments. equipments.
equipments.
11 REVISION
12 EXAMINATION
471
AUTO MECHANICAL WORK
SS I
FIRST TERM
ACTIVITIES
WEEK

THEME WORKSHOP SAFETY, RULES ANDREGULATIONS
1 Safety 1. observe workshop 1. Meaning and 1. Introduces 1. Participate actively 1. Charts Students to:
rules and regulations. rules/regulation of students to the in class discussion. 2. Posters 1. state four workshop
2. list workshop rules workshop safety. workshop. 2. Practice the use of 3. Safety devices safety rules and
and regulations. 2. Safety devices: 2. Explains safety firefighting 4. Fire extinguishers regulations.
3. list workshop i. fire extinguishers rules and equipment. 5. Sand buckets 2. what are the necessary
firefighting ii. sand buckets regulations. precautionary measures
equipment and iii. gloves. to be taken before
materials. jacking up a vehicle?
4. carry out safety
measures before
embarking on certain
works in motor
vehicle/repair work:
i. jacking up of
vehicle.
ii. before carrying out
electrical work on
vehicle.
472
SS I
FIRST TERM
ACTIVITIES
WEEK

2 Sources of Students should be 1. Sources of 1. Explains sources 1. Participate in the 1. Charts Students to:
hazards and how able to: hazards. of hazards. exercise. 2. Posters 1. state four sources of
to prevent them. 1. observe some of 2. Ways of 2. States some of the 2. Practice some of 3. Excursion hazards in the workshop.
the sources of preventing hazards preventing measures the effects of hazards. 2. state three sources of
hazards. on the workshop. to hazards both to hazards to the
2. state three 3. Ways of workshop and environment.
handling and using preventing hazards in environments. 3. four ways of
hand tools, portable the environment. preventing hazards in the
power tools and workshop.
machines. 4. four ways of
3. state four stepping preventing hazards to the
on or striking environment.
obstructions left on
floor or benches.
4. state four lifting,
moving and storing
materials.
5. state three ways of
using inflammable or
corrosive liquid and
gas.
6. state two ways of
inhaling vapours or
fumes.
473
SS I
FIRST TERM
ACTIVITIES
WEEK

3 Industrial safety Students should be 1. Meaning of 1. Introduces 1. Participate actively 1. Charts Students to:
rules and able to: industrial safety. students to industrial in class discussion. 2. Posters 1. define industrial
regulations. 1. observe industrial 2. Safety rules and workshop. 2. Practice the use of 3. Real object safety.
safety rules and regulations. 2. Explains fire fighting machine. 2. state six industrial
regulations. 3. Safety devices: industrial safety safety rules and
2. state seven - fire fighting and its regulations. regulations.
industrial safety rules machine
and regulations. - helmet and safety
3. carry out safety booth.
measures.
4 Accident Students should be 1. Meaning of 1. Explains the Participate actively 1. Charts Students to:
able to: accident. meaning of accident. in class discussion. 2. Posters 1. define accident.
1. define accident. 2. Types of 2. Lists and explains 3. Site seeing. 2. list three types of
2. list types of accidents. types of accident. accidents.
accident. 3. Accident 3. States five 3. what are the
3. state some prevention accident prevention necessary perceptional
accidents preventive techniques. techniques. measures to be taken to
measures. 4. Explains causes avoid accident?
of workshop
accident.
5 First Aid Students should be 1. Meaning of first 1. Explains the 1. Participate actively 1. Charts Students to:
able to: aid. meaning of first aid? in class discussion. 2. Poster 1. define first aid?
1. define first aid: 2. First aid cases. 2. Explain each of 2. Practice the use of 3. First aid box. 2. name some of the
2. observe minor 3. First aid the cases. first aid and its cases.
cuts, electric shock, application. 3. Emphasis first aid application. 3. apply first aid to
burn. application. wounds.
3. state two
applications to first
aid.
474
SS I
FIRST TERM
ACTIVITIES
WEEK

6 Hand Students should be able to: 1. Hand tools 1. Displays various 1. Observe hand 1. Hand tools Students to:
tools/maintenance 1. identify various hand tools. Types and uses hand tools. tools. 2. Charts and 1. list and sketch at
I 2. list the various hand tools. e.g. marking, 2. Sketches and 2. Sketch hand posters. least three marking out
3. sketch and state the uses of measuring, explains hand tools tools. and two measuring
various hand tools. cutting. types and uses. 3. State uses of tools.
4. explain how to maintain 2. Hand tools 3. Explains how to hand tools and 2. state the uses of each.
various hand tools. maintenance. maintain various how to maintain 3. state at least three
hand tools. them. methods of maintaining
had tools.
7 Hand Students should be able to: Equipment types 1. Displays various 1. Observe 1. Equipments. Students to:
tools/maintenance 1. identify various types of and uses e.g. hand tools. equipments. 2. Chart and poster. 1. list and sketch at
II equipments. spanners, sockets 2. Explains hand 2. List the various 3. Equipments least three types of
2. list the various types of and vices etc. tools types and uses. equipments and software. equipments.
equipments. 3. Explains how to their uses. 2. state the uses of at
3. sketch and state the uses of maintain various 3. Explain how to least three equipments.
various equipments. hand tools. maintain the 3. state three methods
4. explain how to maintain various of maintaining
various equipments. equipments. equipments.
8 Equipment and Students should be able to: Equipments types 1. Displays various 1. Observe 1. Equipments. Students to:
maintenance I 1. identify various types of and uses e.g. equipments. equipments. 2. Charts and 1. list and sketch at
equipments. spanners, socket 2. Explains various 2. List the various posters. least three types of
2. list the various types of and vices etc. equipment types and equipments and 3. Equipments equipments.
equipments. uses. their uses. software. 2. state the uses of at
3. sketch and state the uses of 3. Explains how to 3. Explain how to least three equipments.
various equipments. maintain the various maintain the 3. state three methods
4. explain how to maintain equipments. various of maintaining
various equipments. equipments. equipments.
475
SS I
FIRST TERM
ACTIVITIES
WEEK

9 Equipment and Students should be able 1. Equipments types 1. Introduces students 1. Observe 1. Equipments. Students to:
maintenance II to: and uses e.g. lathe to movable machines. machine 2. Charts and 1. list and sketch at
1. identify various machine, drilling 2. Explains types of (movable). posters. least three movable
movable machines. machine, sewing machines. 2. Sketch the 3. Equipments machines.
2. list the various machine etc. 3. Explains how to various movable software. 2. state the uses of at
movable machines. 2. Equipments maintain the various machines. least three movable
3. sketch and state the maintenance. machines. 3. List the various machines.
uses of various movable components. 3. state three methods
machines. 4. State uses of of maintaining movable
4. explain how to movable machines machines.
maintain various and how to
movable machines. maintain them.
10 The chassis I Students should be able Types of motor 1. Introduces the Identify the 1. Lesson plan Students to:
to: vehicle chassis. students to vehicle vehicle layout. 2. Posters 1. sketch chassis layout.
1. identify motor layout. 3. Charts 2. showing types of
vehicle chassis. 2. Explains types of 4. Types of chassis chassis.
2. identify types of chassis. layout
motor vehicle chassis.
11 REVISION
12 EXAMINATION
476
SS I
SECOND TERM
WEEK

TOPIC OBJECTIVES CONTENT TEACHER STUDENTS LEARNING GUIDE
RESOURCES
1 REVISION OF 1ST TERM WORK
THEME: VEHICLE LAYOUT/ENGINE
2 The chassis II Student should be 1.Principalcomponents Lists the main Inspect the 1. Lesson plan Students to:
able to: pacing vehicle components such as various 2. Posters 1. list five
sketch the chassis -identification of engine, gearbox, components 3. Charts components that is
layout showing i. engine clutch, chassis, rear stated. 4. Models of various in vehicle layout.
relative position of ii. transmission system axle, road wheels and components. 2. inspect the unit
the main components iii. chassis the vehicle body. provided and
of a vehicle. iv. steering system identify five
v. braking system components.
vi. suspension system.
3 The chassis IIIStudent should be Functions of each Explains the functions Inspect the 1. Lesson plan Students to:
able to: principal components. of the components various 2. Posters list all the principal
identify and state stated above. components 3. Charts components and
functions of principal stated. 4. Real objects. their functions.
components.
4 Types of engine I Student should be Types of engine Explains types of Identification 1. Complete engine. Students to:
able to: design. engine design. and inspection of 2. Charts and explain why an is
identify different an engine posters. referred to as an
types of engine. designs. combustion engine.
THEME: ENGINE/TRANSMISSION
5 Types of engine II Student should be 1. Identification of 1. Lists main Identification 1. Complete engine. Students to:
able to: main components of component parts of an and inspection of 2. Charts and identify the major
identify the names of an engine. engine. components. posters. components of an
the components/parts 2. Line diagrams of 2. Sketches of an engine.
of a multi-cylinder multi-cylinder engine. engine showing details 2. explain the
engine and draw line and explains the arrangement to
diagrams of cylinder importance of various multi-cylinder
arrangements. components. engine.
477
SS I
SECOND TERM
WEEK

RESOURCES
6 Types of engine III Student should be able 1. Identification of 1. Explains the 1. Identification of 1. Complete engine. Students to:
to: the components constructional the components. 2. Charts identify the major
explain constructional mention above. details of the 2. Visit to mechanic 3. Posters. components of an
details of cylinder, 2. Types of cylinder components workshop to observe engine.
block and head, liners e.g. dry and mentioned above. the constructional
gaskets, cylinder liners wet. 2. Illustrates types details.
and sumps. of cylinder line.
7 Layout of Student should be able Transmission 1. Introduces Identify and 1. Charts Students to:
transmission system to: system layout. transmission examine 2. Posters identify
I identify the layout of system layout. transmission layout. 3. Model transmission
the transmission 2. Sketches and transmission. system layout.
system. displays the layout
of transmission
system.
THEME: TRANSMISSION
8 Layout of Student should be able 1. Transmission 1. Explains the 1. Observe different 1. Charts Students to:
transmission system to: system layout. various engine types of driving 2. Posters list and explain
II 1. identify the layout of 2. Types of drives: drives. arrangements. 3. Model engine types of driving
transmission system. i. front engine front 2. States the 2. Identify various arrangements.
2. list and explain types wheel drive advantages and types of vehicle and
of driving ii. front engine rear disadvantages of their driving
arrangements. wheel drive engine drives. arrangements.
3. advantages and iii. rear engine rear
disadvantages of drives. wheel drives.
478
SS I
SECOND TERM
ACTIVITIES
WEEK

9 Suspension system
Student should be able 1. Identification Explains and Observe and 1. Real objects Students to:
I to: and meaning of illustrates the types identify types of 2. Charts list and explain the
1. identify and explain suspension system. of suspension suspension systems. 3. Posters different leaf
different types of 2. Types of system (laminated spring and coil
suspension system. suspension spring, coil spring, spring suspension
2. explain suspension systems. torsion bar etc). system.
system.
THEME: SUSPENSION AND STEERING SYSTEM
10 Suspension system Student should be able Functions of each States functions of 1. Observe and 1. Real objects Students to:
II to: of the suspension suspension system. identify types of 2. Charts list and state
state functions of system. suspension system. 3. Posters functions of a
suspension system. 2. State the function suspension system.
of a suspension
system.
11 REVISION
12 EXAMINATION
479
SS I
THIRD TERM
ACTIVITIES
WEEK

1 REVISION OF 2ND TERM WORK
THEME: SUSPENSIN AND STEERING
2 Steering system Students should be able to: 1. Components of steering 1. Illustrates components 1. Observe the 1. Real objects Students to:
I 1. identify steering system system e.g. icing pin, of steering system. components of 2. Charts list and explain two
and its components. steering column, stubs axle 2. Differentiates between steering system. 3. Posters types of steering
2. list types and explain etc. the types of steering 2. Identify type boxes.
steering boxes. 2. Types of steering boxes, boxes. of steering
rack and pinion etc boxes.
3 Steering system Students should be able to: Functions of steering in a Explains the functions of State functions 1. Real object. Students to:
II state functions of a steering motor vehicle. steering system. of steering 2. Charts state major functions
system in a motor vehicle. system. 3. Posters of a steering in a
motor vehicle.
THEME: ENGINE LIBURICATION AND COOLING
4 Engine Students should be able to: 1. Explain friction, merits 1. Demonstrates Rub palms and 1. Posters. Students to:
lubrication. 1. define friction. of friction. existence of frictions and explain why they 2. Charts 1. state the merits and
2. identify types of 2. Layout of the main uses of lubricants. become warm. 3. Sample of demerits of friction in
lubrication system and components of lubrication 2. Shows students types lubricants some vehicle.
sketch lubrication system system e.g. pipe, oil pump, of lubrication and areas 2. list types of
layout. filters etc of applications. lubricants and where
3. state function of 3. Purpose of lubrication 3. Explains reason for they can be applies.
lubrication system. system. lubricating system.
5 Cooling system. Students should be able to: 1. Types of cooling system 1. Demonstrates the 1. Rub two 1. Posters. State the importance
1. identify types of cooling and their components. circulation of water in surfaces on each 2. Charts of lubricants and
system in motor vehicle. 2. Functions of cooling cooling system. other with oil 3. Using radiator cooling system in a
2. state functions of system. 2. Emphasizes the need and without oil and water vehicle.
cooling system. for cooling and and note the
lubrication. differences.
2. Notice the
effects of lack of
water in running
engine.
480
SS I
THIRD TERM
ACTIVITIES
WEEK

THEME: FUEL SYSTEM AND EXHAUST SYSTEM
6 Braking system Students should be able 1. Basic concept of 1. Explains the 1. Identify and list 1.Brake drum Students to:
to: friction as applied importance of types of braking 2. Chart 1. define braking
1. identify types of to braking system. braking system in a system. 3. Live vehicle system.
brakes drum and disc. 2. Types and vehicle. 2. State functions 4. Brake pad 2. differentiate with
2. sketch and explain the principles of 2. States functions of braking system, 5. Posters the aid of sketches
working principle of the braking system of braking system. types of brakes.
braking system in a [mechanically and 3. state the
vehicle. hydraulically importance of
3. state the functions of operated brakes. brake in motor
the braking system in a 3. Advantages and vehicle.
vehicle. advantages of
mechanical and
hydraulic brakes.
7 Fuel and Students should be able 1. General layout 1. Lists and explains 1. Examine the 1. Fuel pump. Students to:
combustion to: and working types of fuels e.g. layout of fuel 2. Fuel hose. sketch fuel system
1. describe the general principles of the petrol, diesels, system. 3. Fuel fitters. layout.
layout of fuel system. fuel system. paraffin etc. 2. Visit motor 4. Silencer.
2. illustrate the 2. Illustrate the 2. Sketches the vehicle workshop to 5. Model vehicle.
components of the fuel components parts components parts of see fuel system
system. of fuel system. a fuel system. layout.
8 Manifold Students should be able 1. Types of 1. Demonstrates 1. Identify inlet and 1. Manifold Students to:
to: manifold e.g. inlet how to remove and exhaust manifold. 2. Chart 1. list two types of
1. identify types of and exhaust. manifold. 2. Compare the two 3. Posters manifold.
manifold. 2. State the 2. States and manifolds and state 2. sketch the two
2. state the functions of a importance of a explains functions their functions. manifolds.
manifold. manifold in a of a manifold.
vehicle.
481
SS I
THIRD TERM
ACTIVITIES
WEEK

THEME: WHEELS AND TYRES
9 Rims Students should be able 1. Types of rims. 1. Illustrates types 1. Identify types and 1. Alloy rims. Students to:
to: 2. Functions of of rims. sizes of rims. 2. Pressed steel rim. 1. list two types of
1. identify rims. rims. 2. Explains the 2. Observe the 3. Charts. rims and state
2. types and sizes of functions of rims. dismantling and 4. Posters. advantages of each.
rims. 3. Removes and coupling of rim. 2. list two sizes of
3. functions of rim. replaces rims. rims.
4. remove and replace
rims.
10 Tyres Students should be able 1. Types of tyres 1. Lists types of Identify tubeless and 1. Tyres. Students to:
to: (tubeless and tube tyres. tube tyres. 2. Charts. 1. state three sizes
1. identify tyres and their tyres). 2. States functions 3. Posters. of tyres.
sizes. 2. Sizes of tyres. of tyres. 2. differentiate
2. differentiate tyres. 3. Functions of between tubeless
tyres. ad tube tyres.
11 REVISION
12 EXAMINATION
482
AUTO MOBILE PARTS MERCHANDISING
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
1 Safety in auto Students should be 1. Definition and 1. Explains and 1. Listening Charts Students to:
parts able to: meaning of safety defines safety. 2. Jotting Poster 1. list six safety
merchandising 1. define safety in auto precautions in auto 2. Explains the 3. Asking question Safety software precautions.
shop I parts merchandising parts merchant dicing meaning of safety 2. explain the meaning
shop. shop. precaution. of safety precautions.
2. define safety 2. Listing and 3. Lists the safety
precautions. explanation of safety precautions in a
3. list and explain precaution in auto parts merchandising shop.
safety precaution to be merchandising shop.
observed in auto parts
merchandising shop.
2 Safety in auto Students should be 1. Causes of accident in 1. Defines and 1. Listening Charts Students to:
parts able to: auto parts explains accident in 2. Jotting down Poster 1. list six causes of
merchandising 1. state the causes of merchandising shop. auto parts. important points Safety software accident in auto parts
shop II accident in auto parts 2. Proper shop layout merchandising shop 3. Asking question merchandising shop.
merchandising shop. and principle of good 2. Explains and list the 2. list four importance
2. state proper shop house keeping. importance of a good of a proper shop layout
layout and principle of and proper shop and house.
good house keeping. layout.
3. Engine parts Students should be 1. Listing of engine 1. Lists and explains 1. Listening Charts Students to:
piston, crank able to: parts the engine parts. 2. Jotting down Poster 1. list 5 engine parts
shaft crank case, 1. list the engine parts 2. Identification of 2. Identifies the engine 3. Identifying Safety software 2. draw 5 engine parts
block I 2. identity the engine engine parts parts. 4. Sketching Real object
parts. 3. Draw/sketching of 3. Sketches the engine 5. Asking question
3. draw/sketch the engine parts. parts.
engine parts.
4. Engine parts Students should be 1. Identification of 1. Lists and explains 1. Listening Charts Students to:
piston, crank able to: engine parts the engine parts 2. Jotting down Poster 1. list 4 engine parts
shaft crank case, 1. list the engine parts 2. Drawing/sketching of 2. Identifies the engine 3. Identifying Engine software 2. identify 4 engine
block II 2. identify the engine engine parts parts 4. Sketching Real object parts.
parts 3. Draws the engine 5. Asking question 3. draw 4 engine parts
parts
483
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
5. Engine parts Students should be 1. Identification of 1. Lists the engine 1. Listening 1. Charts Students to:
valve bearing able to: engine parts. parts. 2. Draw the engine 2. Poster 1. list 6 engine parts
cylinder head 1. list the engine parts 2. Drawing of engine 2. Draws the engine parts. 3. Engine 2. draw 6 engine parts
Gordon pin III 2. identify the engine parts. parts. 3. Identifying the software 3 identify 6 engine
parts. 3. Identifies the engine engine parts. 4. Real object parts.
3. draw the engine parts.
parts.
6 Location of Students should be 1. Location of engine 1. Locates the position 1. Locate the 1. Real object Students to:
engine parts able to: parts of engine parts. position of engine 2. Chart state ten function of
1. locate the position 2. Importance of engine 2. List the importance 2. List the 3. Poster engine parts.
of the engine parts parts of the location of the importance of the
mentioned above engine. location
2. master the engine
parts properly
7. Functions of the Students should be Function of the engine Lists and explains the Lists and explains 1. Real object Students to:
engine parts able to: parts as mentioned functions of the engine the functions of each 2. Chart list 15 engine parts, so
1. for proper mastering above parts mentioned in of the engine parts 3. Poster far studied and their
of the engine parts. 3,4,5 above. in 3,4,5 above. functions.
2. List and explain the
functions of each of
the engine parts
mentioned.
484
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
8. Types of tools I Students should be 1. General tools e.g. 1. Lists and explains 1. Make notes 1. Real objects Students to:
able to: spanner, hammer, mallet, the general tools. 2. Listen 2. Poster 1. state 4 types of
1. list types of tools alien key plies, screw 2. Sketches the 3. Sketch the tools 3. Lesson plan tools.
2. list the different driver. general tools. 4. Ask question 4. Hand tools 2. draw 5 types of
sizes of tools. 2. Different sizes of tools 5. Software general tools.
3. general types to e.g. 14 spanner 17
tools. spanner, screw driver
(small big) hammer
3. (small medium and big)
Shape of tools e.g.
spanner (ring and flat)
screw driver (flat and star)
alien key (ordinary and
star) etc.
9 Types of tools II Students should be 1. Special types of tools 1. Lists and explain 1. Lists and explain 1. Make notes Students to:
able to: e.g. extractor, pullers etc. the special types of the special types of 2. Listen 1. state 2 tools
1. list the general types 2. Difference between tools. tools. 3. Sketch the tools 2. draw 3 tools
of tools. general type of tools and 2. Sketches/draws 2. Sketches/Draws 4. software
2. state the differences special types of tools. the special types of the special types of
between the general tools. tools.
type of tools and 3. State their 3. State their
special types of tools. different. differences.
10 Types of tools III Students should be Auto mobile parts and 1. List the tools 1. Listen 1. Real object Students to:
able to: uses. 2. Explain their 2. State their uses 2. Poster state 6 tools and their
1. list all the uses, one after the 3. Ask question. 3. Hand tools uses.
automobile tools others. 4. Software
(general and special).
2. and their uses.
11 REVISION
12 EXAMINATION
485
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Care of tools I Students should be Application of oil and 1. Explains in details 1. Make note 1. Real object Students to:
able to: grease as tools the various ways of 2. Listen 2. Lesson plan state 3 importance of
list the different preservation. preserving tools. 3. Ask questions 3. Software on care applying oil and
ways of taking care 2. The importance of of tools. grease as a means of
of tools by applying preserving tools with preserving tools.
oil and grease. oil and grease.
2. Care of tools II Students should be 1. Cleaning of the Explains in details 1. Make note 1. Real object Students to:
able to: tools. other ways of taken 2. Listen 2. Lesson plan state 3 ways of taking
state different ways 2. Packing in a safe care of tools. 3. Ask questions. 3. Software on care care of tools.
of taken care of dry place. of tools
tools.
3. Arrangement of Students should be Type of parts Lists and explain the 1. Listen 1. Real object Students to:
parts (group) I able to: arrangement by parts group by group. 2. Jotting 2. Lesson plan state 5 groups of
state the parts grouping e.g. engine 3. Asking questions 3. Software on group tools arrangement.
arrangement by parts, transmission 4. Physically arrangement.
group. parts, electrical parts, arranging the tools
breaking parts, tools by groups
part, testing parts etc.
4. Arrangement of Students should be Arrangement of parts Explains branding 1. Listen 1. Real object Students to:
parts (group) II able to: by brand e.g. arrangement of parts. 2. Jotting 2. Poster state 5 branding
state the Volkswagen Toyota, 3. Arranging parts 3. Software on arrangement of parts.
arrangement of parts Peugeot Honda etc. practically by branding
by brand. branding. arrangement of parts
5. Arrangement of Students should be Arrangement of parts Explains 1. Listen 1. Real object Student to:
parts (group) III able to: by make/manufacturer 2. Jotting 2. Poster list 5 arrangements of
state the make/manufacturer method of arrange 3. Practically 3. Software on parts by branding.
arrangement of parts e.g. Taiwan, German parts. arrangement by branding.
by make auto motor auto motor etc. make or
etc. manufacturer.
486
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
6. Arrangement of Students should be 1. Advantages of 1. Lists and explains 1. Listen 1. Poster Student to:
parts (group) IV able to: parts arrangement. the advantages. 2. Jotting 2. Software 1. state 3 advantages
state the advantages 2. Disadvantages of 2. Lists and explains 3. Ask question of parts arrangement.
and Disadvantages parts arrangement. the disadvantages of 2. state 4
of part arrangement. parts arrangement. disadvantages.
7. Principle of Students should be 1. Principle of Explains thoroughly 1. Listen Chalk board Student to:
maintaining parts able to: maintaining parts the principle of 2. Jotting software state the principle of
level I state the principle of level (e.g.) making maintaining parts 3. Ask question maintaining parts
maintaining parts sure that parts are level. level.
level. constantly available
for sates based on
demand.
8. Principle of Students should be Reason for Lists and explain 1. Listen Chalk board Students to:
maintaining part able to: maintaining parts reasons for 2. Jotting software state 5 reasons of
level II state reason for level maintaining parts level 3. Ask question maintaining parts
maintain parts level level.
9 Storing of auto parts Students should be 1. Definition of States and explaining 1. Listen Chart Students to:
I able to: storage ways of storing parts 2. Jotting Poster list 4 ways and
1. define storage 2. Process and ways 3. Ask question Video clips processes of storing
2. list the ways of of storing parts auto parts.
storing parts
10 Storing of auto part Students should be Reasons for proper State and explains 1. Listen Chart Students to:
II able to: storing of parts reasons for proper 2. Jotting Poster state 4 reasons for
state reasons for storing of parts 3. Ask question Asking of questions storing parts.
proper storing of
parts.
11 REVISION
12 EXAMINATION
487
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Regulatory Students should be able to: Operation and importance of Explains the 1. Listen Chart Students to:
bodies state operation and SON. operations and 2. Jotting down Video Clips state operation
importance of standard importance of SON. points and importance of
organization of Nigeria 3. Asking question standard
(SON). organization of
Nigeria (SON).
2. Regulatory Students should be able to: Operations and importance of Explains the 1. Listen Chart Students to:
bodies list and explains the SAE. operations and the 2. Jotting Poster state 3 operations
operations and importance importance of SAE. 3. Asking question Video Clips of SAE
of society of Auto mobile
engineers (SAE).
3. Regulatory Students should be able to: Function of consumer Explains the 1. Listen Chart Students to:
bodies list and explain the protection board. functions of 2. Jotting Video Clips state 4 functions
functions of consumer consumer protection 3. Asking question of consumer
protection board. board. protection board
4. Introduction to Students should be able to: Definition and meaning of Defines and 1. Listen Chalk board lesson Students to:
auto parts define and explain the auto parts merchandising. explains the 2. Jotting plan software state the meaning
merchandising meaning of auto parts meaning of auto 3. Asking question of auto parts
merchandising. parts merchandising. merchant dising
5. Personal Students should be able to: Qualities of a good auto part Lists and explains 1. Listen Chart Students to:
qualities of a state the qualities of a good merchandiser e.g. good the qualities state 2. Jotting Poster explain who is a
merchandiser auto parts merchandiser. knowledge of the trade, above. 3. Asking question Chalkboard good auto parts
appreciable, trustworthy merchandiser
dedication, adaptability
smartness, understandable
6. Personal Students should be able to: Qualities of auto parts Lists and explain the 1. Listen Chart Students to:
qualities of a state the qualities of a good merchandiser, accommodator auto parts qualities 2. Jotting Poster state 10 qualities
merchandiser auto parts. confident, discipline, kindness one after the others 3. Asking question Chalkboard of a part
persuasiveness, competiveness merchandiser.
488
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
7. Define selling Students should be able to: 1. Definition of selling and 1. Defines selling 1. Listen Chalkboard lesson Students to:
1. define selling and sales sales call. and sales call. 2. Jotting plan 1. define selling
call. 2. Ways of selling by 2. Lists and explains 3. Asking question Chart and sales call.
2. state various ways of appointment, from your shop, ways to sell. Poster 2. list ways to sell.
selling. through stores from home, by
telephone website, trade fan,
door to door.
8. Ways to sell Students should be able to: List and explains steps to sales List and explain the 1. Listen Chalk board Students to:
1. list steps to sales call call e.g. as already shown in steps to sales call as 2. Jotting Chart explain the steps
e.g. preparation, greeting performance objective. already shown in the 3. Asking question Poster for a sales call.
showing the products. performance Software
2. listen to consumer, objective.
answering objection,
asking for commitment
follow up, ask for
reference.
9 Customers Students should be able to: 1. Customer service i.e. 1. Defines customer 1. Listen 1. Lesson plan Students to:
service I explains the meaning of anything you do to keep your service. 2. Jotting 2. Chalk board examine the
customer service. customer happy. 2. List some of the 3. Asking question 3. Chart meaning of
2. Customer complaints. customer services 4. Poster customer service.
required of a parts
merchandiser.
10 Customers Students should be able to: 1. Advantages of customer Explains all the 1. Listen Chalk board Students to:
service II state the advantages of service (to include: high return advantages 2. Jotting Chart explain 6
customer service. on investment, increase enumerate in the 3. Asking question Poster advantages of
patronage, strengthen content and many customer service.
customer trust etc. more.
11 REVISION
12 EXAMINATION
489
REFRIGERATION AND AIR CONDITION
SS I
FIRST TERM

ACTIVITIES
WEEK

1 Safety in the Students should be able 1. Workshop rules and 1. Explains the need 1. Participate 1. Pictures and Students to:
workshop to: regulations. for safety in the effectively in the charts showing safe 1. list at least five
1. state workshop rules 2. Safety device and workshop. class discussion. work habit and safety rules and
and regulations. equipment. 2. Demonstrate proper 2. Demonstrate attitude. regulation to be
2. identify safety devices 3. Dress code in the workshop dressing. proper dress code. 2. Safety devices observed in the
and equipments. workshop. 3. Displays safety 3. Observe safety and and equipment e.g. workshop.
3. dress properly to the 4. Accident prevention posters and equipment. regulations. fire extinguishers, 2. demonstrate at
workshop. techniques. 4. Explains different 4. Operate safety safety buckets. least four safety
4. observe workshop ways of preventing device and 3. Software on practices.
rules. accidents in the equipment. workshop rules and 3. list at least five
5. state some accident workshop. regulations causes of accident
prevention measures. 5. Demonstrates the computer systems. in the workshop.
use of safety devices.
2 First Aid Students should be able 1. First aid materials 1. Lists and states the Demonstrate the 1. First aid Students to:
to: 2. Application of first uses of first and application of first materials, charts, 1. list at least five
1. list first aid materials. aid materials. materials. aid on accident posters. first aid materials.
2. apply the materials in 2. Demonstrates the victims. 2. Software on first 2. state the uses of
administering first and application of first aid aid administration each listed first aid
on accident victims. on accident victims. computer systems. materials above.
3 Energy Students should be able Definition of energy 1. Define energy and 1. Note the different Charts showing Students to:
to: the process of energy give examples. forms of energy and different forms of 1. list different
1. define energy conversion, e.g. 2. Lists forms of their uses. energy, and the forms of energy.
2. state the different electrical to energy and their uses. 2. Participate actively conversion 2. explain the
types of energy. mechanical; gas to 3. Demonstrates in the energy processes. processes of energy
3. explain the processes vapour. energy conversion e.g. conversion processes. conversion.
of energy conversion. electrical to 3. Note the energy.
mechanical etc.
490
SS I
FIRST TERM
WEEK

RESOURCES
4 Nature of Students should be 1. State of matter i.e. 1. Lists the states of Participate actively in Different forms of Students to:
matter able to: solid, liquid, gas and matter. the discussion. matter e.g. solid, 1. list three states
1. define matter vapour etc. 2. Explains how matter liquid, gases and of matter.
2. list the state of 2. Change of state of can be changed from one vapour. 2. explain the
matter. matter. state to another e.g. process of
3. explain the process liquid to solid etc. converting ice
of changing matter block to water.
from one state to
another.
5 Temperature Students should be 1. Concept of 1. Explains the concept 1. Define temperature. 1. Different types of Students to:
and it’s able to: temperature of temperature. 2. State units of thermometers, 1. define
measurement 1. define temperature. 2. Different types of 2. Describe different temperature. examples, gas, temperature.
2. state the units of thermometer e.g. gas, types of thermometers 3. Convert one liquid etc. 2. describe
measuring liquid, resistance, and their applications. temperature scale to different types of
temperature. thermocouple etc. 3. Illustrates the another. thermometer.
3. describe the 3. Temperature scales conversion of one 4. Differentiate one 3. convert 100oc to
different types of conversion e.g. oF to temperature scale to types of thermometer o
F.
o
thermometers. C etc. another, example. from another.
4. convert one -Centigrade to
temperature scale to Fahrenheit by
o
another. C = 5/af+32.
-Celsius to Kelvin oC +
273.5 = K
4. Lists the states of
matter.
5. Explains how matter
can be changed from one
state to another e.g.
liquid to solid etc.
491
SS I
FIRST TERM
ACTIVITIES
WEEK

6 Pressure and its Students should be able to: 1. Concept of pressure. 1. Explains the 1. Define pressure, Charts, posters and Students to:
measurement 1. explain the concept of 2. Different types of concept of pressure. state the units of measuring devices 1. define pressure.
pressure. pressure measuring 2. Identify the pressure. e.g. barometer, 2. describe with the
2. state the units of measuring devices e.g. barometer various types of 2. Identify the various manometer, aid of a diagram:
pressure. and their uses. pressure measuring types of pressure bourdon, tube -barometer
3. describe different types of 3. Pressure devices and their measuring devices and gauge etc. -manometer.
pressure measuring devices. measurement. applications. their applications. 3. state the
4. Measure pressure using 3. Measure pressure 3. Measure pressure application of a
appropriate measuring and interpret values. and interpret values. barometer.
instrument.
7 Introduction to Students should be able to: 1. Refrigeration cycle: 1. Explains the 1. List the stages in a Charts and posters Students to:
refrigeration 1. describe the refrigeration -evaporation refrigeration cycle refrigeration cycle. showing the 1. list the stage in
cycle. -compression and emphasis the 2. Draw and label the refrigeration cycle refrigeration cycle.
2. draw layout diagrams of a -condensation sequence. refrigeration layout and layout 2. draw a layout
basic refrigeration systems -expansion 2. Draws and diagram of a fridge. diagrams of fridge diagram of
example: fridge 2. Layout diagrams of describes the layout etc. refrigeration
refrigeration system. diagrams of system.
refrigeration system.
8 Refrigerants Students should be able to: 1. Definition of 1. Define refrigerant 1. Note the difference Cylinders of Students to:
1. define refrigerant. refrigerant. 2. State chemical between one different types of 1. list the
2. identify the different types of 2. Types of refrigerant name and formulae of refrigerants and the refrigerants. properties of
refrigerants using the colour 3. Chemical name and given refrigerants. other through cylinder refrigerants.
code. formulae. 3. Explains the colours. 2. state the uses of
3. state the properties and uses of 4. Properties of different types of 2. Observe the each.
refrigerants. refrigerants. refrigerants. different types of
4. state the chemical name and 5. Uses of refrigerants. 4. States the refrigerants and note
formulae of refrigerants e.g. properties of their properties.
organic, hydrocarbons, mixtures, refrigerants. 3. Visit a refrigerants
secondary etc. 5. Emphasizes workshop and observe
different applications the application of each
of the different type of refrigerant.
refrigerants.
492
SS I
FIRST TERM
WEEK

9 Compressors Students should be able 1. Types of 1. Lists and describes 1. Differentiate one 1. Different types of Students to:
to: compressors the different types of types of compressor compressors. 1. list types of
1. state the types, and 2. Construction of compressors. from another. 2. Diagrams of compressors.
functions of reciprocating, compressors. 2. Draws and labels 2. Identify the various compressor 2. draw and label a
rotary and screws 3. Working compressor assembly. components of a assembly. compressor
centrifugal compressors. principles of 3. Explains the compressor. assembly.
2. describe the compressors. operation of 3. Describe how a 3. explain the
construction of compressors. compressor works. working principles
compressors. of a rotary
3. explain the basic compressor.
working of compressors.
10 Evaporators Students should be able 1. Types of 1. Lists and discusses 1. Differentiate one 1. Different types of Students to:
to: evaporators. different types of type of evaporators. evaporator. 1. list types of
1. state the types, function 2. Construction of evaporators. 2. Identify the various 2. Diagrams of evaporators.
of evaporators evaporators. 2. Draws and labels components of an evaporator 2. draw and label
2. describe the 3. Working evaporator assembly. evaporator. assembly. an evaporator
construction of principles of 3. Explains the 3. Explain the working assembly.
evaporators. evaporators. operations of principles of an 3. Explain how on
3. Explain the working evaporators. evaporator. evaporator works.
principles of evaporators.
11 REVISION
12 EXAMINATION
493
SS I
SECOND TERM
THEME: WORKSHOP PRACTICE

ACTIVITIES
WEEK

1 Basic tools used in Students should be able Basic tools Displays draws and Identify draw and use Basic tools: Students to:
refrigeration and air to: -lack coil springing explains the basic the basic tools. -hack snw List five basic tools
conditioning identify select and uses benders, reamers tools and demonstrates -coil and state their uses.
basic tools in tube cutters etc. their uses. -spring benders
refrigeration and air -reamers
conditioning work. -tube cutter etc.
2 Servicing air- Students should be able 1. Tools and 1. Identifies the tools 1. Identify tools and 1. Tools for servicing Students to:
conditioner to: procedures for and explains procedures for air-conditioner. 1. identify tools for
use of appropriate tools service in of procedures for servicing air 2. Window unit air servicing faint air
to carry out service, window unit air servicing window unit conditioner. conditioner. conditioners.
maintenance of window condition. air conditioner. 2. Service a given air 3. Compressor parts. 2. use appropriate
unit air conditioner. 2. Demonstrates 2. Demonstrates conditioner. tools to service
servicing of air- servicing of air- window unit air
conditioner so as to conditioner. conditioners.
be in useable order.
3 Component of Students should be able 1. Components of 1. Guides students to 1. Participate and ask 1. Component parts. Students to:
refrigeration to: refrigeration identify some of questions in -Compressor 1. explain meaning
1. refrigerator system: refrigerant, component parts. classroom discussion. -Refrigerant of refrigeration.
2. states the evaporator, 2. Displays some of 2. Observe and -Evaporator 2. identify the
components of condenser, and these components for describe the -Condenser etc. component parts.
refrigerator. compressor. them to see. component parts of a
3. identify the parts of refrigerator.
refrigerator.
494
SS I
SECOND TERM

ACTIVITIES
WEEK

4 Functions of each Students should be able 1. Fluids suitable for 1. Uses suitable 1. Participate in 1. Refrigerant Students to:
component parts to: good refrigerants diagram to classroom discussion. 2. Fluids suitable for 1. state the functions
refrigerant 1. state use of a properties are: demonstrate the use 2. Observe and refrigerant. of a refrigerant.
refrigerant. -non-toxic refrigerant. describe changes that 3. Chalkboard. 2. name the fluids
2. mention some fluid -non-explosive 2. Explains to the take place in 4. Textbooks. used for refrigerant.
used as refrigerants as -non-flammable students that refrigeration. 5. Charts.
-treon -non-explosive refrigerant is a flird 3. Distinguish
-ammonia -low boiling point. which gains heat and between a refrigerant
-methyl chloride ethyl -considerable heat. changes easily to and compressor.
dioxide, sulplure -non-corrosive vapour and at vapour
dioxide, carbon (piping) etc. state loses heat and
-oxide CO2. back to liquid.
3. distinguish between a
refrigerant and
compressor.
5 Characteristics of Students should be able 1. Refrigerant 1. Guides students to 1. Participate in the 1. Chart Students to:
a refrigerants to: 2. Chemical explain the tabular classroom discussion. 2. Tabular form 1. state the chemical
1. state the formulars formular of 2. Observes describe showing formular of
characteristics of 3. Refrigerant refrigerants. the various characteristics of refrigerant.
refrigerants. number. 2. Uses the table of refrigerants and their refrigerant. 2. identify boiling of
2. draw a complete table 4. Table of the characteristics to boiling points. points of different
of refrigerant. characteristics. demonstrate the refrigerant.
3. distinguish between meaning and
boiling point temperature application of
and condensing pressure. refrigerant
characteristics.
495
SS I
SECOND TERM

ACTIVITIES
WEEK

6 Hear energy Students should be able 1. Meaning of 1. Explains the 1. Participate 1. Charts and Students to:
to: internal energy. meaning of internal effectively in the posters 1. define heat and
1. define heat energy. 2. Enthalpy of a energy. classroom discussion. 2. Chalkboard energy.
2. explain the meaning fluid substance its 2. States the 2. Plot enthalpy and 2. state at least three
of enthalpy in fluid and pressure, volume or properties of a fluid p.h charts. properties of a fluid
its relationship with temperature of substance. substance.
pressure, volume and internal energy. 3. Plots and explains
temperature as were as 3. P.h diagram of a enthalpy and p.h
internal and external refrigerant. chart.
energy.
3. draw and explain the
p.h diagram of
refrigerant.
7 Power Students should be able 1. The meaning of 1. Explains the 1. Define power and 1. Charts Students to:
to: power. meaning of power state its unit. 2. Posters 1. Define power.
1. define heat energy and 2. Calculation of and state its unit of 2. Use appropriate 3. Diagram 2. Convert 1500w to
power. power used by a measurement. formular to court from 4. Textbooks etc. kilowatts and watts.
2. explain the meaning compressor. 2. Illustrates how one unit to another.
enthalpy in fluid and its 3. The unit of power power consumed by 3. Calculate power
relationship to power. and heat e.g. watts a. compressor can consumed by a
3. explain the meaning kilowatts fluids, b. calculated from the compressor.
of power and state its kilojoules etc. formular
unit calculate power power = mass
used by a compressor. float rate enthalpy (h)
out let enthalpy in
left.
496
SS I
SECOND TERM

ACTIVITIES
WEEK

8 Evaporator Students should be able 1. The meaning of 1. Explains the 1. Defines compressor, 1. Charts Students to:
and to: evaporator. working principle of evaporator and state 2. Diagrams 1. explain how a
compressor 1. define and explain 2. The working compressor and their temperature 3. Posters. compressor functions.
meaning of an evaporator principle of a evaporator. differences. 4. Textbooks etc. 2. state the freezing
and a compressor as compressor and 2. Illustrates how these points of different
component of refrigerator. evaporator. components are liquid.
2. describes the working maintained at an
system of an evaporator average temperature
and compressor in between 30oc-127oc-
refrigerator. 25oc or 15oc minimum.
3. state the depress to
which are measured.
9 Air Students should be able 1. Psychometric 1. Explains the 1. Participate in as 1. Charts and Students to:
conditioning to: properties of air. psychometric room discussion. posters of air 1. explain sequence of
1. state the psychometric 2. Processes of air properties of air. 2. Note the properties conditioning air conditioning
properties of air. conditioning heating 2. Explains the of air. processes. process.
2. explain air conditioning cooling etc. processes of air 3. Take note the 2. Psychometric 2. draw the
process: heating, cooling 3. Latent and conditioning i.e. correct sequence of charts. psychometric
and humidification air sensible heat heating, cooling etc. air. 3. Property properties of air.
cleaning and filtering. saturated vapour 3. Explains the 4. Read property diagram chart.
3. differentiate between pressure. concept of latent heat, diagram.
latent and sensible heat. 4. Property diagram. saturated air etc.
4. Illustrates the
reading of property
diagram.
497
SS I
SECOND TERM

WEEK

RESOURCES
10 i. Controls and its Students should be 1. Methods of 1. Explains the 1. Note the functions 1. Displayed Students to:
application in a able to: achieving control. condensation of of condenser. diagram of 1. explain control
refrigerator 1. functions of as 2. Using capillary gaseous ammonia to 2. Participate in condenser. functions
ii. Condenser in a transfer of heat from tube diagram. liquid ammonia at classroom discussion. 2. Charts and 2. demonstrate and
refrigerator high temperature 3. Condensation of temperature of 30oc. 3. Note the different posters. explain the working
gaseous refrigerant. gaseous ammonia 2. Explains the method of using 3. Capillary tube principle of condenser.
2. explain the function to liquid ammonia functions of control. control. diagram etc.
of control as to at 30oc. 3. Demonstrates the
maintain proper rate of condenser works using
evolving and diagrams of mechanical
temperature of cooled compressor
air. refrigeration system.
11 REVISION
12 EXAMINATION
498
SS I
THIRD TERM
THEME: REFRIGERANT SYSTEM

ACTIVITIES
WEEK

1 Basic principles Students should be 1. Components of 1. Guides students to 1. Participate in 1. Displayed Students to:
and features of able to: domestic observe the displayed classroom discussion. compressor, 1. explain the meaning
domestic 1. state some basic refrigerator e.g. refrigerator properly 2. Observe and condenser. of cooling process.
refrigerators features of -cabinet and identify the main describe changes that 2. Charts 2. identify different
refrigerators in -condenser components. took place in the 3. Poster of forms of domestic
domestic homes. -electric circuit and 2. Use suitable cooling process. refrigerator. refrigerators.
2. to locate these -compressor demonstrations to
components or 2. Functions of each explain how these
features in a domestic part. features functions.
refrigerators. 3. Illustrates using
3. state the different chalkboard drawing
between domestic to the students how
refrigerator and materials in the
commercial refrigerator are
refrigeration. cooled.
2 Rating of Students should be 1. The common 1. Illustrates how 1. Participate in 1. Charts Students to:
refrigerator able to: rating of refrigerator heat can be removed classroom discussion. 2. Chalkboard 1. state the quantity of
system 1. to state the quantity in one-ton. from one –ton of ice 2. Ask questions and 3. Table of power heat that can be
of heat which can be 2. The no of hours water at 0oc. observe the teacher rating. removed from a
removed from a for heat to be 2. Explains that a solve problems on the product.
product by the system. removed at 0oc. one-ton unit will chalkboard to answer 2. solve problems
2. identify the actual remove 308. MJ 10-6 the questions. involving rating of
time (hrs) far one-ton of heat in 24 hours or refrigerators.
of water at 0oc to one- 12.7 MJ in one hour.
ton of ice at 0oc.
499
SS I
THIRD TERM

ACTIVITIES
WEEK

3 Basic principle of Students should be 1. Definition of air 1. Explains how the 1. Participate in 1. Charts and posters Students to:
air conditioning able to: conditioning. actions of air classroom discussion. of air conditionings. 1. humidity
1. define air 2. Important conditoning take 2. Define air 2. Diagram posters 2. air filtering.
conditioning. actions involved in place. conditioning. and textbooks. 3. to explain the
2. classify air- air conditioning 2. Defines humidity 3. States the different 3. Chalkboard function of air
conditioning into two operation. control, temperature temperatures in conditioning.
self-contained system -temperature and filtering, cleaning which actions in Arc 4. explain some
and remote system. -humidity control. and purification. take place i.e. 20oc – applications of A.C
3. state the -air filtering 3. Describes the 28oc at cool level. bolt for industrial use
components of air cleaning and pressure of moistrure 4. State applications and household use.
conditioning. purification air- or water in the air. of air conditioning in
4. explain how air- movement relations to man.
conditioning circulation.
functions.
4 Newton’s law of Students should be 1. Newton’s law of 1. Explains Newton’s 1. The students 1. Chalkboard. Students to:
cooling and able to: cooling. law of cooling and observe and describe 2. Textbooks. 1. define Newton’s
cooling curve 1. state Newton’s law 2. Finding the application. from the experiment. 3. Drawing of law of cooling.
of cooling as applied specific heat 2. Guides students to -rate of cooling experiment. 2. describe experiment
to heat and liquid. capacity of a describe and explain -specific heat 4. Graph drawn on of specific heat
2. state the different liquid. the factors of capacity of a liquid the chalkboard on capacity.
between a body and its 3. Drawing graphs depending on rate of (cooling curve). cooling curve. 3. draw graph of
surface. of cooling in terms cooling. 2. Participate in cooling curve.
3. states the factors at of temperature 3. Explains the classroom discussion.
which rate of cooling different. experiment of spcific
depends on. heat.
500
SS I
THIRD TERM

WEEK

RESOURCES
5 i. Concept of heat Students should be able 1. Change in 1. Explains the 1. Participate in 1. Thermometers. Students to:
and temperature to: temperature. meaning of temperture classroom discussion. 2. Water in container. 1. state or explain
ii. Effects of heat 1. explain temperature, 2. Change of state in relations to liquid. 2. Observe and 3. Charts and temperature
expansion using kinetic of the body. 2. Uses suitable describe changes that diagrams. expansion.
theory. 3. Change in demostrations students took place in 4. Chalkboard and 2. define
2. state or define the pressure. asimikate the meaning measurement of heat. textbooks. temperature
meaning of 4. Expansion of of temperature. difference.
temperature. liquids. 3. To explain meaning 3. mention some
of pressure. effect of heat.
6 Kinetic molecular Students should be able 1. Expansion in 1. Explains to the 1. Participate in 1. Chalkboard. Students to:
theory and to: liquid, when students that. classroom discussion. 2. Thermometers 1. define atom
explanation of 1. state definition of heated. -that in liquds, 2. Observe the 3. Charts 2. molecule
temperature atom. 2. Meaning of atom molecule are more free experiment of heat 4. Poster etc. 3. state kinetic
2. define a molecule and molecule. to move about than expansion on liquids. theory of molecules.
and state difference 3. Kinetic theory solid. 3. Differentiate 4. explain how
between the two. explanation of 2. The volume of a between expansion in solids and liquids
3. explain fully the temperature. liquid remain within solids and liquids. expand.
kinetic molecular 4. Measurement of their container.
theory. heat energy. 3. Addition of heat to
4. explain the a liquid increases the
expansibility of liquids speed of the
when located and molecules.
contracted when
cooled.
5. intermolecular force
of liquid expands when
heated.
501
SS I
THIRD TERM

ACTIVITIES
WEEK

7 Refrigerant Students should be able 1. Types of 1. Lists and explain 1. Identify different 1. Different types of Students to:
flow controls to: refrigerant flow differnet types of types of refrigerant control. 1. list the different
1. list the different control. flow controls. flow controls. 2. Tools and material types of flow
types of refrigerant 2. Construction of 2. Describes the 2. Note the for servicing flow controls.
flow controls and their refrigerant flow construciton of flow constructional details control. 2. explain the
applications. control e.g. TEV, controls. of flow. operations of TEV
2. describe the AEB capillary tube 3. Explains the 3. Install and service and AEB control.
construction of etc. opeations of the refrigerant flow
refrigerant flow control. 3. Operations of control charts.
3. explain the refrigerant flow 4. Demostrates to
operations of various control. installation and
flow controls. servicing of the
4. install and service control.
refrigerant flow control.
8 Expansion in Students should be able 1. Construction of the 1. Fills of flesk with 1. Participate in 1. Charts Students to:
liquids. to: material for the coloured water and classroom discussion. 2. Chalkboard 1. rise in the level of
1. list the materials for experiment. over it with rubber 2. Observes and 3. Flask water, alcohol. liquid water in
expansion experiment. 2. Operation of bung with hole. describes what 4. Stand flask and narrow tube.
2. demonstrate the performing the 2. Warming liquid happens in the trough etc. 2. level of alcohol is
liquid expansion by experiment. gently with bunsen experiment. the highest.
heating method. 3. Observing the rise burner and observe 3. Ask questions. 3. distinguish
3. observe the level of in level of water. the level of the between real and
rise of liquid on a coloured liguid. apparent depth.
narrow tube. 3. Removes the heat
4. explain real and and observe
apparent expansively. movement of liqiud
level in tube.
502
SS I
THIRD TERM

ACTIVITIES
WEEK

9 Real and apparent Students should be 1. Real and apparent 1. Performs experiment 1. Participate in the 1. Density bottle. Students to:
expansion able to: expansively. by cleaning and drying experiment. 2. Water 1. define apparent
1. real or absolute 2. Expansively of relative density bottle. 2. Observes what 3. Paraffin cubic expansively.
cubic expansively water as liquid. 2. Fill in the bottle with happens during the 4. Clamp of stand. 2. describe the
(rc) of a liquid. 3. Experiment to the liquid e.g. paraffin. experiment and ask 5. Chalkboard and experiment of cubic
2. the apparent cubic determine cubic 3. Suspends the bottle questions. charts. expansively.
expansively (rc) of a expansively. from the clamp of a 3. Describes 3. solve problems
liquid. retort stand with the changes that took involving cubic
bottle from clamp place. apparent.
before heating.
10 The anomalous Students should be 1. The anomalous Proforms the 1. Participate in the 1. Hope’s man Students to:
expansion of able to: expansion of water. experiment of anomlous classroom experiment equipment. 1. explain anomalous
water 1. most liquids 2. Experiment to expansion of water discussion. 2. Density dry bottle expansion of water.
expand when heated illustrate the using Hope’s 2. Observe and water bath. 2. determine freezing
and contract when anomalous experiment using Hope describe changes 3. Thermometers. mixture or points of
cooled. behaviour of water apparatus. taking place in the water.
2. that water is by using Hope’s experiment. 3. states that water
exception to this experiment. highest density is 4oc.
rule.
3. that water
expands rather than
contracts when
cooled from
4 oc 0oc.
4. that water has its
highest density at
4oc.
11 REVISION
12 EXAMINATION
503
FABRICATION AND WELDING
SS I
FIRST TERM
SUB THEM: WORKSHOP AND STANDARD WORKSHOP PRACTICES

\WEEK

OBJECTIVES GUIDE
1 Introduction Students should be Prospects in Explains the prospects Listening and taking 1. Chalk board Students to:
to fabrication able to: fabrication and of studying fabrication down note on 2. Charts of explain the various
explain prospects in welding and welding prospects of welding fabrication and prospect in studying
and welding fabrication and welding workshop fabrication and welding.
welding layout
2 Safety facilities Students should be Workshop safety Explain to student Listening and writing Charts on workshop Students to:
and protective able to: rules and “workshop rules and down note on safety rules and list any 5 workshop
wears (1) list workshop safety regulations. regulations” workshop safety rules regulations safety rules and
rules and and regulations regulations.
regulations.
3. Safety facilities Students should be Protective wears Explains to students: Listening and writing Charts on protective Students to:
and protective able to: for: a. protective wears for down note on wears for names any three
wears identify safety a. welding welding protective wears. a. Welding protective wears each for
protective wears for b. Fabrication b. protective wears for b. Fabrication a. Welding
a. Welding fabrication. b. Fabrication.
b. Fabrication.
4. Workshop layout Students should be Description of Explains to students Listening and taking Chart of a standard Students to:
(fabrications) able to: standard standard fabrication down note on fabrication workshop. describe a standard
describe standard fabrication workshop. standard fabrication fabrication workshop.
fabrication workshop. workshop.
workshop.
5. Workshop layout Students should be Description of a Explains to students Listening and writing Chart of a standard Students to:
(welding) able to: standard welding standard welding down note on welding workshop describe a standard
describe standard workshop. workshop. standard fabrication welding workshop
welding workshop. workshop.
6 Workshop tools Students should be Identification of Explain to students Listening and writing Chart of the list of Students to:
and equipment able to: tools and tools and equipment for down note on tools and equipment list five workshop tools
(Fabrication) identify tools and equipment for fabrication identification of used for fabrication and equipment used in
equipment setup for fabrication tools. workshop. fabrication.
fabrication
504
SS I
FIRST TERM
SUB THEM: WORKSHOP AND STANDARD WORKSHOP PRACTICES

\WEEK

OBJECTIVES GUIDE
7. Workshop tools Students should be able to: Identification of Explains tools and Listening and Charts of typical Students to:
and equipment identify workshop tools tools and equipment used for writing down tools tools and equipment identify three tools and
(welding) and equipment for welding equipment for welding and equipment used for welding. equipment used in
welding used for welding welding
8. Equipment set up Students should be able to: Equipment set up Explains the Write down the Charts and physical Students to:
for welding 1. identify the equipment for: equipment set up for: equipment set up presentation of: identify and describe the
operation setup for welding 1. Gas welding 1. Gas welding for: i. Gas welding various tools and
operation. 2. Arc welding 2. Arc welding i. gas welding equipment equipment set up for
2. describe the equipment ii. arc welding ii. Arc welding a. Gas welding
setup for welding. equipment b. Arc welding
9 Equipment set up Students should be able to: Equipment setup Explains the 1. Listening 1. Chart Students to:
for fabrication 1. identify the equipment for fabrication equipment set up for 2. Writing down 2. Physical 1. identify and explain
operation sets up for fabrication (sheet metal and fabrication operation. note on equipment equipment used for the setup equipment for:
operation. structural steel setup for fabrication operation. 2. Sheet metals work
2. describe the equipment work). fabrication. operation.
setup for fabrication 3. Structural steel work
operation. operation.
10 Ferrous and non- Students should be able to: 1. Concept of 1. Explains ferrous 1. Listening 1. Charts Students to:
ferrous metals 1. explain ferrous and non- ferrous metals. and non-ferrous 2. Write note on 2. Steel, aluminum, 1. define ferrous and
ferrous metals. 2. Concept of metals. explanation of copper and zinc plate non-ferrous metals.
2. identify ferrous and non- non-ferrous 2. Guides students to ferrous and non- 3. Cast iron 2. identify given ferrous
ferrous metals. metals. identify ferrous and ferrous metals and and non-ferrous metals.
non-ferrous metals. their identification.
11 REVISION
12 EXAMINATION
505
SS I
SECOND TERM
SUB THEME: PROPERTIES OF METALS TOOLS IN FABRICATIONS AND WELDING

\WEEK

OBJECTIVES GUIDE
1 Properties of Students should be able Properties of Guides students to Listen and write Pieces of: Students to:
metals to: metals as: list and explain the down note on a. Sheet list five properties of
list the properties of - ductility properties of metals. properties of b. Copper metals.
metals. - hardeners metals. c. Aluminum
- toughness d. Lead etc.
- fusion etc
2. Sheet metals (1) Students should be able Concept of sheet Guides student to Listen and write Pieces of different Students to:
to: metal. explain the term sheet down the examples and sizes of explain the term sheet
explain the term sheet metal. explanation of sheet metals. metal.
metals. sheet metal.
3. Sheet metals (2) Students should be able 1. Examples of 1. Gives examples of 1. Listen and write Pieces of different Students to:
to: sheet metals e.g. ferrous and non- down the examples examples and sizes of 1. mention three
1. list some examples of - Aluminum ferrous sheet metals of sheet metals sheet metals examples of sheet
ferrous and non-ferrous - Mild steel 2. Explain the 2. Listen and write metals.
sheet metals - Brass different gauges and down notes 2. mention three
2. name different gauges - Copper etc. shapes of sheet different gangers of
and shape of sheet metals 2. Gauges and metals sheet metals
shape of sheet
metal
4. Job holding Students should be able Job holding Mention and list the Write down the job Charts and physical Students to:
devices for to: devices for job holding devices holding devices for tools of job holding list any three job
fabrication work name the job holding fabrication. for fabrication. fabrication. devices for holding devices for
devices for fabrication fabrication. fabrication.
work.
5. Job holding Students should be able Job holding Mention and list the Listen and write Charts and physical Students to:
devices for to: devices for job holding devices down the job tools of job holding list any three job
welding name the job holding welding. for welding.. holding devices for devices for welding holding devices for
devices for welding work. welding. work. welding.
506
SS I
SECOND TERM
SUB THEME: PROPERTIES OF METALS TOOLS IN FABRICATIONS AND WELDING

\WEEK

OBJECTIVES GUIDE
6. Measuring Students should be able a. Measuring tools Classifies tools as: Listen and write Physical Students to:
marking and to: b. Marking out tools a. Measuring tools down note on: presentation of: 1. list two example:
cutting tools name measuring tools, c. cutting tools. b. Marking out tools 1. Measuring tools Marking, measuring 1. measuring tool
marking out tools, c. Cutting tools. 2. Marking out tools and cutting tools 2. marking out tools
cutting tools. 3. Cutting tools 3. cutting tools
7. Types of welding Students should be able Types of welding: 1. Lists the two Listen and write Physical Students to:
to: 1. gas welding. types of welding . down the two types presentation of mention the two types
1. mention the two types 2. Arc welding. 2. Explains the of welding. welding equipments. of welding.
of welding application. 3. application of arc application of arc 2. Listen and write
2. know the application welding. and gas welding. down note on the
of the two types of 4. Application gas application of gas
welding . welding. and arc welding.
8. Principles of Students should be able 1. Welding principles Explain the methods Listen and writer Charts, showing Students to:
welding to: a. gas welding and principle of down welding welding principles explain the two methods
explain the principles b. Arc welding welding principles of welding
welding. 2. Methods of
welding
9 Fabrication Students should be able Fabrication Explains the various Write down the Charts showing Students to:
process to: processes. fabrication various fabrication various fabrication describe various
explain the various processes. processes of metals. processes. processes of forming
fabrication processes e.g. metals.
raising.
10 Surface Students should be able a. Surface preparation Explain to students Listen and write Pictures and charts Students to:
preparation for to: for fabrication how to prepare down steps involved showing surface prepare surfaces for
fabrication prepare surfaces for b. Surface surfaces for in surface. preparation for a. Fabrication
welding work fabrication and welding. preparation for a. fabrication preparation for: fabrication and b. Welding
welding b. Welding a. fabrication welding.
b. welding
11 REVISION
12 EXAMINATION
507
SS I
\WEEK
THIRD TERM
OBJECTIVES GUIDE
1 Classification Students should be able to: a. Temporary Classifies fasteners into Write down Charts, rivets, bolt Students to:
of fasteners Classify fasteners into: fasteners. temporary and permanent classes of and nut and screws. classify fasteners.
i. permanent b. permanent fasteners. fasteners.
ii. temporary fasteners.
2 Introduction to Students should be able to: a. Definition of Explains the following: Listen and write 1. Forging tools Students to:
. forging 1. define forging. forging. a. forging down notes. such as tongs, 1. define forging
2. state importance of b. Importance of b. importance of forging fullers flatters. 2. list out 5 forging
forging. forging. c. forging tools and 2. Visit to a tools.
3. list forging tools and c. Forging tools processes. blacksmith 3. explain the uses of
processes. d. Processes of workshop. any five forging tools.
forging.
3 Preparation of Students should be able to: Preparation of Guides students to prepare Write down 1. Samples of Students to:
. welding prepare welding surfaces for surfaces for welding surfaces for different type of notes on materials to be explain how to prepare
surfaces the following joints: joints. welding joint. preparation of welded. surfaces for different
1. square butt joint surfaces for 2. Samples of types of joint for
2. single vee-joint different types of different types of welding.
3. double vee-joint joint. joints.
4. single u joint
5. fillet joint
6. open corner joint
4 Selection of Students should be able to: Selection of joints for Guides students in selection Listen and write Samples of Students to be able to
. joint for select joints for welding. welding. of joint for welding. down note. materials to the select joints for
welding welded. welding.
5 Marking out Students should be able to: 1. Definition of 1. Explains meaning of 1. Listen and 1. Marking out Students to:
. 1. define marking out. marking out. marking out write notes. tools. 1. list five marking out
2. list marking out tools and 2. Marking out tools 2. Explains the uses of 2. Perform 2. Metal plate. tools..
their uses. and their uses. various types of marking out simple marking 3. Snip. 2. define marking out.
3. use marking out tools to 3. Marking out tools. out exercises. 3. mark and cut out the
mark different shapes. exercises. 3. Guides students in given primary shapes:
marking out of primary i. triangle
shapes such as, triangle ii. square
square, rectangle, cylinder iii. rectangle
etc. iv. cylinder
508
SS I
\WEEK THIRD TERM
OBJECTIVES GUIDE
6. Cutting and Students should be able to: 1. Cutting of 1. Explains the machines 1. Listen and take 1. Anvil Students to:
bending sheet cut out and bend metals into metals into shapes. and tools and for down notes. 2. Snip list five tools used
metals appropriate shapes. 2. Forming of sheet forming metals into 2. perform simple 3. Mallet for cutting and
metals into shapes. shape. cutting and 4. Stakes forming sheet
3. Joints allowance 2. Explains the process forming exercises. 5. Guillotine metals into shape.
of forming metals into 6. Folding bar
shapes. 7. Chisel
7. Soldering of Students should be able to: 1. Definition of 1. Defines soldering Listen and write 1. Solder Students to:
sheet metals 1. define soldering. soldering. 2. Lists and explains down note. 2. Soldering iron 1. define soldering.
2. know tools and 2. Tools and tools and equipment 3. soldering flux 2. list 4 tools and
equipments used in soldering equipment used in used in soldering 4. Emery paper equipment used in
. soldering. 5. Sources of heats soldering.
8. Soldering of Students should be able to: Soldering work Guides students to Perform practical 1. Solder Students to:
sheet metals (ii) solder sheet metal. perform practical work work on soldering 2. Soldering iron solder formed object
on soldering 3. soldering flux accurately.
4. Emery paper
5. Sources of heats
9 Equipment Students should be able to: Equipment and Guides students to Listen and writer Videos, charts and Students to:
setup for identify various tools and tools setup for identify the various tools down notes on workshop list 5 tools and
fabrication equipment set up for fabrication. and equipment setup for guillotines, snips, demonstration of tools equipment setup for
fabrication. fabrication. folding bars, stakes and equipments. fabrication.
etc.
10 Equipment use the following equipment Equipment for Guides students to setup participate on the Grinding machine, List the uses of the
setup for for fabrication work fabrication. the following equipment use of equipment bending machine, following machines.
fabrication i. guillotine for fabrication setup for cutting machine i. Grinding
ii. cutting tools i. Grinding machine fabrication folding machines etc. ii. Bending
iii. folding bar ii. Cutting tools iii. Folding
iv. stakes iii. Banding Machine iv. Cutting tools
v. grinding machine iv. Folding bar etc.
vi. bending machine
11 REVISION
12 EXAMINATION
509
ELECTRICAL INSTALLATION AND MAINTENANCE WORK
SS I
FIRST TERM
THEME: WORKSHOP SAFETY AND REGULATIONS

WEEK

OBJECTIVES GUIDE
1 Causes of Students should be Hazards in electrical Explains causes of Observe accidents Posters, charts, Students to:
accidents in able to: installation work. accidents in posters displayed software on state causes of accidents.
electrical identify the cause of installation work. in the workshop accidents, causes and
installation work accidents in electrical prevention.
shop installation work.
2 Prevention of Students should be 1. Types of accident Explains how to Display posters in Charts and software Students to:
accidents in able to: 2. How to prevent prevent accident. the workshop. on accidents in 1. explain prevention of
electrical explain how to prevent accident. electrical installation. accident
installation accidents in electrical 2. take precautions to
workshop installation. avoid accidents.
THEME: WORKSHOP SAFETY RULES AND REGULATIONS
3. Measuring tools I Students should be Types and uses of States types and Observe and Measuring Students to:
able to: measuring instruments. uses of measuring demonstrate use instruments e.g. list at least 3 types of
identify measuring instrument. of measuring Ammeter, voltmeter, measuring instrument
instruments. instruments. ohmmeter, and state their uses.
multimeter.
4. Measuring tools II Students should be Practical application of Demonstrates use Observe and Measuring Students to:
able to: measuring instruments. of measuring demonstrate use instrument e.g. AVO connect the instrument to
read measuring instruments. of measuring meter. a simple circuit and read
instruments instruments. accurately.
accurately.
5. Marking tools I Students should be Types and uses of States types of Demonstrate use Scriber Students to:
able to: marking tools e.g. marking tools. of marking tools. list and explain the use
identify marking tools. scriber. of scriber.
510
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
6 Striking tools Students should be Types and uses of State types of Demonstrate use Punch Students to:
able to: striking tools e.g. striking tools of striking tools list and explain the use
identify striking tools. punch. of punch.
7. Cables I Students should be Types of cables Display various Observe displayed Length o f cable e.g. Students to:
able to: types and sizes of cables PVC list and explain sizes of
identify types of cables cables
cables.
8. Cables II Students should be Preparation of cables Display types of Demonstrate Length of cable Students to:
able to: cable and cable preparation state at least 3 types of
prepare a cable for demonstrate the and use cables and prepare one
use. preparation for use for use
THEME: WORKSHOP PRACTICES
9 Working drawing Students should be Electrical symbols e.g. 1. Illustrates Observe and draw Circuit charts with Students to:
I able to: switches lamp holders different symbols. some symbols symbols. draw at least 5 electrical
interpret working socket outlets etc. 2. Explain the inter symbols.
drawing (circuit and connection of
diagram) symbols.
10 Working drawing Students should be Electrical accessories Identify different Wiring diagram with Students to:
II able to: (e.g. lamp holders types of different accessories. draw wiring diagram of a
1. identify the ceiling rose, joint box accessories. living room indicating
accessories required etc). the position of
for a job from the accessories.
drawing.
11 REVISION
12 EXAMINATION
511
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
1 Working drawing Students should be Scale and position Illustrates how to Practice use of scale Wiring diagram and Students to:
I able to: of accessories on scale to determine in drawing. charts. draw wiring circuit or
draw the wiring drawing. size and length of diagram indicating the
diagram. building. position of accessories.
2. Working drawing Students should be Interpretation of Illustrates with Design the wiring of Wiring diagram and Students to:
II able to: working drawing diagram. a living room. charts. identify or interpret
interpret working (circuit and wiring circuit diagram.
drawing (circuit and diagram).
diagram).
3. Generation Students should be Types of generating Illustrates with Design a block Posters and charts. Students to:
system able to: station (e.g. hydro, diagram a generating diagram of a draw the diagram of a
draw a circuit diagram gas turbine, etc). station. generating station. generating station.
of a generating station.
4. Transmission Students should be Definition and Illustrates with Design a Wiring diagram and Students to:
system able to: method with diagram a transmission line charts. draw the diagram of a
draw a circuit diagram diagram. transmission system. system. transmission system.
of a transmission lines.
5. Distribution Students should be Electrical Illustrates with a With the aid of Wiring diagram Students to:
(Grid) system able to: installation circuit. diagram distribution diagram, illustrate showing distribution draw the diagram of the
draw the circuit system. the distribution of lines and chart. distribution system.
diagram of a electricity.
distribution system.
6. Surface wiring I Students should be Sizes of cables and Displays sizes and Observe displayed Different sizes of Students to:
able to: conductors. types of cable. cables. cables. mentions sizes of cables.
identify the sizes of
cable and conductors
to be used for surface
wiring.
512
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
7. Surface wiring II Students should be Wiring materials. Displays carious Observed displayed Wiring clips, raw Students to:
able to: materials for wiring. materials. drill, portable list at least 3 materials
identify the materials drilling machine. for surface wiring.
use for surface wiring.
8. Surface wiring III Students should be Wiring tools. Displays different Observed displayed Tools (e.g. Hammer, Students to:
able to: types of tools for tools. insulated pliers, side list at least 3 tools for
identify tools for wiring. cutters screw driver surface wiring.
surface wiring. gimlet, pen knife.
9 Surface wiring IV Students should be Current rating of Explains current Observe and state Cable of different Students to:
able to: cables. rating of cable. various cable rating. sizes. list 3 factors affecting
understand the current current rating of a cable.
rating of cables.
10 Surface wiring V Students should be Practical wiring Demonstrates surface Wire a point of light Wiring accessories Students to:
able to: point of light. wiring. controlled by one and tools. wiring a point of light
carry out surface way switch. controlled from two
wiring. independent positions.
11 REVISION
12 EXAMINATION
513
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
1 Conduit wiring I Student should be able Definition of conduit Explains conduit Observe displayed Sizes of PVC conduit Student to:
to: wiring. wiring. components. pipes. define conduit
define conduit wiring. wiring.
2. Conduit wiring II Students should be Types of conduit Explain types of Students observe ways Conduit materials Students to:
able to: wiring conduit wiring e.g. of conduit wiring. 1. list 3 types of
identify various types light gauge conduit, conduit wiring.
of conduit wiring. heavy gauge conduit,
flexible metallic
conduit, non metallic
conduit.
THEME: PROTECTIVE DEVICES AND MAINTENANCE
3. Installation of Students should be Advantages and Teacher explain Observe displayed Sizes of PVC Students to:
protective able to: disadvantages of advantages and components. conduit pipes and list 3 advantages and
devices I list the advantages and conduit wiring. disadvantages. materials. 3 disadvantages of
disadvantages of conduit wiring.
conduit wiring.
4. Installation of Students should be Conduit wiring 1. Identify conduit Observe display 1. Circular boxes e.g. Students to:
protective able to: components. components. components. terminal, angle tee 4 list 5 components of
devices II list components for 2. Displays conduit ways, knock out. conduit wiring.
conduit wiring. components. 2. Bending spring
3. Explain their uses. e.g. distribution
board, chisel, hack
saw, stove etc.
5. Conduit wiring Students should be 1. Piping Demonstrate conduit Carry out piping and Bending spring, Students to:
piping wiring able to: 2. Wiring wiring. wiring. distribution board, list 3 components of
and fittings carry out conduit 3. Fittings union gum etc. piping materials.
wiring on piping,
wiring and fittings.
514
SS I
THIRD TERM

WEEK

OBJECTIVES GUIDE
6. Protective Students should be (Protective devices) Displays and explain Observe the displayed Circuit breakers, Students to:
devices able to: (Fuses, circuit breakers the function of protective devices. fuse, charts posters identify 2 protective
identify protective etc). protective devices. and software. devices.
materials for
conduit wiring.
7. Working Students should be Applications of fuses Explains the working Sketch and label the Circuit breaker and Students to:
principles and able to: and circuit breakers. principle and the components of circuit fuse explain their working
application of explain its working application of breakers and fuses. principles.
fuses and circuit principles protective devices.
breakers
8. Current rating Students should be Rating of materials Calculates current Calculate current rating Ruses, charts and Students to:
of fuse, fusing able to: rating of fuses, fusing of fuses. posters. calculate the current
current and state their factors and fusing rating of fuses in a
earthing application and current. circuit of known
uses. voltage and resistances.
9 Calculate Students should be Fusing factors and fusing Calculates current Calculate current rating Circuit breakers and Students to:
current rating of able to: current. rating of fuses, fusing of fuses. fuse calculate the current
fuses, fusing state their factors and fusing rating of fuses in a
factors and application and current. circuit of known
fusing current uses. voltage and resistances.
10 IEE regulations Students should be Regulations covering Emphasizes the IEE Sketch and label the Circuit breakers and Students to:
covering able to: earthing and protective regulations that deal component. fuses. 1. define the following:
earthing and state the relevant devices. with earthing and the 1. earthing
protective regulative. protective devices. 2. circuit protective
devices (earth continuity)
3. earth electrode.
11 REVISION
12 EXAMINATION
515
RADIO TELEVISION AND ELECTRONIC WORK
SS I
WEEK FIRST TERM
OBJECTIVES GUIDE
SUB THEME: WORKSHOP SAFETY RULES AND REGULATIONS

1 Sources and Students should be 1. Concept of safety 1. Explains causes of 1. Participate activity in Charts Student to:
preventions of able to: 2. Sources of hazards: hazard or accident. class discussion. Video tapes 1. list workshop
hazards 1. state the sources of a. electric shock 2. Emphasizes different 2. Demonstrate safe work showing safety safety rules and
hazards. b. damp or we floor. ways of preventing habit. practices greet regulations.
2. list workshop c. wrong handling of tools. workshop accidents, 3. Practice safe work 2. explain
safety rules and d. improper workshop 3. Explains safety rules habit. accident
regulations. dressing and regulations. 4. State safety precautions prevention
3. observe safety e. Horse play in the workshop 4. Shows students in the workshop verbally measures.
rules and regulations. 3. Safety safety devices. 5. Practice the use of fire 3. list two types of
4. list types of 5. Demonstrates safe extinguishers, sand, five fighting
workshop fire work habit. buckets etc. materials and
fighting materials. equipments.
THEME 2: BASIC ELECTRICITY
2 Structure of Students should be 1. Definition of matter Explains the structure 1. Listen attentively Chart, video clip Student to:
matter I able to: 2. Structure of matter of matter using sketch 2. Ask and answer showing structure 1. define matter,
1. define mater, 3. Atom and its parts or char. question of an atom, 2. draw and
molecule, Atom, 3. Take down notes. video/VCD/DVD properly label an
nucleus and Electron. player monitor. atom e.g.
2. draw an atom hydrogen, helium,
showing its parts. etc.
3 Conductors, Students should be 1. Conductors/conducting Explains conductor, 1. Listen and participate Block samples of Students to:
insulators and able to: materials (e.g. brass insulator and semi- actively in class conductors, state the
semi- 1. List different types aluminum, copper, gold etc.) conductor showing discussion. insulators and differences
conductors II of conductors, 2. Insulators/insulating their samples. 2. Identify conductors, semi-conductors. between
insulators and semi- materials (non-conducting insulators and semiconductor
conductors. materials) air, glass, paper, dry conductors. insulator and
2. Identify wood etc. semi-conductors.
conductors, insulators 3. Semi-
and semi-conductors. conductors/semiconducting
materials (e.g. germanium,
silicon, gallium, arsenide etc.
516
SS I
WEEK
FIRST TERM

OBJECTIVES GUIDE
THEME 2: BASIC ELECTRICITY

4 Current, voltage Students should be 1. Definition of voltage, 1. Explains current, 1. Listen and participate Chart showing Students to:
and resistance able to: current and resistance. voltage and actively in class discussion. symbols and units of 1. define current,
1. define current, 2. Unites and symbols resistance. 2. Take notes and answer current voltage and voltage and
voltage, resistance of current, voltage and 2. Writes their question. resistance. resistance.
and state their units resistance. symbols and states 2. write their units
and draw their 3. Relationship between their units. and symbols.
symbols. current, voltage and 3. Explains
2. state the resistance. relationship
relationship between current,
between current, voltage and
voltage and resistance.
resistance.
5 Attraction and Students should be 1. Laws of attraction 1. Explains 1. Listen and participate Chart showing Students to:
repulsion of able to: and repulsion of attraction and actively in class discussion. attraction and state the laws of
charges 1. define attraction charges. repulsion of 2. Ask and answer repulsion attraction and
and repulsion of charges. questions. repulsion of charges.
charges. 2. States the laws 3. Take notes
2. state laws of of attraction and
attraction and repulsion using
repulsion sketch or chart.
6 Electronic Students should be Identification of 1. Provides Identify various electronic 1. Different types of Students to:
components able to: components by name, different types of components by name. electronic list name and draw
1. identify and type, graphic symbol, electronic components. the graphic symbols
name different value and ratings e.g. components. 2. Charts showing of different types of
types of electronic resistors, capacitors, 2. Provides chart or electronic electronic
components. inductors, diodes, sketch showing the components. components.
2. draw their transformers, various component
graphic symbols. transistors, integrated symbols.
circuit (IC) etc.
517
SS I
WEEK
FIRST TERM
OBJECTIVES GUIDE
THEME: ELECTRONIC TOOLS AND INSTRUMENT

7 Electronic hand Students should be able to: 1. Types of hand 1. Displays the basic 1. Observe the hand 1. Screw-drivers Students to:
tools 1. identify and elect common tools: and tools e.g. screw tools displayed by diagonal cutters, 1. identify and select
electronic hand tools. Screw driver, drivers, diagonal the teacher. soldering gum, common electronic
2. state the uses of the diagonal cutters, cutters, soldering iron, 2. Practice how to soldering iron, lead hand tools.
electronic hand tools sketch soldering lead, etc. use the hand tools. sucker, disordering 2. state uses of
hand tools and label the parts. soldering iron, lead 2. Demonstrates the 3. Draw the sketches tool, pocket knife, electronic hand
3. remove electronic sucker, or uses of the basic hand on the chalk board. stripper, etc. tools.
components using suitable disordering tool, tools. 2. Chart showing the 3. sketch and label
soldering equipment and pocket knife, 3. Sketches the hand basic hand tools. the parts of
techniques. stripper and tools on the chalk electronic hand
soldering wick. board. tools.
2. Uses of hand
tools.
THEME: ELECTRONICS DEVICES AND CIRCUIT
8 Meaning of Students should be able to: Definition of Defines electronics Make observations Electronic panel or Students to:
electronics and 1. define electronics. i. electronic and electronic circuit. and ask questions on board. define electronics
electronic 2. define electronic circuits. ii. electronic circuit. the definition. and electronic
circuit circuit.
9 Concept of Students should be able to: 1. Definition of 1. Defines emission Make observations Charts of valves, Students to:
emission part 1. define emission. emission. 2. States types of and ask questions on cathode ray tube 1. define emission.
one 2. state the of types emission. 2. Types of emission emission. the definition, types. (CRT) VIDEO, 2. state four types of
3. explain each of the and explanation. 3. Explains each type VCD OR DVD emission.
emission stated above. of emission. player and monitor.
10 Concept of Students should be able to: Applications of the States the 1. Listen to the As listed on concept Students to:
emission part state the applications of each various emission. applications (s) of the teacher, ask and of emission part 1. state the
two type of emission. various emission. answer questions. one. applications of each
2. Take notes type of emission
11 REVISION
12 EXAMINATION
518
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
SUB THEME: ELECTRONICS DEVICES AND CIRCUIT

1 Photo-electric Students should be 1. Definition of 1. Defines 1. Examine the Light emitting diode Students to:
devices able to: photoelectric device. photoelectric device. photoelectric devices (LED) 1. define
1. define photo- 2. Types of 2. Lists types of displayed by the photoelectric device.
electric device. photoelectric device photo electric devices teacher. Photo diode light 2. state three
2. list types of photo 3. Applications of 3. Explains the uses 2. Take notes, ask and dependant resistor applications of
electric device photoelectric devices. of photoelectric answer questions (LDR) photoelectric device
3. state the devices
applications of
photoelectric devices.
2 Semi-conductor Students should be 1. Simple semi- 1. Explains the 1. Take notes and ask 1. Assorted semi- Students to:
devices I able to: conductor theory: the operation of P-N questions. conductor diodes, explain the operation
1. explain the P-N junction. Junction. 2. Examine the various soldering iron, lead of semi-conductor
operation of pn 2. Types of semi- 2. Displays various types of semi-conductor or solder. diodes.
junction. conductor diodes. types of semi- diodes. 2. Digital millimeter.
2. explain the conductor diodes. 3. Vero-board
operation of semi- 4. Chart showing
conductor diodes. biasing of P-N
junction (forward and
reverse biasing).
3 Semi-conductor Students should be 1. Rectification on 1. Describes the 1. Listen attentively to As listen on semi- Students to:
devices II able to: semi-conductor concept of the teachers. conductor devices. 1. define
1. define rectification. diodes. rectification. 2. Ask and answer rectification.
2. describe 2. Types of 2. Explains the questions. 2. describe
rectification in a diode rectification operation of semi- rectification with a
circuit. 3. Principles of conductor diodes. diode circuit.
operation of semi-
conductor diodes.
519
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
THEME: 4 ELECTRONIC DEVICES AND CIRCUIT

4 Semi-conductorStudents should be 1. Characteristics of Involves students Watch teacher on how As listed on semi- Students to:
devices III able to: semi-conductor insetting up of to set up rectifier conductor devices. set up rectifier
1. list types of semi- diodes. rectifier circuits. circuits. circuits.
conductor diodes. 2. Applications of
2. state applications of semi-conductor
semi-conductor diodes.
diodes.
THEME: 5 ELECTRONIC COMMUNICATION SYSTEMS
5 Electronic Students should be 1. Definition of 1. Explains electronic 1. Listen attentively and Block diagram of an Students to:
communication able to: electronic communication participate in class electronic 1. define electronic
systems I 1. define electronic communication systems using charts discussion. communication communication
communication systems. or video clips. 2. Examine different system, highlighting system.
system. 2. Types of 2. Explains different electronic. source, channel and 2. name types of
2. draw and label the communications types of electronic communication systems destination. electronic
block diagram of an systems and their communication and identify them. communication
electronic differences. systems and their system.
communication system differences.
6 Electronic Students should be Operation and Explains the Ask and answer As listed on Students to:
communication able to: function of each functions of each questions. electronic state the function of
systems II state the functions of stage. block in the communication each block in the
each block of the communication systems. communication
electronic diagram. diagram.
communication system
7. Electronic Students should be 1. Noise in 1. Defines noise in a 1. Listen attentively to As listed on Students to:
communication able to: communication communication the teacher. electronic define noise in
systems III 1. define noise in system: system. 2. Ask and answer communication electronic
communication a. internal noise 2. Explains the effects questions system communication
system. b. external noise of noise in electronic 3. Take notes system
2. classify noise into communications
two broad categories systems
520
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
THEME: 4 ELECTRONIC DEVICES AND CIRCUIT

8 Electronic Students should be able to: 1. Definition of 1. Defines Listen attentively Chart or sketch Students to:
communication 1. define electromagnetic electromagnetic electromagnetic and take notes showing wave 1. define
systems IV spectrum. spectrum. spectrum. propagations electromagnetic
2. classify frequency bands 2. Types of waves in 2. List the waves spectrum
into: the electromagnetic spectrum 2. classify the
a. very low frequency (VLF) spectrum. 3. specifies the frequency band
b. short wave (SW) 3. Specify the range of frequency
c. very high frequency (VHF) frequency of ranges on electromagnetic
d. ultra high frequency in the spectrum.
(UHF) electromagnetic.
9 Electromagnetic Students should be able to: 1. Propagation of 1. Explains radio 1. Ask and answer As listed on Students to:
spectrum Indicate the applications of waves wave propagation. questions electromagnetic indicate the
frequency ranges 2. Functions of 2. States the 2. Take notes spectrum. applications of
frequency Name various waves. functions of the frequency ranges.
30 KHZ VLF various waves.
30 KHZ- LF
300KHZ
300 KHZ- MF
3MHZ
3MHZ- HF
30MHZ
30MHZ- VHF
300MHZ
300MHZ- UHF
3GHZ
3GHZ- SHF
30GHZ
30GHZ- EHF
300GHZ
REVISION
EXAMINATION
521
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
SUB THEME: ELECTRONICS COMMUNICATION SYSTEMS

1 Transducers I Students should be able to: 1. Definition of 1. Defines transducer Listen attentively Loudspeaker, Students to:
1. state the definition of transducers employed in 2. List types of to the teacher microphone, video 1. define transducer
transducers electronic communication transducers camera and video 2. list types of
2. list transducers system. 3. Displays different display unit such as transducers.
3. state of function of: 2. Types of transducers types of transducers CRT or LCD
a. loudspeaker
2 Transducers II Students should be able to: Functions microphone, 1. Explains the Participate in As listed on Students to:
1. state the functions of the loudspeaker, video functions of the class discussion, transducers. explain the functions
transducers: camera, video display following: ask and answer of transducers.
a. Loudspeaker unit. a. loudspeaker questions.
b. Microphone b. microphone
c. Video camera c. video camera etc.
d. Video display unit
(Cathode ray tube (CRT)
and liquid crystal display
(LCD)
3 Modulation I Students should be able to: 1. Definition of 1. Defines modulation. Ask and answer Charts or sketches Students to:
1.define modulation modulation. 2. Explains the questions. showing detector 1. define modulation.
2. list types of modulation. 2. Types of modulation, principle of modulation stage in AM and 2. state types of
3. explain types of amplitude, frequency and state the different FM receivers. modulation.
modulation. phase etc. types.
4 Modulation II Students should be able to: 1. AM wave form 1. Sketches AM and Work exercises on Chart or sketch Students to:
1. sketch AM envelops. - FM wave form FM envelops. percentage showing AM and 1. draw AM and FM
2. explain carrier wave - Indication of percentage 2. States the advantages modulation FM envelopes envelop.
3. explain the function of of amplitude modulation of FM over AM. 2. state the advantages
carrier wave in radio - modulation peaks and 3. Explains carrier wave of FM over AM
communication. valleys. 4. Explains the function 3. explain the
2. Carrier wave of carrier wave in radio functions of carrier
communication. waves.
522
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
SUB THEME: ELECTRONICS COMMUNICATION SYSTEMS

5 Demodulation Students should be able to: 1. Definition of 1. Defines and 1. Listen attentively Charts or sketches Students to:
1. define demodulation. demodulation explains 2. Ask and answer showing detector 1. define demodulation
2. name types of 2. Types of demodulation. questions. stage in the AM 2. name types of
demodulation. demodulation AM, FM, 2. Mentions types of and FM receivers. demodulation
3. state one way etc. demodulation for AM
demodulation is important. and FM etc.
receivers.
THEME: 6 WORKSHOP PRACTICE AND MAINTENANCE

6 Soldering and Students should be able to: 1. Techniques of 1. States the 1. Take notes on the Soldering iron, lead Students to:
disordering in 1. state the precautions to soldering and precautions to safety precautions to sucker, source of state precautions to be
electric circuits be observed while disordering. observe while observe while heat, etc. observed while
soldering 2. Precautions while soldering and soldering and soldering and
2. desolder transistor, soldering and desoldering. desoldering. desoldering.
diode, and capacitor disordering 2. Demonstrates the 2. Correct
without damage. correct technique for techniques to be
desoldering simple used.
electronic
devices/components.
7 Types of solder Students should be able to: 1. Definition of solder 1. Defines solder. 1. Listen attentively, As listed on Students to:
and type of flux 1. define solder 2. Types of solder 2. Lists types of ask and answer soldering and 1. define solder
2. list types of solder 3. Function of solder solder. questions desoldering. 2. list types of solder
3. state the functions of 4. Definition of flux 3. States the 2. Take notes 3. define flux
solder 5. Types of flux functions of solder. 4. list types of flux
4. define flux 6. Functions of flux 4. Defines flux 5. list functions of flux
5. list types of flux 5. Lists types of flux.
6. state the functions of 6. states the functions
flux of flux.
523
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
THEME: 6 WORKSHOP PRACTICE AND MAINTENANCE

8 Electronic Students should be able to: 1. Definition of 1. Defines electronic 1. Participate in Analog multimeter, Students to:
measuring 1. define electronic electronic measuring measuring instruments. class discussion. digital multimeter 1. define electronic
instruments I measuring instrument. instrument. 2. Lists types of 2. Take notes. both on AC and measuring instrument.
2. name types of measuring 2. Types of measuring measuring instruments DC powered 2. name types of
instruments. instruments. 3. States differences in circuits. measuring instrument.
3. state differences 3. Difference in measuring instruments. 3. state differences
between measuring measuring instruments. between measuring
instruments. instruments.
9. Electronic Students should be able to: 1. Uses of multimeter to 1. Demonstrates how to Practise the use of As listed on Students to:
measuring 1. state uses of multimeter. measure the correct measure the correct multimeter to electronic use multimeter to
instruments II 2. uses multimeter to value of current, value of current, measure the measuring determine the correct
measure the correct value voltage and resistance voltage and resistance correct valves of instruments values of current,
of current, voltage and in passive and active in active and passive current, voltage voltage and resistance
resistance in passive and electronic components electronic components and resistance in in active and passive
active electronic and circuits. and circuits. active and passive electronic components
components and circuits. 2. Multimeter controls. 2. Demonstrates how to components and and circuits.
3. Explain the multimeter use multimeter controls. circuits.
controls.
10 Electronic Students should be able to: Safety precautions for a Explains the various Take notes on the Students to:
measuring state the safety precautions multimeter. safety precautions when necessary state precautions to be
instruments III to be observed, when a a multimeter is in use. precautions observed when a
multimter is in use. associated with multimeter is in use.
the use of
multimeter.
11 REVISION
12 EXAMINATION
524
BLOCK LAYING/BRICKLAYING AND CONCRETE WORK
SS I
FIRST TERM
ACTIVITIES
WEEK

1 Workshop and Site Students should be (1) Various safety (1) Draws safety (1) Identify safety (1) Safety chart. Students to:
Safety I able to: rule at work site. chart. chart. (2) First aid box. (1) define safety rule.
(1) enumerate safety (2) Factory act of (2) Discussions need (2) Put on safety (2) list materials in
precautions at work safety of workers. for safety. material. first aid box.
site. (3) First aid box. (3) Shows films or (3) Identify and
(2) state causes of slide on safety in explain material in
hazard on work site. building site. safety first aid box.
2 Workshop and Site Students should be (1) Safety device (1) Explains safety (1) Identify and (1) Safety device Students to:
Safety II able to: (2) Purpose of safety device. explain safety chart. (1) explain uses of
(1) list method of (3) Safety rule and (2) Demonstrates devices. (2) First aid box chart. first aid box material.
prevention of hazard regulation. safety Measures. (2) State purpose of (3) Film and side on (2) state purpose of
in workshop. (3) Lists and safety rules. safety. safety.
(2) observe the various explains first aid
safety measure on box materials.
work site.
(3) state purpose of
safety rule in
workshop and site.
3 Building Team I Students should be (1) Various (1) Identifies (1) List members Organizational chart. Students to:
able to: members of the members of building building team. (1) define the term
(1) list members of building team. team. (2) Explain building team.
building team. (2) Functions and (2) Discusses their functions of (2) explain function of
(2) state their various responsibilities. functions. building team each member.
functions. member.
4 Building Team II Students should be (1) Statutory (1) Draws the (1) Identify (1) Chart Students to:
able to: personnel organizational chart. member of (2) Chalkboard (1) explain the term
(1) outline the duties (2) Functions of (2) Lists members of statutory personnel (3) Demonstration. statutory personnel.
of the statutory statutory personnel statutory personnel (2) Explain the (2) state the functions
personnel. (3) Organizational (3) Explains their duties of statutory of each statutory
(2) draw the chart. duties. personnel. personnel.
organizational chart.
525
SS I
FIRST TERM
ACTIVITIES
WEEK

5 Basic tools and Students should be able (1) Identification of (1) Lists and (1) List the basic (1) Basic hand tool Students to:
equipment in use I to: various hand tool identifies basic hand hand tool and and equipment. (1) list various basic
(1) list various hand (2) Sketching of tools and equipment. equipment (2) Diagram of the hand tools.
tool and equipment basic hand tool (2) Sketches the (2) Sketch the hand tools. (2) make sketch of
(2) sketch the hand tool. hand tool. various hand tools. the hand tool.
6 Basic tools and Students should be able (1) Function and (1) Identifies tools (1) Explain uses of (1) Diagram of various Students to:
equipment in use II to: uses of basic hand by name. various hand tools. hand tools. (1) give reason why
(1) identifies hand tools. (2) States the use or (2) State reasons (2) Board explanation hand must be
tools. (2) Care and function of the hand for maintenance on how to maintain maintained.
(2) state the function of maintenance of tools. and caring for hand hand tools. (2) explain how you
hand tools. basic hand tool and (3) Explains the tools. maintain a hand tool
(3) Care and equipment. reason for care and after day used.
maintenance of each maintenance of hand
tool after use. tools.
(4) States procedure
for maintenance of
each hand tools.
7 Site and workshop Students should be able (1) Building site (1) Defines building (1) Define building (1) Site Students to:
organization I to: (2) Preliminary site. site. (2) Layout define building site.
(1) define site operation. (2) Discussions (2) List preliminary (3) Chart.
(2) describe site preliminary operation.
preliminary operations. operations.
8 Site and workshop Students should be able (1) Site layout (1) Discusses site (1) Define building (1) Site Students to:
organization II to: (2) Site safety layout procedure site. (2) Layout list sources of local
(1) explain procedure (3) Materials (2) Identifies local (2) State procedure (3) Chart. labour materials and
for site layout labour local sources of labour, for laying out site utilities.
(2) identity source of sources and materials and (3) State sources of
labour material and utilities. utilities (water and labour, materials
utilities. electricity). and utilities.
526
SS I
FIRST TERM
ACTIVITIES
WEEK

9 Site preparation Students should be able (1) Define site (1) Describes site (1) Explain site Clearing tool (cutlass Students to:
and setting out I to: preparation and clearing and clearing and digger) etc. (1) describe site
(1) describe site instigation and investigation. investigation. preparation
preparation. equipment for site (2) Lists tools and (2) List tool and procedure.
(2) list hand tool for site clearing. equipment. equipment use for (2) list site clearing
preparation sketch hand (2) Factors (3) Discusses factor site clearing tools
tool for site preparation. affecting choice of affecting choice of (3) State factor (3) give reason for
site or building site. affecting choice of site investigation.
project. a site.
10 Site preparation Students should be able (1) Explain (1) Explains (1) Describe Setting out tools Students to:
and setting out II to: leveling techniques leveling techniques. leveling techniques builders square (1) state methods of
(1) list various leveling and method. (2) States method of (2) State and Theodolite, measuring leveling
techniques. (2) State methods setting. explain 3 method tape, pegs hammer, (2) state method of
(2) Describe method of of setting out. (3) Emphasizes need of leveling profile board, building setting out a building.
setting. (3) Emphasizes for accurate technique line. (3) list tools and
(3) list equipment for need for accurate. measurement. (3) Identify at least equipment for setting
setting out. measurement (4) Discusses setting three method of out a building.
(4) Setting out out tools and setting.
tools. equipment. (4) Lists tools and
equipment for
setting out.
11 REVISION
12 EXAMINATION
527
SS I
WEEK SECOND TERM

1 Excavation of Students should be able (1) Concept of (1) Explains the (1) Define (1) Shovel Students to:
Trenches I to: excavation term excavation. excavations (2) Spade (1) describe the term
(1) define the term (2) Method of (2) State functions (2) List reason for (3) Digger. excavation
excavation. excavation of excavation. excavation (2) state function of
(2) state the function of (3) Tools for (3) Discusses (3) Explain various excavation
excavation. excavation methods of of excavation (3) state method of
(3) identify and lest (4) Functions of excavation. excavation.
method of excavation and excavation. (4) list simple tool for
tools. excavation.
2 Excavation of Students should be able (1) Soil classification (1) Discussions soil (1) Explain soil Soil samples for Students to:
Trenches II to: and types. classification and classification. visual (1) identify and
(1) identify the various (2) Soil test soil types. (2) List soil types identification. differentiate various
types of soil. (2) Discusses soil and soil types test. soils.
(2) state types of soil test. test types.
3 Building Students should be able (1) Definition of (1) Defines (1) Define Charts of various Students to:
foundation I to: foundation. foundation. foundation. foundation. (1) explain purpose of
(1) explain purpose of (2) Purpose of (2) Explains purpose (2) Sketch and foundation.
foundation. foundation. of foundation. identify various (2) list five types of
(2) describe various types (3) Types of (3) Sketches and types of foundations.
of foundation. foundation (Strip, pile, discuses types of foundation.
raff, pad etc.). foundation.
4 Building Students should be able (1) Define soil bearing (1) Explains bearing (1) Define bearing Board Students to:
foundation II to: capacity. capacity of soil capacity of soil. demonstration and (1) define bearing
(1) define soil bearing (2) Factors influencing (2) Discusses factors (2) List factor discussion of capacity of soil
capacity. choice of foundation influencing choice influencing choice factors influencing (2) list factors
(2) list and describe types of soil, type of of foundation. of foundation. choice of influencing choice of
factors influencing structure, proximity to foundation. foundation.
choices of foundation. existing structure.
528
SS I
SECOND TERM
ACTIVITIES
WEEK

5 Tools and Students should be able (1) Identification and (1) Displays the (1) Identify various Basic Students to:
equipment in to: uses of each various tools for block/bricklaying (1) list four
block/brick (1) list various tools and block/brick laying block/bricklaying block/bricklaying tools. block/bricklaying
laying equipment use for tools. tools. (2) Explain the tools.
block/brick laying. (2) Simple (2) Explains the use uses of the (2) sketch four
(2) identify and sketch maintenance of the of various hand tool identified tool block/bricklaying tool
each tools. tools. (3) States the simple (3) Describe simple and state their uses.
(3) state the uses of each methods of methods of care of
tools. maintenance and tools.
case of tools.
6 Manufacture, Students should be able (1) Manufacturing (1) Describes (1) Explain the Sand, cement, water, Students to:
application and to: process of block methods of manufacturing mould. (1) list and explain
properties of (1) state the (2) Material used for manufacturing process of block various manufacturing
block/brick manufacturing process of block (sand, cement block. (2) Identify the process of block
laying I block. and water). (2) Identifies and materials used for (2) identify materials
(2) identify the material (3) Types of block explain various block for making block
use for block manufacture properties. materials in use. (3) List properties (3) list types of block
(3) describe use of block (3) States the of block types. and four properties of
(4) list properties of properties of various block.
block. types of block.
7 Manufacture, Students should be able 1) Manufacturing (1) Describes (1) Explain the (1) Clay Students to:
application and to: process of brick methods of manufacturing (2) Laterite, water, (1) list materials for
properties of (1) state the (2) Material used for manufacturing process of brick mould. makings brick.
block/brick manufacturing process of brick (clay, water, brick. (2) Identify the (2) list four type of
laying II brick Laterite, mould) (2) Identifies and materials used for brick.
(2) identify the material (3) Types of brick explain various making brick (3) list four properties
use for brick manufacture properties. materials in use. (3) List properties of brick.
(3) describe use of brick (3) States the of brick types.
(4) list properties of brick. properties of various
types of brick.
529
SS I
WEEK SECOND TERM

8 Concreting Students should be able to: (1) Concreting (1) Displays concreting (1) Identify (1) Display chart of Students to:
Tools and (1) identify the common tools and tools and equipments. concreting tools shovel, spade, head (1) list five concrete
Equipment concrete tools and equipments. (2) Explains their uses. and equipments. pan, spirit level, tools and equipment
equipments. (2) Uses of (3) Explains maintenance (2) State their uses. (2) Wheel barrow and their uses.
(2) state the uses of concreting tools and car for concreting tool (3) Explain (3) Straight edge (2) explain method of
concrete tools. and equipment. and equipments. maintenance and (4) Bucket water care and maintenance
(3) sketch and explain (3) Maintenance (4) Carries out maintenance care for concreting (5) Concrete mixer. of concreting tools and
method of maintenance and care for work on the tools and tools and equipments.
and care for concrete tools. concreting tools equipments. equipments.
and equipments.
9 Concreting Students should be able to: (1) Various (1) Explains the various (1) List the various (1)Sand Students to:
Materials I (1) identify the various components of components of concrete component of (2)Cement (1) state three
components of concrete concrete (2) Explains the functions of concrete (3)Gravel or crush component of
(2) define the term (2) Concreting various components of (2) Explain the stone concrete.
concreting. (3) Functions of concrete functions of (4)Water. (2) define the term
(3) state the functions of various (3) Discusses the term various component concreting.
various concrete components of concreting. of concrete
components. concrete. (3) Define the term
concreting.
10 Concreting Students should be able to: (1) Coarse and fine (1) Explains the differences (1) Differentiate Sand (fine Students to:
Materials II (1) differentiate between aggregate. between coarse and fine between coarse and aggregate, gravel (1) explain the
coarse and fine aggregate (2) Types of coarse aggregates. fine aggregate (coarse aggregate differences between
(2) list types of coarse and and find aggregate (2) Explains the mixing (2) State the cement) bonding coarse and fine
fine aggregate (3) Mixing proportion of concrete mixing proportion agent or matrix aggregates.
(3) explain mixing proportion of (1:2:4, 1:3:6). of concrete. water). (2) explain mix
proportion of concrete concrete. (3) Discuses the properties proportion of concrete.
(4) state the properties of (4) Properties of of concrete and its (3) list three
concrete. concrete. application as construction proportion of concrete.
materials.
11 REVISION
12 EXAMINATION
530
SS I
THIRD TERM
ACTIVITIES
WEEK

1 Cement I Students should be able (1) Types of cement (1) Identify the various (1) List the types of A bag of ordinary Students to:
to: Ordinary Portland, types of cement. cement Portland cement. (1) list five types of
(1) list properties and uses Rapid hardening etc. (2) Explain the (2) State the cement.
of cement. (2) Properties of characteristic and properties of (2) state three
(2) list and explain types cement. properties of cement ordinary Portland properties of cement.
of cement. (Portland) cement.
2 Cement II Students should be able (1) Manufacture (1) Describe the (1) Explain the A bag of ordinary Students to:
to: process of ordinary manufacturing process of process of Portland cement. (1) state two methods
(1) list or outline the Portland cement. ordinary Portland cement manufacturing of cement storage.
process of manufacture of (2) Materials for (2) Discusses the raw ordinary Portland (2) outline the
ordinary Portland cement. cement materials for cement cement. manufacturing
(2) list materials in manufacturing. manufacture. (2) State the processes of ordinary
cement manufacture. (3) Cement storage (3) Explain methods of methods of storage Portland cement.
(3) explain methods of method (silos and cement storage. of cement
storing cement. bags)
3 Finishing Tools Students should be able (1) Finishing tools (1) Display finishing tools (1) Identify (1) Display finishing Students to:
and Equipment to: -Types and and equipment finishing and tool and equipment. (1) list five finishing
I (1) identify type of equipment (2) Sketch finishing tools equipment (2) Trowel tool
finishing tools and (2) Sketch of and equipment (2) Make good (3) Rollers and (2) draw four types of
equipment various types of diagram of brushes finishing tools.
(2) sketch the types of finishing tool. finishing tools and
finishing hand tools. equipment.
4 Finishing Tools Students should be able (1) Uses of finishing (1) Explain the uses of (1) State uses of (1)Roller Students to:
and Equipment to: tools. finishing tools and finishing tools and (2)Brushes explain four reason for
II (1) state the uses of (2) Care and equipments. equipments. (3)Trowel care and maintenance.
various types of finishing maintenance of (2) Explain methods of (2) Explain method (4)Float.
tools. tools. care and maintenance of of care and
(2) explain methods of tools. maintenance.
care and maintenance of
finishing tools.
531
SS I
WEEK THIRD TERM

RESOURCES
5 Characteristics Students should be able (1) Types of (1) State various types of (1) List various (1) Marble floor Students to:
of various to: finishing materials. finishing materials types of finishing finishing machine (1) list five types of
Finishing (1) describe various (2) Uses of finishing (2) Discuss uses of various materials (2) Water finishing materials
Materials I types of finishing materials. types of finishing materials (2) State the uses (3) Tile cutter (2) state the uses of
materials of these finishing (4) Cleaning brushes finishing materials.
(2) explain the uses of materials
finishing materials.
6 Characteristics Students should be able (1) Care and (1) Explain the methods of (1) State methods Display Students to:
of various to: maintenance of care and maintenance of of care and (1) Cleaning brushes (1) state methods of
Finishing (1) explain method of finishing materials. finishing materials. maintenance of (2) Tile cutter. care and maintenance
Materials II care and maintenance of (2) Reasons for care (2) Discusses the reason finishing materials. of finishing materials.
finishing material. and maintenance of for care and maintenance (2) Explain reasons
(2) state reasons for care finishing materials. of finishing tools. for care and
and maintenance of maintenance of
finishing materials. finishing materials.
7 Basic Principles Students should be able (1) Types of soil (1) Display sample of soil (1) List the Soil Students to:
of substructure to: (2) Site and soil and explain their properties property of soil. Samples, clan, (1) list five properties
construction (1) identify properties of investigation. (2) Explains difference (2) Carry out shovel, spade, of soil.
soil (3) Bearing capacity between site and soil substructure from profile try square (2) carry out
(2) define the bearing of soil. investigation. site clearance to line and pin, hand substructure work.
capacity of soil. (4) Tools for manual (3) Explain safe work excavation. pan, cement, water,
excavation and condition of excavation helmet, boots, hand
precaution for safe (4) Demonstrate and guide gloves overalls.
working condition. students on substructure
work.
532
SS I
WEEK THIRD TERM

RESOURCES
8 Ground and Students should be able (1) Functions and (1) Identify various type (1) List types of (1) Charts Students to:
upper floor to: types of floor of floor floor (2) Pictures (1) list two types of
construction I (1) describe and state (2) Sketch sectioned (2) Explain their function (2) State the (3) Sketches floor and their
various function of floor view of 1-brick (3) Diagram of floor functions of various (4) Film slide functions.
(2) list type of floor. ground floor. (4) Sketch of sectional types of floor. (5) Show.
view of 1-brick ground
floor.
9 Ground and Students should be able (1) Types of (1) Identify type of floor (1) List types of (1) Blub Students to:
upper floor to: flooring and their and their application flooring materials (2) Cement (1) list three types of
construction II (1) describe type of application. (2) Discuss the advantage (2) State advantages (3) Sand flooring materials.
floor and method of (2) Advantage of of solid floor over of solid ground floor (4) Water (2) state four
construction. solid over suspended floor. over suspended (5) Gravel advantage of solid
(2) describe various hollow/suspended floor. (6) Trowel. ground floor over
types of flooring and floor types. suspended floor.
their application.
10 Ground and Students should be able (1) Equipment for (1) Identify equipment for (1) Name the Shovel or spade, Students to:
upper floor to: mixing concrete- mixing concrete equipments, manual wheel barrow tilting (1) list two
construction III (1) describe the manually and mechanical and manual. and mechanical used drum mixer bucket equipments used for
equipment and method mechanically. (2) Explain batching in for concrete mixing or batching box. mixing concrete.
used in mixing concrete. (2) Method of method of mixing (2) Define batching (2) List two method of
mixing concrete- concrete materials. and state two batching concrete
batching. (3) State two method of method of batching. material for mixing.
batching.
11 REVISION
12 EXAMINATION
533
PAINTING AND DECORATION
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
1 Introduction to Students should be able 1. Definition of 1. Initiates discussion on 1. Participate in Brushes Students to:
paint to: painting painting class discussions Palettes, pencils, 1. explain the term
1. define and explain 2. Materials for 2. Mention and discusses 2. Answer and ask water colour, painting
what painting is painting painting questions cardboard paper, 2. mention the
2. mention and discuss 3. Types of painting 3. Lists and explain the 3. Copy notes on rollers, spray gun, materials used in
two types of painting - Pictorial painting techniques in painting introduction to scrapping knife, painting
3. list the different - Painting in building 4. Name and explains the painting sand paper, 3. mention
techniques in painting trade two types of painting in respirator, techniques in
4. name the two types 4. Techniques in the building trade. photographs and painting
of painting in the pictorial painting Name and explains illustration 4. explain the terms
building trade. 5. Tolls and different types of decorative painting
5. name the different equipment in composition in pictorial and spray painting
types of composition in decorative and spay painting 5. list the types of
pictorial painting e.g painting 6. Displays photographs pictorial paintings
still life, imaginative and illustrations of 6. discuss the uses
composition etc. painting
534
SS I
WEEK
FIRST TERM
OBJECTIVES GUIDE
2 Colour mixing Students should be able 1. Definition of colour 1. Introduces colours 1. Define the term “ Colours, paletter, Students to:
and matching to: a. Classes of colour: by explaining the term colour”. brushes, thinness 1. define the term “
1. define and explain - primary “colour”. 2. Asked and answer colour chart, onion colour”.
the term colour. - secondary 2. Demonstrates the questions. scale, indigo, zobo 2. list the difference
2. mention the different - tertiary and mixing of colours 3. Mention the flower, can-wood classes of colour.
classes of colour. - intermediate colour from primacy colours. different classes of etc. 3. produce colour
3. produce cotoru wheel b. Properties of colour: 4. Discusses the colour. wheel and chart.
and chart. - hues properties of colours. 4. Miss colour to get 4. discuss the
4. discuss the properties - tone 5. Explains and secondary, tertiary and properties of colour.
of colour. - colour intensity demonstrates the intermediate colours. 5. mention the
5. disuses the various c. Colour scheme: different colour 5. Mention the various difference colour
colour schemes. - monochromes schemes. properties of colour. schemes.
6. illustrate the different -analogous colour 6. Demonstrates the 6. Explain the various 6 extract colours
colour schemes. - complimentary colours extraction of colours colour schemes. from local materials.
7. extract colour from - contrasting colours from local materials. 7. Produce examples
local materials. 2. Sourcing of colours of the colour scheme.
from local materials eg. 8. Practice the
Can-wooed, indigo ginger, extraction of colour
zobo flower, onion scale from local materials.
3 Techniques in Students should be able 1. Techniques of pictorial 1. Explains six 1. Participate in class Oil paint, brushes, Students to:
. paining to: painting: techniques of painting. discussion on crayon, rays colour 1. explain the six
1. explain the six a. dry painting 2. Gives examples of techniques of painting. paints, chalk, pictorial painting
techniques in pictorial b. wet painting each painting 2. Answering and markers felt pen, techniques.
painting. c. glazing techniques. asking questions in the water colour, 2. mention materials
2. list the techniques. d. impasto 3. Leads students to techniques of painting. poster colour, gloss needed in each
3. apply the different e. eresco apply the six 3. Practice some of the paint, cardboard painting technique.
techniques in painting. f. tempera techniques of painting. painting techniques. paper, drawing 3. explain the
4. explain the difference 2. Techniques of building pins, blow king, differences.
in the techniques. painting. compressor etc. 4. display painted
5. list 5 techniques of 3. Application of painting works for class
building painting. techniques. discussion.
6. display painted word 4. Materials used for the 5. list 5 techniques
for class discussion. different techniques. of building painting.
535
SS I
WEEK
FIRST TERM
OBJECTIVES GUIDE
4 Still life Students should be able to: 1. Definition of still 1. Defines and explains 1. Define still life object. Pencil, colour, Students to:
. painting 1. define still life. life objects. still life objects. 2. Sketch simple still life cardboard paper, 1. define still life
2. draw composition from 2. Drawing and 2. Explains the uses and object. some still life objects. objects.
still life. painting of still life effects of light and shade 3. Paint the still life 2. draw composition
3. paint the composition composition. in still life composition. composition. from still life and
reflecting light and shade. 3. Demonstrates painting native objects.
of sill life composition. 3. paint the
composition.
5 Nature painting Students should be able to: 1. Definition of 1. Defines and explains 1. Define nature painting 1. Pencil Students to:
. 1. define nature painting. nature painting. nature painting. 2. Sketch simple nature 2. Cardboard 1. define nature
2. draw and paint 2. Drawing and 2. Explains the uses and composition. 3. Paper painting.
composition from nature paint of composition effects of light and shade 3. Paint from nature 4. Colour (poster and 2. draw and paint
reflecting. from nature. in nature composition. water). from nature.
6 Types of Students should be able to: 1. Definition of 1. Defines and explains 1. Define body Pictures of decorated Students to:
decoration body 1. Define body decoration. body decoration. body decoration. decoration. bodies slide project, 1. mention types of
decoration 2. mention types of body 2. Functions of body 2. Explains the origin 2. Mention types of body slide film, body decoration
(traditional/ decoration. decoration 3. Lists different types of decoration. chalk/markers/magic 2. mention some
modern) 3. mention function of 3. Uses decoration. 3. Write drying paint on board functions of body
body decoration. 4. Guides students in the their notebooks. decoration.
4. explain the uses and production of design for 4. Produce design for
5. make designs. body decoration. body decoration.
7 Wall decoration Students should be able to: 1. Meaning of 1. leads discussion on 1. Participate in Chalk board, Magic Students to:
. 1. explain the meaning of materials motifs, wall decoration discussion of what wall board, chalk/magic 1. materials needed
wall decoration and patterns 2. Leads students to list decoration is marker. for wall decoration
2. list materials for wall functions materials needed for wall 2. List some materials Prepared motifs 2. state uses of wall
decoration 2. Production of decoration needed for wall pattern, slide decoration.
3. develop motifs and design for wall 3. Lists function wall decoaration projector, and slide 3. produce design
patterns for wall decoration decoration decoration 3. Develop motifs and films, magazines, for wall decoration
4. explain function of wall 4. Guides students to pottersn for wall video clip 4. display finished
decoration develop motifs and decoration works.
patterns for wall 4. Produce designs
decoration suitable for wall
decoration
536
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
8. Decoration for Students should be able 1. Develop motifs 1. Leads discussion on 1. Participate in Cutting knife, gum, Students to:
interiors to: and pattern for wall the interior decoration. class discussion of paper of different 1. explain interior
1. explain what interior decoration. 2. Lists different types of what interior. colours, crayon, decorations.
decoration is. 2. Function of wall paper decoration. decoration is chalk and oil pastel, 2. list types of
2. mention different decoration. 3. Guides students to 2. Construct or twine, paper toils. interior decorating.
types of interior 3. Production of construct various paper make some paper 3. construct
decorations. paper decorations for decorations. decoration. decorative flowers
3. construct or make festive occasion: using papers.
paper decoration for a. paper flower
festive occasion. b. paper chain
c. christian
decoration etc.
9 Textile design Students should be able 1. Motifs 1. Explains the terms 1. Discuss the term Cardboard paper, Students to:
composition I to: 2. Design units motifs design units and motifs, patterns and pencils, ruler , chalk make design with
1. explain the term patterns. design units. board, magic board, geometric motifs.
motifs design units and 2. Demonstrates the 2. Develop motifs magic marker.
patterns. formation of motifs, from geometric
2. develop appropriates patterns and design units. natural and abstract
motifs for textile 3. Illustrates simple forms.
design. repeat pattern motifs.
10 Textile design Students should be able Patterns 1. Guides students to Develop pattern Cardboard paper, Students to:
composition II to: develop motifs from from geometric pencils, rules, use motifs to make a
compose motifs to geometrics shapes, natural and abstract marker. good pattern in
make good pattern in natural & abstracts. motifs. cloth.
cloth. 2. Guides students to
crate repeat units.
11 REVISION
12 EXAMINATION
537
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Border designs I Students should be able 1. Meaning of 1. Leads discussion 1. Participate in 1. Cardboard papers, Students to:
to: boarder design. non border design. discussion on boarder 2. Pencils 1. explain border
1. explain what border 2. Motifs for border 2. Guides students designs. 3. Ruler designs and their uses
design is. designs. to develop. 2. Develop suitable 4. Chalk and 2. develop motifs
2. develop appropriate appropriate motifs motifs for border board/magic board from geometric
motifs for border for border design. design. and magic marker natural and abstract
design. forms
2. Border designs II Students should be able 1. Production of Guides students to 1. Produce border 1. Cardboard papers Students to:
to: border design produce border design 2. Poster colour 1. design border
1. organize motifs to designs 2. Display their works 3. Aerglic paint patterns
form border design 4. Pencils 2. display finished
works
3. Lettering I Students should be able 1. Pen lettering 1. Explains the 1. Define the term Pencil, pens Students to:
to: 2. Block lettering origin of lettering lettering Ruler 1. define lettering
1. discuss the origin of 2. Discusses what 2. Discuss the origin Calligraphic pen 2. discuss the origin
lettering lettering of lettering Cardboard paper of lettering
2. identify the two types 3. Introduces two Letter set etc. 3. name the two types
of lettering types of lettering of lettering
4. Explains
characteristic of the
two types of
lettering
4. Lettering II Students should be able Terminologies: Explains Explain the various Pencil, pen, Students to:
to: - serif, sans serif terminologies in terminologies in cardboard paper explain
explain terminologies - calligraphy lettering with lettering. terminologies.
in letter e.g serif, sans - fonts examples.
sen, calligraphy fonts. - open letters etc.
5. Lettering III Students should be able construction of Guides the students Constructs simple pen 1. Cardboard paper Students to:
to: letters. in constructing lettering and block 2. Poster colour 1. construct block
construct simple letter. letting. 3. Brushes letters.
lettering with pen and 4. Calligraphic pen 2. write simple
block. calligraphy.
538
SS I
WEEK SECOND TERM
OBJECTIVES GUIDE
6. Poster designs Students should be able to: 1. Introduction of what 1. Leads 1. Participate on the Paper, drawing Students to:
I 1. explain what poster poster is. discussion on what discussion on poster board, pencil brushes, 1. define the term
design is. 2. Characteristics of poster designs is. design. colours, pen ink etc. poster.
2. explain five good posters. 2. Lists five 2. Explain what poster 2. discuss five
characteristics of a good characteristics of design is. characteristics of a
poster. good posters. good poster.
7. Poster designs Students should be able to: Function of posters. Discusses function 1. State some Embossed paper, Students to:
II discuss the functions of of posters. functions of posters. cardboard and posters list five functions
posters. 2. Asked and answer colour chalk poster. of poster.
questions.
8. Poster designs Students should be able to: Simple poster design. Guides students to Make simple poster 1. Cardboard paper Students to:
III make poster for different make posters of for different purposes. 2. Pencil 1. produce simple
purposes. different purposes. 3. Poster colour posters.
4. Brushes 2. display works for
5. Ruler assessment.
6. Drawing board etc.
9 Book Students should be able to: 1. Introduction to book 1. Leads discussion 1. Explain what book Cardboard paper, Student to:
cover/jacket 1. explain what book cover/jackets designs. on book cover/jacket is. pencil, pen, ink, discuss the
design I cover/book jackets are. 2. Qualities of book covers/book 2. Participate in the cutting knife, meaning uses and
2. discuss qualities and cover/jacket. jackets. discussions by asking drawing board. characteristics of
functions of a book 2. Lists qualities of and answering of book cover/jackets.
cover/book jacket. book cover/jacket. questions.
10 Book Students should be able to: 1. Pants of book 1. List different 1. Explain different 1. Embossed card, Students to:
cover/jacket discuss the differences cover/book jacket. part of book. part of book cardboards paper differentiate
design II between book cover and 2. Function of a book cover/book jacket cover/jacket. 2. Poster colour between book
book jacket designs. cover/book jacket. 2. Illustrates book 2. Differentiate 3. Pencils cover and jackets.
3. Differences between cover/jacket on the between a book cover 4. Ruler etc.
book cover and book board. and jacket.
jacket. 3. Ask and answer
question.
11 REVISION
12 EXAMINATION
539
SS I
WEEK
THIRD TERM
PERFORMANCE EVALUATION GUIDE
OBJECTIVES
1 Book Students should be able Production of Guides students to Design simple book 1. Cardboard Students to:
cover/jacket to: book covers and make book cover/book covers/book jackets. 2. Paper 1. produce book covers on
design 1. produce book cover jackets. jacket. 3. Ruler given theme.
design. 4. Pencil 2. produce book jackets on
2. produce book jacket 5. Poster colour given themes.
design. 6. Drawing board 3. display finished work.
2 Greeting cards Students should be able Printed greeting Explains two types of List and explain types of Cardboard Paper Student to:
I to: cards. greeting cards. greeting card. Ruler 1. mention the two types of
design printed greeting Cutting knife greeting cards.
card. Poster colour 2. design printed cards.
3 Greeting cards Students should be able 1. Hand made 1. Shows and explain to 1. Mention the materials 1. Cutting knife Students to:
II to: greeting cards the students the for making greeting cards. 2. Poster colour 1. explain the uses of
design card with leafs with leaf prints. different materials and 2. Explain the uses of the 3 Brushes greeting cards
prints and block prints. and block prints tools used in card various materials and 4. Cardboard paper 2. list the materials and tools
2. Materials and making. tools. 5. Yam/ potato/ for greeting cards
tools. 2. Demonstrates how to 3. Make simple cards with cassava etc. 3. make greeting card with
make the different types leaf prints and block print. 6. Leaf leaf print.
of card.
4 Greeting cards Students should be able Cards with found 1. Guides the student in 1. Make simple hand Cardboard Students to:
III to: objects. making greeting cards constructed cards Paper 1. make handmade cards
design hand constructed 2. Displays the finished 2. Make simple cards with Cutting knife 2. display the finished
greeting cards. works texts and illustration Brushes works
3. Display their works Poster colour
5 Prospect in Students should be able Prospects in 1. Explains the various Make contributions in the 1. Chalk/card Students to
painting I to: pictorial painting. functions of painting. discussion. board 1. list function of painting
1. discuss the functions 2. Mentions and 2. Photographs 2. discuss the uses of
of pictorial paintings. discusses the economic 3. Slides/projector painting.
2. discuss the economic values of pictorial s and 3. mention and discuss the
values of the paintings. paintings. illustration economic values of painting
6 Prospects in Student should be able Prospect in Discusses the prospects 1. Make contributions in Chalk/cardboard Students to:
painting II to: building painting. of painting in the the discussions. Photograph discuss the prospects in
discuss the prospects in building trade. 2. Ask questions where Slides/Projector pictorial paintings and
building painting. necessary. and illustration building.
540
SS I
WEEK THIRD TERM
OBJECTIVES GUIDE
7 Safety Students should be able 1. handling of tool 1. Mention and explains 1. Listen to the Chalkboard/chalk Students to:
regulations I to and machines the risks involved in the teachers Tools and equipment 1. list the risk involved
1. mention the risk 2. Safety measures handling of tools and explanations Photographs in the handling of
involved in the handling machines 2. Answer and ask Illustration etc. tools and machines
of tools and machines 2. Explains safety questions where 2. discuss the safety
2. discuss safety measures in the handling of necessary measure in the
tools and machines 3. Take down notes handling of tools and
materials
8 Safety Students should be able 1. Safety measures 1. Discusses the ways of 1. Answer and ask Chalkboard/chalk/marked Students to:
regulations II to discuss the preserving tools and questions where tools and equipment discuss the methods of
preservation of tools and machines necessary photographs etc. preserving tools and
machines 2. Demonstrates the safety 2. Take down notes materials demonstrate
measure safety measures.
9 Still life Students should be able 1. Meaning of still 1. Explains and show 1. Explain terms Cardboard Students o:
paining I to: life painting examples of still life - Still life Papers 1. explain the meaning
1. explain the meaning 2. Proportion in paintings. - Painting Drawing pins of still life painting
of still life painting still life 2. Demonstrates how to 2. Measure objects Paper chats 2. measure accurate
2. measure objects in composition measure objects with accurately using Pencils proportion of still life
composition accurately 3. Sketches of still pencils. pencils. objects
3. represent objects in life composition 3. Sketch still life 3. make sketches of
still life composition in composition to still life composition
their proper proportions correct proportion in correct proportion
10 Still life Students should be able Paint still life Demonstrates the 1. Draw and paint Straw board,, canvas, Students to:
painting II to paint from sill life composition using: techniques of still life sill life composition pencils, poster colour 1. draw and paint still
compositions - poster colours painting using: using poster colour, Water colour life composition using
- water colour - poster colour water colour Gloss paint poster colurs, water
- gloss paint - water colour Gloss paint. Wood finished (vanish) colour, gloss paints
- gloss paint 2. Exhibit their emulsion paint 2. exhibit and critique
painting. Brushes finished works
2. Critique the Palettes
exhibited works. Small cant amers for water
11 REVISION
12 EXAMINATION
541
PLUMBING AND PIPE FITTING
SS I
FIRST TERM
ACTIVITIES
WEEK

1 Safety Rules and Students should be able to: Site rules and 1.Lists and explains 1. Observe safety 1. Chart Students to:
Regulations on the list safety rule and regulations site safety rules and poster displayed 2. Poster 1. list 5 rules and
Site I regulations on site. regulations 2. Demonstrate 3. Regalia regulation to be
2. Demonstrate safety safety practices. 4. Video clips observed on site.
rules and regulation 2. demonstrate at least 5
on site. safety practices on site
2 Safety Rules and Students should be able to: Site signals and Lists, explains and 1. Observe 1. Chart Students to:
Regulations on the identify site signals and symbols demonstrates site 2. Demonstrating 2. Poster state and explain the
Site II symbols signals and symbols. 3. Asking questions. 3. Regalia use of 3 site signal and
4. Video clips symbol.
3 Hand Students should be able to: Hand tools: types Lists and explains the 1. Listen 1. Real object Students to:
Tools/maintenance list and identify various e.g. marking, tools one after the 2. Observe the hand 2. Chart and poster, list 5 hand tools.
I and tools. measuring cutting, other. tools. software on hand tools
boring, driving,
holding etc.
4 Hand Students should be able to: Identification and Identifies and 1. Observe 1. Real object Students to:
Tools/maintenance identify and sketch the sketching of hand sketches the hand 2. Take note 2. Chart and poster, list and sketch at least 5
II various hand tools. tools. tools with the 3. Ask questions software on hand tools hand tools.
students. 4. Identify
5. Sketch
5 Hand Students should be able to: Uses and Lists and explains the 1. Listen 1. Chart Students to:
Tools/maintenance the uses and maintenance maintenance of uses and maintenance 2. Jotting 2. Real object state the uses and
III of hand tools. hand tools. of all the various 3. Asking questions. 3. Software on uses maintenance of 5 hand
hand tools. and maintenance of tools.
hand tools.
6 Equipment and Students should be able to: Equipment: types Sketches and 1. Observe 1. Real object Students to:
maintenance I 1. list and identify various sketches e.g. explains types of equipment 2. Chart list and sketch at least 3
types of equipment. bending, equipment and their 2. Sketch equipment 3. Poster types of equipment.
2. sketch and state, various threading, cutting identifications. 3. Identify 4. Software
types of equipment. and joining. equipment. 5. Manufacturer
manual on equipment.
542
SS I
FIRST TERM
ACTIVITIES
WEEK

7 Equipment and Students should be 1. Maintenance of Lists the various 1. Observe 1. Real object Students to:
maintenance II able to: equipment. equipment, their 2. Listen 2. Chart state the uses and
1. explain how to 2. Use of maintenance and 3. Jot down their 3. Poster maintenance of 3 types of
maintain various types equipment. uses to the students uses and 4. Software plumbing equipment.
of equipment. maintenance
2. explain the uses of
the various types of
equipment.
8 Surface water I Students should be Types and source List and explains the 1. Observe 1. Pictures Students to:
able to: of surface water various source of 2. Jotting 2. Chart list at least 3 sources of
list various types and (Stream, river sea, surface water. 3. Asking 3. Poster surface water.
sources of surface lake, pond etc. questions. 4. Software
water.
9 Surface water II Students should be Characteristic and Lists, and explains 1. Observe 1. Real object Students to:
able to: uses of surface the characteristic 2. Jotting down 2. Chart list and explain 4
state the water e.g. odour and uses of surface important points 3. Sample characteristics and uses of
characteristics and taste etc. water. 3. Identify. 4. Software surface water.
uses of surface water.
10 Underground water Students should be Types and source Explains the source 1. Listen 1. Pictures Students to:
able to: of underground and different types 2. Observe 2. Chart state 4 source of
list and explain water e.g. (wall, of underground 3. Ask questions 3. Sample underground water.
different sources and boreholes, spring water. 4. Software
types of underground etc.)
water.
11 REVISION
12 EXAMINATION
543
SS I
SECOND TERM
ACTIVITIES
WEEK

1 Underground Students should be able to: 1. Characteristic of 1. Explains the 1. Listen 1. Sample Students to:
water 1. state and explains underground water. characteristics, the 2. Jotting (Real object) 1. list 4
characteristics of underground 2. Importance of importance of 3. Ask questions 2. Chart characteristics of
water. underground water to underground water 4. Identify different 3. Pictures underground water.
2. importance of underground them to man and the samples. 4. Poster 2. list 3 importance
water to man 3. Importance of plumbing industry. of underground
3. importance of underground underground water to water to the
water to the plumbing industry. the plumbing industry. plumbing industry.
2 Water Students should be able to: Method of treating Explains each of 1. Observe and 1. Chart Students to:
treatment 1. list the various methods of water e.g. the method of participate in the 2. Picture 1. list at least 3
method treating water. -Sedimentation treating experiment on 3. Water container water treatment
2. explain the various method -Filtration underground water sedimentation. water sample methods.
of water treatment. -Sterilization to the students 2. Method of water 2. explain
(Sedimentation, treatment. sedimentation
filtration etc.) method.
3 Water Students should be able to: Purification of List the method 1. Observe 1. Real object Students to:
treatment explain various methods at underground water and explain the 2. Participate (Chemicals for 1. list the steps or
method which water is heated or e.g. addition of steps in the 3. Ask questions treatment). method for
underground purified. chlorine, iodine and purification and 2. Software for water treatment of water.
water fluorine etc. addition treatment of water treatment. 2. list about 2
of alum for safe use. chemicals used.
4 Water Students should be able to: Practical water Sets up the 1. Active 1. Specimen Students to:
treatment carry out water treatment. treatment. experiment with participation of 2. Apparatus carry out the
the students, lead student 3. Chemicals experiment
direct and guide the 2. Physical 4. Real object (water) practically.
students to perform performers
the experiment. 3. Asking questions.
5 Types of pipe I Students should be able to: Group of pipe Lists group of Observe the various 1. Chart Students to:
list and explain group of pipes. (metallic and pipes and explains groups of pipes 2. Picture list any 4 groups of
nonmetallic). the various group. 3. Real object pipe.
5. Video clip
manufacturer manual
544
SS I
WEEK SECOND TERM

6 Types of pipe II Students should be able Identification of pipes Explains the 1. Observe Different sample or Students to:
to: types in their various identification of 2. Identify specimen software. list and identify 3
identify various types of groups pipe types in the 3. Participate pipes from each
pipes in their group. various groups. physically. groups.
7 Types of pipe III Students should be able Selection of pipe for Lists and explains 1. Observe 1. Lesson plan Students to:
to: job. the conditions for 2. Jotting 2. Real objects list 3 conditions to be
select correct pipe for the selection of the 3 Ask questions. 3. Software considered before
job. right type of pipe for using a particular
a particular job. pipe for a job.
8 Pipe fitting I Students should be able Types of fitting e.g. Lists and explains 1. Listen 1. Samples Students to:
to: (Connectors, reducer, each fitting one after 2. Jotting 2. Chart list and explain 5
1. list types of fitting. change of flow, the other. 3. Ask questions. 3. Picture types of fitting.
2. explain each types of trapping). 4. Software
fitting.
9 Pipe fitting II Students should be able Identification of fittings Displays the 1. Identify types of 1. Real object Students to:
to: e.g. connector, reducer, different types of fitting 2. Chart identify the pipe
identify various types of change of flow, tapping fitting and identify 2. Explain them 3. Poster fittings.
fitting etc. them before the different types. 4. Specimen
students
10 Pipe fitting III Students should be able Choosing the right Teaches the students 1. Practicing the 1. Real object Students to:
to: fitting for a pipe work the method of choice of the right 2. Sample list 3 conditions
choose the right fitting choosing the right fitting 3. Software governing the choice
for the pipe work. fitting for a 2. Asking questions of the right fitting for
particular pipe work. a particular job.
11 REVISION
12 EXAMINATION
545
SS I
THIRD TERM
ACTIVITIES
WEEK

1 Pipe joining I Students should be able Types of joints e.g. bell List and explains the Observe the Chart, picture, video Students to:
to: and spigot, ring various types of various types of clips joining materials list 3 types of piping
1. list types of joints coupling, flanged, o piping joints to the joint joints.
2. explain the various ring students
types of joints.
2 Pipe joining II Students should be able Application of joining. 1. Shows the various Observe and 1. Chart Students to:
to: types of joint. participate in the 2. Picture 1. fix at least 2
choose the right joining 2. Demonstrate the bell and spigot 3. Video clip joining to a pipe.
for a pipe work. joining of bell and joining. 4. Joining material. 2. explain the
spigot. method of bell and
spigot.
3 Pipe joining III Students should be able 1. Drawing the joint. 1. Draws each of the 1. Observe the 1. Charts Students to:
to: 2. Preparing the joint joints above teacher. 2. Picture Prepare 2 types of
1. prepare the joint practically. 2. Prepares the 2. Prepare the joint. 3. Sample joints practically.
2. draw the joint joints before the 4. Joining material.
students.
4 Reservoirs I Students should be able Types of reservoirs Lists and explains 1. Listen 1. Chart Students to:
to: (surface, underground, the various types of 2. Jotting important 2. Picture name 3 types of
1. list various types elevated). reservoirs. points 3. Poster reservoirs
of reservoirs 3. Ask questions 4. Software
2. explain the various
types of reservoirs
5 Reservoirs II Students should be able Choosing the right Explains the 1. Listen 1. Chart Students to:
to: reservoir for a condition for the 2. Jotting important 2. Picture list and explain 2
choose the right particular job. choice of a points 3. Software conditions for the
reservoir for the particular reservoir. 3. Ask questions choice of a
particular job. reservoir.
546
SS I
WEEK THIRD TERM

RESOURCES
6 Piping system I Students should be able to: Types of piping Lists and explains 1. Listen 1. Charts Students to:
1. list the various types of system e.g. grid the various piping 2. Jotting 2. Real object list the two types of
piping system. (looping) and system. 3. Asking questions 3. Software piping system.
2. explain the various types branching patterns. 4. Piping material.
of piping system
7 Piping system II Students should be able to: Identification and Identifies and sketch 1. Observe 1. Chart Students to:
sketch and identify the drawing of the the types of piping 2. Sketch 2. Poster sketch the grid and
various types of piping various piping system already 3. Identify 3. Picture branching patterns of
system. system. mention above. 4. Software piping piping system.
system.
8 Piping system III Students should be able to: Lay of pipe to form Teaches the steps by 1. Listen 1. Piping materials Students to:
lay pipe to form a pattern a pattern. step taken to lay 2. Participate 2. Samples or lay steps to form a
pipe to form a 3. Lay pipe to form specimen, charts, pattern.
pattern. patterns. software
9 Sewage I Students should be able to: 1. Definition of 1. Defines sewage 1. Observe the types 1. Charts Students to:
1. define sewage sewage 2. Explains the types of sewage 2. Picture list 2 types of
2. list and explain types of 2. Types of sewage of sewage system. 2. Describe swage 3. Video clips sewage.
sewage. stoma, domestic types. 4. Software material
industrial etc.
10 Sewage II Students should be able to: 1. Characteristics of 1. List and explain 1. Listen 1. Chart Students to:
1. state the characteristics sewage each characteristics 2. Write down note 2. Real object 1. state 3
of each types of sewage. 2. Materials that of a particular 3. Observe 3. Sample characteristics of
2. state the material that are associate with sewage. 4. Ask questions 4. Picture sewage.
used to check sewage in sewage e.g. water 2. List and also 5. Software 2. demonstrate the
homes. closet or sink explains the formation of at least
different sinks used 2 types of sewage.
to check sewage in
homes.
11 REVISION
12 EXAMINATION
547
MACHINE WOOD WORKING
SS I
WEEK
FIRST TERM
OBJECTIVES GUIDE
1 General Wood Students should be able to: 1. General Machine Explains and 1. Participate actively 1. Safety poster Students to:
Machine shop 1. general machine shop Shop. demonstrates appropriate in class discussion. 2. Projector state two general machine
safety safety rules. 2. Electrical and general machine shop, 2. Observe 3. Simulated shop safety rules,
2. electrical safety rules Mechanical safety electrical and mechanical appropriate safety machine electrical safety rules and
3. mechanical safety rules. rules. safety behaviours. rules. 4. Safety models mechanical safety rules.
2 Safety Students should be able to Common machine Names, state and 1. Watch 1. Fire Students to:
equipment and identify appropriate safety shop safety demonstrates the correct demonstrations extinguisher. name five safety
devices in the equipment and devices in equipment and uses of safety equipment 2. Use the equipment 2. Sand bucket equipment and devices
wood machine the machine, shop. devices. and devices. and devices safety. 3. First aid box used in the machine shop.
shop 4. Fire alarm etc.
3 Some safety Students should be able to: 1. Some safety Explains the uses of the Participate in the 1. Sand bucker Students to:
. equipment and 1. identify some safety equipment devices. equipment. demonstration. 2. Fire extinguisher state one use of each
devices equipment and devices used 2. Fire etc. device listed.
in the work shop. extinguisher, first
2. safety use the equipment aid box, sand
and devices. bucket etc.
4 Wood machine Students should be able to: Principles of Explains principles of Participate actively in Diagram of Students to:
. shop lay out describe the relative machine shop machine shop layout. class discussions. machine shop explain the principles of
positions of machines in the layout. layout. machine shop layout.
machines shop.
5 Reasons for Students should be able to: Flow diagram of a Explains with sketch of a Practice machine Diagram of Students to:
. layout 1. explains reasons for machine shop flow diagram of machine shop layout with the machine shop draw a flow diagram
machine layout. layout. shop layout. aid of a flow layout. showing the relative
2. illustrate wood machine diagram. position of mortise of
shop layout with the aid of a mortise, jointer, planner,
flow diagram. tanner, circular saw.
6 Wood work Students should be able to: Parts, accessories 1. Shows machine parts Participate actively in Posters of Students to:
machine identify machine parts and uses and and accessories to the class discussions machines and name four parts and two
accessories maintenance of students accessories operations that can be
1. Cross cut saw 2. Explains the uses of perform on.
2. Circular saw machine parts and a. circular saw
accessories b. surface plane
548
SS I
WEEK FIRST TERM
OBJECTIVES GUIDE
7. Uses and students should be able to: Parts uses and 1. Demonstrates the 1. demonstrate 1. Posters of Students to:
maintenance 1. states the functions of maintenance of: correct uses of machine correct use of machines and 1. name two accessories used
of wood work machines parts. 1. cross cut saw parts and accessories. machines and accessories. on a circular saw.
machines 2. maintain machine parts. 2. circular saw 2. Explains the reasons accessories. 2. Oil can 2. explain the reasons for
3. surface planer for carrying out 2. Observe the 3. Grease gun maintaining machine parts
4. thicknesses maintenance on machine reasons for carrying and accessories.
parts and accessories. out maintenance on
3. Describes types of machine parts and
maintenance. accessories.
8. Tree growth students should be able to: 1. Common West 1. Guides students to 1. Observe samples 1. Posters showing Students to:
structure and 1. identify common west Africa Timber Abura, identify, common West of timber under the tree growth and 1. name five common west
types African timber. Iroko Mahogany African Timber. microscope. structure. African timbers.
2. locate the countries sapele wood etc. 2. Describes tree growth 2. Participate 2. Microscope 2. identify the countries
where timber is grown on 2. Tree growth. and structure. actively in class 3. Map of West where each timber is grown
a map. 3. Wood structure. discussions. Africa on a map of west Africa.
3. sketch the structure of 3. sketch and label the cross
wood. section of a tree.
9 Properties of students should be able to: 1. Characteristic of 1.Ddisplays specimens 1. Pay attention to 1. Actual timber Students to:
timber differentiate between soft soft woods and hard of common West the explanation. specimens state at least four physical
wood and hard wood. woods. African timber. 2. Observe 2. Posters properties of each of the
2. Physical properties 2. Explains differences specimens and following timbers.
of common West between soft and hard describe their
African timbers. wood. properties.
10 Differences students should be able to: 1. Physical properties Describes the physical 1. Listen 1. Posters Students to:
between soft 1. state the differences of common West properties of common 2. Take notes 2. Charts 1. list at least four west
and hard wood between soft wood and African timber. West African timbers 3. Observe the African timber.
hard wood. 2. Specimens of some differences 2. state’s at least two physical
2. describe the physical timber properties of each of the
properties of common following timbers:
west African timbers A. mahogary
b. sapele wood
c. iroko
549
SS I
WEEK
SECOND TERM
OBJECTIVES GUIDE
1 Timber Students should be able 1. Definition of 1. Defines timber conversion 1. Participate actively in 1. Poster Students to:
conversion to: timber conversion 2. Describes the methods of class discussions 2. Charts of 1. define timber
1. define timber 2. Different methods timbers conversion with 2. Take note’s different methods conversion
conversion of timber conversion sketches of conversion 2. sketch the different
2. describe methods of with the aid of 3. List common marker sizes methods
timber conversion sketches of timber
2 Three Students should be able 1. Methods of timber 1. Describes with sketches of 1. Pay attention to the Posters Students to:
. methods of to: conversion timber conversion. explanation describe with aid of
timber 1. describe methods of a. Through and 2. List common market sizes 2. Make sketches of near sketches the
conversion wood conversion through methods 3. Take students to saw mill methods of timber following:
2. identify timber sizes b. Tangential sawing conversion a. through and through
c. Rift/quarter sawing sawing
2. Common market b. tangential sawing
size timber c. rift/quarter sawing
3 Seasoning of students should be able to: 1. Define seasoning 1. Take’s students to timber 1. Pay attention to the Boster’s /charts Students to:
. timber 1. define seasoning of of timber shed definition moisture meter, describe natural and
timber 2. Reasons for 2. Show good stacking 2. Make observations, weighting scale artificial methods of
2. state reasons for seasoning practices take notes and ask seasoning
seasoning of timber questions
4 Methods of students should be able to: 1. Methods of 1. Describe methods of 1. Show knowledge and 1. Hydrometer Students to:
. timber 1. state and describe seasoning timber seasoning timber. practice of good 2. Oven/heater 1. sketch two methods
seasoning methods of seasoning 2. Determination of 2. Methods of determining staking. 3. Thermometers. of seasoning timber.
timber. moisture content: moisture content. 2. Determine and 2. describe laboratory
2. determine and calculate - moisture meter calculate moisture methods of determining
the percentage moisture - laboratory method content. moisture content.
content of timber.
5 Properties of Students should be able Properties of timber 1. Explain methods of 1. Pay attention to the Oven/heater fans, Students to:
. timber to: seasoning of timber. explanation. hygrometer and calculate the percentage
describe properties of 2. Describe properties of 2. Describe properties steam vat. moisture content from
timber. timber. of timber and seasoning given data.
3. Methods of calcuting terms.
percentage moisture content.
Seasoning of timber.
550
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
6. Timber defects students should be able to: 1. Common timber 1. Defines defects in timber. 1. Take notes Poster/charts and Students to:
1. define timber defects. defects. 2. Displays and describes 2. Examine real objects 1. define defects.
2. identify defects in 2. Definition of common timber defects. 3. Observe the defects. 2. name 2 natural and 2
timber. defects in timber. artificial defects.
7. Types of students should be able to: Common timber Describes with sketches two 1. Observe the different Poster Students to:
defects in 1. identify two types of defects. types of wood defects. defects. Charts 1. state the causes of
timber wood defects. 2. Take notes Real object each defect listed.
2. names, sketch and 2. sketch one different
describe common timber each of natural and
defects. artificial.
8. Timber students should be able to: 1. Definition of 1. Defines term preservation 1. Take notes Real objects Students to:
Preservation 1. define preservation. preservation. 2. States reasons for 2. Ask and answer 1. define preservatives.
2. state reasons for 2. Reasons for preserving timber. questions. 2. state reasons for
preserving timber. preserving timber. preservation.
9 Common students should be able to: 1. Common timber 1. Teacher list common 1. Observe the types of 1. Timber Students to:
Timber 1. name common timber preservatives. timber preservatives. preservatives. preservatives. 1. list 5 common
Preservatives preservatives. 2. Characteristics of 2. State characteristics of a 2. Note the 2. Hand brush and preservatives.
2. characteristics of a good preservatives. good preservatives. characteristics of a gloves. 2. state 4 characteristics
good timber good preservatives of good preservative.
preservatives.
10 Methods of students should be able to: Methods of 1. Teacher describes 1. Take notes 1. Timber, Students to:
Applying name and describe applying timber methods of applying timber 2. Ask questions preservatives describe pressure and
Timber methods of applying preservatives. preservative. 3. Apply timber 2. Hand brush and non-pressure methods
Preservatives timber preservatives. 2. By the use of preservatives gloves of applying
a. Hand brush preservatives.
b. Dipping
c. Spraying
11 REVISION
12 EXAMINATION
551
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Timber students should be able to: Production of veneers Displays lists and Make observations Veneers, samples of Students to:
products identify name and and manufactured describes different types listen take notes, ask produced boards. 1. list 5 manmade
describe common timber boards. of veers and and answer questions. boards.
products. manufactured boards. 2. identify two methods
of veneer production.
2. Manufacture students should be able to: 1. Uses of veneer and 1. Describes production, 1. Name and describe 1. Manufactured Students to:
boards identify two methods of manufactured boards. uses and characteristics the different types of boards. 1. describe the
producing boards. 2. Structure properties of veneer and man-made boards and 2. Posters/charts. production of veneer
advantages and manufacture board. veneers. with sketches.
disadvantages of 2. Describes the 2. Describe production 2. state 2 advantages of
manmade board. structure, advantages and structure. man-made boards over
disadvantages of solid wood.
manufactured boards.
3. Hand tools students should be able to: 1. Types of hand tools 1. Teacher display, 1. Observe the hand Saws, plane hammer Students to:
1. identify name and 2. Classification of describes hand tools with tools displayed by chisels etc. name the major
describe common wood hand tools sketches. teacher classification of hard
work hand tools 2. Take notes tools
4. Uses of students should be able to: 1. Classification of 1. States the uses of each 1. Sketch hand tools 1. Real objects Students to:
common hand 1. state the uses of hand tools. hand tools. and label the parts. 2. Charts on hand sketch and label parts of
tools common hand tools. 2. Uses of hand tools. 2. Demonstrates correct 2. Use hand tools tools. 3 given hand tools.
2. select and use hand tool sketching technique. correctly.
correctly.
3. sketch hand tools and
label the parts.
5. Special students should be able to: Types of special hand Displays, describes and Describe and state the Rebate plane, Students to:
purpose hand identify name and tools. states the use of hand use of hand tools. compass plane sketch two given hand
tools describe special purpose tools, with sketches. shoulder plane etc. tools.
hand tools.
552
SS I
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6. Uses of special Students should be able Uses of special 1. Displays, describes 1. Take notes. Router plan, orbital Students to:
purpose hand to: purpose hand tools. with sketches of special 2. Participate actively in sander coping saw state the uses of 3 given
tools. 1. state the use of each purpose hand tools. sketching some of the compass saw etc. special purpose hand
special purpose hand tools 2. States the use of each given tools. tools.
2. select and use each tools.
special purpose hand tool
correctly.
7. Portable power Students should be able Some portable power Displays each portable Identify each portable 1. Portable power Students to:
tools to: tools. power tools. power tool. tools. state the correct use of
identify name and Hand drill, jigsaw, 2. Poster’s. 3 portable power tools.
describe portable power spray gun.
tools.
8. Uses of Students should be able 1. Router tool Demonstrates and Demonstrate correct Poster’s charts Students to:
portable power to: 2. Sander explains correct use of uses of each power tool. state the correct uses of
tools. state the uses of each 3. Spray gun etc. each port able power 3 portable power tools.
portable power tool. tool.
9 Wood working Students should be able Circular saw cross cut Takes students to wood Observe teacher’s Machines appliances Students to:
machines to: saw, thicknesses machine shop. demonstration. and devices. state 3 safety
identify name and surface planer mortise, precautions to be taken
describe various wood lathe etc. when using the circular
working machines. saw.
10 Uses of each Students should be able Safety precautions in Demonstrates correct 1. Observe teacher 1. Poster’s Students to:
machines to: the use of machines and safe use of each demonstration. 2. Diagrams etc. state 3 safety
state the uses of each sketching and labeling machine. 2. Use each machine precautions to be taken
machines. of parts. safely. when using the circular
saw.
11 REVISION
12 EXAMINATION
553
CARPENTRY AND JOINERY
SS I
FIRST TERM
THEME: WORKSHOP RULES AND REGULATION
WEEK

OBJECTIVES GUIDE
1 Workshop Students should be able 1. Term Rules Explains term Rules Observe safety, poster 1. Charts Students to:
Rules and to: 2. Rules and and regulations. displayed. 2. Posters state at least 5 safety
regulation 1. define the Term Rules. Regulation. rules to be observe in
2. state workshop rules the workshop.
and regulation.
2 Basic work Students should be able 1. Personal safety Takes students to the 1. Observe safe work 1. Charts Students to:
shop practice to: precaution. workshop. habit. 2. Posters lists safety devices.
state basic work shop 2. General work 2. Demonstrate safe
safety practice. shop safety work habit.
regulations.
3. Safety devices. Students should be able Safety devices. Shows safety devices Use 1. Posters Students to:
to. apparatus 1. correct safety devices 2. Charts state the use of each
1. demonstrate safe work 2. Demonstrates safe 2. State safety 3. Safety devices. safety devices listed.
shop habits work shop habits. precautions in the work
2. use safety devices and shop.
appliances correctly in
the work shop.
THEME: FIRST AID
4. First Aid Students should be able 1. The term first Lists and states the Demonstrate First aid materials Students to:
to: Aid. uses of first aid application of first Aid. charts. define first aid list at
1. define first aid. 2. first Aid materials. least 5 first aid
2. list first aid materials. materials and uses. materials.
5. Uses of first Students should be able Application of first Demonstrates Demonstrates Charts Students to:
Aid materials to: aid. application of first aid. application of first aid. Posters software on 1. state the use of each
apply first and. first aid video tapes of the safety materials
and software on first listed above
aid. 2. describe how to stop
bleeding.
554
SS I
FIRST TERM
THEME: FIRSt AID
WEEK

OBJECTIVES GUIDE
6 Hand tools. Students should be able to: Hand tools types, Sketches and explains Observe hand Hand tools charts Students to:
list types of hand tools and sketches and uses. hand tool types and tools. and posters. list and sketch hand
give examples of each. uses. Sketches hand tools.
tools.
7. Uses of hand Students should be able to. Uses of the following Sketches and explains Guide students to Hand tools Students to:
tools 1. state their uses. tools marking out tools, hand tools, types and sketch and label software explain the uses of
2. explain how to maintain driving tools, cutting uses hand tools. oil stone.
hand tools. tools, bench and holding Explains how to
tools. maintain hand tools.
THEME METHOD OF TIMBER CONVERSION
8. Timber Students should be able to: 1. Growth and structure Explains how timber Sketch timber and Charts Students to:
1. explain the growth and of timber. grows it’s conversion it’s structure. Posters grow and explain
structure of timber. 2. Conversion seasoning and reasons for the growth and
2. explain conversion of and uses of timber. feasting. structure of timber.
timber.
9 Methods of Students should be able to: Defects in timber and Explains defects and Two methods Software on timber Student to:
Timber explain conversion of timber, remedies. remedies. conversion and 1. state reasons for
conversion uses of timber and common other steps in seasoning timber.
defects in timber. timber processing 2. state types of
defects and give at
least 3 examples of
each
10 Preservation of Students should be able to: Source and product of Explains timber Take notes Ask Charts Students to:
timber 1. explain seasoning types, timber. preservation. questions. Poster. list at least
and reasons for seasoning. 3 types of veneer
2. explain preservation. and manufacture
boards.
11 REVISION
12 EXAMINATION
555
SS I
SECOND TERM
THEME: TIMBER PREPARATION
WEEK

OBJECTIVES GUIDE
1 Timber Students should be able Sequence of timber Demonstrates Plane wood surface Small size of timber. Students to:
preparationto: preparation to sizes. sequence of to flatness. demonstrate sequence
explain and demonstrate cutting. of cutting.
the principles and the
sequence of cutting.
2. Preparation of Students should be able Sketching and Demonstrates Plane wood edges to Bench and holding Students to:
timber to. developing of working planning of surface squareness. tools cutting tools plane wood surface to
plane wood surfaces and drawing. and edge. plane etc. flatness and edge to
edges to flatness and squareness.
squareness with face and
edges mark.
3. Timber Students should be able Sketching and Produces working Make simple Bench tools. Student to:
preparation to: developing of working drawing of wood working drawing of make simple working
mark and Interpret simple drawing. work project. wood project. drawing of wood
working drawing soft projects.
wood projects.
4. Joints Students should be able Types of wood work Demonstrates Make small side Hand tools and small Students to.
to: joints widening joints, projects to embody stool. sizes of timber. mention wood work
identify common wood angle joint Framing joints in each joints.
work joints and state their joint. group.
uses.
THEME: JOINTS CONSTRUCTION
5. Joints Students should be able Basic requirements of Demonstrates Make small side Hand tools and small Students to:
constructions to: a good wood joint: projects to embody stool. sizes of timber. 1. make a stool
1. make simple wood rigidity stability, ease joints in each 2. list 4 requirements
work joints. of construction, e. t. c. group. of good wood work
2. explain the basic joint.
requirements of wood
joints and state their
applications
556
SS I
SECOND TERM
THEME: JOINTS CONSTRUCTION
WEEK

OBJECTIVES GUIDE
6. Wood finishes
Students should be able 1. Wood finishes: Describes types, 1. Describe, classify 1. Various wood Students to:
and finishing
to: type, uses and classification, uses and state the uses finishes. name 5 wood
1. identify and state the properties. and characteristics and characteristics of 2. Spray gun, hand finishes.
uses of different wood 2. Tools equipment of wood finishes. wood finishes. brush etc.
finishes. and materials for
2. name the tools application of finishes.
equipment and materials
for applying finishes.
7. Wood finishes Students should be able processes Involved in Demonstrates the Prepare wood Cotton, wool, glass Students to:
and finishing to: preparing timber process Involved in surfaces for paper, nose mask, etc describe stages in
1. state properties of surfaces for preparing timber application of preparing timber for
wood finishes. application of wood surfaces for finishes. application of
2. prepare surface for finishes. application of 2. Apply finishes to finishes.
wood finishing . finishes. wood surfaces.
3. apply finishes to wood
surfaces.
THEME: WOOD FINISHES AND ABRASIVE
8. Wood Abrasive Students should be able Production of Identifies local Identify local Local materials for Students to:
to: abrasives from local materials for materials for producing wood 1. define abrasives.
produce abrasives using materials. production of wood production of wood abrasives. 2. state grades of
local material. abrasives. abrasives. abrasives.
9 Types of Students should be able List types of abrasives Explains how to Identify abrasives Various types of Students to:
Abrasives to: uses. Sand paper, glass make choice of grades. abrasives and make choice of
1. list types of abrasives. paper etc. abrasives. abrading tools. abrasives type and
2. identify grades of Posters video clips. use.
abrasives.
10 REVISION
12 EXAMINATION
557
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Timber Students should be Production of veneers Displays, lists, Make observations Veneers samples of Students to:
products able to: and manufactured describe different listen, take notes. manufactured boards. list 5 manmade
1. define timber. boards. types of veneers and boards.
2. identify, name and manufactured boards.
describe common
timber products.
2. Methods of Students should be Methods of producing Describes production Name and describe the Veneers posters Students to:
producing able to: veneer. uses and different types of man charts describe the
veneer. describe two methods 1. Rotary characteristics of made boards and production of veneers
of producing veneer. (b). plane veneers and veneers. and manmade boards.
2. Uses of veneers and manufactured board.
manufactured board.
3. Ply wood, its Students should be Structures properties Describes the Describe production, Posters veneer. Students to:
Advantages able to: advantages and structures advantages structure, advantages list 5 advantages of
and list advantages and disadvantages of man and disadvantages of and disadvantages of manmade boards
Disadvantages disadvantages of made boards. manufactured boards. man-made boards. over solid wood.
over solid plywood over solid
board. wood.
4. Hand tools Students should be 1. Types of hand tools. Displays describes Identify, describe, and Saws, planes chisel. Students to:
able to: 2.Classification of hand and states the use of state the use of each E.T.C. name the major
identify, name and tools. each hand tools. hand tool. classifications of
describe common hand tools.
wood work hand
tools.
THEME: HAND TOOL
5. Uses of Students should be Uses of hand tools. Demonstrates correct Sketch hand tools and Mallet, plane chisels Students to:
common able to: sketching techniques. label the party. Use screw driver etc. sketch some hand
Hand tools 1. state the uses of hand tools correctly. tools and label parts.
common hand tools.
2. select and use hand
tools.
558
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
6. Special Students should be able to: Types and uses of Displays, describes Describe and state Rebate, compass Students to.
purpose Hand identify, name, and describe special purpose hand and states the use of the use of each plane, shoulder state the uses of 3
tools. special purpose hand tools. tools. each special purpose special purpose hand plane, coping saw special purpose hand
hand tools. tool. etc. tools.
7. Uses of Should be able to: Uses of special hand States the use of each Use special purpose Shoulder plane, Students to:
special 1. state the use of each tools. special purpose hand hand tools correctly. coping saw compass sketch and label any
purpose hand special purpose hand tool. tool. saw etc. 3 special tools listed.
tools. 2. select and use each
special purpose hand tool
correctly.
8. Portable Students should be able to: Hand drill, jig saw, 1. Displays each Identify each Portable power tools Students to:
power tools identify, name and describe spray gum power portable power tool. portable power tool. posters. list 4 of the portable
portable power tools. screw. 2. Demonstrates and power tools
explains correct use mentioned.
of each power tool.
THEME: PURPOSE OF HAND TOOLS
9 Uses of each Students should be able to: Seder. Router screw Explains correct use Demonstrates correct Tools Students to:
power tool. state the uses of each driver etc. of each portable use of each power demonstrates correct
portable power tool select power tool. tool. use of any of the
and safely operate each power tool.
tool.
THEME: PORTABLE POWER TOOLS AND MAINTENANCE
10 Portable Students should be able to: Maintenance and Explains types of 1. Operate portable Charts Students to:
power tools 1. list types of maintenance safety precaution. maintenance on power tools. portable list 4 portable power
and on power tools. machine: 2. Observe safety power tools tool.
maintenance. 2. maintain port able power 1. preventives precaution when
tool. 2. corrective using port able
power tools.
11 REVISION
12 EXAMINATION
559
FURNITURE MAKING
SS I
FIRST TERM
SUB THEM: SAFETY RULES
WEEK

OBJECTIVES GUIDE
1 Workshop Students should be able to: Sources of Guides students to: Take part in class 1. Work shop Students to:
safety rules state sources of work shop furniture workshop state and explain discussion. safety equipment. sate sources of accidents in the
accidents. accidents. sources of accident in 2. Safety charts. work shop.
the workshop.
2 Workshop Students should be able to: 1. Safe working Uses suitable 1. Apply safe 1. Video clips Students to:
regulations state the general safety rules conditions and demonstration for safe working conditions 2. Soft wares state the general safety rules
and regulations in the techniques. working condition. and techniques. and regulations in the
workshop. 2. Personal safety 2. Contribute in workshop.
habits. stating personal
safety habits.
3. Hand tools Students should be able to: Handling and 1. States the rules of Contribute in 1. Hand tools Students to:
safety state and demonstrate, safe storing hand tools. carrying and storing stating ways of 2. Charts 1. state ways of carrying and
ways of handling and storing hand tools. carrying and storing hand tools.
hand tools. 2. Demonstrates the storing hand tools. 2. demonstrate safe ways of
best ways of carrying storing hand tools.
hand tools.
4. Use of hand Students should be able to Using hand tools. Shows the best ways To demonstrates Apply the Students to:
tools state and demonstrate safe of using hand tools. best ways of using appropriate ways demonstrate safe ways of
ways of using hand tools. hand tools. of using hand tools using hand tools.
THEME: WORK BENCH AND APPLIANCES
5. Workshop Students should be able to: The work bench, Shows students a Sketch work bench 1. The work bench Students to:
Bench and 1. sketch and label the work and its uses. workshop bench and and label its parts. 2. Work bench sketch and label the work
Appliances bench. identifies the parts. appliances. bench.
2. state the uses of work bench
and functions of the parts.
6 Uses of work Students should be able to: 1. The work bench 1. Shows students a Take part in class 1. The work bench Students to:
bench and its 1. state the uses of work bench and its uses. work bench and discussion. 2. Work bench 1. sketch and label the
appliances and functions of the parts 2. Work bench identifies its parts. appliances. i. work bench
2. to list work bench appliances e.g. 2. Sketches the work 3. Charts ii. appliances
appliances and state their uses. bench hook, vice bench and label the 2. state the uses of work bench
bench stop etc. parts. and functions of the part.
560
FURNITURE MAKING
SS I
FIRST TERM
SUB THEM: SAFETY RULES
WEEK

OBJECTIVES GUIDE
7. Timber growth students should be able to: The part of a tree 1. Teaches to sketch 1. Sketch and label 1. Charts Students to:
1. explain the growth of a tree. and types of tree labels and explains the the parts of the tree. 2. Sample if cross sketch a tree and explain
2. sketch the section of a tree growth. growth of a tree. 2. To sketch and label section if a tree. its growth.
label the parts and state their 2. To sketch and labels the cross section of a
functions. the cross section of a tree.
tree.
8. Timber structure students should be able to: 1. Cross section of Describse and classify To describe the cross Charts Students to:
and classification 1. to sketch the section of a a tree. the section of a tree. section of tree. explain the cross section
tree, label the parts and state 2. Classification of of a tree.
their functions. timber trees.
2. state the classification of
timber trees and their
characteristics.
THEME: TIMBER CONVERSION
9 Conversion of students should be able to: 1. Conversion of 1. Explains meaning Take part in class 1. Charts Students to:
timber 1. explain the meaning of the timber. of timber conversion. discussion. 2. Samples of 1. explain the meaning of
term conversion of timber. 2. Methods of 2. States, describes, timber of different conversion of timber.
2. state and describe the timber conversion. and sketch the common methods 2. state and describe the
various methods of timber different methods of various methods of timber
conversion. timber conversion. conversion.
10 The advantages, students should be able to: Its advantages and To states: 1. To observe the Samples of Students to:
and advantages and disadvantages disadvantages. the different methods advantages and different methods. list advantages and
disadvantages of of timber conversion. of its advantages and disadvantages. disadvantages of different
different its disadvantages of 2. Visit to saw mill. methods of timber
methods of timber conversion. conversion.
conversion of
timber
11 REVISION
12 EXAMINATION
561
FURNITURE MAKING
SS I
SECOND TERM
SUB THEME: SEASONING OF TIMBER
WEEK

OBJECTIVES GUIDE
1 Seasoning of Students should be able 1. Seasoning of 1. Guides students to Take note and 1. Charts Students to:
timber to: timber. define seasoning of understand the value of 2. Soft wares 1. explain the term
1. explain the meaning. 2. Advantages of timber. seasoned timber. “seasoning of timber” .
of “seasoning of timber” seasoning timber. 2. States the advantages 2. state the advantages
2. state the advantages of of seasoned timber. of seasoned timber.
seasoned timber.
2. Methods of Students should be able Two methods of 1. Describe two various Take parts in sketching Charts of various Students to:
timber seasoning to: timber seasoning. methods of seasoned the various methods of methods of describe and sketch the
describe the methods of timber. seasoning timber. seasoned timber. various methods of
timber seasoning. 2. Sketches the various seasoning timber.
methods of seasoning
timber.
3. Defects in timber Students should be able 1. Meaning of defects 1. Guides students to state Participate in 1. Samples of Students to:
to: in timber. the meaning of defects. identifying various wood defects 1. explain the meaning
1. explain the meaning 2. Growth defects. 2. Classifies defects. types of timber defects 2. Charts showing of defects in timber
of defects in timber. 3. Gives examples of defects in timber 2. state different classes
2. classify different, different classes of of defects
types of defects. defects.
4. Defects in timber Students should be able Types of defects 1. Guides students to give Participate in sketching 1. Charts showing Students to:
through to give at least (5) 1. Grain defects examples of different various types of wood defects in timber. 1. state different classes
seasoning and examples of each class 2. Seasoning defects classes of defectsv defects. 2. Soft wares. of defects.
insects of defect 3. Defects caused by 2. Sketches rapid 2. sketch 2 examples
insects seasoning defects. each of rapid seasoning
3. Sketches growth and growth defects.
defects.
5. Timber Students should be able 1. Meaning of timber 1. Explains the meaning 1. Note the examples 1. Samples of Students to:
preservation to: preservative and of timber preservation and and definition given by preservatives 1. define wood
1. explain the meaning preservatives. preservatives. the teacher. 2. Charts preservation.
of timber preservatives. 2. Characteristics of 2. To states the 2. To contributes in 2. explain the meaning
2. state characteristics of good wood characteristics of good stating the of wood preservatives.
good wood preservatives. wood preservatives. characteristics of good
preservatives. wood preservatives.
562
FURNITURE MAKING
SS I
SECOND TERM
SUB THEME: SEASONING OF TIMBER
WEEK

OBJECTIVES GUIDE
6. Methods of Students should be able to: 1. Types of wood 1. Lists with examples the Participate in stating Soft ware’s on Students to:
wood state two types of wood preservatives. different types of wood the characteristics of wood preservative. 1. list two and give
preservatives preservatives with 2. Application of preservatives. good wood characteristics of good
examples. wood 2. Discusses the different preservatives. wood preservatives.
preservatives. methods of applying wood 3. describe the methods of
preservatives. applying wood preservatives
THEME: HAND TOOLS
7. Hand tools Students should be able to: 1. Types of tools 1. Presents and names 1. Observe different 1. Hand tools Students to:
types and 1. list types of hand tools. 2. Classification of different types of hand hand tools. 2. Pieces of 1. list types offhand tools.
classification 2. classify hand tools hand tools tools. 2. Classify different wood cut by 2. group hand tools according
according to their uses. according to their 2. Classifies hand tools hand tools according hand toolsv to their uses.
uses according to their uses. to their uses.
8. Uses of hand Students should be able to: Used of various 1. Guides students to Take part in using 1. Charts Students to:
tools 1. methods of using hand hand tools for demonstrates the use of hand tools to perform 2. Video clips 1. classify hand tools
tools. various work. different hand tools. various operation 3. Soft wares according to their uses
2. use different hand tools. 2. Performs various 2. use different hand tools
operation using hand tools.
9 Safety in the Students should be able to: Hand tools safety States and explains hand 1. Participate to 1. Posters Students to:
use of hand 1. state safety rules and rules and tools safety rules and observe safety 2. Charts 1. state hand tools safety rules
tools regulations in the use of regulations. regulations. posters and charts. 3. Video clips and regulation.
hand tools. 2. Demonstrate safety 4. Safety rules 2. observe safety rules when
2. observe safety rules and practices and and regulations. using hand tools.
regulations when using regulation.
hand tools.
10 Machines uses Students should be able to: 1. Uses of different 1. Names and explains the 1. State uses of 1. Charts Students to:
and safety 1. state uses of different machines. uses of different machines. different machines. 2. Posters 1. state uses of different
precautions wood working machines. 2. Machine safety 2. List machine safety 2. Observe machine 3. Video clip machines.
2. state machine safety precautions. precaution. safety charts and 2. state and observe machine
precautions. posters displayed. safety precautions.
11 REVISION
12 EXAMINATION
563
FURNITURE MAKING
SS I
THIRD TERM
SUB THEME: MACHINE SAFETY
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Machines Students should be able to: 1. General machine Explains and 1. Participate actively in 1. Safety posters Students to:
general wood state general machine shop shop safety rules. demonstrates appropriate class discussion. 2. Projector 1. state general machine
machine, safety rules. 2. Electrical safety general machine shop, 2. Observe appropriate 3. Simulated shop safety rules.
shop safety rules. electrical and mechanical safety rules. machine. 2. two electrical safety
3. Mechanical safety behaviours. 4. Safety models. rules.
safety rules.
2 Machines Students should be able to: 1. Uses of different, 1.Names and explains the 1. Participate in stating 1. Charts Students to:
. uses and 1. state uses of different machines. uses of different uses of different, 2. Posters 1. state uses of different
safety wood working machines. 2. Machine safety machines. machines. 3. Video clips machines.
precautions 2. state machine safety precautions. 2. Lists and demonstrates 2. Observe machine 4. Machine in the 2. state machine safety
precautions. machine usage and safety safety, charts and posters work shop. precautions.
3. observe machine safety precautions. displayed. 3. observe machine
precautions. 3. Practice the use of safety precautions.
each machine safety
precautions.
3 Timber Students should be able to: 1. Cutting timber to Guides students to Participate in cutting 1. Small pieces of Students to:
. preparation describe and demonstrate sizes. demonstrates the process wood to sizes. timber. describe and demonstrate
the principles and the 2. Mark and plane of cutting timber to final 2. Work bench and the principles and the
processes of cutting timber to final size. size. holding tools. processes of cutting
to sizes. timber to sizes.
4 Planning Students should be able to: 1. Mark out and 1. Demonstrates marking Take part in gauge and 1. Marking tools Students to:
. timber to 1. plane timber surface flat plane to final size. out and plane to finish plane wood to finish 2. Cutting tools 1. plane timber surface
sizes and edge square and surface size. size. 3. Plane flat and edge square and
and edge marks correctly. 2. Explains the use of 4. Video clips put face and edge marks.
2. gauge timber to final size face and edge marks. 2. explain the importance
and plane. of face and edge marks.
5 Classification Students should be able to: Types of common Explains common wood Participate in classifying Samples common Students to:
. of common state common wood work wood work joints work joints and classify common wood work of wood work joints. state common wood
wood work joints and classify them. and their them e.g. Widening joints joints. work joints and classify
joints classification. Framing Joints them.
Angle joints.
564
FURNITURE MAKING
SS I
THIRD TERM
SUB THEME: MACHINE SAFETY
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Joints Students should be able 1. uses of common Demonstrates the 1. Take part in making 1. Samples of Students to:
construction to: wood work joints. construction of different simple project with common wood 1. state basic
1. state basic requirements 2. Basic joints in a simple project. different joints from work joints. requirements of common
of common wood work requirements of each group. 2. Charts showing wood work joints.
joints. common wood 2. Sketch different types different joints. 2. sketch different joints.
2. make simple wood work joint e.g. of joint. 3. construct simple
work joints. Stability, Rigidity, projects.
easy to construct.
7. Types of Students should be able Types of framed Demonstrations the Participate actively in 1. Charts Students to:
construction to: car case construction of frame car- constructing a frame car 2. Posters state types of frame
state types of framed construction. case, used various tools. case. 3. Videos clips construction.
construction e.g. simple
framed car cases, framed
paneled car cases, solid
end car case.
8. Construction Students should be able Construction of a Demonstrates with Participate actively in Pieces of wood, Students to:
of solid end to: simple solid end car various tools in constructing a solid and work bench, sketch simple solid en
car-case construct a simple solid case. constructing a simple car case. holding devices, car case.
end car case. solid end car cases. various hand tools.
9 Free hand Students should be able Basic sketching Explains and Observe the description 1. Charts Students to:
sketching of to: principles. demonstrates basic of demonstrating basic 2. Poster explain basic sketching
furniture items explain and demonstrate sketching principles with sketching principles. principles.
basic sketching principles. free hand.
10 Sketching of Students should be able Sketching common Sketches of common Participate actively in 1.Video clips of Students to:
furniture house to: house hold house hold furniture class, by using free hand sketches of house make free hand sketches
hold items sketch common house furniture items e.g. items e.g. tee stool, to sketch the item. hold furniture of common house hold
hold furniture items e.g. tee stool. picture frame. 2. Board etc. furniture items.
tea stool.
11 REVISION
12 EXAMINATION
565
UPHOLSTERY
SS I
FIRST TERM
THEME: HISTORY OF UPHOLSTERY
WEEK

OBJECTIVES GUIDE
1 Definition of Students should be able 1. Definition of 1. Defines Upholstery 1. Take notes of the 1. Real objects Students to:
upholstery to: Upholster. with examples from definition. pictures, 1. define upholstery.
1. define upholstery. 2. Characteristics traditional style, local 2. Visit local 2. I.C.T software. 2. state characteristics
2. identify an of upholstery made upholstery, charts upholstery 3. Catalogues. of:
upholstery workshop. workshops. for houses and offices. workshop nearest to (a) upholstery
3. list upholstery 3. Characteristics 2. Shows pictures of them. workshop.
articles. of upholstery traditional and modern (b) upholstery articles
articles. upholstery works. 3. list upholstery
articles.
2 History ofStudents should be able 1. Origin of 1. Narrates the history 1. Take notes 1. Pictures, Students to:
upholsteryto: upholstery. of upholstery. 2. Ask and answer 2. Charts, 1. state the origin of
1. state the origin of 2. Early 2. Lists the names of questions. 3. Drawings, upholstery.
upholstery. upholsterers early upholsterers. 4. ICT Software. 2. list early
2. name early 3. Upholstery 3. Describes upholstery upholsterers.
upholsterers. styles. styles. 3. state early styles in
3. state early styles of upholstery.
upholstery.
THEME: CAREERS IN UPHOLSTERY
3. Careers in Students should be able Special areas in Names and describes Write down special Resource: Students to:
upholstery to: upholstery. the special areas. areas. Persons 1. list special areas.
1. list special areas in 2. Designers pictures 2. explain special
upholstery. (a) Designers areas.
2. explain special areas (b) Pattern makers
in upholstery. (c) Cutters
4. Skills required in Students should be able Special areas: Identifies and invites at Pay attention, Pictures Students to:
upholstery to: (a) stuffers/ least two specialists in interact and discuss ICT software, 1. explain special
1. obtain the necessary paddlers upholstery. with specialists. Catalogues areas.
skill. (b) tackers 2. identify a special
2. state the required (c) tailors area of interest.
skills for a special areas (d) finishers
in upholstery.
566
UPHOLSTERY
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
5. Job opportunities Students should be able 1. Types of Job 1. Identifies job 1. Discuss job 1. Pictures Students to:
to: opportunities: opportunities. opportunities. 2. Industries and 1. list job
1. list possible job (a) self- 2. Organises field trips 2. Ask questions workshops for field opportunities.
opportunities. employment to industries and private during field trips. trips 2. state the
2. state the (b) industries workshops. 3. Take part in, and 3. ICT softwares requirement for each
requirements for a (c) do it yourself write reports on the 4. Posters job.
given job opportunity. 2. Requirement for field trips. 3. submit written
a given job report on each trip.
opportunities.
THEME: SAFETY RULES

6 Safety rules, Students should be able 1. Safety rules e.g. Explains the importance Obey and observe 1. First Aid Box Students to:
regulations and to: pertaining to of safety in the safety rules, 2. Safety rules and state the general safety
precautions 1. state safety clothing, habit, workshop. regulations at all regulations rules and regulations.
(a) rules hand tools etc. times in the 3. Charts
(b) regulations 2. Carving, storing workshop. 4. Safety sings
(c) precautions and using hand 5. Fire extinguishers
2. observe safety: tools. 6. ICT software
(a) rules
(b) regulations
(c) precautions
7. Basic upholstery Students should be able Sources of hazards 1. Explains the Note the possible 1. Real objects Students to:
safety to: e.g. sharp tools, possible sources of sources of hazards 2. Information list sources of hazards
list sources of hazards fabric, stuffing and hazards. in upholstery. 3. Charts in Upholstery
in upholstery workshop. padding particles, 2. Allays students fear workshop.
inflammable about upholstery
materials etc. hazards.
567
UPHOLSTERY
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
8. Effects of Students should be able 1. Reduction of the 1. Lists the precautions 1. Strictly follow 1. Real objects Students to:
hazards in to: effect of hazardous to reduce the effects of the rules and 2.manufacturers 1. state the ways of
upholstery work 1. state how to reduce, materials. hazardous tools and regulations for the 3. manual, ICT reducing the effect of
the effects of all 2. Safe use of materials. use of hazardous software hazardous tools.
hazards in upholstery. hazardous tools 2.Demonstrates safe use tools and materials. 2. observe the
2. demonstrate safety and materials. of hazardous tools and 2. Obey all rules hazardous tools and
use of hazardous: materials materials safety rules.
(a) tools
(b) materials
THEME: UPHOLSTERY TOOLS
9 Hand tools Students should be able Upholstery hand 1. Shows types of hand 1. List hand tools. Real objects Students to:
to: tools: tools. 2. Identify a given Pictures 1. list types of
1. list types of hammers, needles, 2. Describes each hand tool. Charts upholstery hand tools.
upholstery hand tools. scissors. upholstery hand tools. 2. identify a given
2. identify a given type hand tool.
of upholstery hand
tools.
10 Uses of hand Students should be able Upholstery hand 1. States the uses of 1. Observe each 1. Catalogues Students to:
tools to: tools: each hand tool. functions. 2. Manufacturers 1. state the uses of a
1. state the uses of a 1. knife 2. Sketches each hand 2. Demonstrate safe manuals. given hand tool.
given upholstery hand 2. cutter tool. and correct use of a 2. describe a given
tool. 3. tack hammer 3. Demonstrates the use hand tool. hand tool.
2. demonstrates the use etc. of each hand tool. 3. Describe a given 3. demonstrate the
of a given upholstery hand tool with correct and safe use of
hand tool. sketches. a given upholstery
tool.
11 REVISION
12 EXAMINATION
568
UPHOLSTERY
SS I
SECOND TERM
THEME: POWER TOOLS
TEACHING
WEEK
PERFORMANCE ACTIVITIES AND EVALUATION

TOPIC CONTENT
1 Power tools Students should be able to: Meaning of 1. Displays power tools. 1. Take notes Upholstery power Students to:
1. define power tools. power tools 2. Names and describes 2. List upholstery power tools 1. define power tool.
2. list upholstery power tools. 1. Stapler power tools with sketches. tools. Charts. 2. list at least three
3. describe a given power 2. Buttoning 3. Identify a given power upholstery power tools.
tool. machine tool.
3. Drilling 4. Describe a given
machine power tool.
2. Uses of power Students should be able to: Some power 1. Demonstrates the use 1. Observe the Power tools, Students to:
tools 1. state the uses of a given tools of power tool demonstration of using Charts, 1. describe a given
power tool. 1. Power screw 2. List the functions of a power tool Pictures, upholstery power tool
2. state the safety 2. Electrical power tool 2. List he functions of a ICT software 2. sketch a given
precautions for a given power cutter 3. Sketch and label the power tool upholstery power tool.
tool. 3. Glue gum etc. parts of a power tool 3. State the safety 3. use a given power tool
3. demonstrate the correct 4. Explain the safety precautions for each correctly
and safe use of a given power precautions for each power tool 4. follow the safety
tool. power tool precautions for a given
5. Use a given power tool power tool.
correctly
THEME: UPHOLSTERY MACHINES
3. Upholstery Students should be able to: Upholstery 1. Lists upholstery 1. Define upholstery Upholstery Students to:
machines 1. define upholstery machine machines, e.g. machines machine machines 1. define upholstery
2. list types of upholstery Sewing machine 2. States the functions of 2. List types of machine
machine. Ironing machine a given upholstery upholstery machines 2. list at least two types
3. describe a given power tool Foam cutting machine. 3. Describe and sketch a of upholstery machines.
upholstery machine. machine etc. given upholstery machine.
4. Functions of Students should be able to: Machines 1. States safety 1. Label the parts of 1. ICT software Students to:
upholstery 1. state the functions of an Sewing machine precautions for he use of upholstery machines. on machines 1. state functions of each
machines upholstery machine Ironing machine upholstery machines. 2. Observe relevant 2. Relevant machine.
2. maintain upholstery Foam cutting 2. Operates each safety precautions for upholstery 2. sketch and label the
machine. machine etc. upholstery machine. upholstery machines. materials parts of a given machine.
3. state safety precautions for 3. operate a given
the use of upholstery machines upholstery machine safely
569
UPHOLSTERY
SS I
SECOND TERM
THEME: POWER TOOLS
WEEK

OBJECTIVES GUIDE
5. Types of Students should be able to: 1. Upholstery materials Explains the meaning 1. Take notes of the Upholstery materials. Students to:
upholstery define upholstery 2. Classification of of upholstery definition. Define upholstery
materials materials. upholstery materials. materials. 2. Discuss in groups. materials.
6. Classification of Students should be able to: 1. Classification of 1. Explains 1. Take notes of the Wood, Metal, Students to:
Upholstery 1. classify upholstery upholstery materials: classification of classification of each Stuffing, Springs, 1. describe and classify
materials materials. padding,stuffing, upholstery materials. materials. Covers etc. upholstery materials.
2. describe upholstery fasteners and fittings etc. 2. List specific 2. State practical 2. state practical
materials. 2. Description and materials for each application of application of upholstery
3. state the use of application of upholstery class. materials. materials.
upholstery materials. materials.
7. Basic Drawing Students should be able to: Types of drawing Explains the Listen and take notes. Charts Students to:
principles define basic drawing instruments. application of ICT software state the definition of
principles. drawing in upholstery drawing as applied to
design. upholstery design.
THEME: UPHOLSTERY EQUIPMENT
8. Equipment and Students should be able to: 1. Types of drawing 1. Explains 1. Listen and take 1. Models Students to:
materials used list instruments. geometrical plane notes 2. Real objects 1. list drawing materials
in drawing (a) drawing equipment. 2. Types of lines figures and solids 2. Draw Plane figures 2. draw given objects
(b) drawing materials. 3. Geometrical plane 2.Demonstrates lines 2. Apply types of
figures and solids. and their applications lines
9 Presentation of Students should be able to: Types of drawing: 1. Explains different 1. Listen to the Drawing instruments Students to:
drawing describe different methods - freehand sketch types of presentation explanation. Drawing materials 1. define methods of
of presenting drawing. - orthographic projection 2.Demonstrates the 2. Take notes ICT software presentation of drawing
- pictorial drawings etc. application of 3. Produce given Models 2. draw a geometrical
presentations. drawing Real objects plane figures.
10 Design Students should be able to: 1. Fundamentals of 1. Explains the basic 1. Take notes of the ICT software Students to:
Fundamentals 1. explain design design. design fundamentals. explanation. Models explain the design
fundamentals. 2. Appearance of design 2. Outlines 2. Discuss in small Real objects fundamentals and state
2. outlines characteristics 3. Functionality etc. characteristics of a groups. the characteristics of a
of a good design. good design. good design.
570
UPHOLSTERY
SS I
THIRD TERM
THEME: UPHOLSTERY DESIGNING
WEEK

OBJECTIVES
1 Stages in Students should be able 1. Conceptualization/ 1. Explains the basic 1. Listen 1. Posters Students to:
upholstery to: problem, identification. stages in upholstery 2. Take notes 2. Real objects 1. outline the stages
designing 1. list stages in 2. Generation of design. 3. Produce given 3. ICT software of upholstery design
upholstery designing. alternative solutions 2. Demonstrates examples 4. Drawing paper 2. produce design of
2. apply the states in 3. Selection of the best application of the basic simple upholstery
upholstery design. alternative. stages to simple projects. project.
2. Introduction Students should be able Use of working drawing 1. Teacher explains the 1. Pay attention to 1. Posters Students to:
to upholstery to: uses of working the explanation of 2. Real objects outlines the stages of
1. State the use of drawings working drawing. upholstery design.
working drawing.
3. Upholstery Students should be able 1. Preparation of Demonstrates the 1. Take notes 1. Models Students to prepare:
Design to: working drawings preparation of: 2. Produce: 2. Charts (a) working drawings
process 1. prepare: 2. Preparation of cutting (a) Cutting list (a) working drawing 3. ICT software (b) cutting list
(a) working drawings list (b) Estimate (b) cutting list (c) basic estimates
(b) cutting list 3. Preparation of (c) Workshop rod and (c)estimate (d) produce workshop
(c) estimate estimate template (d) workshop rod and rod and template.
(d) workshop rod and 4. Preparation of template
templates for simple workshop rod, and
upholstery projects. templates.
THEME: TYPES OF UPHOLSTERY
4. Types of Students should be able 1. Types of upholstery. 1. Explains the different 1. Listen 1. Models Students to:
upholstery to: (a) Half upholstery types of upholstery. 2. Take notes 2. Real objects 1. explains the types
1. explain types of (b) Full upholstery 2. Show different types 3. ICT software of upholstery.
upholstery. 2. Uses of upholstery of upholstery work. 2. sketch simple
2. sketch types of work. upholstery work.
upholstery articles.
571
UPHOLSTERY
SS I
THIRD TERM
WEEK

OBJECTIVES
5. Parts of Students should be able Parts of upholstery: 1. Display parts of 1. Listen 1. Models Students to:
Upholstery to: frame, padding and upholster work. 2. Real objects 2. Real Objects 1. distinguish parts of
work 1. distinguish between cover. 2. Identifies parts of a upholstery work.
parts of upholstery given upholster work. 2. identify a given
work. part of upholstery
2. identify a given part work.
of upholstery.
6. Materials Students should be able Types of common Lists common materials 1. Take tones. 1. Real objects Students to:
used for to: materials for:- used for each part. 2. Display upholstery 2. Charts state common
upholstery state common materials (a) Frame: Wood, Metal, materials. 3. ICT soft-wares. materials used for each
work used for each part. web, springs, Cane (b) part.
Padding: Foam sisal,
wool, grass (c)
Covering: Fabric natural
leather etc.
THEME: UPHOLSTERY ARTICLES
7. Construction Students should be able 1. Principles of Explains principles of 1. Listen 1. Upholstery Students to:
of simple to: upholstery construction. upholster construction. 2. Take notes materials 1. explain principles
upholstery 1. explain principles of 2. Appropriate joints. 3. Produce working 2. Charts of upholstery.
article upholstery drawing. 2. produce working
construction. drawings.
2. identify processes of
upholstery
construction.
572
UPHOLSTERY
SS I
THIRD TERM
WEEK

OBJECTIVES
8. Standard sizesStudents should be able 1. Standard sizes 1. demonstrates standard 1. Listen 1. Models Students to:
of upholstery to: 2. Construction details sizes of upholstery 2. Construct a given 2. ICT soft-ware 1. select appropriate
article 1. state standard sizes 3. Parts relationships articles. project using the 3. Catalogues materials.
of upholstery articles. 2. demonstrate approved working 4. Texts 2. construct a given
2. produce working construction processes. drawing. upholstery project.
drawings of a given 3. demonstrates the 3. state appropriate
article. drawing of a given relationship between
3. construct a given project. parts of upholstery.
upholstery article.
THEME: UPHOLSTERY TOOLS
9 Tools used in Students should be able Upholstery tools and 1. Lists and describes Note and sketch 1. Samples of Students to:
upholstery to: their uses. upholstery tools with the different types of upholstery tools 1. list at least five
construction list, describe and students. upholstery tools and 2. Charts upholstery tools and
sketch upholstery tools 2. States their uses state their uses. 3. Posters state their uses.
and state their uses. 4. Soft-wares on 2. sketch at least three
upholstery tools upholstery tools.
10 Machine tools Students should be able Types of upholstery 1. List and describes the Note the different 1. Samples of Students to:
used in to: machines and their uses. various types of types of upholstery upholstery machines. 1. describes different
upholstery 1. describe different upholstery machines. machines and 2. Charts types of upholstery
construction types of upholstery 2. States the uses of mention any one they 3. Posters machines.
machines. each machine and have see. 2. identify at least
2. identify various explain the operations of three types of
types of upholstery the machines. upholstery machines.
machines and state 3. states the uses of
their uses the machines.
11 REVISION
12 EXAMINATION
573
CATERING CRAFT
SS I
WEEK FIRST TERM
OBJECTIVES GUIDE
THEME: THE CONCEPT OF CATERING

1 Hospitality The Student should be 1. Meaning of 1. Explains the 1. Participate in the Charts on the Students to:
Industry / able to: hospitality industry meaning of discussion hospitality segment 1. list three segments of
Catering I 1. Define hospitality 2. Importance of hospitality industry 2. Participate in the the hospitality industry.
industry, their hospitality industry 2. Relates catering identification 2. differentiate between
importance craft to hospitality catering and other
industry hospitality industry
2 Hospitality The Student should be 1. Meaning of 1. Explains the 1. The Various Charts on the
Industry / able to: catering meaning of hospitality industry hospitality segment
Catering II 1. state the 2. Origin of catering hospitality industry 2. Copy board
relationship between 2. Relates catering summary
the hospitality industry craft to hospitality
and catering trade. industry.
2. identify components
of hospitality industry
3. Hospitality Components of 1. Discusses the
Industry / hospitality industry components of
Catering III hospitality industry.
4. Types of The Student should be 1. Types of catering 1. Explains the 1. Ask and answer 1. Charts of the Students to:
catering able to: establishment e.g. various catering questions different types of 1. explain five types of
establishment I list and explain the hotel, restaurant, various establishment 2. Participate in the establishment catering establishment
various types of hospital catering 2. Guide discussion discussions of the 2. Pictures of the 2. write four functions of
catering school, mobile on the choice of choice of various types of catering establishments
establishments establishments establishments establishment 3. discuss two difference
between two catering
establishments.
5. Types of differentiate between
catering the various types of
establishment II catering establishment
574
CATERING CRAFT
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
6 Types of The Student should be Functions of
catering able to: catering
establishments list functions of the establishment
continue various catering
establishment
7. Culinary The Student should be Culinary terms Explains various Ask and answer 1. Catering text Students to:
able to: commonly used in culinary terms and question books explain fifteen catering
define culinary term catering their meanings culinary terms
8. Culinary The Student should be Glossary of culinary 2. Explains the 2. Copy chalkboard 2. Charts on culinary Students to:
able to: terms meaning of culinary summary terms 2. translate twenty five
Translate basic terms used in catering culinary terms
culinary term to 3. compile several
English and vice versa French menus
9- REVISION
12 EXAMINATION
575
CATERING CRAFT
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
1 Safety Students should be 1. Types and causes 1. Explain the various 1. Participate in the 1. First aid box Students to:
precaution in able to: of accidents types of accidents and their discussions 2. Bucket of five 1. list four types of
catering state types and causes 2. causes 2. Identify the sand accidents, their
of accidents in the Prevention/manage 2. Mention the various different terms in a 3. Fire extinguisher causes and
kitchen ment preventive measures and first aid box. 4. Charts on safety management
management 3. Identify and precautions 2. list nineteen
3. Explains the meaning of demonstrate first aid contents of the first
first aids and guides the procedures and box
use of the countering first 3. make appropriate
aid box. uses of the various
4. Explain various firefighting
firefighting equipment and equipment
their uses.
2. Safety explain accidents 1. Prevention of
precaution in prevention and accidents
catering management of 2. Management of
accidents in the accidents
kitchen
3. Safety Students should be 1. First aid
precaution in able to: 2. Firefighting
catering II 1. list contents of first equipment
aid box and their
uses.
2. state the
importance of
firefighting
equipment
576
CATERING CRAFT
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
4 Sanitation and Students should be 1. Types of 1. Explains the types of 1. Participate in the 1. Charts on Students to:
& hygiene in able to: sanitation and sanitation and hygiene discussion. sanitation and list 5 kitchen and
5 catering 1. Explain sanitation hygiene. environmental sanitation. 2. Practice hard hygiene. personal hygiene
hygiene. a. Water sanitation 2. Demonstrates sanitation washing, copy board. 2. Pictures of Hand practices.
2. List types of b. Environmental (hard wasting) . 3. Pictures of tools
sanitation and sanitation. 3. Explains kitchen and for personal and
hygiene. c. Food safety personal hygiene. kitchen hygiene.
practices
d. Kitchen hygiene
e. Personal hygiene
6 Study of food Students should be Food commodities Discusses the various food Participate in the Different food Students to:
& commodities and able to: e.g. poultries, commodities and cooking discussion. commodities. list at least five food
7 principles of identify nineteen games, meat, fish, methods. commodities.
cooking methods food commodities vegetables, fruits,
and their uses in the dairy products,
catering industry pulses, cesareans,
herbs, flavoring etc.
8. Principles of Students should be Methods of cooking Demonstrates the cooking Practice cooking the Cooking equipment Students to:
cooking methods able to: of the different food various food 1. identify four
I explain various commodities using various commodities. methods of cooking.
methods of cooking cooking methods. 2. prepare four
foods. dishes using
different methods of
cooking.
9- REVISION
12 EXAMINATION
577
CATERING CRAFT
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Principles of Students should be 1. Preparation of 1. Demonstrates the 1. Practice cooking the 1. Cooking Students to:
cooking methods II able to: the various food cooking of the various food equipment and 1. prepare four dishes
1. prepare the various commodities. different food. commodities. utensils. ashes different.
food commodities by 2. Standard/Local commodities using 2. Practice 2. Charts of various methods of cooking
applying the different measurements. various cooking measurement with food commodities 2. compare and
methods of cooking. methods. standard and local and equipment. contrast the various
2. measure using 2. Demonstrates the equipment. 3. Measuring cooking methods.
local and standard uses different equipments both 3. measure foods
equipment. measuring equipment. local and standard. using different
measuring
equipment.
2. Food and beverage Students should be 1. Personnel in the 1. Enumerates the 1. Participate in Charts on the Students to:
service personnel able to: food and beverage various types of discussion. organization of small, 1. list four food and
mention the various area. personnel in the food 2. Copy board medium and large beverage service
personnel in the food 2. Functions of and beverage area. summary. catering organization. personnel.
and beverage area. food and beverage 2. Discuss the 2. mention three
personnel. function of the food functions of each of
and beverage the personnel.
personnel.
3. Food and beverage Students should be
service personnel able to:
outline the duties of
the food and
beverage personnel.
578
CATERING CRAFT
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
4. Types of service Students should be 1. Types of food 1. Explains and Observe and practice 1. Table wares, flat 1. Serve different
and table laying able to: service. demonstrates the alongs ideals teacher. wares, glass wares menu using two
setting explain five types of 2. Types of covers various types of food etc. methods of food
food services. 3. Table laying service. 2. Tables, chairs service.
setting. 2. Demonstrates 3. Linen 2. Lay table for two
different types of 4. Pictures of the different covers.
cover. various table laying. 3. Fold napkins into
3. Demonstrates table 5. Pictures of covers three different styles.
laying. and napkin folding.
4. Demonstrates
napkin folding.
5. Different methods 2. Serve various
of service dishes using different
methods.
6. Table laying 3. Explain two types

setting of cover
4. Lay tables for
different menus
7 REVISION
12 EXAMINATION
579
GARMENT MAKING
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
1 The Importance Students should be able 1. Meaning of 1. Explains the 1. Participates in the Different clothing Students to:
of Clothes / to: clothes. meaning of clothes. discussion. items. 1. explain the meaning
Garments 1. Explain the meaning 2. Reasons for 2. Guides discussion 2. Identify the different of clothes.
of clothes. wearing clothes. on reasons for items of clothing on 2. give three reasons
2. State the reasons for 3. Identification of wearing clothes. display. for wearing clothes.
wearing clothes. clothing items. 3. Displays various 3. list four items of
3. Identify clothing items of clothing. clothing.
items.
2 The Importance Students should be able 1. Identification of 1. Leads discussion 1. Participates in the 1. A chart Students to:
of clothes / to: clothes for on appropriate discussion. displaying dresses 1. identify appropriate
Garments 1. Identify appropriate different clothing items for 2. Ask and answer for various occasion. clothes for three
clothing items for: occasions. different occasions. questions. 2. A chart different occasion.
i. school 2. Clothing 2. Displays some 3. Copy board displaying clothing 2. mention four
ii. religious activities accessories. clothing accessories summary. accessories. clothing accessories.
iii. office work for students to see.
iv. house work
v. sleep
vi. special occasions e.g.
wedding ceremony
2. mention examples of
clothing accessories.
3. The concept of Students should be able 1. Definition of 1. Explains the 1. Participates in the Charts the principles Students to:
garment to: garment concept of garment discussion. of designing. 1. define garment
designing 1. explain the concept of designing. design. 2. Copy note on the designing.
garment designing. 2. Principles of 2. Guide discussion board. 2. list four principles
2. state the principles of design. on principles of of design.
designing. design.
3. Gives board
summary.
580
GARMENT MAKING
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
4. The concept of Students should be 1. Elements of 1. Guides discussion 1. Participates in the 1. Charts showing Students to:
garment able to: design. on: discussion. elements of design. 1. mention three
designing (II) 1. enumerate the 2. Factors that i. elements of design 2. Copy note on the 2. Colour wheel. elements of design.
elements of designing. influence garment ii. factors that board. 2. state three factors
2. outline the factors designing e.g. age, influence garment that influence garment
that influence garment figure types etc. designing. designing.
designing. 2. Gives board
summary.
5. Economic Students should be 1. Importance of Guides discussion 1. Contributes to the A charts Students to:
importance of able to: garments making to on: discussion. highlighting the 1. explain the
garment 1. explain the individual, family 1. importance of 2. Ask and answer importance of importance of garment
designing importance of garment and the nation. garment making. questions. garment designing. designing to:
designing. 2. Economic value 2. economics values 3. Copy note. i. the individual
- the individual. of garment making. of garment making. ii. the family
- the family 3. gives board iii. the nation
- the nation summary. 2. outline the
2. outline the economic value of
economic value of garment making.
garment making.
6 Entrepreneurshi Students should be 1. Entrepreneurship/ 1. Explain the 1. Participate in the Posters on Students to:
p in garment able to: small business meaning of discussion successful 1. explain the term
making 1. explain the term management. entrepreneurship 2. Mention successful Entrepreneurs entrepreneurship.
entrepreneurship. 2. Qualities of an 2. Guides discussion entrepreneurs in their 2. give five qualities of
2. list the qualities of entrepreneur. on qualities of an localities an entrepreneur.
an entrepreneur. entrepreneur.
7. Entrepreneurshi Students should be 1. Advantages of Guides discussion 1. Participate in the Pictures showing Students to:
p in garment able to: entrepreneurship. on: discussion. Garment making 1. state three
making II 1. state the advantages 2. Factors to be 1. the advantages of 2. Writes a plan of how shops advantages of
of entrepreneurship. considered when entrepreneurship. to start a garment entrepreneurship.
2. mention factors to going into garment 2. factors to be making business. 2. state four factors to
be considered when making business. considered when be considered when
going into garment going into garment going into garment
making business. making business. making business.
581
GARMENT MAKING
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
8. Simple sewing 1. explain the meaning 1. Identification of 1. Shows the 1. Examines 1. Different sewing 1. Mention five
tools and of sewing tools and various sewing tools and students the closely the various tools e.g. scissors, sewing tools and
equipment equipment. equipment. various types of types of sewing tape measure, equipment.
2. identify sewing tools 2. Classification of tools sewing tools and tools and tailour’s chalk 2. Mention four
and equipment. viz: equipment and equipment. thimbles, needles classes of sewing
3. classify these tools - measuring demonstrate how to 2. Practice using etc. tools and equipment.
and equipment according - making use them. the tools and 2. Charts showing 3. State the points to
to functions. - cutting 2. Guides equipment. classification of consider when
4. outline the points to - pressing discussion on 3. Ask and answer sewing tools and choosing sewing
consider when choosing - storages points to consider questions. equipment tools and equipment.
sewing tools and 3. Points to consider in when choosing according to their
equipment. choosing tools and sewing tools and functions.
equipment. equipment.
9 The sewing 1. identify different types 1. Types of sewing 1. Mentions the 1. Ask and answer Different types of 1. Name types of
machine of sewing machine. machine various types of questions. sewing machine. sewing machine.
2. draw and label a 2. Uses of different types sewing machine 2. Draw and label a 2. Describe how
sewing machine. of sewing machine and explain how sewing machinev each sewing
3. outline the uses of 3. Diagrammed of sewing they work. machine works.
different types of sewing machine 2. Checks students
machine. work.
10 The sewing 1. mention parts of a Parts of a sewing 1. Explains the 1. Practice how to Pictures of some 1. Mention the
machine sewing machine. machine: various parts of make use of the individual sewing different parts of a
2. outline the functions - balance wheel sewing machine. sewing machine. machine. sewing machine.
of each part of the - presser foot 2. Demonstrates 2. Ask and answer 2. State the
sewing machine. - presser foot lifter the operation of the questions. functions of parts of
- spool pin sewing machine. a sewing machine.
- thread guide
- needle damp etc.
2. Functions of parts of a
sewing machine
11 REVISION
12 EXAMINATION
582
GARMENT MAKING
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Sewing tools care Student should be 1. Importance of Guides discussion on: 1. Participate in the Different sewing Students to:
of sewing tools and able to: care and 1. the importance of discussion. tools and equipment 1. explain the
equipment 1. explain the maintenance of caring for sewing 2. Ask and answer importance of care
importance of care sewing tools and tools and equipment. question. and maintenance of
and maintenance of equipment. 2. methods of caring the sewing tools.
sewing tools and 2. Care of simple for sewing tools and 2. state the methods
equipment. sewing tools equipment. of caring for any five
2. mention the 3. Storage of sewing tools.
specific method of sewing tools and 3. state how to store
caring for each tools equipment the tools mentioned
and equipment above.
properly.
3. store sewing tools
properly.
2. Care of sewing 1. explain the steps in 1. Steps in caring 1. Guides discussion 1. Participates in the 1. The sewing Students to:
tools and caring and for the sewing on: discussion. machine. 1. explain the steps in
equipment maintaining the machine. i. step in caring for 2. Ask and answer 2. Materials for caring for a sewing
sewing machine. 2. Different parts of the sewing machine. question. maintaining and machine.
2. mention the the sewing machine ii. parts of the 3. Clean a sewing servicing the sewing 2. mention the parts
different parts of the that needs oiling. machine that needs machine. machine e.g. oil, of the sewing
sewing machine that 3. Guidelines for oiling. brush, powder etc. machine that needs
needs oiling. oiling the sewing oiling.
3. care for the sewing machine. 3. state the guidelines
machine. for oiling a sewing
machine.
583
GARMENT MAKING
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
3. Common machine Students should be 1. Common machine Guides discussion on: 1. Participate in the Sewing machine. Students to:
faults and remedies able to: faults/problems: i. common machine discussion. 1. identify four
or solutions 1. identify common i. imperfect stitching. faults. 2. Ask and answer common faults in
machine faults. ii. skipped stitches ii. causes of common questions. sewing machine.
2. explain the causes iii. puckers in fabric. machine faults. 2. explain the causes
of the faults. iv. breaking of needle. of the faults
v. constant breaking of mentioned above.
thread.
2. Causes of the faults.
4. Common machine Students should be 1. Solutions/Remedies 1. Demonstrates Practice rectifying Sewing machine and Students to:
faults and remedies able to: to machine faults. correction of some some machine faults. accessories. 1. outline the
or solutions 1. outline the 2. Improper uses of machine fault. solutions to any four
solutions/remedies machine parts. 2. Displays some common fault of the
to machine faults. 3. Sewing machine common sewing sewing machine.
2. point out common accessories. machine accessories. 2. mention three
improper use of improper ways of
sewing machine. using the sewing
3. mention some machine.
sewing machine 3. mention four
accessories e.g. sewing machine
button hole maker, accessories.
gathering foot
zipper foot etc.
584
GARMENT MAKING
SS I
WEEK
SECOND TERM

OBJECTIVES GUIDE
5. Basic stitches 1. explain the 1. Meaning of stitches. 1. Guides discussion 1. Participates in the 1. Charts showing the 1. explain the
(Temporary meaning of stitches. 2. Types of temporary on: discussion. different types of meaning of stitches.
stitches) 2. mention various stitches. i. meaning of 2. Ask and answer stitches. 2. mention the
temporary stitches. 3. Uses of temporary stitches. questions. 2. Pieces of fabric, various types of
3. state the uses of stitches. ii. uses of various 3. Practice making of pins, needles, thread, temporary stitches.
temporary stitches. 4. Procedure for types of temporary the stitches. measuring tape, 3. state two uses of
4. make temporary making each stitches. stitches. scissors etc. temporary stitches.
stitches. 2. demonstrates the 4. make specimen of
procedure or making the stitches.
the various stitches.
6. Basic stitches 1. mention the 1. Types of permanent. 1. Guides discussion 1. Participate in the 1. Charts showing the 1. Mention five types
(permanent various types of decorative stitches on: discussion. different types of of permanent or
stitches) permanent / 2. Uses of i. Types of 2. Ask and answer stitches. decorative stitches.
decorative stitches. permanent/Decorative permanents / questions. 2. Pieces of fabrics, 2. Mention two uses
2. state the uses of stitches. decorative stitches 3. Practice making scissor, different of permanent or
permanent / 3. Procedure for 2. Uses of permanent decorative colour of thread etc. decorative stitches.
decorative stitches. making permanent stitches. 3. Make five
3. make permanent / permanent/decorative decorative stitches. permanent decorative
decorative stitches. stitches 3. Demonstrate the stitches.
procedure for
making various
types o f permanent
stitches.
7. Seams and seam 1. state the meaning 1. Meaning of seams. Guides discussion 1. Participate in the Charts showing the 1. state the meaning
finishes I of seam. 2. Types of seams and on: discussion. different types of of seam.
2. identify the where they are used. 1. meaning of seams 2. Ask and answer seams and seam 2. identify the
different types of 3. Points to consider 2. types of seams question. finishes. different types of
seams and where when choosing a 3. points to consider seams and where they
they are used. seam. when choosing a are uses.
3. state the points to seam. 3. state the points to
consider when consider when
choosing a seam. choosing a seam.
585
GARMENT MAKING
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
8. Seams and seam 1. demonstrate the 1. Procedures for 1. Guides discussion 1. Practice the making 1. Charts showing the 1. demonstrate the
finishes II procedure for making making different on types of seam of seams and seam different types of procedure for making
the different types of types of seams finishes. finishes. seams and seam the different types of
seams. i. Open seam 2. Demonstrate the 2. Ask and answer finishes. seams.
2. mention examples ii. French Seam procedure for making question. 2. Pieces of fabric, 2. mention examples
of seam finishes. iii. Run and fell the various types of needles, pairs of of seam finishes.
3. make seam iv. Lapped seam seams. scissors, tapes, pins 3. make seam
finishes. 2. Types of seam etc. finishes.
finishes
9 Disposal of 1. explain the 1. Meaning of 1. Guides discussion 1. Participate in the Charts showing the 1. Explain the
fullness I meaning of fullness fullness disposal. on: discussion. different methods of meaning of fullness
disposal. 2. Methods of i. meaning of fullness 2. Ask and answer controlling fullness. disposal.
2. mention the disposing fullness disposal. questions. 2. Mention the
different methods of e.g. darts, pleats ii. methods of different methods of
disposing fullness. gathers, tucks etc. disposing fullness disposing fullness.
3. outline the uses of 3. Uses of each iii. uses of each 3. Outline the uses of
each methods of method of method of disposing each method of
disposing fullness. disposing fullness. fullness. disposing fullness.
10 Disposal of 1. demonstrate state Procedures for 1. Demonstrate the Practice the various Pieces of fabrics, 1. Demonstrate the
fullness II the procedure for making procedure for methods of controlling needles, thread, tapes procedure for making
making darts. 1. Darts controlling fullness in fullness. etc. darts.
2. make pleats and 2. Tucks garments. 2. Make pleats and
gather. 3. Gathers 2. Guides students to gathers.
3. make tucks. 4. Pleats make 3. Make tucks.
i. Darts
ii. Tucks
iii. Gathers
iv. pleats
11 REVISION
12 EXAMINATION
586
GARMENT MAKING
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Sewing process Students should be able to: 1. Meaning of facing 1. Guides discussion 1. Participate in the 1. Diagram of 1. explain facings in
1. explain the meaning of in garment making on: discussion. facings. garment making.
Facings and facing in garment making. 2. Types of facings i. meaning of facing 2. Practice 2. Pieces of fabrics, 2. list three types of
interfacings 2. list the different types of 3. Functions of facing ii. types of facings attachment of needles, thread, facings.
facings. iii. functions of facings facings. tapes pairs of 3. state the functions of
3. state the functions of 2. demonstrates scissors etc. facing.
facings. attachment of facings 4. make specimen of
4. make facings. three types of facing.
2. Facings and 1. explain interfacing. 1. Meaning of Guides discussion: 1. Participate in the 1. Diagram of 1. explain interfacing
interfacings 2. mention different types interfacings. 1. types of interfacing. discussion. interfacings. 2. mention three types of
of interfacings. 2. Types of 2. functions of 2. Practice 2. Pieces of fabrics, interfacing.
3. state the functions of interfacings. interfacing. attachment of needle, thread, 3. state the functions of
interfacings. 3. Functions of 3. demonstrate interfacing. tapes pairs of interfacing.
4. make interfacings. interfacings. attachment of scissors. 4. make specimens of
4. Other edge interfacing. three interfacing.
finishes.
3. Openings and 1. Explain openings in 1. Openings Guides discussion on: 1. Participate in the Real objects e.g. 1. explain the word
fastenings garment making 2. Types of openings 1. Types of openings discussion. buttons, hooks and openings in garment
2. Mention the three types 3. Functions of 2. Demonstrates how to 2. Practice how to eyes, press studs making.
of openings openings make openings make opening thread needle etc. 2. mention three types of
3. State the functions of openings.
openings 3. state the functions of
4. Make openings openings.
4. make specimen of
three openings.
4. Openings and 1. Explain fastenings Fastenings Guides discussions on: 1. Participate in the Real objects e.g. 1. Explain the term
fastenings 2. List the types of 1. Meaning 1. Meaning of fastening discussion Fasteners, press, fastenings.
fastenings 2. Types 2. Types of fastenings 2. Identify studs zippers etc. 2. List the three different
3. State the functions of 3. Functions 3. Functions of fastenings on their types o f fastenings.
fastenings 4. Practical work on fastenings garment 3. State three functions
4. Make specimen of fastenings 4. Demonstrate how to 3. Practice how to of fastenings.
fastenings make fastenings make fastenings 4. Make specimen of
three fastenings.
587
GARMENT MAKING
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
5. In garment making. 1. explain the 1a. Pattern. 1. Guides 1. Participate in the Tape measure long 1. define the term
meaning of pattern. b. Pattern drafting. discussion on discussion. ruler, T-square, patterns.
The concept of 2. explain the term 2. Advantages of the i. Meaning of 2. Ask and answer pencils and eraser, 2. define the term
patterns. “pattern drafting” . uses of patterns. patterns questions. arm hole curve, skirt ‘pattern drafting’.
3. enumerate the ii. Meaning of guide, brown paper 3. give three
advantages of the use pattern drafting etc. advantages of the
of patterns. iii. Advantages of uses of patterns.
the use of patterns.
6. The concept of 1. list tools and 1. Tools and 1. Explain the uses 1. Participate in the Charts illustrating 1. identify four tools
patterns equipment used in equipment for of various tools discussion. pattern makings and used for pattern.
pattern drafting. pattern drafting. used in pattern 2. Ask and answer symbols. 2. identify four
2. explain pattern 2. Pattern markings drafting. questions. pattern markings and
drafting and symbols. and symbols. 2. Illustrates pattern symbols.
3. give examples of markings and
pattern markings and symbols.
symbols.
7. Ways of obtaining 1. enumerate the 1. Different ways of 1. Methods of 1. Participate in the Charts showing the 1. mention four
patterns different way of obtaining patterns obtaining patterns. discussion. merits and demerits different ways of
obtaining patterns. e.g. draping, flat 2. Merits and 2. Ask and answer of various methods of obtaining patterns.
2. state the merits and pattern method, and demerits of various questions. obtaining patterns. 2. give three merits
demerits of various computer aided methods of and demerits of any
methods of obtaining design etc. obtaining patterns. three ways of
patterns. 2. Merits and obtaining patterns.
demerits of various
methods of
obtaining patterns.
588
GARMENT MAKING
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
8. The free hand 1. explain the 1. Freehand method 1. Guides 1. Participate in the Fabric pairs of 1. state the meaning
method meaning of free hand of cutting discussion on the discussion scissors, tape, tailor’s of freehand method
method of cutting. 2. Techniques techniques of 2. Practice freehand chalk, pins, of cutting.
2. describe the involved in freehand freehand method of cutting on calico or any measurement chart 2. explain the
techniques involved cutting cutting cheap fabric etc. techniques of
in freehand method 3. Merits and 2. Demonstrates the freehand cutting.
of cutting demerits of freehand process of freehand 3. enumerate three
3. enumerate the cutting cutting of fabric. merits and demerits
merits and demerits of freehand cutting.
of freehand method.
9 Body 1. explain the 1. Importance of Guide discussion 1. Participate in the Tools for taking body 1. state two reasons
measurements. importance of taking taking accurate body on: discussion measurement e.g. for taking body
body measurement. measurement 1. Importance of 2. Ask and answer tape measure, note measurement
2. state the principles 2. Principals body measurement questions book, pencil etc. 2. outline four
for obtaining accurate involved in taking 2. Principals principles for
body measurement. accurate body involved in taking obtaining body
measurement accurate body measurements.
measurements
10 Body 1. enumerate the 1. Essential body 1. List and Practice taking the Diagram of human 1. list six parts of the
measurements. essential body parts parts to be describes the various body body indicating parts body to be measured.
to be measured. measured. various parts of the measurements with for measurement. 2. measure five parts
2. describe the 2. Procedures for body to be their class mates. of the body
procedures for taking taking body measured. accurately.
body measurement. measurement. 2. Demonstrate how
3. take body to obtain the
measurement. measurement
3. Supervises
students practice.
11 REVISION
12 EXAMINATION
589
CLOTHING AND TEXTILE
SS I
FIRST TERM
ACTIVITIES
WEEK

1 Textiles careers in Students should be 1. Definition of 1. Leads discussion 1. Participate in class 1. Chart showing Students to:
clothing and textile able to: careers. on job opportunities discussion. professionals in 1. list five job
1. define careers. 2. Careers in in clothing and textile 2. Copy notes. clothing and textile. opportunities open
2. identify different clothing and textile: and its definition. 2. Textbooks. to a person trained
job opportunities -dress designing. 2. Guides students in 3. Chalkboard in the area of
open to a person -dress listing job 4. Field trip to a clothing
trained in the area making/tailoring. opportunities in garment making construction and
of clothing and -textile designing clothing and textile. factory or shop. textile.
textile. -interior decoration 3. Guide students to 2. state three
3. differentiate -modeling tabulate the differences between
between a formally -teaching differences between formally trained and
trained clothing -embroidery etc. formally trained and roadside tailor.
expert and a road 3. Differences roadside tailor/seam
side tailor. between formally stress on the
trained and a road chalkboard.
side tailor/seam
stress.
2 Textiles definition Students should be 1. Meaning of firbre 1. Explains the 1. Participate in class Sample of different Students to:
origin of fibres able to: and fabric. meaning of fibres and discussion. types of fabric. 1. explain the
1. explain the 2. Types of fibres fabric. 2. Copy note meaning of fibre and
meaning of fibre -Natural firbres 2. States the 3. Draw the diagram fabrics.
and fabrics. man-made/artificial difference between showing different fibre. 2. state the different
2. state the synthetic fibres. fibre and fabrics. types fibre.
difference between 3. Origin of fibres 3. Leads discussion 3. state the origin of
fibres and fabrics -Natural firbres on the origin of different types of
3. state the man-made/artificial different fibres. fibre.
different types of synthetic fibres.
fibres.
4. identify the
origin of different
types of fibre.
590
SS I
WEEK FIRST TERM

RESOURCES
3 Textiles Students should be Manufacturing 1. Discusses the 1. Participate in class 1. Video clips and Students to:
manufacturing able to: processes of Natural manufacturing discussion. films of manufacturing 1. describe the
processes of fibres 1. list the different fibres e.g. process of different 2. Copy notes. processes on natural manufacturing
I stages in the -cotton natural fibres. fibres. processes of two
manufacturing -linen 2. Leads students to 2. Field trips to textile types of natural
processes of different -silk list the different industry. fibres.
natural fibres. -wool. stages in 3. Chalkboard. 2. list the different
2. describe the manufacturing of 4. Textbooks. manufacturing stages
manufacturing different natural in following fibres
processes of different fibres. -cotton
natural fibres. -wool.
4 Textiles Students should be 1. Manufacturing Discusses the 1. Participate in class 1. Video clips and Students to:
manufacturing able to: processes of man- manufacturing discussion. films of manufacturing describe the
processes of fibres describe the made/synthetic fibre processes of 2. Copy notes. processes of man- manufacturing
II manufacturing e.g. different man- made/synthetic fibres. processes of any one
processes of man- -cellulose fibres made/synthetic 2. Field trips to textile each of cellulose and
made/synthetic -non-cellulose fibres. industry. non-cellulose fibres.
fibres. fibres. 3. Chalkboard.
5 Textiles properties Students should be Properties Leads discussion the Tabulate the 1. Sample of different Students to:
of fibres able to: characteristics of properties/ properties/ types of fabric. state two properties
state the properties of different natural characteristics of characteristics of 2. Chalkboard of each of two
different natural fibres e.g. different natural different natural 3. Notebooks different types of
fibres. -cotton fibres. fibres. fibres.
-linen
-silk
-wool.
591
SS I
FIRST TERM
ACTIVITIES
WEEK

6 Textiles properties Students should be able Properties of Leads discussion on the Tabulate the 1. Sample of Students to:
of man- to: different man- properties properties at different types of state two properties of
made/synthetic state the properties of made/synthetic /characteristics of different man- fabric. two different types of
fibres. II different man- fibres e.g. different man- made/synthetic 2. Chalkboard man-made/synthetic
made/synthetic fibres. -rayon made/synthetic fibres. fibres. 3. Notebooks. fibres.
-acetate
-nylon
-terylene.
7 Textiles test for Students should be able 1. Test for fabric 1. Leads discussion on 1. Participate in 1. Samples of Students to:
fabric to: identification. the test for the class discussion on different types of 1. list two types of test
identification 1. list the different test -handling/feeling identification at different test for the fabrics. for fabric
for identification of appearance. fabrics. identification of 2. Hand lens identification.
different fabrics. -label 2. Demonstrates the different fabrics. 3. Microscope 2. describe one
2. carry out different -burning procedure for different 2. Carry out test on 4. Matches procedure for carrying
test for the -chemical test test for the identification the identification of 5. Sodium out tests for fabrics.
identification of -microscopic test. of different fabrics. different fabrics. hydroxide. 3. demonstrate in
different fabrics. 3. Gives notes on the 3. Copy notes. 6. Tetraoxosulphate groups, one procedure
3. describe the test for procedure of the test for (vi) for carrying out the
the identification of the identification of 7. Textbooks. test for fabric
each types of fabric. different fabrics. 8. Chalkboard. identification.
8 Textiles: fabric Students should be able 1. Fabric finishes 1. Leads discussion on 1. Participate in 1. Sample of fabrics Students to:
finishes to: -Mercerized different fabric finishes. class discussion. with different 1. list four different
1. state the different -Sanforised 2. Guides students to 2. Ask and answer finishes. fabric finishes.
fabric finishes used on -drip-dry etc. identify different finishes question. 2. Textbooks. 2. state three
fabrics. 2. Importance of on fabrics. 3. Copy notes. 3. Chalkboard. importance of fabric
2. identify finishes used fabric finishes. 3. Guides students to list finishes.
on fabrics. the importance of fabric 3. state two different
3. differentiate between finishes. between ordinary and
ordinary and special 4. Writes notes on fabric special fabric finishes.
finishes. finishes on the
4. state the importance chalkboard.
of fabric finishes.
592
SS I
FIRST TERM
ACTIVITIES
WEEK

9 Textiles: locally Students should be able 1. Locally made fabrics. 1. Leads discussion on 1. Listen 1. Samples of local Students to:
made fabrics to: -Aso oke the local fabrics made attentively. fabrics made in 1. mention two
1. list the local fabrics -Okene cloth in Nigeria. 2. Participate in Nigeria. local fabrics made
made in Nigeria. -Akwete 2. Guides students to class discussion. 3. Pictures of local in Nigeria.
2. identify local -Prints e.g. tie and dye, list the local 3. Ask and answer weavers. 2. state the local
communities where the batik, screen printing communities where questions. 3. Field trip to a community that
fabrics or made in etc. each fabric is made in 4. Copy notes. cottage weaving produce each
Nigeria. 2. Local communities Nigeria. industry. fabric.
3. state the uses of local where the fabrics are 3. Guides students to 4. Textbooks. 3. state two uses of
fabrics in Nigeria. made in Nigeria e.g. list uses / importance 5. Chalkboard locally made
4. make use of locally Akwete from River of local fabric made in 6. Sample of fabrics.
made fabrics for their State. Nigeria. imported fabrics. 4. list two
personal garments and 3. Uses / importance of 4. Leads discussion on differences
household article. local fabric made in the difference between between locally
5. differentiate between Nigeria. imported and locally made fabric and
locally made fabric and 4. Differences between made fabrics. imported ones.
imported ones. imported and locally
made fabrics.
10 Textiles: Students should be able 1. Production of 1. Leads students to 1. Produce their 1. Samples of Students to:
production of to: identification of fabric produce an album of various albums. different fabrics. 1. write the names
fabric album 1. produce on album of album. different fabrics. 2. Label the 2. Cardboard paper of fabrics displayed
different fabric. 2. Guides students to different fabrics for making the on the table.
2. label the fabrics label properly. properly. album or notebook.
properly.
11 REVISION
12 EXAMINATION
593
SS I
SECOND TERM
ACTIVITIES
WEEK

1 Sewing tools Students should be 1. The tools used for 1. Displays the 1. Observe and take 1. Tools for garment Students to:
able to: garment construction different tools used in note of the special making. 1. list four tools
1. identify and list the -scissors, pin etc. garment construction. features of the tools 2. Textbooks. used for garment
different tools used in 2. Uses of the tools 2. Guides students to used in garment 3. Chalkboard. construction.
garment construction. e.g. scissors for identify and list the construction. 2. State one uses of
2. list the uses of the cutting out, etc. tools used in garment 2. Participate in each tools listed
different tools used in construction and their class discussion. above.
garment construction. uses.
2 Sewing equipment Students should be Equipment for 1. Leads students to 1. Participate in 1. Equipment for Students to:
able to: garment construction: identify the different class discussion. garment construction. 1. list two
1. identify and list the -sewing machine types of sewing 2. Move around 2. Textbook. equipment used for
different equipment 1. Types of sewing machine. with the teacher to 3. Chalkboard. garment
used in garment machine. 2. Takes students identify the construction.
construction. 2. Parts of sewing round the laboratory equipment and note 2. state the uses of
2. list the different machine. to show them the the special features each equipment.
types of sewing 3. Other machines different equipment of each equipment. 3. illustrate five
machine. e.g. interlocking for garment parts of a sewing
3. state the functions machines etc. construction another machine with a
of different parts of 4. Uses of each uses. diagram.
sewing machine. equipment for 3. Guides students to 4. state the function
4. list the uses of the garment construction. identify the functions of any five parts of
different equipment of the different parts sewing machine.
used in garment of sewing machine.
construction.
594
SS I
SECOND TERM
ACTIVITIES
WEEK

3 Sewing tools and Students should be 1. Factors that 1. Leads students to list 1. Participate in 1. Machine oil. Students to:
equipment able to: influence the the factors that class discussion. 2. A sewing machine. 1. give four factors
1. state the factors choice of tools and influence the choice of 2. Carry out the 3. Duster. that influence the
that influence choice equipment e.g. tools and equipment. procedure for 4. Textbook. choice of tools and
of tools and money. 2. Leads discussion on oiling a sewing 5. Chalkboard. equipment.
equipment. 2. Care of tools and the care of the tools and machine. 2. state two ways
2. care for the tools equipment e.g. equipment used for of caring for each
and equipment for oiling, dusting, garment construction. sewing tools and
garment construction. brushing etc. 3. Demonstrates the equipment.
procedure for oiling a
sewing machine.
4 General safety Students should be Safety precaution : 1. Leads discussion on 1. Participate in 1. Chart showing Students to:
precautions in able to: 1. use of tools the proper handling of class discussion. proper use/handling of 1. describe the
clothing and textiles. 1. handle the tools 2. use of equipment tools and equipment. 2. Observe the various tools and proper ways of
and equipment 3. use of laboratory 2. Demonstrates the teacher equipment. handling/using
properly. proper use of each tools demonstration of 2. Instructions manual. tools and
2. observe prescribed and equipment. the uses of tools 3. Sample of tools and equipment.
safety precautions in 3. Leads discussion on and equipment. equipment. 2. demonstrate the
the use of each tool the safety precautions 3. Copy notes. 4. Textbooks proper safety
and equipment. to be observed in the 5. Chalkboard. precaution to be
3. observe safety laboratory. observed in the use
precautions in the of tools and
laboratory. equipment.
595
SS I
SECOND TERM
ACTIVITIES
WEEK

5 Essentials of Students should be 1. Study of figure 1. Leads discussion on 1. Participate in 1. Collection of Students to:
garment able to: types. the identification of class discussion. pictures of different 1. list two different
construction 1. identify different 2. Influence of different figure types. 2. Pair up and styles. figure types.
figure types. figure types on the 2. Leads discussion on practice how to 2. Tape 2. pair up to take the
2. take body selection of styles. the influence of figure take the body measurement. body measurement
measurement. 3. Use of different types on the selection of measurements. 3. Pencils. of their partner and
3. discuss the styles. styles. 4. Notebook for record it.
influence of figure 4. Basic 3. Demonstrates how taking down 3. mention two ways
type on the selection measurements body measurement measurement. figure types
of styles. 5. Selection and should be taken. 5. Textbook influence selection
4. use different purchase of 4. Guides students to list 6. Chalkboard of style.
styles to enhance the materials the factors that influence 4. describe three
figure. -factors that the selection and ways of using styles
5. select and influence quantities purchase of material for to enhance the
purchase materials to buy. garment construction. figure.
for garment -estimating
construction. quantities to buy.
6 Simple patterns I Students should be 1. Commercial 1. Displays commercial 1. Participate in 1. Samples of Students to:
able to: patterns pattern and leads class discussion. commercials 1. list two types of
1. identify the two -choice discussion on how to use 2. Identify and patterns. commercial
types of commercial -adaption them. interprets different 2. Textbook patterns.
patterns and their -uses 2. Leads discussion on pattern markings. 3. Chalkboard. 2. identify three
trade marks. 2. Types of the choice, adaptation commercial pattern
2. identify pattern commercial pattern and uses of commercial trademarks.
makings an pattern. -prints patterns. 3. interpret two
3. explain the -perforated 3. Leads discussion on pattern markings.
notation on pattern 3. Trademarks for different types of pattern
pieces. commercial patterns and their trademarks.
4. interprets the e.g. vogue, butter 4. Discuss the different
language used on rick etc. pattern markings and
commercial pattern. their meaning.
596
SS I
SECOND TERM
ACTIVITIES
WEEK

7 Simple patter n II Students should be able 1. Drafting of 1. Guides students on 1. Draft block 1. Brown paper Students to:
to: simple patterns how to draft block pattern for their 2. Pencil draft bodices block
draft simple pattern. e.g. bodices (front pattern for personal personal garment. 3. Tape using personal body
and back) garment. measurement measurement.
2. Sleeve. 4. Eraser
5. Ruler
6. Textbook
7. Chalkboard.
8 Making simple Students should be able 1. Pattern laying 1. Demonstrates how to 1. Participate in 1. Big table Students to:
garment pattern to: and cutting out prepare material for the preparation of 2. Material 1. demonstrate how to
laying and cutting 1. prepare material and procedure. cutting out. materials for 3. Pins prepare material for
out I identify the grain. -preparation of 2. Guides students on cutting out. 4. Scissors cutting.
2. lay and cut out fabric. how to identify the 2. Practice laying 5. Iron 2. demonstrate how to
pattern pieces. -laying out of grain. and cutting out of 6. Tracing wheel lay and cut out.
3. interpret standard pattern pieces. 3. Demonstrates how to the material. 7. Needle 3. demonstrate how to
markings made on the -cutting out lay and cut out material. 3. Transfer pattern 8. Thread. transfer pattern marking
patterns. -transferring 4. Guides students on markings unto the unto the material.
4. transfer pattern pattern marking. how to transfer pattern material 4. demonstrate how to
markings made on the -tracking of markings unto the 4. Practice tacking tack up garment for first
pattern. garment pieces for material. garment for first fitting.
5. tack up garment for first fitting. 5. Demonstrate how to fitting as
fitting. tack garment for first demonstrated by
fitting. teacher.
597
SS I
SECOND TERM
ACTIVITIES
WEEK

9 Making of Students should be Garment making 1. Leads discussion on 1. Participate in 1. Pins Students to:
simple garments: able to: processes: the selection of the discussion on 2. Needle 1. state two processes
Garment making 1. select the 1. basic stitches appropriate processes. the selection of 3. Thread involved in garment
processes II appropriate processes -temporary and 2. Demonstrates the appropriate 4. Sample of sewn construction and their
in constructing a permanent stitches. application of the process. garments uses.
garment. 2. seams processes selected e.g. 2. Practice the 5. Textbooks. 2. differentiate between
2. apply the processes -plain seam etc. using basic stitches and application of the 6. Chalkboard. French seam, run and
selected for garment seams. process selected fell seam.
construction. 3. Leads discussion on as demonstrated
3. differentiate different garment by the teacher.
between different making processes. 3. Make personal
types of 4. Guides and garment under the
-stitches supervises the students supervision of the
-seams. as they make garments teacher.
using the processes.
10 Making of Students should be 1. Opening 1. Demonstrates the 1. Practice the 1. Different types of Students to:
simple garments: able to: -types of opening application of the application of the fastening. 1. differentiate between
Garment making 1. state appropriate 2. Facings processes selected. processes selected 2. Pins hook and eye/hook and
processes III process in garment 3. Fastenings 2. Leads discussion on as demonstrated 3. Tailors chalk bar.
construction. -types of fastening. the processes selected. by the teacher. 4. Needle 2. demonstrate the
2. differentiate 4. Edge finishing 3. Guides and 2. Make personal 5. Thread application of three
between different -types of edge supervises the students garment under the 6. Scissors processes in sewing
types of: finishing. as they make garments supervision of the 7. Simple of sewn personal garment.
-openings, fastenings 5. Joining cross way using the processes. teacher. garments 4. project work: make
used in garment strip. 8. Album showing on album showing all
construction. 6. Making of simple different garments garment making
3. make simple garment using the making processes. processes.
garment. processes.
11 REVISION
12 EXAMINATION
598
SS I
THIRD TERM
ACTIVITIES
WEEK

1 Household laundry: Students should be 1. Cleaning agents 1. Leads the 1. Participate in 1. Samples of the Students to:
cleaning agents able to: -soap/detergent students to define class discussion. different cleaning 1. define cleaning
1. define cleaning -water cleaning agents. 2. Observe as the agents. agents.
agents. -bleach etc. 2. Leads the teacher 2. A tablet of soap and 2. list different cleaning
2. list different 2. Uses of each students to life the demonstrates how a pack of detergent. agents.
cleaning agents and cleaning agent. different cleaning to use each of the 3. differentiate between
their uses. agents. cleaning agents. soap and detergent.
3. demonstrate how 3. Demonstrates
to use each of the how to use each of
cleaning agents. the cleaning agents.
4. differentiate
between soap and
detergent.
2 Household laundry: Students should be Preparation of Leads discussion on 1. Participate in 1. Needles and thread Students to:
washing of clothes able to: garment for the step-by-step class discussion for mending. enumerate three steps
I 1. prepare clothes washing: procedures involved 2. Ask and answer 2. Sample of stain involved in preparing
for laundry. -sorting of clothes in preparing clothes teacher questions. removing agents. clothes for laundry.
2. list the different -mending for washing. 3. Copy notes.
stages of preparation -stain removal
of clothes for -steeping/soaking.
laundry.
3 Household laundry: Students should be Methods of washing 1. Leads discussion 1. Participate in 1. Different brand of Students to:
washing of clothes able to: -hand washing e.g. on the different class discussion. soap and detergents. 1. identify two methods
II identify different rubbing method, methods of washing 2. Ask and answer 2. Textbook of washing clothes.
methods suitable for kneading method clothes. teacher questions. 3. Chalkboard. 2. identify fabrics that
washing different etc. 2. Asks questions. 3. Copy notes. can be washed using the
types of fabric. -machine washing. following methods.
-rubbing
-kneading.
599
SS I
THIRD TERM
ACTIVITIES
WEEK
PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC OBJECTIVES LEARNING GUIDE
4 Household Students should be 1. Other laundry 1. Describes other 1. Participate in 1. Bluing, stiffening Students to:
laundry: washing able to: processes: laundry processes. class discussion. and bleaching agents. 1. identify the fabrics
of clothes III 1. state other -bleaching 2. Describes the 2. Ask and answer 2. Sample of different that can be blued and
laundry processes -bluing different types of questions. types of starch. starched.
after washing. -starching starch and their 3. Copy notes. 3. Chalkboard. 2. state two types of
2. describe the 2. Types of starch. application. starch used for
different types of 3. Asks questions. stiffening.
starching.
5 Household Students should be 1. Practical work on 1. Demonstrates the 1. Watch the 1. Water Students to:
laundry: washing able to: methods of washing: different method of teacher as she 2. Soap/detergent 1. state two best
of clothes IV 1. select the right -hand washing hand washing. demonstrates the 3. Basins/bowls methods that can be
cleaning agent for -machine washing 2. Guides students different methods 4. Dirty clothes used for washing very
the different fabrics. 2. Practical work on on how to use the of washing. 5. Washing machine dirty white cotton
2. demonstrate the application of blue different methods of 2. Practice the 6. Visit dry-cleaning material.
best methods for and stiffening agent hand washing. different methods home. 2. state two reasons
washing different on clothes. 3. Demonstrates of washing. why woolen article are
clothes using hand. how to remove 3. Practices the washed with kneading
3. demonstrate how stain, apply blue and use of washing method.
to blue, stiffen stiffening agent on machine with few
clothes correctly. clothes. clothes.
4. Utilize the 4. Guides the
washing machine students on how to
properly. use the washing
machine.
600
SS I
THIRD TERM
ACTIVITIES
WEEK

6 Household Students should be 1. Types/methods of 1. Leads discussion 1. Participate in class 1. Samples of Students to:
laundry: finishing able to: finishing of clothes on the discussion different types of 1. identify three
of clothes V 1. identify different -ironing types/methods of 2. Ask and answer pressing iron. methods of finishing
types/methods of -pressing finishes given to questions. 2. Sample of different clothes after washing.
finishing given -airing clothes after hanger. 2. mention four rules to
articles after washing. -storing washing. 3. Chart showing the observe when ironing.
2. identify general 2. Leads discussion picture of different 3. list two cloth storing
rules to observe when on the different storing equipment. equipment.
ironing. types of iron and 4. Textbook
3. differentiate the general rules to 5. Chalkboard.
between ironing and observe when
pressing. ironing.
4. list different 3. Discusses the
equipment used in different storing
storing clothes. equipment.
7 Household Students should be Practical work on 1. Demonstrates 1. Observe as the 1. Iron Students to:
laundry: finishing able to: -ironing the differences teacher demonstrates 2. Warm water 1. state two differences
of clothes. 1. demonstrate the -pressing between ironing and carry them out. 3. Washed clothes between ironing and
different finishes -airing and pressing. 4. Ironing board pressing.
given to clothes after -storing. 2. Demonstrates 5. Han9ger. 2. list two equipment
washing. the procedures to for storing clothes.
2. store clothes be followed while
properly after ironing.
finishing. 3. Leads students
to fold finished
clothes for storage.
4. Supervises
students work.
601
SS I
THIRD TERM
ACTIVITIES
WEEK

8 Household Students should be 1. Types of stains: 1. Leads discussion in 1. Participate in class 1. Sample of stain Students to:
laundry: stain and able to: -animal stain identifying different types discussion. material. 1. list fives types of
stain removal I 1. identify different -vegetable stain of stains and their origin. 2. Textbook stain.
types of stain and -grease stain etc. 3. Chalkboard. 2. state the origin
their origin. of any three stains
2. list different types mentioned above.
of stain.
9 Household Students should be 1. Stain removing 1. Discusses extensively 1. Participate in class 1. Sample of stain Students to:
laundry: stains able to: agents e.g. and list and stain discussion. removing agents. 1. list five stain
and stain removal 1. list different stain -methylated spirit removing agents. 2. Tabulate the step 2. Stains from removing agent.
II removing agent. -kerosine 2. Leads discussion on the by step procedure for different origin. 2. list four
2. state the general -bleaches etc. general guideline for removing stains in guidelines for
guidelines needed in 2. General removing stains. their notebooks. removing stains.
stain removal. guidelines for stain 3. Explains the step by 3. explain how to
3. identify the removal. step procedure of remove the
different treatments 3. Removal of removing each types of following stains
required in removing specific stain. stain. -tomato juice
specific stains. -blood
-ink
-palm oil.
10 Household Students should be 1. Practical work 1. Selects stains from 1. Practice how to 1. Sample of stain Students to:
laundry: able to: on stain removal of different origin e.g. remove a stain as removing agent. 1. state the
Stain and stain 1. identify different different types of blood-animal stain. demonstrated by the 2. Fabrics with procedure for
removal III types of stain and stain from. 2. States the different teacher. different types of removing the
their origin. -vegetable stain stain removal agents used stain of different following stains.
2. demonstrate how -animal stain for the different stains. origin. -blood stain
to remove stains with -mineral stain 3. Demonstrates the 3. Water -palm oil
the appropriate stain -grease stain etc. removal of a named stain 4. Soap/detergent. -candle wax.
removal agent. following the general
guidelines prescribed.
11 REVISION
12 EXAMINATION
602
DYEING AND BLEACHING
SS I
WEEK FIRST TERM

PERFORMANCE
OBJECTIVES
1 Colour theory Student should be able 1. Colour theory. 1. Explains the 1. Listen and 1). Card-board Students to:
and formation to: 2. Colour colour theories. participates. 2). Pencil. 1. differentiates between
of motifs 1. define colour. identification. 2. Demonstrates 2. Observe teachers 3). Poster colours. primary, secondary and
2. identify the classes - Primary. how to create demonstration on how 4). Cutting knife. tertiary colours.
of colours. - Secondary motifs from to create motifs from 5). Brushes. 2. state the process of
- Tertiary common African common African 6). Drawing set, and monochromatic colour (s)
- Harmonious and objects. objects. eraser etc. 3. describes the word
- Monochrome colour. harmonious colour.
2 Student should be able Formation of motif- 1. Guides students Practice how to create Students to:
to: e.g. Local motif, to create motifs. motifs. 4. lists different source of
3. create African motif stylized motif, 2. Demonstrates creating motifs.
designs on fabric. animated object. how to transfer
4. create arrange and motifs on flat
cut African motifs to surface.
form pattern.
3. Geometric shape and 1. Arrange motifs to Students to:
abstract shapes. make pattern for dress 1. describe different types
and furnishing. of patterns.
2. Display work for 2. create design from
appreciation and ctritic objects.
4. Introduction Students should be Tie and dye Explains the 1. Participate in class 1. Fabric/pure cotton. Students to:
to tie and dye able to: meaning of tie and discussion. 2. Dye stuff/assorted 1. state the process of tie
explains the meaning dye. colour. and dye.
of tie and dye. 3. Plastic basin. 2. identify materials
4. Hot water. needed for dying washing
5. Boiling ring. and starching of furnished
6. Stone. fabric.
7. Raffia. 3. produce one yard fabric
8. Gloue (Rubber) material following the
9. Scissors. starches.
603
SS I
WEEK FIRST TERM
PERFORMANCE
OBJECTIVES
5 Students should be able to: Types of tie and dye 1) Fabrics (pure cotton).
& lists different types of tie and dye e.g. folding, knotting, 2. Dye stuff (assorted
6 pleating, stitching, colours).
twisting, marbling, 3. Plastic basin
circle folding and 4. Hot water
sewing. 5. Boling ring
6. Stove.
7. Raffia
8. Gloue (rubber)
9. Sicissors.
7 Students should be able to: 2. Materials and tools
list materials, equipment, tools used for tie and dye e.g.
in tie and dye. raffia 100% cotton.
Dye stuff, chemicals,
indigo, linen thread,
water bowl and twine.
8. Explains Students should be able to: Listen and participate explains various
various stages tie and dye. in discussion. areas of preparing
of preparing tie and dye.
fabrics for tie
and dye.
9. Tie and dye Students should be able to: 1. Stages of 1. Guides students Produce a tie and 1. Pressing iron. Student to:
(samples of use drawing sheet to create samples preparation e.g. on how to execute dyed fabric 2. Wooden mallet. display finished
folding) of folding. Washing and dying different folding following the 3. Linen thread etc. work.
fabric before tying etc. techniques. stages.
2. Practice following 2. Demonstrates
on paper. stages involves in
the tie and dye.
10 Practical Students should be able to: Transfer deign on Guides students on
1. Participates in Students to:
work on tie apply one yard of fabric materials to fabric and tie the practical work.
the practical work. display finished
and dye. fold pleating method. Tie with water folded fabric. 2. Display finished work.
resistance rope or raffia. products.
604
SS I
SECOND TERM
SUB-THEME: HAIR CARE AND HAIR PRODUCTS

WEEK

OBJECTIVES GUIDE
1 Introduction Students should be 1. Plain dyeing 1. Explains the 1. Participates in the 1. Plain materials e.g. Student to:
to plain dying able to explains the 2. Differences between meaning of plain discussion on different jeans, white 1. explain plain
and fabrics difference between the dyeing and plain dyeing. materials and tools fabric/brocade. dyeing.
tie dying and plain dyeing. 2. Presents the used for plain dyeing. 2. Dye stuff (assorted 2. identify materials
dyeing. materials and tools 2. Observe and touch colour) for plain dyeing.
needed for plain the material. 3. Chemicals 3. prepare dye bath.
dyeing. 3. Observe teacher’s hyorosulphite/caustic 4. dye and finish
3. Demonstrates the demonstrations. soda. fabric.
processes of dyeing 4. Water spoon, plastic 5. display finished
plain materials. bowl, gloves, stoves etc. product.
2. Students should be Materials and tools for
able to: dyeing plain fabrics etc.
1. list some fabric - Assorted colour or dye
materials for plain stuff.
dyeing. - Caustic soda and
2. list tools and hyorosulphte
materials for play - Plain yards
dyeing.
3 Students should be Carryout the process - plastic bowls.
& able to: of dyeing plain - gloves.
4 list the process of materials. - stove etc.
dyeing plain
materials
5 Dyeing procedure. Display finished
& - Preparation of plain products.
6 materials for dyeing.
- Preparation of dye
bath.
- Dyeing and finishing.
605
SS I
SECOND TERM
WEEK

OBJECTIVES GUIDE
7. Safety Students should be able 1. Safety precaution. 1. Explains safety 1. Listen 1. Safety precaution Students to:
to: 2. Safety precaution in dyeing precautions in dyeing. attentively. posters. 1. explain safety
1. explain safety e.g. 2. Leads discussion on 2. Participates in 2. Hand gloves (rubber) precaution in
precaution in dyeing. - Users of nose and mouth safety precautions the discussion. 3. Apron dyeing.
2. explains the uses of mask while dyeing. with specific reference 4. Nose and mouth 2. state the
the following: - Labeling of chemicals. to the following. mask. importance of
- rubber hand gloves. - Storage of dyeing and - Rubber hand gloves. 5. Stove safety precautions
- nose and mouth mask. chemicals. - Nose and mouth 6. Boiling ring. in dyeing.
- Disposal of disposables. mask. 7. Pomade. 3. list five safety
- Handling of electrical - Apron. 8. Water precaution
appliances. 9. Soap. measures.
8. Students should be able
to:
states the importance of
safety precaution in
dyeing.
9. Students should be able 1. Washing of hands. Disposing of
to: 2. Rubbing of pomade. disposables.
states three reason or - Boling ring.
labeling chemicals. - Electric cooker.
10 Students should be able 1. Importance of safety
. to: precautions.
1. explain the 2. Protect the hand from direct
importance of the contact with the chemical.
following. 3. Prevent inhaling of
- apron chemicals.
- disposal of disposable. 4. Easy identification etc.
- handling of electrical
appliances.
11 REVISION
12 EXAMINATION
606
SS I
WEEK
THIRD TERM

OBJECTIVES GUIDE
1 Marbling by Students should be 1. Marbling. 1. Explains the 1. Listen to 1. Plain materials, e.g. Students to:
squeezing able to: 2. Types of marbling meaning of marbling explanations. white 100% cotton. 1. explains the meaning of
method. 1. define marbling by - Marbling by squeezing by squeezing in tie 2. Observe the 2. Caustic soda and marbling by squeezing.
squeezing method. (one colour) and dye. materials displayed. hydrosuphite 2. identify items for
2. list different types - Marbling by tying (two 2. Displays and 3. Participates in 3. Nylon flat sheet. marbling.
of marbling. colours) explains the materials class discussion. 4. Spoon. 3. explains the uses of the
used for marbling. 5. Containers. items identified.
6. Boiled water and 4. produce finished
pressing iron. materials.
2. Students should be Materials and tools for 1. Discusses the 1. Make marbling
able to: marbling. difference between on fabric by
3. differentiate - Dye stuff marbling dying and squeezing method.
between marbling - Chemicals other tie and dye. 2. Display the
dyeing and tie and - Caustic soda and finished work.
dye. hydrosulphte.
3. Students should be - Water, Nylon etc. 1. Demonstrates how Stove and boiling ring. Students to:
able to: 2. Stages of marbling. to make marbling by display finished materials.
1. state materials and - Preparation of materials squeezing and
tools for marbling for marbling. crumpling wet
process. - Preparation of dye bath materials.
2. explains the for marbling (one colour) 2. Display the
various methods of - Marbling and finished finished fabric.
marbling. using one colour.
4. Students should be
able to:
1. prepare one colour
dye
2. apply dye solution
with spoon on fabric.
3. carryout the
finishing process of
dyeing and marbling.
607
SS I
WEEK
THIRD TERM

OBJECTIVES GUIDE
5 Marbling of Students should be 1. Marbling by tying. 1. Explains the 1. Listen to 1. Plain materials e.g. Students to:
& tying method able to: 2. Types of tying methods meaning of marbling explanation. white 100% cotton. 1. demonstrate the process
6 (two colour). 1. define marbling by e.g. knotting folding, by tying methods. 2. Observes 2. Caustic soda and of marbling by tying
tying method. pleating etc. 2. Displays and displayed materials. hydrosulphtie. method.
2. list different types explains the materials 3. Participates in the 3. Nylon flat. Sheet. 2. mention materials and
of tying method. used for marbling by class discussion. 4. Spoon. tools used for marbling by
tying methods. 4. Observe teacher’s 5. Containers. tying method.
3. Directs discussion demonstration. 6. Plastic bowl 3. explain the importance
on the difference 5. Engage in tying 7. Boiled water and of the materials.
between squeezing method. pressing iron. 4. produce a marbled
and tying method in 8. Stove and boiling fabric by tying method.
marbling. ring.
7 Students should be Materials and tools for
& able to: marbling by tying
8 1. state materials for method.
tools for marbling by - Fabric
tying method. - Dye colouring
2. explains various - Chemicals
methods in making - Water
marbling by tying. - Speed flat.
- Nylon sheet
9 Students should be Demonstrates how to Students to:
able to: make marbling by display finished product.
prepare two colours tying methods.
dye baths.
10 1. Guides students to
produce a fabric by
tying method.
2. Supervises
students.
11 REVISION
12 EXAMINATION
608
PRINTING CRAFT
SS I
WEEK
FIRST TERM
TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING AND EVALUATION

TEACHER STUDENTS
RESOURCES
1 Art of printings Students should be able Art of printing as a Explains the art of Define the art of Textbook pictures of Student to
to: reproduction process printing. printing as a printing press. define the art of
(i) define the art of of original art work reproduction process. printing
printing. for multiple copies. correctly.
(ii) explain printing as an
art.
2 Importance of Students should be able (1) Advantages of art (1) Explains the (1) Mention (1) Textbooks Student to:
printing to: of printing in our advantages of art of advantages of (2) Posters (1) state 3
(1) state three importance community. printing. printing. (3) Complementary importance of
of printing. (2) Products from (2) Leads students to (2) List three cards. printing
(2) mention five products printing industries list products from products from (4) Pictures of bill (2) list five
of printing. and their uses. printing industries. printing industries. boards. products of
(3) Displays some (5) Brochures printing.
printed products. (6) Report card
(7) News papers.
3 Origin of Students should be able Origin of printing: (1) Explains the (1) Listen to the Pictures of wood Students to
printing to: Chinese wood block origin of printing to explanation on the block printing. discuss the origin
I discuss the origin of the printing from 700B.c- students. origin of printing. of printing.
art of printing. 1200B.c (2) Discuss the (2) Participate in the
Chinese wood Block discussion on.
printing using
pictures.
4 Origin of Students should be able Relief printing from Compare the wood Ask and answer Pictures of wood Students to
printing to: Europe by Johann block printing with questions. work printing. discuss the wood
II trace the origin to relief Gutenberg from relief printing. work printing.
printing of Europe. 1438-1800.
5 History of Students should be able Introduction of (1) Discusses Write an essay on the Pictures of different Students to:
printing in to: printing by early printing in Nigeria history of printing in printing presses in mention three
Nigeria I narrate the history of missionaries with reference to: Nigeria. Nigeria. early printing
printing in Nigeria. - Hope Waddell (a) Surveys press process in
- Town send etc. (b) Government Nigeria.
press.
609
PRINTING CRAFT
SS I
WEEK
FIRST TERM

TEACHER STUDENTS
RESOURCES
6 History of printing in Students should be (1) Development of (a) Railway press State the copy right Tapes of some State the copy
Nigeria II able to: printing in Nigeria (b) Daily times law. government press. right law.
(1) discuss (2) From 1846-1960 (2) Explains the
development of (3) The copy right copy right law.
printing in Nigeria law.
between 1846-1926
and 1926-1960
(2) state the copy
right law.
7 Printing Education Students should be Careers in printing: Highlights the Discuss their future (1) Chart of career Students to:
able to: (a) Lithographers importance of careers in profession in printing mention the
(1) mention the machine minders, printing Education. (2) Pictures of importance of
importance of operators, printing press. printing
printing education. (b) Printing Education.
(2) high light the supervisors managers
ways of printing and Educations,
education,
8 Career in printing. Students should be (a) Advertising and (1) Discusses Students discuss the Chart drawn to show mention the
able to: publishing executives lucrative careers in roles of career in different careers in importance of
state 5 careers in (b) Graphic artists, printing industry. printing. printing industries. career.
printing. (c) Camera (2) Explains the
men/women roles of career in
(d) Proof readers printing.
(e) Binders
(f) Sales
managers/people.
(g) Estimators
(h) Computer
operators
(I) Scanner operators.
610
PRINTING CRAFT
SS I
WEEK
FIRST TERM

TEACHER STUDENTS
RESOURCES
9 Printing processes I Students should be Printing processes: (1) Briefly describes (1) Discuss printing 1. Text books Students to:
able to: - letter press/relief each printing process. photographs for describe briefly
(1) mention the five printing process. (2) Discuss the letter press. the printing
printing processes. offset/lithographic/pi (2) Facilitates function of each 2. Image careers processes.
(2) describe briefly ano graphic printing student’s discussion process. foundry type’s
each process. - gravure/intaglio of each process. shades and
printing spacing
- screen/stencil materials.
printing.
- flexography.
10 Printing processes II Students should be (1) Function of each (1) Displays some (Among a mixture of 1. Reproduction Students to:
able to: process. materials/tools for tools identify tools agents. list materials
(1) state 2 functions (2) Materials tools the commonly used for the 2 commonly 2. Printing ink tools and
of each process. and equipment for processes. used processes. 3. Composing table. equipments for
(2) itemize commonly used (2) Asks and answer 4. For offset. the 3 commonly
materials/tools/equip processes. questions on 5. Paper/substrate. used processes.
ment for the three printing. 6. Image
commonly used
processes (i.e. relief
lithographic and
screen (printing).
11 REVISION
12 EXAMINATION
611
PRINTING CRAFT
SS I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
1 Technical work shop Students should be Types of technical work Discusses the types Differentiate Picture of technical Students to
in printing industry able to: shops in the following setting workshops among the four workshop in a mention the types
mention the 4 industry. in the printing types of technical printing of technical
technical work shops (a) Image industry showing work shop starting technology. workshop in a
in the printing origination/composing. pictures of each what is done in printing industry.
industry. (b) Lithographic section or room. each room.
- Darkroom.
- Lithographic room.
(c) Machine room
(d) Binding and print
finishing
2 Safety in the Students should be (1) Safety in the cold Discusses the Discuss in groups Text books Students to state 3
workshops I able to: composing workshop safety precaution in the safety measures in each
state at least 3 safety - Install air conditioners the various precautions in technical
precautions to be and equipment workshops. each technical workshop.
taken in each - Electricals should not work shops.
technical work shop. be exposed.
- All lights/switches
should be cut off at
close of work.
- Shut down computers
after use.
- Install stabilizers to
control surge.
- Screen all monitors
612
PRINTING CRAFT
SS I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
3 Safety in the Students should be (1) Safety in the Hot metal Discusses the Discuss in groups Textbooks Students to:
workshops II able to: composing room. safety precaution in the safety describe the
describe the - Avoid touching molten the various precautions in equipment and care
equipment and care in metal. workshops. each technical in the technical
the technical work - Avoid contact with lead work shops. work shop.
shop. particles.
- Handle the composing
equipment with cares.
(2) Safety in dark rooms.
- Operators should master
the layout of the dark room
- No electrical cable should
be exposed to prevent
electrocution.
- No polluted object should
be installed in the dark room
- Food stuff are prohibited
in the dark rooms.
- Use of gloves are highly
recommended while mixing
the chemicals.
- No lighting is allowed in
the dark room
- All walls should be
painted black to prevent
light reflections
- Dangling ropes are to be
prevented
- The lens is the most fragile
parts of the camera and
therefore should be
protected.
613
PRINTING CRAFT
SS I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
4 Safety in the Students should be Safety in the machine room. Discuss the Safety Discuss group’s Text book Students to explain
machine room. able to: - Only authorized person to steps in the safety precautions measure in the
state 3 measure of be allowed in the machine machine room. in the machine machine room.
safety in the machine room. room.
room. - Avoid wearing of long
sleeves, rings and
bangles/wrist watch while
operating the machine.
- Safety devices in the
machine must be applied
before use.
- Avoid tampering with the
items paper while machine
is running.
- Machine room must be
highly illuminated.
- Avoid splashing of
chemicals grease, ink,
dampening solutions on the
floor of machine room.
614
PRINTING CRAFT
SS I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
5 Safety in Students should be Safety in the binding and Discusses safety in Identify safety Text books Students to
binding and able to: print finishing work shop. the binding and steps in the (1) mention three
print finishing identify safety rules in - Avoid the use of guillotine print finishing and binding and print safety equipments
work shop. the binding and print with safety devices. safety measures. finishing work (2) identify
finishing work shop. - No two persons should shop. printing inks.
work on the guillotine
machine at the same time.
- There must be first Aid
box in the technical work
shops.
- Fire extinguisher and
smoke detectors must be
installed in technical work
shops.
- Good ventilation is
important.
- Efficient disposal of ink
containers is necessary.
6 Maintenance of Students should be (1) Maintenance of machine Discusses the State the Printing work shop. Students to state
machine tools. able to: tools and equipments in maintenance of maintenance the procedures of
enumerate the workshops. procedures in a procedures in a machine
maintenance (2) Regular checking by printing work shop. printing maintenance.
procedures in a maintenance engineers. workshop.
printing work shop.
7 Equipment in Students should be (1) Servicing of machine (1) Briefly List the Photographs and Students to list the
printing work able to: and replacement of parts. describes equipments in text books. equipment in
shop. Identify printing tools (2) Regular greasing and equipments in printing printing.
and equipments. oiling of the machines. printing work shop. workshops.
(3) Unusual noise from (2) Displays
machines during operation pictures of printing
should be promptly reported equipments.
immediately.
615
PRINTING CRAFT
SS I
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
8 Hand Students should be able to: (1) Safety in the Intimates students (1) Observe the (1) Text books Students to:
composition (1) identify tools/equipments composition room. with safety rules in safety precautions (2) Paper (1) identify three
I and facilities for hand (2) Principles and a hand composing in the hand (3) Ink tools and two
composition. rudimentary work shop. composition work (4)Tools and equipments in hand
(2) explain the simple processes of foundry shop. equipments. composition.
principles of hand metal hand (2) Define (2) mention five
composition. composing. foundry metal terminologies used
(3) Brief history of composition. in hand
types. (3) Identify type composition.
face structures
and label them.
9 Hand Students should be able to: (1) Layout of metal (1) Explains the (1) List the Types of type case Students to:
composition (1) define terminologies of composition. principles of constituents of bank gallery, (1) describe the
II hand composition. (2) Introduction to composition type alloys and spacing material techniques in hand
(2) differentiate between tools, equipments and terminologies. explain the brayer, proofing composition.
structures and part of types. foundry facilities. (2) Briefly narrate percentages of machine chase (2) describe part of
(3) Terminologies in the history of type. each metal to MITRE machine a type characters
composition. durable type. lead cutter reflects (3) identify the
(4) Structures of (2) List different contents of type
types of characters. type faces for case.
composition.
10 Hand Students should be able to: (1) Parts of types of (1) Moves students Listen and watch. Text books Students to:
composition (1) describe tools/equipments characters. round the layout of (1) explain
and facilities for hand. (2) Typefaces from metal composing typefaces from
(2) mention some types of Gothic to modern room. gothic to modern
alloy. types and their (2) Lists the types.
(3) enumerate some characters and equipment tools (2) state the uses of
characters and categories of categories. and facilities for types and their
types. (3) Typography and foundry metal characters.
job cases. composition.
11 REVISION
12 EXAMINATION
616
PRINTING CRAFT
SS I
THIRD TERM
WEEK

TEACHER STUDENTS
RESOURCES
1 Design for Students should be able to: (1) Concept design (1) Explains the (1) Discuss the (a) Drawing board. Students to:
printing (1) explain the concept of for harmony, concept of design. concept of design. (b) Table and chair. (1) explain basic
basic design in printing. proportion, unity, (2) List the elements (2) Carry out (c) T square designs in printing.
(2) identify appropriate contract and balance of design. simple deigns of (d) Drawing pens (2) name five
instruments for designing shape. (3) Lists the complementary (e) India ink instruments for
carry out simple design by (2) Instruments for instruments for cards and letter (f) Rulers designing.
selecting appropriate designing. design and explain heads. (g) Brush (3) carry out simple
typography paper and their uses. (h) Paper and board designs.
colour. (4) Evaluates (I) Poster colour
students design. (j) Letter set.
2 Book binding Students should be able to: (1) Book binding Familiarizes (1) Demonstrate (1) Paper Students to:
describe the stages in book (2) Types of binding students to book book bind. (2) Twine/ sewing describe the stages
binding. (a) Pamphlet binding binding and (2) Cutting and thread. in book binding
(b) Padding. finishing process. folding of papers (3) Brown paper and print finishing.
(c) Edition case (3) Stitching and covers.
binding. sewing. (4) Clue
(d) Loose sheet (5) Chin board
binding. (6) Sewing table
(7) Leathers
3 Print finishing Students should be able to: (1) Print finishing. Takes students on (1) Display of (1) Paper Students to:
(1) Design the print (2) Types of excursion to print finished book (2) Twine (1) practicalise
finishing. finishing. and finishing center. (2) Packaged finish (3) Shelf print finishing.
(2) Define print finishing. books (4) Bags. (2) list materials
for print finishing.
4 Binding Students should be able to: Book binding Displays some Identify materials Book binding long Students to:
materials (1) mention some materials materials. materials for book on display. rule: (1) mention five
for book binding. binding and print - scissors materials for book
(2) use these materials for finishing. - sewing binding.
book binding. - needles (2) state the uses of
- bone folders. these materials.
- long bench
- long table
617
PRINTING CRAFT
SS I
THIRD TERM
WEEK

TEACHER STUDENTS
RESOURCES
5 Binding tools and Students should be able Book binding tools Arrangements of List some tools and Equipments: Students to:
equipments to: and equipments tools and equipments. - paper (1) identify two
identify some tools and equipments for book - cutter tools and
equipments for print binding and print - guillotine equipments each
finishing. finishing. machine for print finishing.
- board cutter. (2) mention the use
- line presses. of tools and
- ploughs equipments.
- pressing
machines
- sewing machines
perfect binding
machines
- sewing frames.
6 Frame making Students should be able Wooden frame (1) Leads students to Make a wooden A frame silk or Students to:
to: preparation and make a wooden frame. organdie, shoulder make a wooden
(1) make a wooden method of screening. frame. joint, glue nails. frame with mesh.
frame. (2) Guides students
(2) staple or nail a mesh to stretch the mesh
(silk) on the frame. on the frame.
7 Stencil preparation Students should be able Stencil preparation (1) Gives (1) Write their Card board way Students to:
to: card board block out assignment, names and cut paint Brush A (1) Practice stencil
(1) produce handmade and wash out method. example: stencil wooden frame with with card board
stencil with card -write your name (2) Practice the mesh and designs (2) Produce stencil
boards. and cut the stencil block out method. sponge. using the block out
(2) produce a stencil (2) Guides students method.
using the block out in making stencil
method. using the block out
method.
8 Origin of printing I Students should be able Origin of screen Explains the origin State the origin of Textbook Students to explain
to: printing. of silk screen screen printing to the origin of screen
discuss the origin of the printing to students. students. printing.
act of screen printing.
618
PRINTING CRAFT
SS I
THIRD TERM
WEEK

TEACHER STUDENTS
RESOURCES
9 Origin of printing Students should be able Chinese wood block Discuses the Participate in Textbooks Students to:
II to: printing from 700 Bc- Chinese wood block discussing the explain Chinese
explain the origin of the 1200 Bc. print using pictures Chinese wood wood block
act of screen printing. that develop into block print using printing from 700
silk mesh, screen pictures that Bc-1200 Bc.
printing. brought about
screen printing.
10 Print Students should be able (1) Registration of (1) Leads students to (1) Practice (1) Wood stencil Students to:
to: jobs with registration master the registration. (2) Squeegee (1) register designs
(1) register the job with tabs as a guide. registration of jobs (2) Watch teacher. textile ink. with registration
registration mark. (2) Making print or designs. mark.
(2) make print using using different (2) Demonstrates (2) make prints
stencil. colours, paying and makes prints with stencil.
attention to with stencil.
registration.
11 REVISION
12 EXAMINATION
619
COSMETOLOGY
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
1 Cosmetology Students should be 1. Meaning of 1. Explains the meaning 1. Listen to teachers Charts and pictures Students to:
(meaning and area) able to: cosmetology 2. Guides students explanation 1. define cosmetology
1. state the meaning 2. Various areas o f discussion 2. Ask questions and 2. list various aspects
define cosmetology. cosmetology answer of cosmetology.
2. list the various 3. Relationship of
areas cosmetology to
3. give examples other subjects.
4. state factors to
consider.
2 Cosmetology Students should be 1. Meaning of 1. Explain the meaning 1. Listen and take Charts and pictures Students to:
(cosmetics and able to: cosmetics and 2. List the types part in the real objects 1. define and list
cosmetician) 1. define cosmetics cosmetician 3. Guide students on the discussion cosmetics
2. give examples of 2. Types of discussion 2. Ask and answer 2. differentiate
cosmetics cosmetics 4. Invite a resource questions between locally made
3. define cosmetician. 3. Importance of person. 3. Copy down notes and readymade
cosmetics. cosmetics.
3. Cosmetology Students should be 1. Meaning aspects 1. Explain the various 1. Listen attentively Charts and pictures Student to:
differences able to: of cosmetology aspects of a to teachers 1. mention the aspects
between cosmetics 1. enumerate aspects 2. Identify the cosmetology explanation 2. state three functions
and cosmetician of cosmetology functions of a 2. Guide students in 2. Ask questions of cosmetology.
2. identify the cosmetologist. their discussion. 3. Copy down notes
different aspects of 3. Copy chalkboard
cosmetology. summary.
4. Professional ethics Students should be 1. Professional 1. Explains the term 1. Listen and 1. Charts and pictures Students to:
able to: ethics professional ethics. participate in the 2. Video clips etc 1. explain what
1. explain what is 2. Good ethics of 2. Guides the students discussion professional ethics
meant by cosmetology in the discussion 2. Ask and answer means
professional ethics in 3. Poor ethics of questions 2. list two good
the practice of cosmetology professional ethics
cosmetology. 3. list three bad
professional ethics.
620
COSMETOLOGY
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
5. Professional ethics Students should be Qualities of a 1. Demonstrates 1. List and take part in Charts posters video Students to:
qualities able to: cosmetologist. professional the discussion. clips etc. 1. explain three
state the qualities of ethics of a 2. Role play of a qualities of a
a good cosmetologist. cosmetologist. cosmetologist. cosmetologist.
2. Explains the 2. identify their major
qualities of a equalities.
cosmetologist.
THEME: GENERAL SAFETY PRECAUTION/HYGIENE
6 Personal/client Students should be 1. Define safety in 1. Explains the 1. Take part in class Charts posters etc Students to:
safety (measures able to: cosmetology. meaning of safety discussions. 1. explain safety in
and equipment) 1. define safety 2. Safety measures in cosmetology. 2. Ask and answer cosmetology.
2. list safety 3. Safety gargets 2. Lists safety questions. 2. name at least two
measures. measures and safety materials.
3. mention safety gargets.
equipments.
7. Personal client Students should be 1. Personal safety 1. Discusses some 1. Listen to Students to:
safety (importance able to: 2. Client safety personal safety explanations. 1. state client safety
of safety) 1. state client safety 3. Importance of measures. 2. Give additional 2. mention two
measures. safety. 2. Explain some examples. personal safety
2. state personal client safety 3. Participate in measures.
safety measures. measures. demonstration. 3. state three
3. importance of 3. Demonstrates 4. Write a report on a importance of safety
taking safety some of the safety visit to the fishing measures.
measures. measure. sports.
621
COSMETOLOGY
SS I
WEEK FIRST TERM

PERFORMANCE CONTENT EVALUATION
TOPIC LEARNING
OBJECTIVES GUIDE
THEME: GENERAL SAFETY PRECAUTION/HYGIENE
8. Personal hygiene Students should be able 1. Personal hygiene. 1. Defines hygiene 1. Participate Charts posters, Students to:
to: 2. Rules for personal 2. Lists some actively in towels deodorants. 1. define personal
1. define personal hygiene hygiene. personal hygiene discussions. hygiene.
2. state the rules of rules and materials. 2. Ask questions 2. demonstrate
personal hygiene and 3. write reports on measures of personal
cleanliness. a visit to a hygiene.
3. materials/items for cosmetologist. 3. list three materials
taking care of the boy. for personal hygiene.
4. practice personal
hygiene.
THEME: TOOLS, EQUIPMENT AND MATERIALS
9 Cosmetic tool, Students should be able 1. General tools and 1. Lists tools used for 1. Identify the Charts, real objects Students to:
equipment and to: equipment used for cosmetology. tools and dryers steamer 1. list tools and
materials 1. identify cosmetic tools cosmetology. 2. Mention equipment used clippers etc. equipment used for
and materials. 2. Description of equipment used for for cosmetology. cosmetology.
2. classify cosmetic tools cosmetic tools, cosmetology 2. Practice the use 2. mention the
equipment and materials. equipment and 3. Demonstrates the of cosmetology advantages of using
3. differentiate between materials. uses of tools tools. these tools.
tools and equipment. 3. Classification of 4. Differentiates 3. Take part
cosmetic tool and between tools and actively in class
materials. equipment. discussion.
10 Cosmetic tools Students should be able 1. Uses of cosmetic Arrange an excursion Practice the use of Real objects Students to:
and materials to: tools, equipment and to: cosmetic tools. shampoos, hair 1. demonstrate the
contd 1. state the uses of materials. - beauty saloon - equipment and creams etc. use of four tools
cosmetic tools equipment 2. Practical - cosmetic shop materials. each.
and materials. demonstration. - super market 2. Copy notes 2. use materials in
2. use cosmetic tools, cosmetology.
equipment and materials.
11 REVISION
12 EXAMINATION
622
COSMETOLOGY
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
1 The human body Students should be 1. Structure and parts of 1. Identifies the 1. Participate in class Charts posters on Students to:
able to: the human body that parts of the human discussion parts of the body etc. 1. list four parts of
1. identify the parts of requires grooming. body. 2. Listen attentively. the body.
the human. 2. Functions of the 2. States the 2. draw and label the
2. draw and label each various parts of the functions of parts of parts of the body.
of the parts of the human body. the body.
human body e.g. head,
hair, eye, nose, skin
etc.
2. The human body Students should be 1. Functions of the 1. Functions of the 1. Listen to the Charts and pictures Students to:
(functions of the able to: various parts of the various parts of the explanations and copy 1. list three functions
parts) 1. enumerate the body. body. down notes. of any part of the
functions of each of 2. Mention items used 2. Demonstrates 2. Take active part in body.
the parts of the body. in maintaining the how to care for the discussion. 2. describe two ways
2. state what materials names parts. human body. of caring for the
can be used to take body.
care of each of the
body parts.
3. Human body Students should be 1. Care of the parts of 1. Describe ways of 1. Participate actively Charts and posters Students should be
(care) able to: the human body. taking care of the 2. Listen attentively. able to:
1. describe ways of 2. Describe ways of human body. 3. Copy down 1. describe ways of
caring for the different bathing and taking care 2. Guide students on chalkboard summary. taking care of the
parts of the human of the human body. the discussion body.
body. 3. Copy down chalk 2. give reason for
2. bathing and caring board summary. taking care of the
for a dummy. body.
623
COSMETOLOGY
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
4. Types of hair Students should be 1. Draw and label the 1. Describes the 1. Participate actively. Pictures chairs of Students to:
able to: structure of the hair. structure of the hair 2. Listen attentively. various types of hairs 1. describe the
1. describe the 2. List types of hair. 2. List the types of 3. Copy down structure of the hair
structure of the hair. hair. chalkboard summary. 2. list three types of
2. list the types of hair 3. Guides students hair
discussion.
5. Types of the hair Students should be 1. State the functions of 1. Mentions the 1. Listen attentively Charts pictures Students to:
able to: the hair. functions of the hair 2. Ask and answers 1. list four hair care
1. mention the 2. Hair care products 2. List hair care questions. products.
functions of the hair. 3. Factors to be products. 3. Copy down 2. mention two
2. list hair care considered when 3. Guides students chalkboard summary. functions of the hair.
products. choosing combs and discussions.
3. state guide lines to brushes.
consider when
choosing hair combs
and brushes.
6. Care of the hair Students should be 1. Hair styles 1. Guides students 1. Take active part in Picture Students to:
contd able to: 2. Ways of caring for on discussion. the discussion. Charts 1. mention four hair
1. mention hair styles. the hair. 2. Copies 2. Ask and answer styles.
2. state ways of caring chalkboard questions. 2. mention two ways
for the hair. summary on the of caring for the hair
bard.
7. Hair infection Students should be 1. Types of hair 1. List hair 1. Listen attentively Pictures charts Students to:
able to: infection. infection. 2. Take part actively 1. list three types of
1. mention types of 2. Causes of hair 2. State the causes in the discussion. hair infection.
hair infection. infection. of hair infection. 2. explain causes of
2. the causes of hair hair infection.
infection.
624
COSMETOLOGY
SS I
SECOND TERM

WEEK

OBJECTIVES GUIDE
8. Hair problems Students should be 1. Meaning of hair 1. Guides students 1. Explain the Charts, picture Students to:
able to: problems. discussions. meaning of hair 1. mention two hair
1. define and explain 2. Mention hair 2. Invite a resources problems. problems.
hair problems. problems. 3. Copies down 2. State causes of hair 2. mention three
2. list hair problems 3. State the causes of chalk board problems. causes of hair causes
3. causes of hair hair problems. summary. of hair problems.
problems.
9 Hair problems Students should be 1. Methods of 1. Guides students 1. State ways of Charts, pictures Students to:
(solution) able to: preventing hair discussions. preventing hair 1. mention three
1. state methods of problems. 2. Mentions ways of problems. ways of preventing
preventing hair 2. Hair care products preventing hair 2. Copy down chalk hair problems.
problems. used in solving hair problems. board summary. 2. list hair care
2. materials/hair care problems e.g. products used in
products used in - creams solving hair
solving hair problems. - pomades problems.
- medicated soap etc.
10 Practical on care Students should be 1. Demonstrate how to 1. Mentions hair 1. Participate actively Picture, charts, video Students to:
of the hair able to: make some hair styles. styles. in the class. clips. 1. mention some hair
carry out a practical 2. Practical care on a 2. Invite a resource 2. Show skills by styles.
work on the hair e.g. clients hair. person. demonstrating with a 2. explain how to
hair styles and care of 3. Writes the clients hair. care for the hair.
the hair. chalkboard
summery.
11 REVISION
12 EXAMINATION
625
COSMETOLOGY
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
1 General hair Students should be 1. Types of hair 1. Guides students 1. Mention products Charts, pictures Students to:
treatment types able to: treatment: discussing. used for caring for the 1. mention three hair
1. list types of hair - steaming 2. Mentions some hair. care products.
treatment. - conditioning hair care products 2. Copy down the 2. explain how these
2. mention the - tinting using for treatment of chalkboard summary. treatment are carried
materials to use for - relaxing etc. the hair. out.
hair treatment. 2. Materials for hair
treatment:
- shampoo
- relaxer
- hair cream
2. General hair Students should be 1. Application of 1. Mentions ways of 1. Participate actively Video clips and Students to:
treatment able to: hair treatment applying hair. 2. Copy down notes. pictures. 1. explain ways of
(practical 1. apply hair treatment products on the hair. treatment on the hair 3. Demonstrate what applying hair treats.
demonstration) products on the hair. 2. Demonstrate how 2. Shows to the the teacher has just 2. demonstrate it
2. demonstrate how to to apply these students how apply down. using a dummy.
apply hair treatment creams on the hair. treatment on hair
on the hair. using a volunteer.
3. Scalp treatment Students should be 1. Meaning of scalp 1. Guides students 1. Ask and answer Picture charts video Students to:
able to: treatment. discussion. questions. clip. 1. mention scalp
1. explain the meaning 2. Scalp problems 2. Explains the 2. Participate actively. problems.
of scalp treatment. - dandruff meaning of scalp 2. list two scalp
2. identify some scalp - dryness etc. treatment. treatment.
problems. - hair loss etc.
626
COSMETOLOGY
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
4. Scalp treatment Students should be 1. Causes of scalp 1. Mentions the 1. Listen attentively Real objects creams Students to:
contd (tools and able to: problem. functions of each of 2. Participate actively. etc. 1. list some tools and
types) 1. identify some - dryness of the skin these materials and 3. Copy down material used for
causes of scalp - lack of proper care tools. chalkboard summary. treatment.
problems. etc. 2. States the functions 2. explains two ways
2. identify different 2. Products for scalp of each of these of using these tools
types of scalp treatment products. materials.
treatment - protein-rich 3. Copies down 3. state two functions
3. tools and materials shampoo chalkboard summary. of each materials and
used for scalp - lemon shampoo tools.
treatment. - vitamin B
4. functions of each - anti-dandruff
tools and materials shampoo etc.
used.
5. Scalp treatment Students should be 1. Prevention of 1. Guides students in 1. Ask and answer Charts Students to:
(preventive able to: scalp problems. the discussion. questions. Pictures 1. mention two tips
method) 1. mention tips on 2. Materials 2. Invite a resource 2. Copy down notes. on prevention of
prevention of scalp /products to be used person. 3. Listen attentively. scalp problem.
problems. to prevent scalp 3. Write down chalk 2. list products to be
2. state the materials problems. board summary. used for prevention
used to prevent scalp of scalp problem.
problems.
6. Scalp treatment Students should be 1. Steps in carrying 1. Guides students 1. Participate actively. Pictures and Students to:
(practical able to: out treatment on discussion. 2. Ask and answer magazines 1. carry out scalp
treatment and a 1. write out the steps scalp. 2. Demonstrates how questions. treatment on a
client) to take in carrying out 2. Practical scalp to carry out scalp 3. Copy down clients.
treatment on scalp. treatment. treatment on a client. chalkboard summary. 2. explain two steps
2. carry out practical to carry out treatment
scalp treatment on a of scalp.
client.
627
COSMETOLOGY
SS I
THIRD TERM
WEEK

OBJECTIVES GUIDE
7. Scalp treatment Students should be 1. Hair styles 1. Guides students 1. Listen attentively Pictures and charts Students to:
contd able to: - perming discussion. 2. Ask and answer 1. mention two hair
1. collect picture and - plating etc 2. Invites a resource questions. styles.
magazines. 2. Hair cut person e.g. hair 2. state two haircuts
2. prepare/make an - low cut dressers barber. styles.
album with pictures of - shaving with razor 3. make an album
different hair and hair blade etc. showing haircut and
styles and treatments. styles.
8. Scalp treatment Students should be Take students out to: 1. Guides students on 1. To be observant as Real objects Students to:
(field trip to a able to: - a hair dressing the excursion trip. they go out. 1. write out their
saloon) 1. go out on excursion saloon. 2. Gives them guide 2. Write a project or experience.
to visit a hair dressers - visit a hair barbing lines on what tone rite term paper on what they 2. explain briefly
shop. shop/saloon. down. saw. what they learnt.
2. visit to a barbers
shop.
9 Scalp treatment Students should be Guidelines for 1. Guides students on 1. Listen attentively . Real objects e.g. Student to:
(guidelines for able to: choosing hair care the discussion. 2. Participate in the different hair care 1. mention three hair
choosing hair mention guide lines products. 2. Writes the chalk discussion . products. care products.
care products) for choosing hair care - quality of the ducts board summary . 3. Copy down notes. 2. mention three
products. - information on the 3. Supervises students guidelines for
container as they write down. choosing hair care
- finance products.
- availability of the
products
10 Scalp treatment Students should be Demonstrates using Guides students on 1. Pay attention Real objects Students to:
(practical work able to: - a volunteer steps to follow. 2. Carry out teachers 1. treat a dolls scalp.
using a doll) carry out individual - a doll. instructions. 2. follow the teachers
practical hair 3. Treat a dolls scalp instructions.
treatment using a doll.
11 REVISION
12 EXAMINATION
628
PHOTOGRAPHY
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
1 The essence of Students should be able i. Visual Discusses List the different Photographs Students to:
photography to: communication photography in aspect of life in discuss photography in
1. define photography ii. Record keeping relation to universal which photography relation to universal
as a means of visual needs is used needs.
communication.
2. relate photography
with universal needs.
2 Importance of Students should be able i. Record of events Explains each of the Enumerate the areas Sample of Students to:
photography to: ii. Used in important areas of photography photographs showing explain the importance
enumerate the advertising identified with the identified the identified areas of of photography.
importance of iii. Scientific use aid of suitable importance of
photography. iv. News reporting examples. photograph
v. Artistic expression
3. History of Students should be able The camera obsura Discusses the Textbooks carton pin Students to:
photography to: development of the explain obscura.
discuss the camera obscura.
development of camera
obscura
4. Areas of Students should be able Areas of photography Identifies areas of Listen to the Sample photography. Students to:
photography 1 to: - Fashion photography. teacher. mention seven areas of
identify area of - Forensic photography.
photography. - Nature
- sports
5. Areas of Students should be able - Under water Discusses the List the various Students shows the Students to:
photography 2 to: - War different areas of areas of areas of photography. list 4 areas of
discuss the areas of - Documentary photography. photography. photography.
photography. - Architectural
629
PHOTOGRAPHY
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
6 Photography Students should be able Photography Defines terms used List the terms used Chart Students to:
terminologies to: terminologies: in photography. in photograph. define terns used in
list terms of - exposure photography.
photography. - develop
- print
- enlarger
- focus
7. Photography Students should be able Aperture Explain terms used Discuss the terms Textbook Students to:
terminologies to: - number in photography used photography explain the terms used
define terms used in - perspective in phtography
photography. - images
- intensity etc
8. Sources of light Students should be able i. Natural light (e.g. Identifies and Experiment with Torch light, bulb Students to:
to: sun and moon) . discusses the different artificial flash etc. 1. mention different
1. identify sources of ii. Artificial light different sources of light. sources of light.
light (electric light, flash, light in relation to 2. list various source
2. discuss each etc) . photography. of light that are useful
identified source of in photography.
light in relation to
photography
9 Properties of light Students should be able i. Absorption 1. Explains the Experiment the Torch light mirror Students to:
to: ii. Reflection various properties of effect of artificial black and white identify and explain
identify and discusses iii. Transmission light. light on different surfaces properties of light.
properties of light. iv. Reflection 2. Experiments the surfaces. Glass prism
v. Dispersion effect of light on diagram.
different surfaces.
10 PRACTICAL
11 REVISION
12 EXAMINATION
630
PHOTOGRAPHY
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Basic principle of Students should be able i. Basic principles: Explains with the Identify the principles Camera diagrams Students to:
camera to: - Light tights aid of a camera the upon which the explain five
explain the principle - registration basic: camera is designed. principles upon
upon which the camera - surface principles upon which the camera is
is designed. - light inlet which camera is designed.
(aperture) designed)
- Image formation
(lens)
image captures
(shutter)
2. Basic parts of a Students should be able ii. Basic parts 1. lists and 1. Identify the basic Camera Students to:
camera to: - light tight box discusses the parts camera using manual Diagram 1. list five basic parts
1. identify the basic - lens of a camera. camera. of a camera.
parts of a camera. - lens opening 2. Explains 2. List the function of 2. explain five
2. mention the function - shutter release functions of each the identified parts of functions of five
of each part. - view finder part of a camera. a camera. basic part of a
- film advance camera.
mechanism
- function of each
part of a camera.
3. Types of camera Students should be able Types of camera: 1. Discusses the Identify the different Samples of different Student to:
to: - twin lens reflex system of each of types of camera. types of camera. detect the differences
identify different types - single lens reflex the cameras. Diagram pictures of between the camera.
of camera. - direct vision 2. Identifies the different cameras.
- view through differences between
technical the camera.
- miniature
631
PHOTOGRAPHY
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
4. Care of the Students should be able Care of the camera: 1. Explains the need 1.Demonstrates how Camera bag muslin Students to:
camera to: - keep away from to take good care of to: cloth. mention four ways of
discuss different dirt and oil. a camera. - clean the lens caring for a camera.
methods of taking care - keep duster away 2. Explains and - handle the camera
of a camera. from it. demonstrates (where when loading the
- regular servicing necessary) various film.
by competent methods of taking 2. Keep camera in
technician. care of a camera. camera bag when not
- careful handling at in used.
all times.
5. The nature of film Students should be able i. light sensitive 1. Describes the Observe the nature of Undeveloped film Students to:
to: material. sensitive nature of an undeveloped film list the chemical
describe film and state ii. chemical film. pulled out of he composition of a a
its composition. composition. 2. States the cartridge. film.
chemical
composition of film
(silver and
potassium salts, held
to cellulose acetate
by gelatine
emulsion.
6. Types of film Students should be able i. film format (sizes) 1. Describes the 1. Identify the Sample of the various Students to:
to: - 110 various film various film formats. film formats 1. mention three
identify different types - 135 (35mm) formats. 2. Differentiate Samples of the two different film
of film in relation to = 120/220 2. Discusses the between black/white film types formats.
format and type. ii. film types two film types. and coloured film. (black/white) and 2. identify
- Black and white coloured film black/white and
coloured films.
632
PHOTOGRAPHY
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
7. Film speed Students should be able Film speed: Discusses each Identify ASA number Cartridges of film Students to:
to: i. ASA 32 – slow category of film in inscribed on various with different ASA relate ASA number to
1. define film speed. speed film relation to their film cartridges. inscription. film speed.
2. relate film speed ii. ASA 40-200 speed.
with ASA (American medium speed film
Standard Association) . iii. ASA 400 and
above.
- fast high speed film
8. Shooting Students should be able i. Loading the film Discusses the need Load film into camera Camera film light Students to:
preparation to: into the camera and importance of and make other equipment. explain the three
identify various forms ii. Get sub-jet making adequate preparations as preparatory steps to
of preparation prior to prepared preparation before determined by the be taken in taking in
shooting. iii. Set up studio shooting type of photograph to door or out door
lighting equipment photograph. be taken. photograph.
iv. Study out door
weather condition
9 Shooting of Students should be able i. Focusing with the 1. Explains ways of Experiment with Camera Tripod flash Students to:
photographs to: camera. handling camera for shooting of lighting equipment. write their indoor
focus and shoot ii. Shooting in-door shooting. photographs both experiences in taking
photographs (both in- photographs. - hand held (indoor and outdoor) . photographs.
door and out-door) . iii. Shooting out-door - using tripod
photographs. 2. Demonstrates
how to focus and
shoot photographs.
(both indoor and out
door)
10 PRACTIAL
11 REVISION
12 EXAMINATION
633
PHOTOGRAPHY
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Dark Room Students should be i. Dark room layout: 1. Discusses the dry Visit the dark room Dark room Students to:
able to: - dry area and wet areas of a and acquaint write a report of
1. describe layout of - wet area dark room. themselves with the their experience in
dark room. ii. Dark room requirements 2. Explains each layout (dry and wet the dark room.
2. mention dark - light tights dark room areas) .
room requirement. - good ventilation requirement.
- adequate electricity supply
- adequate water supply
- waste outlet
- flat working surfaces
2. Dark room tools Students should be Tools and equipment: Discusses the Identify the various All dark room tools Students to:
and equipments able to: - measures functions of each tools and equipment and equipment. list seven tools and
1. identify the tools - containers tools and equipment in the dark room. equipment in the
and equipments - funnels in the dark room. dark room.
used in the dark - timers
room. - thermometers
2. mention the - developing tanks
function of each of - safe light enlarger
the tools and - dryer
equipment. - trays/dishes etc
3. Dark room safety Students should be Safety measures: Discusses: Demonstrate Rubber gloves Students to:
able to: - wear darkroom apron/lab 1. importance of 1. wearing of rubber laboratory coat First list dark room
mention various coat safety in the gloves. aid box safety measures.
safety measures - wear rubber gloves darkroom. 2. apron/ laboratory Fire extinguisher.
required in the - avoid sudden movements 2. the various safety coat.
darkroom. - apply first aid in treating measures required
chemical burns while in the
- properly store chemical darkroom.
when not in use. 3. darkroom first aid
measures.
634
PHOTOGRAPHY
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
4. Materials and Students should be Materials for film 1. Discusses the use of the Identify the - Developer Students to:
equipment for able to: development: developing materials (developers materials and - Developing tank list three
film development 1. identify materials - developer and fixer) . equipment used - Developing materials and
and equipment - developing tank 2. Explain the functions of the for film tray/dishes equipment used in
required for film - developing equipment (developing tank and development. - Fixer film development.
development. trays/dishes dishes) .
2. explain the - fixer
functions of the
equipment
(developing tank
and dishes) .
5. Film development Students should be i. Dilution of Explains and demonstrates the Experiment with - Developing tank Students to:
able to: - Developer processes of film development, developing tank - Developer explain the two
develop exposed - Fixer using both the developing tank and the see saw - Fixer methods of film
film into negative. ii. Loading the film and the see saw methods. method. - Developing development.
into the tank or using trays/dishes
the see saw method - Timer
iii. Pouring and timing - Water
the action of developer - Rubber gloves
on the film in the tank.
iv. Rinsing and fixing
the negative.
6. Drying and Students should be i. Methods of drying 1. Explains and demonstrates the 1. Experiment - Dryer Students to:
storage of able to: negatives. two methods of drying negatives using dryer and - Rope line pegs explain
negatives 1. dry negatives. ii. Methods of storing - Dryer open air methods. - Film containers 1. Drying
2. store negatives negatives. - Open air 2. Store negatives - Cellophane jackets processes.
2. Explains and demonstrates the using different - Chest of drawers 2. Storage
methods of storing negatives: methods. methods.
- Film containers
- Cellophane jackets
- Chest of drawers.
635
PHOTOGRAPHY
SS I
WEEK THIRD TERM

PERFORMANCE
OBJECTIVES
7. Materials and Students should be Equipment for printing: Discusses the use of each Identify the - Enlarger safety Students to:
equipments for able to: - enlarger printing material and materials and light explain the two
printing of identify materials - safe light equipment. equipment used in - printing paper methods of
photographs and equipment - printing paper printing of - printing frame printing
required of - printing frame photographs. - developer fixer photographs.
photographs. - developer fixer - Water
- developing - developing
trays/dishes trays/dishes
- dryer - Dryer
- guillotine -Guillotine
8. Printing process Students should be i. Dilution of Explains and demonstrates Experiment with: - Negative Students to:
able to: - Developer/Fixer the printing of photographs 1. Negative and - Enlarger explain the two
print photographs ii. Contact print using: printing paper - Printing frame methods of
from negatives. iii. Printing photograph 1. contact (contact print) . - Printing paper printing
using enlarger 2. enlarge 2. Negative and - Developer fixer photographs.
iv. Developing and enlarger. - Dryer
fixing of photographs
9 Drying and Students should be i. Methods of drying 1. Explains and demonstrates 1. Experiment with - Dryer Students to
storage of able to: printed photographs. the two methods of drying dryer and open air - Rope line pegs explain:
photographs 1. Dry printed ii. Methods of storing printed photographs methods. - Print pack 1. Drying
photographs. printed photographs. - Dryer 2. Store printed - Cellophane jackets processes.
2. Store printed - Open air photographs using photo album 2. Storage
photographs. 2. Explain and demonstrates different methods. methods.
the methods of storing printed
photographs:
- printing paper pack
- cellophane jackets
- photo albums
10 PRACTICAL
11 REVISION
12 EXAMINATION
636
MINING
SS I
FIRST TERM
ACTIVITIES
WEEK

1 Introduction to Students should be 1. Definition of 1. Explains the meaning 1. Listen to 1. Mineral samples. Students to:
mining: (Meaning able to: mining. of mining as an teacher’s 2. Pictures of 1. define the term
and branches of 1. define the term 2. Branches of extractive industry or explanation and ask mining activities. mining.
mining) mining. mining: vocation. questions. 2. name the
2. mention the (a) surface mining 2. Explains the two 2. Examine mineral branches of mining.
branches of mining. (b) underground broad branches of sample and views
mining etc. mining. pictures of mining
3. Guides students to activities.
examine mineral sample.
2 History of mining Students should be 1. Human 1. Explains the different Listen attentively 1. Pictures or Students to:
able to: civilization and ages of minerals relating and ask questions. sculptures 1. explain the brief
1. relate mining to mineral (e.g. stone to human civilization. 2. Video clips history of mining in
human civilization age, iron age, bronze 2. Explains the history of Nigeria.
especially age etc.) tin mining, coal, and 2. how does mining
technological 2. Mining activities gold in Nigeria. of minerals relate to
development. in Nigeria (e.g. tin human civilization?
2. state brief history ore, coal, iron ore 3. mention three
of mining in etc). minerals that relate
Nigeria. to technological
3. relate minerals development.
culture, Benin
kingdom etc. to
minerals.
637
MINING
SS I
FIRST TERM
ACTIVITIES
WEEK

3 Terminology used in Students should be 1. Definition of Explains geological 1. Listen to teacher’s Lesson note. Students to:
mining able to: geological terms. and mining terms. explanation. define the terms
1. define geological 2. Definition of 2. Participate in class ore, grade and
terms. mining terms. discussions. gangues.
2. define the terms.
4 Mineral occurrences Students should be 1. Major mineral 1. Guides 1. Participate in class Mineral map of Students to:
& in Nigeria able to: occurrences in discussions on discussions. Nigeria 1. list major
5 1. list major mineral Nigeria major mineral 2. Locate major minerals found in
occurrences in 2. Location of major occurrences in minerals on map of Nigeria.
Nigeria. mineral in Nigeria Nigeria. Nigeria. 2. locate these
2. locate major 2. Guides students minerals on a map
minerals on map of to locate major of Nigeria.
Nigeria. minerals on
minerals on
mineral map of
Nigeria.
6 General Geology Students should be 1. Definition of 1. Explains the Listen and ask Chart on mining and Students to:
able to: geology. term geology. questions. geology. 1. define geology.
1. define geology. 2. Importance of 2. Guides 2. explain the
2. state the geology to mining. discussion on how significance of
importance of geology is geology to mining.
geology to mining. important to
mining.
638
MINING
SS I
FIRST TERM
ACTIVITIES
WEEK

7 Structure of the Students should be 1. Origin of the Discusses how the 1. Listen to Model showing Students to:
& earth able to: earth. earth originated explanations. structure of the 1. explain the origin of
8 1. explain the theory 2. Sub-division of describes the sub- 2. Draw diagrams to earth. the earth.
of the origin of the the earth. divisions of the show the sub-divisions 2. identify the
earth; 3. Characteristics of earth using of the term. characteristics of the
2. outline the sub- the sub-divisions of diagrams to earth’s sub-divisions.
divisions of the earth the earth. illustrate.
3. state the
characteristics of the
various sub-divisions
of the earth.
9 Rocks and minerals Students should be 1. Definition of 1. Guides 1. Participate in class 1. Rock and Students to:
& able to: rocks and minerals discussions on discussions. mineral samples. 1. define rocks and
10 1. define rocks and 2. Modes of meaning of rocks 2. Observe rocks and 2. Geological lab minerals.
minerals. formation of rocks and minerals. minerals in hand and museum. 2. describe the mode
2. describe the mode and minerals. 2. Modes of specimen. of formation of
of formation of rocks 3. Major types of formation of rocks. 3. Visit geological labs different rock types.
and minerals. rocks (igneous, 3. Guides students and museums. 3. list the major types
3. identify different sedimentary and to identify rocks of rocks.
types of rocks and metamorphic rocks). and minerals in
minerals. hand specimen.
4. Takes students
on field work.
11 REVISION
12 EXAMINATION
639
MINING
SS I
SECOND TERM
ACTIVITIES
WEEK

1 Prospecting stage. Students should be able 1. Definition of Guides discussion 1. Participate in Samples of different Students to:
to: prospecting on; the meaning of class discussions. materials. 1. explain the meaning
1. define the term 2. Prospecting prospecting, explain 2. Ask questions of prospecting
prospecting. techniques. prospecting 2. describe prospecting
2. list prospecting techniques. techniques.
techniques.
2 Exploration stage Students should be able 1. Meaning of 1. Explains the 1. Participate in 1. Pictures Students to:
& to: exploration. meaning of class discussions. 2. Diagrams 1. explain the meaning
3 1. define the term 2. Classification of exploration. 2. Ask questions of exploration.
exploration. exploration 2. Lists exploration 2. list and classify the
2. classify exploration techniques. techniques and various exploration
techniques. classify accordingly. techniques.
4 Feasibility study Students should be able 1. Meaning of Explains feasibility 1. Participate in Feasibility study Students to:
stage. to: feasibility study. study and financial class discussions. reports. explain the meaning of
1. explain the term 2. Financial analysis analysis. 2. Ask questions feasibility study and
feasibility study; financial analysis.
2. explain financial
analysis in feasibility
study.
5 Classification of Students should be able 1. Classification of Guides class 1. Listen to Pictures and Students to:
& mining methods. to: mining methods discussions on the explanations diagrams of various 1. classify the various
6 1. classify mining (surface mining, classification of 2. Ask questions mining methods. mining methods.
methods into various underground mining methods. 2. describe each of
groups. mining, sea floor them.
2. describe each of mining, moon
them classified above. mining etc.).
640
MINING
SS I
WEEK SECOND TERM
PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

TOPIC OBJECTIVES TEACHER STUDENTS LEARNING GUIDE
RESOURCES
7 Comparison of Students should be 1. Comparison of 1. Explains by Participate in class Pictures or video of Students to:
& surface mining and able to: surface mining and distinguishing surface discussion. surface and 1. compare and
8 underground 1. differentiate underground mining from underground contrast surface
mining between surface mining. underground mining. mining. mining and
mining and 2. Reasons for 2. Guides discussions underground mining
underground mining. choosing either on reasons for methods.
2. state reasons for surface or choosing either of 2. state reasons for
choosing either underground mining them. choosing surface or
surface or e.g. depth, safety underground mining.
underground mining. etc.
9 Role of mineral Students should be 1. Meaning of Explains the role of 1. Participate in 1. Mineral or ore Students to:
processing able to: mineral processing. mineral processing in class discussions. samples 1. define the term
1. define mineral 2. Mineral mining industry, 2. Ask questions 2. Ore concentrate. mineral processing.
processing. processing mining significance of 2. explain the role of
2. explain the place of industry. mineral processing in mineral processing in
mineral processing in mining. mineral development.
mining industry.
10 Mineral processing Students should be 1. Definition of Guides students to 1. Participate in 1. Mineral or ore Students to:
terminology able to: term: define communition, class discussions. samples, explain the terms
1. define the terms; a. communition concentration and 2. Ask questions 2. Ore concentrate communition,
communition b. concentration mill accounting 3. Trailing concentration and mill
concentration; c. mill accounting terms. accounting terms.
2. define mill terms.
accounting.
11 REVISION
12 EXAMINATION
641
MINING
SS I
THIRD TERM
ACTIVITIES
WEEK

1 Gemology and Students should be 1. Definition of 1. Explains the terms 1. Listen to 1. Samples of Students to:
& lapidary able to: gemology and gemology and explanation gemstones. 1. distinguish between
2 1. define the terms lapidary lapidary with 2. Participate in 2. Different types of gemology and
gemology and 2. Gemstone examples class discussions gemstone processing lapidary.
lapidary; processing machines. 2. Guides discussions 3. Visit a gemology machines. 2. describe the various
2. identify the 3. Description of on the different types and lapidary gemstone processing
different gemstone each type of of machines used in laboratory and machines
processing machines. machines (e.g. processing observe how the 3. state their uses.
3. describe the grinding machine, gemstones. various machines
machines and tools in polishing machine 3. Takes students on work.
gemstone processing. etc. field work.
3 Properties of Students should be 1. Definition of Guides discussions 1. Observe 1. Samples of Students to:
gemstones able to: gemstones on how gemstones different gemstones 1. identify and
1. define gemstone. 2. Types of can be identified gemstones. 2. Hand lens, describe gemstone
2. identify different. gemstones what makes a good 2. Identify their microscope, using hand lens and
types of gemstones. 3. Properties of quality gemstone. quality. refractometer. microscope.
3. list the properties gemstones. 2. mention five
of gemstones. properties of
gemstone.
642
MINING
SS I
THIRD TERM
ACTIVITIES
WEEK

4 Trading in Students should be 1. Marketing of Explains how Listen and ask Recommended Text. Students to:
& Gemstones able to: gemstones gemstones are traded questions 1. explain how
5 1. recognize avenues 2. Purchasing cost of within and outside gemstone can be
for trading gemstones. Nigeria, factors that traded.
gemstones. determine their 2. differentiate
2. relate quality with purchasing cost. between grades of
purchasing cost f gemstones.
gemstones.
3. appreciate the form
in which gemstones
are sold in Nigeria.
6 Health, safety and Students should be 1. Health hazards in 1. Discusses the 1. Listen to 1. Pictures Students to:
& environmental able to: mining. accidents and health teacher’s 2. Charts. 1. mentions the
7 control in mining 1. identify accidents 2. Safety hazards in mining. explanation. hazards in mining.
and health hazards requirements in 2. Explains safety 2. Ask questions 2. explain the rules
associated with mining. precautions and rules 3. Visit mining and regulations for
mining. 3. Effect of mining in mining, explains areas to see its safety in mining.
2. list the general on the environment. the effects of mining effects. 3. identify five effects
safety requirements on the environment. of mining on the
in mining; environment.
3. explain the effects
of mining on the
environment.
643
MINING
SS I
THIRD TERM
ACTIVITIES
WEEK

8 Safety equipment Students should be 1. Safety equipment 1. Discusses the Participate in class 1. Pictures Students to:
and apparels used able to: and apparels used in equipment and discussions. 2. Diagrams 1. list the different
in mining. 1. identify the mining. apparels and in 3. Equipment and equipment used in
common equipment 2. Factors that mining. apparels for mining. mining.
and apparels used in determine 2. Explains the 2. mention the factors
mining; equipment selection. factors for that determine
2. list factors that equipment selection. equipment selection in
determine equipment mining.
selection.
9 Safety precaution Students should be 1. Measures of 1. Discusses the 1. Listen to 1. Diagrams Students to:
& environmental able to: safety in mining measures taken to teacher’s 1. explains measures
10 protection. 1. list measures to 2. Environmental ensure safety in explanation. taken to ensure safety
ensure safety in protection mining. 2. Ask questions in mining.
mining. 3. Mining laws and 2. Explains safety 2. recite the
2. list measures to regulations. and environmental governments safety
ensure protection of protection laws. and environmental
the environment; protection laws.
3. memorize
government’s safety
and environmental
protection laws.
11 REVISION
12 EXAMINATION
644
TOURISM
SS I
FIRST TERM
SUB-THEME: TOURISM AND TRAVEL BUSINESS

ACTIVITIES
WEEK

1 Introduction to Students should be Tourism: (1) Defines tourism (1) Listen Pictures of site Students to:
Tourism I able to: -meaning (2) Explains what attentively. attractions, people (1) define tourism
(1) define tourism -what is tourism tourism is generally. (2) Write down the going on tour, (2) write a brief note
(2) explain what meaning of accommodations on what tourism is.
tourism is about. tourism. used and transport.
(3) Write down the
explanations of
what tourism is.
2 Introduction to Students should be History of tourism. Discusses the (1) Participate in Picture of site Students to:
Tourism II able to: history of tourism the discussion. attractions, (1) write the history of
(1) write the history of explain how tourism (2) Ask and answer accommodations and tourism.
tourism started, why it was question. transport. (2) identify two sites
(2) identify sites that first officially (3) Write down first recognized for
were first officially known and the notes on the history tourism.
recognized for activities that of tourism. (3) mention one
tourism attracted people to activity from each of
(3) mention the such sites. the sites first
activities that attracted recognized.
tourists to the sites.
3 Introduction to Students should be Types of tourism: (1) Mentions the (1) Listen (1) Picture of Students to:
Tourism III able to: -domestic types of tourism. attentively domestic tourism (1) write down the
(1) list the types of -international (2) Explains in (2) Take down sites in Delta state types of tourism.
tourism. - what is domestic detail what domestic notes and Nigeria. (2) define and explain
(2) define and explain tourism. tourism is giving (3) Ask and answer (2) Visit to any of what domestic tourism
what domestic tourism -domestic tourism numerous examples and questions. such sites. is.
it. sites in delta state of domestic tourism (3) give 2 examples of
(3) mention domestic and Nigeria. in Delta State and domestic tourism sites.
tourism sites. Nigeria.
645
TOURISM
SS I
FIRST TERM

ACTIVITIES
WEEK

4 Introduction to Students should be International tourism: (1) Defines and (1) Participates in (1) Picture of Students to:
Tourism IV able to: -definition explains what class discussion. international tourism (1) write down the
(1) Define -explanation international tourism (2) Listen sites in the world. meaning of
international tourism. -international tourism is in detail giving attentively (2) Visit to any to international tourism
(2) Explain what sites numerous examples (3) Take down such sites. (2) explain the term
international tourism -similarities and of different notes. international tourism.
is. differences between international tourism (4)Ask and answer (3) list three
(3) Mention the domestic and sites in the world. questions. international tourism
similarities and international tourism. (2) Mentions and sites.
difference between explains the (4) mention the
domestic and similarities and similarities and
international tourism. differences between differences between
(4) Mention the domestic and domestic and
international tourism international international tourism.
sites. tourism.
5 Forms of tourism I Students should be Forms of tourism (1) Explain forms of (1) Participates in (1) Picture of Eco Students to:
able to: (1) Eco: tourism and lists class discussion. tourism sites and (1) what are the forms
(1) list forms of -cultural them. (2) Listen other sites. of tourism.
tourism. -religious (2) Discusses attentively (2) Visit to any of the (2) explain what eco-
(2) explain eco -sports extensively on Eco (3) Take down Eco-tourism sites, in tourism is.
tourism. -youth tourism explaining notes. Delta State and (3) list 3 benefits of
(3) identify the (2) What is Eco what it is, the (4)Ask and answer Nigeria. eco-tourism.
benefits of eco tourism benefits and questions.
tourism. (3) Benefit of Eco examples of Eco-
tourism. tourism sites.
(4) Examples of Eco
tourism sites.
646
TOURISM
SS I
FIRST TERM

ACTIVITIES
WEEK

6 Forms of tourism II Students should be (1) Cultural tourism. (1) Explains and (1) Participates in (1) Picture of cultural Students to:
able to: (2) Religious tourism. discusses cultural class discussion. and religious tourism (1) what is cultural
(1) explain cultural tourism extensively, (2) Listen sites. tourism.
and religious tourism. its benefits and attentively (2) Visit to at least (2) what is religious
(2) identify the examples of cultural (3) Take down one each of the tourism.
benefits of cultural tourism. notes. cultural and religious (3) list the benefits of
and religious tourism. (2) Religious (4) Ask and answer tourism sites. -cultural tourism
(3) mention examples tourism it is also questions. -religious tourism
of cultural tourism discussed and -mention two
and religious tourism explained in examples of these
sites. detailed, mentioning sites.
the benefits and
examples of
religious tourism.
7. Forms of tourism Students should be (1) Sport tourism (1) Explain and (1) Participates in (1) Pictures of sports Students to:
III able to: (2) Youth tourism discusses sports class discussion. and youth tourism (1) what is sports
(1) explain sports and tourism extensively, (2) Listen sties. tourism?
youth tourism its benefits and attentively (2) Visit to at least (2) what is youth
(2) identify the examples of sports (3) Take down one of each of the tourism?
benefits of sports and tourism. notes. sports and youth (3) list the benefit of
youth tourism. (2) Explains and (4) Ask and answer tourism sites. -sports tourism
(3) mention examples discusses youth questions. -youth tourism
of sports and youth tourism extensively, (4) mention two
tourism sites. its benefits and example of each
examples of your tourism site.
tourism.
647
TOURISM
SS I
FIRST TERM

ACTIVITIES
WEEK

8 Components of Students should be (1) Components of (1) Explains what a (1) Participates in (1) Picture of tourists Students to:
tourism I able to tourism: component of the discussion. sites. (1) explain what a
(1) explains what -attractions tourism is. (2) Listen (2) Visit to tourists component of tourism
components of -accessibilities (2) Guides students attentively. sites. is.
tourism is. - amenities to list components (3) Ask and answer (2) list two
(2) list the (2) What are of tourism. Explains questions. components of tourism
components of attracting as a in detail what (4) Writes down (3) define attractions
tourism. component: attraction as a notes. as a component
(3) explain the -meaning component is and its (4) explain the
function of -function functions and types. function and least 2
attractions as a -types. types of attractions as
component. a component of
tourism.
9 Components of Students should be Accessibilities: (1) Gives the (1) Participates in (1) Pictures of the Students to:
tourism II able to: -meaning meaning of the discussion. different (1) define
(1) explain what -functions accessibilities as a (2) Listen accessibilities. accessibilities as a
accessibilities mean -types component. attentively. (2) Visit to tourist component of tourism.
as a component of (2) Explains in (3) Ask and answer sites. (2) write down the
tourism. detail the functions questions. functions of
(2) write down the of accessibilities as (4) Writes down accessibilities as
functions of a component using notes. component of tourism.
accessibilities. different (5) View
illustrations as well illustration shown.
as types.
648
TOURISM
SS I
FIRST TERM

WEEK
TOPIC PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

10 Component of Students should be Amenities: Defines Amenities (1) Note and write Pictures of different Students to:
tourism III able to: -meaning explains the types down the meaning, types of amenities. (1) define amenities
(1) explain what -types and discusses the types and functions (2) mention at least 3
amenities is as a -functions functions of of amenities. types of amenities
component of amenities as a (2) Ask and answer (3) write down 2
tourism. component of questions. functions of amenities.
(2) identify the tourism.
functions of
amenities as a
components.
(3) mention the
types of amenities.
11 REVISION
12 EXAMINATIONS
649
TOURISM
SS I
SECOND TERM

ACTIVITIES
WEEK

1 Tourist Product Students should be Tourist Product (1) Explains what (1) Note and write Picture of tangible Students to:
I able to: -Meaning tourist products down the meaning, goods (1) define tourist
(1) define tourist -Types means. types of tourist product
products (a) Tangible goods (2) Mentions the product, and (2) name the types of
(2) name the types (b) Intangible goods types of tourist tangible goods. tourist product.
of tourist product -Tangible good products and explains (2) Ask and answer (3) explain what
(3) explain tangible (a) Meaning in details what questions. tangible goods are.
product. (b) Types tangible goods are
(c) Uses types and uses.
2 Tourist Product II Students should be Intangible goods: (1) Defines intangible Write down the Picture of tangible Students to:
able to: -meaning goods discusses the meaning, types and goods. (1) define intangible
(1) define intangible -types types and uses of uses of intangible goods.
goods -uses intangible goods. goods and the (2) mention types of
(2) mention types of Different between (2) Differentiates difference between intangible goods (at
intangible goods tangible and between tangible and tangible and good two).
(3) mention the uses intangible goods. intangible goods. intangible goods. (3) write down two
of intangible goods differences between
(4) differentiate tangible and in
between tangible tangible goods.
and intangible
goods.
650
TOURISM
SS I
SECOND TERM

ACTIVITIES
WEEK

3 Tourist Product Students should be Characteristic of (1) Guides students (1) List the Picture of tangible Students to:
III able to: tourist product: to list the characteristic of goods. (1) mention 2
(1) mention the -heterogeneous characteristic of tourist product. characteristics of
characteristic of -intangible tourist product. (2) Write down the tourist product
tourist product -immovable supply (2) Explains the meaning and how (2) define
(2) explain what heterogeneous meaning of the heterogeneous heterogeneous.
heterogeneous is. -meaning heterogeneous and characteristic affects (3) explain how it
(3) explain how this -how it affects the how it affects the tourist product. affects tourist product.
character affects the tourist product. tourist product.
tourist product.
4 Tourist Product Student should be Intangible: Explains the Write down the Picture of tangible Students to:
IV able to: -meaning meaning of meaning and how goods. (1) define intangible.
(1) state the meaning -how it affects the intangible and intangible affects (2) explain how it
of intangible. tourist products. explains in detail the tourist product. affects tourist product.
(2) explain how it how it affects tourist
affect tourist product. product.
5 Tourist Product V Students should be Immovable supply: Explains the (1) Write down the Picture of tangible Students to:
able to: -meaning meaning of meaning of goods. (1) define immovable
(1) state the meaning -how it affects the immovable supply immovable supply. supply.
of immovable supply. tourist product. and explains in (2) Notes how it (2) explain how it
(2) explain how it detail how it affects affects tourist affect tourist product.
affects the tourist tourist product. product.
product.
651
TOURISM
SS I
SECOND TERM

ACTIVITIES
WEEK

THEME: TOURIST ATTRACTIONS IN NIGERIA

6 Tourist Students should be (1) Types of tourist (1) Explains the types (1) Identify the (1) Television Students to:
Attractions and able to: attractions of tourist attraction. types of tourist (2) Video machine (1) list the types of
Locations I (1) mention types of - Natural, manmade, (2) Guides students to attractions. (3) Camera tourist attraction
tourist attraction. socio-cultural identify different (2) Differentiate (4) Flyer (2) write four different
(2) list different (2) Natural natural tourist between the three (5) Visit to tourist natural tourist
natural tourist - Different natural attractions and their types of tourist sites. attractions in Delta
attractions in delta tourist attraction in locations in Delta attraction State and another four
state and Nigeria. Delta State and State and Nigeria. (3) Watch video in Nigeria.
Nigeria. clips/pictures of
different natural
tourist attractions in
Delta and Nigeria.
7 Tourist Students should be (1) Man-made tourist (1) Explains what (1) Wrist down the (1) Television Students to:
Attractions and able to: attractions man-made tourist meaning of man- (2) Video machine (1) define man-made
Locations II (1) explain what -Different attractions attractions are. made tourist (3) Camera tourist attractions
man-made tourist in (2) Guides students to attractions. (4) Brochure (2) list three man-
attractions are. (a) Delta State identify different (2) Lists the (5) Visit to tourist made tourist site in
(2) identify different (b) Nigeria man-made tourist different tourist sites. (a) Delta State
man-made tourist (c) Other parts of the attractions and attraction (man- (b) Nigeria
attractions in delta world. locations in Delta made) in Delta (c) World.
state and Nigeria and State, Nigeria and State, Nigeria and
other parts of the parts of the world. the world.
world.
652
TOURISM
SS I
SECOND TERM

ACTIVITIES
WEEK

8 Tourist Students should be Socio-cultural tourist (1) Defines socio- (1) Participate in the (1) Television Students to:
Attractions and able to: attractions cultural tourist class discussion (2) Video machine (1) define socio-
Locations III (1) explain what -Meaning attractions. (2) Write down the (3) Camera cultural tourist
socio-cultural tourist -Different tourist (2) Guides the meaning of socio- (4) Brochure attractions.
attractions are. attraction in students to identify cultural tourist (5) Visit to tourist (2) list three socio-
(2) identify different (a) Delta State different socio- attractions. sites. cultural tourist site
socio-cultural tourist (b) Nigeria cultural tourist (3) Lists the each in
attractions in (c) Other parts of the attractions and their different tourist (a) Delta State
(a) Delta State world. locations in attraction (socio- (b) Nigeria
(b) Nigeria (a) Delta State cultural) in (c) Other parts of the
(c) Other parts of the (b) Nigeria (a) Delta State world.
world. (c) Other parts of the (b) Nigeria
world. (c) Other parts of
the world.
9 Tourism Students should be Tourism statistics 1. Explains what (1) Write down the Sample of Students to:
Statistics I able to: (1) Inflow/outflow tourism statistics is. meaning of tourism questionnaire and (1) state the meaning
(1) know the meaning (2) Expenditure 2. Discusses what statistic. survey instrument. of tourism statistics
of tourism statistics pattern inflow/outflow is (2) Inflow/outflow (2) list the tourism
(2) state the tourism and what Expenditure pattern statistics.
statistics. expenditure pattern Ask and answer
means. question where
relevant.
653
TOURISM
SS I
SECOND TERM

ACTIVITIES
WEEK

10 Tourism Students should be (1) Data collection (1) Explains data (1) Write down the Sample of Students to:
Statistics II able to: (2) Data collection and data meaning of data questionnaire and (1) state the meaning
(1) explain data representation. representation. collection and data survey instrument. of data collection and
collection and data (3) Importance of (2) Discusses the representation. data representation.
representation. tourism statistics to importance of (2) List the (2) state the
(2) state the the nation and tourism statistics to importance of importance of tourism
importance of individual. the nation and the tourism statistics to statistics.
tourism statistics. individual. the nation and (3) solve problems on
(3) Solves problems individual. tourism statistics.
on tourism statistics. -Solve problems on
tourism statistics.
11 REVISION
12 EXAMINATIONS
654
TOURISM
SS I
THIRD TERM
SUB-THEME: BENEFITS OF TOURISM TO A NATION

ACTIVITIES
WEEK

1 Financial Students should be (1) Taxes (1) Discusses (1) Participates in (1) Chart Students to:
Benefits I able to: (2) Levies extensively on how class discussion. (2) Statistical data of (1) identify areas of
(1) identify areas of -Types taxes and levies bring (2) Take notes on tourism expenditure benefit financially to
financial benefits in -Uses financial benefits to (3) Taxes and levies tourism.
tourism. tourism. -Types of taxes and (2) explain what taxes
(2) explain how taxes (2) Explains the their uses. are:
and levies bring different types of -Types of levies and -types
financial benefits to taxes and levies and uses. -uses
tourism. their uses. (3) explain what levies
are
-types
-uses.
2 Financial Students should be Balance of payment (1) Discuss balance (1) Participates in (1) Chart Students to:
Benefits II able to: -Ways balance of of payment class discussion. (2) Statistical data of (1) what is balance of
(1) explain balance of payment can be done extensively what (2) Take notes on tourism expenditure payment?
payment. -What is balance of balance of payment the topic. (2) what are the ways
(2) the different ways payment. is. -What is balance of balance of payment
balance of payment (2) Ways balance of payment? can be done?
to done. payment can be done. -Ways balance of
payment can be
done.
655
TOURISM
SS I
THIRD TERM

ACTIVITIES
WEEK

3 Financial Students should be (1) Foreign exchange (1) Explains what (1) Participates in (1) Chart Students to:
Benefits III able to: earnings. foreign exchange is. class. (2) Statistical data of (1) what is foreign
(1) explain foreign (2) What is foreign (2) Discusses the (2) Take notes on tourism expenditure exchange?
exchange earnings. exchange? various ways through the topic. (2) explain foreign
(2) the various ways (3) Various ways which foreign -What is foreign exchange earnings
in which foreign through which exchange can be exchange? (3) list 3 ways foreign
exchange can be foreign exchange can made and earned for (3) Various ways exchange can be made
earned in tourism. be earned for tourism. through which for tourism.
tourism. foreign exchange
can be earned.
4 Social Benefits I Students should be (1) Social benefits in (1) Guides students to (1) Participate in Recommended text Students to:
able to: tourism. identify areas of class discussion. (1) identify two areas
(1) identify areas of -Aras of social social benefit in (2) Takes notes on of social benefit in
social benefits in benefit in tourism. tourism the topic tourism.
tourism. -Cultural interaction (2) Defines cultural (3) Ask and answer (2) mention way in
(2) explain cultural -Meaning interaction and world questions. which
interactions. -Ways cultural peace. -cultural interaction
(3) mention ways Interaction benefits (3) Discusses how and world peace
cultural interaction tourism cultural interaction benefit tourism.
can benefit tourism (2) World peace and world peace
(4) explain would -Meaning benefits tourism.
peace. -ways world peace
(5) mention benefits benefits tourism.
of world peace in
tourism.
656
TOURISM
SS I
THIRD TERM

ACTIVITIES
WEEK

5 Social Benefits II Students should be (1) Improved quality Discusses improved (1) Participate in Recommended text Students to:
able to: life. quality life and job class discussion. (1) explain how
(1) explain how (2) Job creation. creations are social (2) Takes notes on improved quality life
improved quality life benefits in tourism. the topic are social benefit in
is a social benefit in (3) Ask and answer tourism
tourism. questions. (2) job creation are
(2) explain how job social benefits in
creation is a benefit. tourism.
6 Festival and Students should be (1) What are festivals (1) Guides students to (1) Notes and writes (1) Charts Students to:
heritages in able to: and heritages? identify festivals and down what festivals (2) Videos (1) What are festivals
Nigeria I (1) list the festivals in Festivals and heritage heritages in Delta and heritages are. (3) Pictures festivals and heritages?
delta state. sites in Delta state: State. (2) Identifies the (4) Visit to museums (2) list 3 each of
(2) explain what each -names (2) Explains what festivals and and monument in festivals and heritage
festival in delta state -location festivals and heritages in Delta Delta State. sites in Delta State.
celebrates. -significance heritages are. State. (3) write short notes
(3) identify heritage (3) Discusses the (3) Ask questions to on two each of
sites in delta state names location and understand more on festivals and heritage
(4) locate and explain significance of the location and sites in Delta State.
the significance of festival and location significance of each
these festivals and in Delta State. festival and heritage
heritages. site in Delta State.
657
TOURISM
SS I
THIRD TERM

WEEK

7 Festival and Students should be Festival and heritages (1) Guides students to (1) Notes and writes (1) Charts Students to:
heritages in able to: in sites in Nigeria. list the festivals and down the names of (2) Videos (1) list three festivals
Nigeria II (1) list the festivals in -Names heritages in Nigeria each festival in (3) Pictures festivals and heritage sites in
Nigeria. -Location (2) Explains what Nigeria. (4) Visit to museums Nigeria.
(2) list the heritage -Significance each festival and (2) Identifies the and monuments in (2) write short notes
sites in Nigeria heritage signifies heritage sites. Nigeria. on any two festivals
(3) explain the (3) Leads the students (3) Ask questions to and heritage site in
significance of each to locate each festival understand more the Nigeria.
festival and heritage in and heritage site in location and
Nigeria Nigeria. significance of each
(4) locate each festival festival and heritage
and heritage in site in Nigeria.
Nigeria.
8 Festival and Students should be Festivals and heritage Guides students to Take down notes on (1) Pictures Students to:
heritages in able to: sites around the identify, locate and the names, location (2) Magazines (1) list the festivals
Nigeria III (1) list the festivals world explain the and significance of (3) Video and heritages in the
and heritages in the -Names significance of some festivals and (4) Visit to any world.
world. -Location festivals and heritages around the museum and (2) locate and explain
(2) locate and explain -Significance heritages in the world. monuments around the significance of
the significance of world. the world. some festivals and
some festivals and heritages in the world.
heritages in the world.
658
TOURISM
SS I
THIRD TERM

WEEK

9 Travel Agency Students should be Travel Agent: Explains who a (1) Participate in (1) Chats Students to:
Business I able to: -definition travel agent is he class discussion. (2) Airline tickets (1) define a travel
(1) define a travel -travel agencies in also guides the -Write down the (3) Price list agent.
agent. delta state and students to identify definition of a travel (4) Passport (2) mention four travel
(2) mention traveling Nigeria. the travel agencies agent. (5) Visa agencies in delta State
agencies in delta state in Nigeria and Delta -Mention the travel and Nigeria.
and Nigeria. State. agencies in Delta
State and Nigeria
10 Travel Agency Students should be Functions of a travel (1) Explains the (1) List the functions 1) Chats Students to:
Business II able to: agent: functions of the of travel agent. (2) Airline tickets (3) (1) list the functions of
(1) list the functions of -reservation travel agent in (2) Ask questions to Passport a travel agent.
a travel agent. -ticketing detail, describing understand more how (4) Visa (2) explain how each
(2) explain each -visa procumbent how each function is each function is function is carried out.
function of the travel carried out. carried out.
agent. (2) Guides students
list the functions of
a travel agent.
11 REVISION
12 EXAMINATION
659
LEATHER GOODS
SS I
FIRST & SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
MATERIALS
1, Safety precaution in Students should be Safety precaution in shoe Guides students in 1. Participate in 1. Chart showing Student to:
2, manufacturing able to: manufacturing workshop discussion on class discussions. the components of 1. list five safety
3 workshop mention five safety 1. Wearing of safety safety rules in 2. observe men’s a shoe precautions in shoe
precautions in shoe boot. shoe and ladies shoes. 2. men’s shoes manufacturing
manufacturing 2. Wearing of workshop manufacturing 3. Listen to 3. Ladies workshop.
workshops. overall. workshop. explanation and 4. Safety boot 2. demonstrate the
3. Switch of all electrical participate in class. 5. Ideal eyes and safety precautions
appliances when not in 4. Demonstrate the nose cover stated.
use. safety measures in
4. Use appropriate eyes shoe manufacturing
and nose cover to work shop.
prevent dust.
5. The adhesives should
be stored away from fire.
4- Men’s shoe and differentiate between 1. Men’s shoe Presents men’s Observe men’s Chart showing Students to:
5 ladies shoe men’s shoes and ladies 2. Ladies shoes shoes and ladies shoes and ladies components of a state two differences
shoes. 3. Components of shoes shoes and lead shoes. shoe, men’s and between men’s shoes
discussion on ladies shoes. and ladies shoes.
difference
between
8- Care of hand tools describe the care of 1. Description of hand Explains ways of Listen attentively Students to:
9 and machines hand tools and tools and machines maintaining tools to explanation. state clearly ways of
machines. 2. Care of hand tools and and machines. maintaining tools and
machines; clean machines used in
lubricates, change shoe manufacture.
needles and tread in
sewing machines
10 Practical work production of Shoes. Men’s and ladies shoes Guides students in Participate in the Materials listed Students to:
. practical work. practical. above. produce men’s and
ladies shoes
11 REVISION
12 EXAMINATION
660
LEATHER GOODS
SS I
WEEK SECOND TERM
OBJECTIVE GUIDE
1. Types of materials Students should be able to: 1. Meaning of 1. Explains the meaning of 1. Listen to Materials for upper Students to:
used for foot wear identify the different upper and upper and buttoning in foot explanations. and buttoning e.g 1. List materials for
manufacture and materials used for shoe buttoning in foot wear manufacture. 2. Participate in 1. Leather upper and buttoning.
repairs upper and buttoning wear manufacture 2. Leads students in the discussion. - Fabrics 2. State the
and repairs. identification of materials 3. Identify - Micro cellular characteristics of
2. Materials used in used for upper and buttoning materials used in rubber materials used for
foot wear 3. Guides discussion on the foot wear - Solid rubber upper and buttoning.
manufacture and characteristics of materials manufacturing and
repairs. for Upper Materials: repairs.
- leather
- plastic
- fabrics
2. Characteristics of enumerate the
materials characteristics of materials
for upper and buttoning
4. Materials 1. Buttoning or
sound materials
2. Leather shoe
- P.V.C
- P.U
5. Materials - Micro cellular
- Rubber
- Resin Rubber
- Themo plastic rubber etc.
6. Characteristics of Characteristics of Guides discussion.
materials the materials.
7. Practical work on application of materials Meaning of sketch Guides students on the sketch Sketch and design Students to make use
sketch and design based on the design and before deign and design. pattern of foot of materials based on
sketch of foot wears. wear. the sketches and
design made for foot
wear.
8, 9 &10. PRACTICAL WORK
661
LEATHER GOODS
SS I
WEEK THIRD TERM
OBJECTIVE GUIDE
1- Sequence of Student should be able to: 1. Meaning of pattern cutting Explains the Listen and Pattern knife Student to:
3 patient cutting 1. define pattern cutting. 2. Sequence of pattern cutting meaning of patter participate in 1. Define pattern
2. list the sequence in 3. Taping the last cutting. discussions. cutting.
upper pattern cutting. 4. Form production in and out 2. List the sequence in
3. list the sequence in 5. Means for production upper patterns and
bottom pattern cutting. 6. Standard production bottom pattern.
7. Performing the standard
8. Performing the standard
9. Producing net pattern
10. Producing working pattern
11. producing lining pattern
12. Producing one part pattern
13. Bottom pattern sequence
14. Tape the last bottom
15. Tim the taped last bottom
at feather edge
16. Remove the inside board
and cut out etc.
4- Distinguish distinguish between net 1. Net pattern Explain and Listen and Students to:
5 between pattern pattern, working patern, 2. Working pattern distinguish one participate in 1. Distinguish
and others lining partner, insole and 3. Living pattern patter from the discussion between net, working,
sole pattern. 4. Inside pattern other lining, insole, sole,
5. Sole pattern pattern and part
pattern.
6- Practical Work demonstrate forme 1. Processes of forme cutting. Demonstrate the Practice upper 1. Pattern knife Student to:
7 cutting. 2. Demonstrates the design design process in pattern cutting and 2. Scissors 1. Demonstrate forme
processes in upper pattern and upper pattern and bottom pattern 3. Scotch tape cutting.
button pattern. bottom pattern. cutting. 4. Last 2. Demonstrate the
5. Cardboard design processes in
6. Paper upper pattern and
7. Cutting board bottom pattern.
662
LEATHER GOODS
SSS I
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
8- Bag Designing Students should be able to: 1. Analyze design for 1. Analyzes design 1. Listen 1. Hammer Students to:
9 1. analyze designs for functions, appearance for functions attentively. 2. Skiving knife 1. analyze design for
functions and appearance and economic purpose. appearance and 2. Participate in 3. Drive puncher functions, appearance,
and economic purpose. 2. Leads, discussion on economic purpose. discussion. 4. Leather and economic purpose.
2. enumerate the influence the influence of social 2. Leads, discussion 2. state the influences
of social habits, fashion, habits etc. on design. on the influence of each of social habits,
selling price, on summer of 3. Directs discussion on social habits etc. on fashion, selling price and
research, on design. the effect and limitation design. consumer research on
3. state the effects and of materials on 3. Directs discussion design.
limitations of material constructional supply. on the effect and 3. list three effects and
selection in constructional limitation of limitations of material
supply. materials on selection on
constructional constructional supply.
supply.
9. Esthetic appeal explain the relationship of Relationship of esthetic Explains the 1. Listen Students to:
aesthetic appeal of size, appeal of size, relationship of attentively. explain the relationship of
proportion, shape and proportion, shape, colour esthetic appeal of 2. Participate in esthetic appeal of size,
colour. etc. size, proportion etc. discussion. proportion, shape, and
colour.
10 Design Students should be able to: 1. Carryout design 1. Demonstrate and 1. Observe 1. Cardboard paper Students to:
. illustration and 1. carry out illustration and illustrations and design illustration demonstration. 2. Steal ruler 1. carryout design
presentation presentation. presentations. and presentation. 2. Make patterns 3. Clicking knife presentations.
2. carryout design analysis 2. Carrying out design 2. Demonstrate for hand bags, 2. carryout design
and specifications. analysis and design specifications flap-over, and analysis and speed
3. make permanent patterns specifications. 3. Guides students framed gusset specifications.
for the bags, flap-over and 3. Make permanent to make patterns. purse. 3. make permanent
framed gusseted purse. patterns for hand bags patterns for hand bags,
e.g handles flap over and flap over and framed
framed gusset purse. gusseted purse.
11 REVISION
12 EXAMINATION
663
DATA PROCESSING
SS I
FIRST TERM
SUB-THEME: INFORMATION AGE
ACTIVITIES
WEEK

1 History of Students should be able to: (1) Explain (1) Explains history (1) Observe and listen to (1) Charts Students to:
Computing (1) explain the history of history of of computing. the teacher’s explanation. (2) Slide rule (1) explain the history of
computing. computing. (2) Mentions (2) Identify concrete (3) Tally stick computing.
(2) identify concrete (2) Concrete concrete devices used devices used in (4) Coins (2) list the concrete
devices used in computing. devices in in computing. computing. (5) Rope devices used in
(3) explain the concept of computing. (3) Describes the (3) Discuss the concept of computing.
number system in (3) Number concept of number number system in groups. (3) explain the concept
computing. system. system in computing. of number system.
2 Digitalization Students should be able to: (1) Definition of (1) Defines (1) Observe and listen to (1) Computer Student to:
of data I (1) define digitalization of digitalization of digitalization of data. the teacher explanation. (2) Projector (1) define digitalization
data. data (2) Explains the (2) Copy the teacher’s of data.
(2) explain the history of (2) History of history of computer summary on the (2) explain the history of
computer development. computer development. chalkboard into their note computer development.
development. books.
3 Digitalization Students should be able to: (1) Types of (1) States the types of (1) State the types of (1) Computer set Student to:
of data II (1) mention the various computer computer. computers. (2) Input and output (1) state the types of
types of computers. (2) Components (2) States the (2) Identify the devices computers.
(2) state the components of of computer: components of components of the (3) Projector. (2) state the components
computer. computers. computer. of computer.
4 Data and Students should be able to: (1) Definition of (1) Explains the (1) Listen to the teacher’s (1) Computer set. Students to:
information I (1) define data. data. concepts data and explanation. (2) Appropriate (1) define data and
(2) define information. (2) Meaning of information. (2) Copy the chalk board software. information.
(3) identify different types information. (2) States the types of summary into their (2) State types of data
of data. (3) Types of data. data. notebooks. and differentiate between
data and information.
5 Data and Students should be able to: (1) Way of (1) States ways of (1) Listen to the teacher’s (1) Computer set. Students to:
information II (1) state ways of handling handling data. handily data. explanation. (2) Appropriate (1) State two ways of
data. (2) Qualities of a (2) Mentions the (2) Copy the chalkboard software. handling data.
(2) List the qualities of a good information. qualities of a good summary. (2) Mention two
good information. information. qualities of a good
information.
664
DATA PROCESSING
SS I
FIRST TERM
SUB-THEME: INFORMATION AGE
ACTIVITIES
WEEK

6 History of Students should be able to: (1) Generations (1) Mentions the five (1) Identify the five (1) Charts Student to:
computer (1) identify the five of computer and generations of computer. generations of (2) Computer. (1) list and identify the
generations of computers. their features. (2) Describes each computer. generations computers.
(2) describes the features 1st Generation generation of computer (2) Match each (2) states or describes
of each generation. 2nd Generation in terms of: the year of generation, with its three features of each
3rd Generation development, the characteristic generation of
4th Generation technology, the speed of features. computers.
5th Generation operation, storage
capacity etc.
7 Classification of Students should be able to: Classification of (1) Guides students to (1) Participate in (1) Computer set Students to:
computer I (1) classify computers by computer by classify computer by the classification of (2) Projector (1) classify computer
types. types types. computers by by types.
(2) state characteristics of (a) Analog (2) Lists the types. (2) list two
computer by types. (b) Digital characteristics of (2) Copy chalk characteristics of
(c) Hybrid computers by types. board summary. computers by types.
8 Classification of Students should be able to: Classification of (1) Guides students to (1) Listen to (1) Computer set Students to:
computer II (1) classify computers by computer by size classify computers by teacher’s (2) Projector (1) classify computer
size. -Micro size. explanation. by size.
(2) mention characteristics -Mini (2) Explains their (2) Copy chalk (2) mention two
of computers by size. -Mainframe. characteristics. board summary. characteristics by size.
9 Classification of Students should be able to: Classification by Guides students to (1) Listen to (1) Computer set Students to:
computer III (1) classify computers by functionality. classify computer of explanations. (2) Projector (1) classify computers
functionality. functionality. (2) Copy by functionality.
(2) explain some chalkboard (2) explain the
characteristics of summary. characteristics of the
computers by functionality. computers.
10 Practical Students should be able to: Identification of Shows and explains the Identify the various (1) Computer set Students to:
identify the parts of the different parts of different parts of the parts of the (2) Different parts of identify the different
computer system. the computer computer system. computer system. the system. part of the computer
system. system.
11 & 12 REVISION AND EXAMINATIONS
665
DATA PROCESSING
SS I
SECOND TERM
ACTIVITIES
WEEK

1 ICT Application Students should be able (1) Meaning of ICT (1) Defines ICT. (1) Participate in (1) Charts Students to:
in everyday life I to: (2) Types of ICT (2) Mention types class discussion. (2) Multimedia (1) define ICT.
(1) define ICT. -Broadcasting of ICT. (2) State types of presentations. (2) mention two
(2) mention types of -Telecommunications ICT. types of ICT.
ICT. -Data networks etc.
2 ICT Application Students should be able (1) ICT and the society (1) Explains uses (1) Participate in (1) Documentary Students to:
in everyday life to: and uses of ICT. class discussions. films. (1) outline some
II (1) outline the uses of -Education (2) Explains and (2) Identify (2) Multimedia uses of ICT in the
ICT. -Business leads discussion on importance of ICT in presentations. society.
(2) identify the impact of -Banking-automated the importance of the society. (2) list three impacts
importance of ICT in the teller machine (ATM) ICT in the society. or importance of
society. -Marketing-point of ICT in the society.
sale machines etc.
(2) Importance of ICT
in the society.
SUB-THEME: INFORMATION PROCESSING
3 The art of Students should be able (1) Definition of (1) Explains the art (1) Observe and (1) Reading books Students to:
information to: information processing. of information listen to the teacher’s (2) Samples of live (1) define the art of
processing (1) define the art of (2) Procedures for processing. explanation data information
information processing. information processing: (2) Leads (2) Answers processing
(2) explain the -collation of discussion on the questions on the (2) explain the
procedures for information procedures for procedures for procedures for
information processing. -organization of information information information
information processing. processing. processing.
-analysis of information
-interpretation of
information etc.
666
DATA PROCESSING
SS I
SECOND TERM
ACTIVITIES
WEEK

SUB-THEME: INFORMATION TRANSMISSION

4 Process of Students should be (1) Definition of (1) Defines (1) Listen and take (1) Charts Students to:
information able to: information transmission information notes from the (2) G.S.M set (1) define
transmission (1) define (2) Methods of transmission for teachers explanation. (3) Newspaper information
information transmitting information students. (2) Bring newspapers, (4) Radio transmission.
transmission. -Oral (2) Leads students radio and telephone (5) Telephone (2) list three methods
(2) list methods of -Radio to identify methods for examples to the (6) Television of transmitting
transmitting -Newspaper of transmitting class. (7) Drums information.
information. -Drums information.
-Telephone etc.
5 Medium to Students should be Types of information (1) Explains the (1) Listen to teacher’s (1) Radio Students to:
information able to: transmission medium of explanation. (2) Telephone (1) defines medium
transmission I (1) explain the -Satellite information (2) Copy the (3) Video of information
medium of -Wireless transmission. chalkboard summary (4) Television transmission.
information -Cable (2) States the types in their notes books. (2) states types of
transmission. of information information
(2) state the types of transmission. transmission.
information
transmission.
6 Medium to Students should be (1) Classification of (1) Guides students (1) Copy the board (1) Catalogue Students to:
information able to: means of transmitting to classify summary in their note (2) Radio (1) identify the means
transmission II (1) identify the information information by: books (3) Telephone of transmitting
means of -Electronic -means of (2) Receive (4) Video information.
transmitting -Non-electronic transmission information by (5) Television (2) classify
information. (2) Mode of receiving -mode of receiving telephone information by mode
(2) classify information information receiving
information by -Audio (2) Writes notes on information.
mode of receiving -Audio-visual the chalkboard
information. -Visual
667
DATA PROCESSING
SS I
SECOND TERM
ACTIVITIES
WEEK

SUB-THEME: TOOL FOR PROCESSING INFORMATION

7 Operating Students should be able to: (1) Definition of (1) Defines (1) Participate in Computer set Students to:
system I (1) define operating operating system. operating system. class discussions. (1) define operating
system. (2) Types of operating (2) States the types (2) Listen to the system.
(2) state the types of system. of operating teachers explanation (2) state the types of
operating system. -MS DOS, system. operating system.
-Unix
-Macintosh, etc.
8 Operating Students should be able to: (1) Examples of (1) Gives examples (1) Listen to the (1) Computer set. Students to:
system II (1) give examples of operating system. of operating teacher’s explanation. (2) Interactive CD (1) give examples of
operating system. (2) Functions of system. (2) State or outlines tutorial on functions two operating systems.
(2) state the functions of operating system. (2) Outlines the the functions of an of computer (2) state three functions
operating system. functions of an operating system. operating system. of an operating system.
operating system.
9 Word Students should be able to: (1) Definition of word (1) Defines word (1) ) Listen to the (1) Computer set Students to:
Processing I (1) define or explain the processing processing. teacher’s explanation. (2) Interactive (1) defines or explains
term word processing. (2) Uses of word (2) States the uses (2) Understands the training CD. word processing.
(2) state the uses of word processing of word processing features of word (2) state uses of word
processing (3) Features of word (3) Lists the feature processing. processing.
(3) list the features of word processing of word processing. (3) list three features of
processing package. word processing.
10 Practical Students should be able to: (1) Booting of a (1) Explains the (1) Listen to the (1) Computer set. Students to:
(1) boot a copy of a computer process of booting teacher’s explanation (1) boot a computer set.
computer. (2) Log off a computer and how to log off (2) Participate in (2) log off a computer
(2) log off a computer set. set. a computer set. booting the system. system.
11 REVISION
12 EXAMINATIONS
668
DATA PROCESSING
SS I
THIRD TERM
SUB-THEME: TOOLS FOR PROCESSING INFORMATION

WEEK

1 Word Students should be (1) Examples of MS- (1) Lists examples (1) Participate class (1) Computer set. Students to:
Processing II able to: office. of word processing. discussion. (2) Interactive. training (1) LIST two
(1) give examples of (2) Loading and (2) Demonstrates (2) Practice loading and CD examples of word
MS-office software. exiting MS-word. the loading and exiting the MS-word. (3) MS-word software. processing or MS-
(2) load and exit MS- (3) Creating a exiting of MS-word. (3) Practice creating, office software.
word. document. (3) Writes notes on saving and retrieving (2) load and exit
(3) create, sane (4) Saving a the chalkboard. files. MS-word.
retrieve file. document. (4) Copy the (3) create save and
(5) Retrieving of files. chalkboard summary in retrieve a file.
their note books.
2 Word Students should be (1) Definition of word (1) Explains the (1) Listen to teacher’s (1) Computer set Students to:
Processing III able to: processor terms word explanations. (2) Word processor (1) defines word
(1) define word (2) Examples of a processor. (2) Copy chalkboard software. processor.
processor. word processor (2) Gives examples summary. (2) give two
(2) state examples of a -Microsoft word of a word processor. examples of a word
word processor. -Word perfect processor.
-Corel word perfect
-Note pad
-Open office org.
writer etc.
3 Spread sheet I Students should be (1) Definition of (1) Defines (1) Listen to teacher’s (1) Computer set. Students to:
able to: spreadsheet spreadsheet explanations (2) Interactive training (1) defines
(1) explain the term (2) Uses of (2) States the uses of (2) Copy chalkboard CD. spreadsheet.
spreadsheet. spreadsheet. spreadsheet. summary. (2) state the uses of
(2) state the uses of (3) Examples of (3) Lists examples spreadsheet.
spreadsheet. spreadsheet of spreadsheet. (3) list two
(3) lists examples of -Excel examples of
spreadsheet. -Lotus spreadsheet.
-Star view etc.
669
DATA PROCESSING
SS I
THIRD TERM
SUB-THEME: TOOLS FOR PROCESSING INFORMATION

ACTIVITIES
WEEK

4 Spread sheet I Students should be able (1) Load and exiting (1) Demonstrates (1) Practice loading and (1) Computer set Students to:
to: MS-excel the loading and exiting the MS-Access, (2) Interactive (1) load and exit
(1) load and exit MS- (2) Creating a file exiting MS-excel, MS-excel. training CD MS-excel.
excel. (3) Saving a file MS-access. (2) Practice creating, (3) Spread sheet (2) create, save,
(2) Create, save, (4) Retrieving a file (2) Shows how to saving and retrieving files software retrieve files.
retrieve files. (5) Features and create, save and (3) explain two
(3) explain features and terminologies retrieve files. features and
terminologies in (a) Row terminologies in
spreadsheet. (b) Cell spreadsheet.
(c) Worksheet
(d) Data range etc.
5 Database Students should be able (1) Definition of (1) Defines (1) Listen to teacher’s (1) Computer set. Students to:
management to: database management. database explanations. (2) Interactive (1) define database.
system I (1) explain the term (2) Examples of management. (2) Copy chalkboard training CD. (2) list two
database management. database management (2) Lists examples summary. examples of
(2) state examples of software. of database database.
database management. (a) Database management (3) state the uses of
(3) explain the use of (d) Fox Base etc. software. database system.
database system. (3) Uses of (3) Explains the
spreadsheet for uses of database
database management. system.
6 Database Students should be able (1) Uses of MS-access (1) Demonstrates (1) Practice loading and (1) Computer set Students to:
management to: for database the loading and exiting MS-access (2) Interactive (1) load and exit
system II (1) load and exit MS- management. exiting of MS- software. training CD. MS-access.
access. (2) Loading and access software. (2) Practice creating, (3) Spreadsheet (2) list two uses of
(2) list the uses of MS- exiting MS-access (2) Writes notes on saving and retrieving file. software. MS-access for
access for DBMS. (3) Creating, saving the chalkboard. (3) Copy the board (4) MS-access database
(3) create, save retrieve and retrieving files. summary in their software. management..
files. notebooks.
670
DATA PROCESSING
SS I
THIRD TERM
SUB-THEME: COMPUTER MAINTENANCE ETHNICS AND HUMAN ISSUE
ACTIVITIES
WEEK

7 Computer Students should be (1) Meaning of computer ethics. (1) States and identify (1) Participate in Charts of an ideal Students to:
ethics I able to: (2) Computer room management responsible ways of class discussion. computer (1) explain meaning
(1) explain meaning ethics. using computer. (2) Make use of room/laboratory. of computer ethics.
of computer ethics. (3) Responsible use of computer (2) Defines computer computer. (2) list three proper
(2) list responsible and internet. ethics. ways of using
ways of using -Avoiding duet etc. (3) Leads students to computers.
computer. (4) Areas of misuse of the identify ways of (3) list four ways of
computer. misusing the computer. misusing computer.
8 Computer Students should be (1) Laboratory rules and (1) Explains rules and (1) Listen to Charts of an ideal Students to:
ethics II able to: regulations. regulations. teacher’s computer (1) define rules and
(1) define rules and (2) Definition of rules and (2) Mentions computer explanations. room/laboratory. regulations.
regulations. regulations. laboratory rules and (2) Copy (2) mention two
(2) mention rules and (3) Computer laboratory rules regulations. chalkboard computer laboratory
regulations of and regulations. summary. rules and
computer laboratory. regulations.
9 Safety Students should be Safety measures (1) Guides students to (1) Participate in (1) Charts Students to:
measures able to: (1) The sitting arrangement. list the safety measures class discussions. (2) Pictures state five safety
state safety measures (2) Positioning of monitor. to be taken when using (2) Copy the measures when
to be taken when (3) Illuminating the computer computer. chalkboard using computers.
using computers. room. (2) Writes notes on the summary into
(4) Maintaining a dust and liquid chalkboard. their notebooks.
free environment
10 Practical Students should be (1) Load and exit MS-excel and (1) Guides students to Participate in the Computer set Students to:
able to: MS-access do the following: practical works (1) load and exit
(1) load and exit MS- (2) Create, save and retrieve -load and exit MS-excel MS-excel and
excel and MS-access. files. and access. access.
(2) create, save and (2) Create, save and (2) create, save
retrieve files in MS- retrieve files. retrieve files.
excel and MS-access.
11 REVISION
12 EXAMINATIONS
671
STORE KEEPING
SS I
FIRST TERM
THEME 1: OVERVIEW OF STORE KEEPING
WEEK

OBJECTIVES GUIDE
1 Introduction of Students should be able to: 1. Store keeping. 1. Explains the meaning Students to:
store keeping 1. define store keeping. * Meaning of store keeping. 1. states the
2. states the importance of * Importance. 2. Guides students in meaning of store
store keeping. identifying the keeping.
importance of store 2. discusses the
keeping. importance of store
keeping.
2 Component of Students should be able to: 1. Component. 1. Guides students in 1. Gives examples Students to:
store keeping. identify the component of * Warehousing. the identification of the of the component 1. states three
store keeping. * Requisitioning component of store of store keeping. component of store
* Inventory and keeping. keeping.
* Inventory control.
3. Fields were Students should be able to: 1. Fields were store 1. Guides students in 1. Participates Students to:
store keeping is identify industries/fields keeping is required. identifying industries identifying fields name and describe
required. were store keeping is and fields were store were store keeping three organization
required. keeping is required e.g. is required. were store keeping
Manufacturing. 2. Notes is required.
2. Visit organization organizations were
with students to see store keeping is
store house. required.
3. Reports
observations made
on visit to the
organization class.
4. Store Students should be able to: 1. Store organization 1. Leads students in 1. States the 1. Charts. Students to:
organization. 1. define organization. and layout. defining organization. meaning of 2. Diagrams of 1. give the meaning
2. state the importance of * Meaning of 2. Guides students in organization. store. of organization.
effective organization of a organization identifying the 2. Participate in 3. Photographs of 2. explains three
store. *. Importance of importance of discussion of stores. importance of
organization. organization. importance of organization.
organization.
672
STORE KEEPING
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
5. Store layout and Students should be able 1. Meaning of store 1. Explains store layout. 1. Listens 1. Chalkboard. Students to:
importance of store to: layout. 2. Leads in discussion attentively copy 2. Charts. 1. discuss store
layout. 1. explains store layout. 2. Importance of the importance of store notes. 3. Diagrams of layout.
2. states the importance store layout. layout. 2. Participate in the store. 2. states three
of store layout. discussion of the importance of store
importance of store layout.
layout.
6 Factors in choosing Students should be able Factors in choosing Leads students in Participate in 1. Charts. Students to:
store layout. to: store layout. identifying factors in identifying factors 2. Diagrams states three factors in
states factors to be choosing store layout. in choosing store 3. Photographs. choosing a store
considered in choosing layout. layout.
store layout.
7. Materials required Students should be able Materials required to Lists materials required Contributes to the Students to:
to set-up a store to: set up a store house. for setting up a store listing of materials name three materials
house. identify materials house. required for setting for setting up a store
required to set up a up a store house. house.
store house.
8. Safety. Students should be able Safety. Explains the meaning 1. Participate in the 1. Charts Students to:
to: i. Meaning. of safety. discussion. 2. Photographs of 1. define safety.
1. explains safety. ii. Needs for safety at 2. Guides students in 2. Contributes to stores. 2. explains two needs
2. states the need for work place. identifying the need for the identification of for safety at work.
safety. safety in the work need for safety.
place.
673
STORE KEEPING
SS I
FIRST TERM

WEEK

OBJECTIVES GUIDE
9. Environmental Students should be able Requirements of Explains clean Participates in 1. Charts. Students to:
issues. to: good environment. environment with the listing the 2. Pictures of clean explains requirements
lists and explains - Cleanness participate of students. requirements of a environment. of a good
requirements of good - Space good 3. Cleaning environment.
environment. - Good lighting. environments. materials
- Good ventilation. i. Brooms
- Refuse collection, ii. Rakes.
facility etc. ii. Shovels etc.
10 Environmental Students should be able 1. Maintenance of 1. Guides students in 1. Participates in 1. Brooms. Students to:
issues (2). to: clean environment i. Identifying ways of discussion. 2. Rakes, 1. describes ways of
list the ways of including refuse maintaining clean 2. Copy notes. 3. Shovels maintaining a clean
maintaining clean disposal. environment. 3. Participates in 4. Charts of environment.
environment. 2. Organizes environmental cleaning 2. demonstrates
environmental cleanup. cleaning. environment. environmental
cleanup.
11 REVISION
12 EXAMINATION
674
STORE KEEPING
SS I
SECOND TERM
THEME 2: SAFETY AND ENVIRONMENTAL ISSUES

WEEK

OBJECTIVES GUIDE
1 Introduction Students should be Warehousing. 1. Explains the 1. Copy notes from the Students to:
to able to: - Meaning. meaning of board. 1. states the meaning
warehousing. 1. explains - Types warehouse. 2. Participates of warehouse.
warehousing. - Rooms. 2. Guides in the identifying types of 2. identify types of
2. states the types of - Cold rooms identification of types warehouses. warehouse.
warehousing. - Silos etc. of warehouse.
2. Nature of Students should be Nature of goods to be Leads in identifying Contributes to the Student to:
goods to be able to: warehoused. nature of goods to be discussion on the nature identify goods to be
warehoused. describes the nature - Perishable warehoused. of goods to be warehoused.
of goods to be - Non perishable. warehoused.
warehoused.
3. Factors to be Students should be Consideration in 1. Guides in the Participate in the Students to:
considered in able to: choosing a warehouse discussion of discussion of choosing 1. explains factors to
choosing a explains factors for e.g. considerations in a warehouse. considered in
warehouse. choosing a type of - Temperature. choosing a choosing a
warehouse. - Weight of object warehouse. warehouse.
- Space etc. 2. Organizes 2. reports on
excursion to some excursion to a
warehouse. warehouse.
4. Types of Students should be Types of warehouse; 1. Explains the 1. Listen attentively on 1. Charts. Students to:
warehouse. able to: - State. different types of the explanation. 2. Chalkboard. 1. lists the types of
1. lists the types of - Bound warehouse. 2. Participate in the 3. Textbooks. warehouse.
warehouse. - Manufacturers 2. Lists the different discussion on the types 2. explains two types
2. explains the types - Wholesaler etc. type of warehouse. of warehousing. of warehouse.
of warehouse.
5. Importance of Students should be Importance of Guides students in 1. Participates in the Students to:
warehousing. able to: warehousing. identifying the identification of the states four
states the importance importance of importance of importance of
of warehousing. warehousing. warehousing. warehousing.
675
STORE KEEPING
SS I
SECOND TERM
THEME 2: SAFETY AND ENVIRONMENTAL ISSUES

WEEK

OBJECTIVES GUIDE
6. Warehousing Students should be Warehousing documents. Lists the document Participates in listing 1. Charts. Students to:
documents. able to: - Uses of each document. used. the documents. 2. Samples of the name three
lists documents used documents. warehousing
in warehousing. documents.
7. Uses of Students should be Uses of warehousing Explains the uses of Participates in stating 1. Charts. Students to:
warehousing able to: documents. various warehousing the uses of the 2. Chalkboard. lists and explains the
documents..s explains the use of documents. documents. uses of warehousing
each documents. documents.
8. Factors to be Students should be Factors to be considered Guides in the Participate in the Students to:
considered in able to: in setting a warehouse. discussion of factors discussion of factors to explains five factors
setting a explains factors to be to be considered in be considered in setting to be considered in
warehouse. considered in setting setting a warehouse. a warehouse. setting a warehouse.
a warehouse.
9 Introduction Students should be 1. Requisitioning. Leads discussion on Participates in the 1. Charts. Students to:
to able to: i. Meaning. the meaning of guided discussion. 2. Requisitioning defines
requisitioning. defines ii. Importance. requisitioning. documents. requisitioning.
requisitioning.
10 Importance of Student should be Guides discussion on Names some Student to:
requisitioning. able to: the importance of importance of describe two
explains the requisitioning requisitioning. importance of
importance of requisitioning.
requisitioning.
11 REVISION
12 EXAMINATION
676
STORE KEEPING
SS I
THIRD TERM
THEME 1: REQUISITIONING
WEEK

OBJECTIVES GUIDE
1 Inventory Students should be 1. Meaning of inventory. 1. Explains inventory. 1. Participates in the 1. Charts. Students to:
able to: 2. Uses of inventory. 2. Guides students to guided discussion. 2. Pictures. 1. define inventory.
1. defines inventory. identify uses of 2. Identify some uses of 3. Drawings. 2. describes two uses
2. explains the uses inventory. an inventory. 4. Samples of of inventory.
of inventory. inventory.
5. Record/stock
records.
2. Items in an Students should be Items in an inventory. Leads students in Lists some items of Students to:
inventory. able to: listing the items that inventory. 1. defines inventory.
lists items I n an are found in an 2. describes two uses
inventory. inventory. of inventory.
3. Types of Students should be Types of inventory. Guides students in Describes the types of Students to:
inventory. able to: enumerating types of inventory. describes two types
states the types of inventory. of inventory.
inventory.
4. Inventory Students should be 1. Inventory control. 1. Explains inventory 1. Participate in the 1. Diagrams. Students to:
control uses able to: i. Meaning. control. guided discussion. 2. Samples 1. define inventory
of inventory 1. define inventory 2. Uses. 2. Guides students to 2. Describe some uses 3. Stock sheets. control.
control. control. identify uses of of inventory control. 2. explains two uses
2. explains uses of inventory control. inventory control.
inventory control.
5. Types of Students should be 1. Types of inventory Guides students in Lists two types of Chalkboard. Students to:
inventory able to: control. listing types of inventory control. describes two types
control. describe types of 2. Perpetual inventory. inventory control. of inventory control.
inventory control. i. Periodic inventory
6. Difference Students should be Differences between the Explains the Discusses the Students to:
between the able to: two types of inventory differences between differences between the differentiate between
types of differentiate the two control. the two types of two types of inventory the two types of
inventory types of inventory inventory control. control. inventory control.
control. control.
677
STORE KEEPING
SS I
THIRD TERM
THEME 1: REQUISITIONING
WEEK

OBJECTIVES GUIDE
7. Importance of Students should be 1. Importance of Leads in discussion 1. Participate in the 1. Chalkboard. Students to:
inventory able to: inventory control. on the importance of discussion on the 2. Textbooks. mention three
control 1. explains the 2. Advantages of inventory control. importance of inventory 3. Sample of importance of
advantages of importance of inventory control. control. inventory sheet. inventory control.
inventory inventory control.
control. 2. lists the
importance of
inventory control.
8. Advantages Students should be Advantages and 1. Leads in 1. Participate in the 1. Charts Students to:
and able to: disadvantages of discussion. discussion. 2. Textbooks. 1. mention four
disadvantages mentions the inventory control. 2. Copy notes. 2. Copy notes. advantages of
of inventory advantages and 3. Asks question 3. Ask question where inventory control.
control. disadvantages of where necessary. necessary. 2. mention two
inventory control. disadvantages
9 Introduction Students should be 1. Entrepreneurship. Explains 1. Participates in the 1. Charts. Students to:
to able to: - Meaning. entrepreneurship with guided discussion. 2. Photographs of 1. explains
entrepreneurs explains 2. Examples of illustrations from 2. Contributes to the people doing entrepreneurship.
hip entrepreneurship. entrepreneurship. learners environment. discussion. business.
10 Needs for Students should be 1. Leads in discussion on 1. Discusses the need 1. Chalkboards. Students to:
entrepreneurs able to: the need for for entrepreneurship. 2. Textbooks. explains three needs
hip describe the needs for entrepreneurship. for entrepreneurship.
entrepreneurship
11 REVISION
12 EXAMINATION
678
BOOK KEEPING
SS I
FIRST TERM
THEMES: INTRODUCTION TO BOOK KEEPING

ACTIVITIES
WEEK

OBJECTIVES STUDENTS LEARNING GUIDE
TEACHER
MATERIALS
1 Meaning of Students should be 1. Bookkeeping. 1. Defines 1. Takes notes 1. Charts Students to:
bookkeeping able to: 2. History of book bookkeeping. 2. Understand the 2. Pictures and video 1. defines
1. define bookkeeping. keeping in Nigeria. 2. Gives the history history of book of book keeping bookkeeping.
2. narrate briefly the of book keeping in keeping in Nigeria. 3. Relevant textbook. 2. narrate the history
history of book Nigeria. of bookkeeping.
keeping.
2 Importance of Students should be 1. Importance of 1. Discusses 1. Ask questions and 1. Charts Students to:
bookkeeping able to: bookkeeping. importance of answers on the 2. Pictures and videos 1. List 5 importance
1. outline the 2. Career opportunities bookkeeping. importance of of book keeping of bookkeeping.
importance of in bookkeeping. 2. Discusses career bookkeeping. 3. Relevant textbook 2. state 5 careers
bookkeeping. 3. Beneficiary of opportunities in 2. Know the career 4. Read more on the opportunities in
2. narrate the career bookkeeping. bookkeeping. opportunities in topics bookkeeping.
the opportunities in 3. Guides students to bookkeeping. 3. list 3 beneficiaries
bookkeeping. identify the 3. Understand the of bookkeeping.
3. list the beneficiaries beneficiaries of beneficiaries of
of bookkeeping. bookkeeping. bookkeeping.
3 Stock valuation Students should be 1. Stock valuations. 1. Explain stock 1. Notes on stock 1. Charts Students to:
able to: 2. Purpose of stock valuations. valuations. 2. Diagram 1. list 2 methods of
1. explain stock valuations. 2. State the purpose 2. Ask question on the 3. Videos stock valuations.
valuations. of stock valuation. purpose of stock 4. Calculators 2. compute stock
2. state the purpose of valuations. valuations.
stock valuations.
4 Methods of Students should be 1. List different stock 1. List different stock 1. Know the different 1. Textbook Students to:
stock valuations able to: valuation methods. valuations methods. stock valuation 2. Charts 1. list 2 methods of
1. list different stock 2. Computation of 2. Guides students to methods. 3. Calculators stock valuations.
valuations methods. stock valuation. compute stock 2. Practical computes 2. compute stock
2. compute the valuations. the stock valuations. valuations.
different methods of
stock valuations.
679
BOOK KEEPING
SS I
FIRST TERM

WEEK

MATERIALS
5 Asset and Students should be 1. Assets and liabilities. 1. Defines assets and 1. Take notes on 1. Charts, diagram Students to
liabilities able to: 2. Differentiate between liabilities. assets and liabilities. and pictures 1. define assets and
1. define assets. assets and liabilities. 2. Guides students to 2. Differentiate 2. Relevant textbook liabilities.
2. define liabilities. differentiate between between assets and 2. differentiate
3. differentiate assets and liabilities. liabilities. between assets and
between assets and liabilities.
liabilities.
6 Classification Students should be 1. Identification of 1. Guides students to 1. Take note on the 1. Charts Students to:
of assets and able to: types of assets and distinguish between differences between 2. Chalkboard 1. list 2 different
liabilities 1. identify the liabilities. assets and liabilities assets and liabilities. 3. Textbooks types of assets and
different types of 2. Classification of 2. Discusses the 2. Understand the liabilities.
assets and liabilities. assets and liabilities. different types of classification of 2. explain the current
2. classify assets and assets and liabilities. assets and liabilities. assets.
liabilities. 3. Classifies assets and
liabilities.
7 Business Students should be 1. Business transaction. 1. Defines business 1. Take note on 1. Diagram showing Students to:
transactions able to: 2. Types of business transactions. business transactions. business transaction 1. state the types of
1. explain business transaction. 2. Gives examples of 2. Understand those 2. Chalkboard business transaction.
transactions. 3. Those involved in people involved in involved in business 3. Relevant textbook. 2. draws a diagram
2. list different types business transactions: business transactions. transactions. showing business
of business -buyers 3. Uses a diagram to 3. Practice exercise. transaction.
transactions. -sellers explain further. 3. list those involved
-consumers in business
transaction.
680
BOOK KEEPING
SS I
FIRST TERM

WEEK

MATERIALS
8 Debtors and Students should be 1. Debtors and 1. Explains the 1. Take notes on 1. Rulers Students to:
creditors able creditors. terms debtors and debtors and creditors. 2. Calculator 1. define creditors
to: 2. Differentiate creditors. 2. Ask questions on 3. Board and debtors.
1. define debtors between debtors and 2. Demonstrates debtors and creditors. 4. Sign poster 2. give 5 examples
2. define creditors creditors. how to identify 3. Read more on 5. Stickers of debtors and
3. differentiate 3. Identification of debtors and debtors and creditors, 6. Textbooks creditors.
between debtors and debtors and creditors, creditors. 3. list the
creditors. characteristic of
debtors and
creditors.
9 Sources documents Students should be 1. Sources documents. 1. Explains the 1. Make notes on 1. Sources documents Students to:
able to: 2. Explain the uses of concepts of each sources documents. 2. Journals specimen 1. define sources
1. explain the sources of documents. sources document. 2. Ask question on 3. Calculators documents.
meaning of sources 2. Lists the uses of the uses of each 4. Relevant book 2. identify types of
documents, sources document. sources documents. 5. Ruler sources documents.
2. mention the uses of 6. Chalkboard
sources documents,
10 Content of source Students should be 1. Types of source 1. Shows examples 1. Understand 1. Chalkboard Students to:
documents able to: documents: of sources of sources. 2. Specimen of 1. list 3 types of
explain the contents -invoice document. 2. Practice more sources documents sources.
of sources of -receipts 2. Illustrates how to exercise. 3. Rulers 2. complete a
document. -vouchers record information 4. Charts sources document.
-credit and debt note in the source
-statement of accounts documents.
11 REVISION
12 EXAMINATION
681
BOOK KEEPING
SS I
SECOND TERM
THEMES: BOOKS OF JOURNALS
ACTIVITIES
WEEK

MATERIALS
1 Books of original Students should be able to: 1. Journals 1. Defines journals 1. Make notes on 1. Board Students to:
entry 1. explain the meaning of 2. Types of journals 2. Illustrates how to draw the journals. 2. Calculator 1. draws the
journals. Sales: format of a journal. 2. Identify the 3. Specimen of journals.
2. mention the types of -purchases 3. Illustrates with examples contents of each journals 2. identify the
journals. -return inwards the opening and closing journal. 4. Rulers contents.
3. journalize opening and -return outwards entries. 3. Differentiate the 5. Pencil 3. differentiate the
closing entries of general -general journals journals types. 6. Relevant types of journals.
journals. textbooks
2 Uses of journals Students should be able to: 1. Uses of journals. 1. Explains how to extract 1. Make notes on the 1. Textbooks Students to:
1. explain the uses of 2. Illustrate the information from sources uses of journals. 2. Charts 1. explain the uses
journals. layout of a general documents into the books of 2. Know how to 3. Receipts of journals.
2. correct errors through journal. origin entry. extract information 4. Invoice 2. correct errors
the journals. 3. Correction of 2. Corrects errors through from sources into through the
3. draw the format of the errors. journals. the books of origin journals.
journals. entry of errors.
3 Principles of Students should be able to: 1. Principles of 1. Explains the meaning of 1. Write notes on 1. Calculator Students to:
double entry 1. state the meaning of double entry. double entry. double entry. 2. Rulers 1. define double
double entry. 2. Rules of double 2. States the rules of double 2. Understand the 3. Board entry.
2. identify the account to entry. entry. rules of double entry 4. Relevant 2. state the rules
be credited and debited. 3. Exercise 3. Illustrates how to apply the 3. Practice more textbooks of double entry.
3. state the rule of double involving double rule of double entry. exercise. 3. solve problems.
entry. entry.
4. Post transactions
into the ledger.
4 Ledger Students should be able to: 1. Ledger 1. Explains the meaning of 1. Write notes on the 1. Specimen ledger Students to:
1. define a ledger. 2. Items on the ledger. ledger. 2.Board 1. define ledger.
2. identify the items on the ledger 2. Lists the items on the 2. Ask questions on 3. Calculators 2. list items on the
ledger. 3. Format of a ledger. items on the ledger. 4. Rulers ledger.
3. draw the format of a ledger 3. Discusses with the learners 5. Chalk
ledger. the contents of the ledger and 6. Relevant
the importance of each. textbooks
682
BOOK KEEPING
SS I
SECOND TERM

ACTIVITIES
WEEK

5 Classes of a ledger Students should be able 1. Classification of 1. Explains to the 1. Write notes on 1. Charts Students to:
to: account personal learners the 2 classes the different 2. Textbooks list the different
1. identify different account. of accounts. classes of accounts. 3. Chalkboard classes of accounts.
classes of ledger. 2. Impersonal account: 2. Guides students to 2. Identify the
2. explain different -real identify the classes of classes of a ledger.
classes of accounts. -nominal ledger.
6 Application of double Students should be able 1. Columns of a 1. Lists the columns 1. Ask questions on 1. Ruler Students to:
entry system in the to: ledger. in a ledger. the columns of a 2. Calculators 1. list the columns
ledger 1. identify the columns 2. Uses of a ledger. 2. Posts transactions ledger. 3. Relevant of the ledger.
of a ledger. 3. Posting of into a ledger. 2. Know how to textbooks 2. post into ledger.
2. post transactions into transactions in a post into a ledger
a ledger. ledger. and practice more.
7 Singles column cash Students should be able 1. Single columns cash 1. Describes the 1.Take notes 1. Specimen Students to:
book to: book. singles columns cash 2. Understands the 2. Board 1. define a single
1. explain the meaning 2. Items of a simple book. uses of a single 3. Calculators columns cash book.
of singles columns cash columns cash book. 2. Lists the uses of columns cashbook. 4. Ruler 2. prepare a single
book. 3. Preparation of singles columns cash 3. Understand the 5. Cashbook format columns cash book.
2. identify items on the simple column cash book. rules for posting 3. list the rules for
single columns book with various 3. Lists the rules for into a single posting into single
cashbook exercises. posting in a single columns cash book. columns cash
3. prepare a single column cash books. 4. Practice books.
columns cash book. 4. Solves various exercise.
exercise.
683
BOOK KEEPING
SS I
SECOND TERM

ACTIVITIES
WEEK

8 Double column Students should be able 1. Double columns 1. Describes the 1. Take note on 1 .Ledger Students to:
cashbook to: cash books. double columns cash double columns 2. Calculators 1. define double
1. explain the meanings 2. Items on the book. cashbook. 3. Rulers cash column
of double column cash double columns cash 2. Identifies the form 2. Identify the forms 4. Board cashbook
book. book: of double cashbook. of doubles columns 5. Relevant 2. give 2 items of
2. identify the items and -cash columns cashbook. textbooks double columns
columns cashbook. -bank columns cashbooks.
9 Preparation of Students should be able Preparation of double 1. List the rules of 1. Take notes 1. Charts Students to:
double column to: columns cashbook. posturing in the 2. Understand the 2. Textbooks 1. prepare double
cashbook 1. prepare a double double column posting into the 3. Chalkboard column cashbook.
columns cashbook. cashbook. double columns 2. differentiate
2. record cash and bank 2. Solve exercise cashbooks. double and single
receipts and payment. column cashbook.
3. differentiate between
single and double
column cashbook.
10 Contra entry Students should be able 1. Contra entry 1 .Describes the 1. Makes notes on 1. Ledger Students to:
to: 2. Examples of contra concepts of contra contra entry. 2. Calculators 1. describe contra
1. explain the concepts entry transaction. entry. 2. Understand contra 3. Rulers entry.
of contra entry. 3. Recording of 2. Solves exercise entry. 4. Board 2. records contra
2. identify contra entry contra entry involving contra 3. Practice more 5. Relevant entry transactions.
transactions. Exercise. entry. exercise. textbooks 3. solve exercise.
3. record contract entry
transaction
appropriately.
11 REVISION
12 EXAMINATION
684
BOOK KEEPING
SS I
THIRD TERM
THEMES: THE LEDGER
ACTIVITIES
WEEK

TEACHER
MATERIALS
1 The Three Students should be able 1. Three columns 1. Explains the 3 1. Notes on 3 1. Rulers Students to:
Columns to: cashbook. column cashbook columns cashbooks 2. Boards 1. explain three
Cashbooks 1. explain the 3 column 2. Identification of 2. Guides students 2. Know how to rule 3. Relevant columns cashbook.
cashbook. the columns. identify the columns columns of three textbooks 2. identify columns
2. identify the columns of a three columns columns cashbook of three columns
of three columns cashbooks cashbook.
cashbooks.
2 Types of Discounts Students should be able 1. Differentiate 1. Guides students to 1. Take notes on 1.Textbooks Students to:
to: between cash and know the differences the differences 2. Charts 1. state the
1. differentiate between trade discount between the trade and between the trade and 3. Chalkboard differences between
cash discount and trade 2. Identify the cash discount. cash discount. the trade and cash
discount. differences between 2. Leads students to 2. Know to discount.
2. differentiate between discounts allowed differentiate between differentiate between 2. differentiate
discount allowed and and discount receive discounts allowed discount allowed and between discount
discount receive. and discount discount received. allowed and
received. discount received.
3 Preparation of Students should be able 1. Differentiate 1. Leads students to 1. Take notes 1. Rulers Students to
Three Columns to: between single, differentiate between differences between 2. Calculators 1. list 3 differences
1. differentiate between double, and three singles, double and single, double, and 3. Relevant between single,
single and double and columns cash books. three columns cash three columns cash textbooks double, and three
three columns 2. Prepare three books. books. columns cashbooks.
cashbook. columns cash books. 2. Prepares three 2. Understand the 2. prepare three
2. prepare a 3 columns columns cash books. differences between columns cashbooks.
cashbook. the single, double,
and three columns
cash books.
3. Prepare and
practice 3 columns
cashbook.
685
BOOK KEEPING
SS I
THIRD TERM
THEMES: THE LEDGER
ACTIVITIES
WEEK

TEACHER MATERIALS
4 Petty Cashbook Students should be 1. Petty cash book 1. Defines petty 1. Take notes on 1.Board Students to:
able to: 2. Advantages of petty cashbooks petty cashbook. Chalkboard 1. defines petty
1. explain the meaning cash book 2. States the 2. Know the Relevant textbooks cashbook.
of petty cashbook. advantages of petty advantages of the 2. sates the
2. state the advantages cash books petty cashbook. advantages of petty
of petty cashbook. cashbook.
5 Preparation of Students should be 1.Classifications of 1. State the rules for 1. Take notes 1. Calculator Students to:
Petty Cashbook able to: petty cash columns posting transactions 2. Know the Rulers 1. Classify columns
1. Analyze the petty 2. Posting of into cashbook classification of the Board and solve problems
cash columns transactions 2. Solve problems columns Relevant textbook
2. Post transactions to 3. Practice exercise
various columns of
petty cash book
6 Trial Balance I Students should be 1. Trail balance 1. Defines trail 1. Take notes 1. Specimen ledger Students to:
able to: 2. Functions of trail balance. 2. Ask questions on 2. Pictorial 1. explain the
1. explain the meaning balance. 2. Explains the rules the rules of extracting Materials meaning of trail
of trail balance. 3. Rules extracting of extracting trail trail balance. 3.Videos balance.
2. state the functions balance from ledger to balance. 3. Participate in the 2. state the
of trail balance. trail balance. 3. Leads discussion discussion on trial functions of trial
3. prepare the format on the functions of balance. balance.
of the trial balance. trail balance.
7 Trial Balance II Students should be 1. Extracts balances 1. Guides students 1. Participate in 1. Calculator Students to:
able to: from ledger to trial to extracts balance discussion on trial 2. Rulers extract a trial
1. extracts balances balance. from ledger to that balance. 3. Videos clips balance.
from ledger to trial 2. Prepare trail balance. 2. Understand the
balance. balance. 2. Leads the preparation of trial
2. prepare trail students to prepare balance.
balance. trial balance.
686
BOOK KEEPING
SS I
THIRD TERM
THEMES: THE LEDGER
ACTIVITIES
WEEK

TEACHER MATERIALS
8 Trial Balance and Students should be 1 .Meaning of errors 1. Describes errors 1. Take note on errors 1. Picture material Students to:
Corrections of able to: 2. types of errors 2. Describes the 2. Understand the 2. Videos 1. explain errors
Errors 1. explain the terms classes of errors. classes of errors. 2. mention 3 types
of errors. of errors.
2. state the errors.
9 Trial Balance and Students should be Classification of errors 1. Demonstrates how Take note on errors 1. Pictures Students to:
Correction of able to: to detect and correct affecting trails Materials classify errors
Errors 1. identify the errors errors. balance and errors 2.Videos
affecting trial 2. Identifies errors affecting trail balance
balance. not affecting the trial
2. identify errors that balance.
do not affect trial
balance.
10 Suspense Account Students should be 1. Explain the 1. Guides students on 1. Take notes 1. Chalkboard Students to:
able to: meaning of suspense the meaning suspense 2. Know how to 2. Calculator 1. explain suspense
1. Explain the account. accounts. prepare suspense 3. Rulers account.
meaning of suspense 2. Correct errors 2. Demonstrate how accounts. 4. Videos 2. correct errors
account. through the use of to prepare suspense through the use of
2. Corrects identified suspense accounts. account. suspense accounts.
in the trial balance.
3. Correct errors
through the use of
suspense accounts.
11 REVISION
12 EXAMINATION
687
G.S.M. MAINTENANCE AND REPAIRS
SS I
FIRST TERM
THEME: INTRODUCTION TO TELECOMMUNICATION

ACTIVITIES
WEEK

1 Terms and Students should be 1. Definition of terms Leads students to Listen to teacher’s 1. Charts Students to:
terminologies I able to: related to define terms related definition and 2. Pictures define terms related
define terms related to telecommunication to telecommunication explanation and ask to
telecommunications. 2. Analogue: and bring up basic questions. telecommunication
-digital terms in the while the teacher
-hybrid definition. does the listening
3. Transmitter and make
4. Signal corrections.
5. Medium
6. Receiver
2 Terms and Students should be 1. Definition of terms Leads students to Listen to teacher’s 1. Charts Students to:
terminologies II able to: related to define terms related definition and 2. Pictures define terms related
define terms related to telecommunication to telecommunication explanation and ask to
telecommunications -Network and bring up basic related questions telecommunication
-Wave terms in the while the teacher
-GSM definition. does the listening
-GPRS and make
-Satellite corrections.
-Mobile phones
3 Telecommunicatio Students should be Telecommunication Leads students to Listen to teacher Chart carrying logo Students to:
n bodies in Nigeria able to: bodies in Nigeria identifies and state identify and state the and name of list
1. identify -ncc the meaning of the full meaning and ask telecommunication telecommunication
2. state the full -nitel telecommunication relevant questions. bodies in Nigeria. bodies and state
meaning of the -nigcomsat bodies in Nigeria. their meaning.
telecommunication -itan
bodies in Nigeria. -imis
688
SS I
FIRST TERM

WEEK

TOPIC PERFORMANCE CONTENT TEACHER STUDENTS LEARNING GUIDE
OBJECTIVES RESOURCES
4 Telecommunication Students should be 1. Functions of Lists at least three Listen to teacher and Charts Students to:
bodies in Nigeria able to: -NCC main functions of the ask question and list function as class
list the functions of -NITEL telecommunication take note. work through oral
this -NIGCOMSAT bodies in Nigeria and drill.
telecommunication -ITAN give note.
bodies in Nigeria -IMIS
5 GSM Technology Students should be 1. Origin of GSM 1. Explains the origin Listen to teacher and 1. GSM phones Students to:
able to: 2. The network of GSM. participate in class 2. Pictures of GSM 1. explain the origin
1. explain the origin structure of GSM: 2. Describes the discussion. network structure. the GSM.
of GSM -frequency ranges network structure of 2. describe the
2. describe the -mobile station GSM. network structure of
network structure of -base station GSM.
GSM. -radio frequency
-cell
-modulation
-demodulation
-network and
switching subsystem
-GPRS core network
6 GSM Technology Students should be 1. SIM 1. Describes SIM List to teacher and GSM SIM Card Students to:
able to: -SIM locking 2. Explains GSM participate in class describe SIM and
1. describe SIM -SIM blocking security. discussion and ask explain GSM
(subscriber identity -IMEI question. security as class
module). 2. GSM security work.
2. explain GSM
security.
689
SS I
FIRST TERM

WEEK

TOPIC PERFORMANCE CONTENT TEACHER STUDENTS LEARNING GUIDE
OBJECTIVES RESOURCES
7 Communication Students should be able to: Definition of: 1. Defines a satellite. 1. Listen to teacher Pictures of satellite. Students to:
satellite 1. define a satellite. -satellite 2. Defines a definition and 1. define a satellite.
2. define a communication -communication communication explanation. 2. define a
satellite. satellite. satellite. 2. Participate in class. communication
3. Explains the terms satellite.
in the definition.
8 Communication Students should be able to: 1. Types of 1. Lists types of Listen to teacher Pictures of Students to:
satellite 1. state the types of communication communication listing the types of different satellite. list types of satellite.
communication satellite. satellite satellite. communication
2. explain the application 2. Application of 2. Discusses the satellite.
of communication satellite. communication application of
satellite. communication
satellite.
THEME: INTRODUCTION TO BASIC ELECTRONICS
9 Principles of AC Students should be able to: 1. AC and DC 1. Explains the 1. Explain the 1. Charts Students to:
and DC quantities 1. explain AC and DC quantities. principles of AC and principle of AC and 2. Diagrams 1. explain properly the
qualities 2. Difference DC quantities. DC quantities. principles of AC and
2. differentiate between between AC and 2. Explains the 2. Differentiates DC quantities.
AC and DC quantities. DC quantities. difference and between AC and DC 2. differentiate
3. similarities between AC 3. Similarities similarities of AC quantities. accurately between AC
and DC quantities. between AC and and DC quantities. 3. State the and DC quantities.
DC quantities. similarities of AC 3. state the similarities
and DC quantities. of AC and DC
quantities.
10 Excursion to Students should be able to: Functions of Leads students to Listen to explanation Telecommunicatio Students to:
telecommunicatio state the functions of telecommunication telecommunication done by the n bodies. list different types of
n bodies in telecommunication equipments company telecommunication equipment and their
Nigeria equipments workers. functions.
11 REVISION
12 EXAMINATION
690
SS I
SECOND TERM
ACTIVITIES
WEEK

1 Simple Electric Students should be able Ohm’s law 1. States Ohm’s law 1. State Ohm’s law 1. Electronic Students to:
Circuits I to: definition of : 2. Defines: 2. Define components e.g. 1. state Ohm’s law
1. state Ohm’s law -current -current -Current resistors, 2. define
2. define the following -voltage -voltage -Voltage capacitors, -current
terms -resistance -resistance -Resistance inductors. -voltage
-current -power -power -Power -resistance
-voltage -power
-resistance
-power
2 Simple Electric Students should be able 1. Uses of resistor 1. States the uses of 1. Mention the uses 1. As many Students to:
Circuit II to: capacitor and resistor capacitors, of resistors, different colours as 1. mention three uses of
1. determine the values of inductors inductors and capacitors, inductors possible should be resistors
resistors, current and 2. Colour coding of transformers. and transformers. brought to class. -capacitor
voltage using Ohm’s law. carbon resistors. 2. Identifies colour 2. Identify colour -inductors
2. explain the uses of coding of carbon coding of different -transformer
resistors, capacitors, resistors. carbon resisters. 2. identify with
inductors and accuracy the values of
transformers carbon resistor using
3. identify colour coding colour coding.
of carbon resistors.
3 Common Students should be able 1. Definition of Defines and mention Define and states the 1. Charts Students to:
Electronic to: diode, transistors, uses of diode, uses of diode, 2. IC data book. 1. define diode,
Devices I 1. define the terms diode, integrated circuit transistors, transistors, integrated transistors, integrated
transistors, integrates (IC). integrated circuit circuit (IC). circuit (IC).
circuits (IC). 2. Uses of diode, (IC). 2. mention the uses of
2. state the uses of diode, transistors, diode, transistors,
transistors, integrated integrated circuit integrated circuit (IC).
circuit (IC). (IC).
691
SS I
SECOND TERM
ACTIVITIES
WEEK

4 Common Students should be able 1. Difference 1. States the 1. Differentiate 1. Charts. Students to:
Electronic Devices to: between digital and difference between between digital and 1. indicate correctly the
II 1. differentiate between analogues ICs digital and analogue ICs. difference between
digital and analogue (integrated circuit). analogue ICs. 2. Show the digital and analogue ICs.
ICs (integrated circuit) 2. Pin numbering and 2. Shows the pin numbering and layout 2. identify with precision
2. identify the pin layout of ICs. numbering and of ICs the pin numbering and
numbering and layout layout system of layout of ICs.
of ICs e.g. dual-in-line ICs
(DIL), flat pack etc.
5 Electronic Sign and Students should be able Types of electronic Lists and draws Make sketches of 1. Charts Students to:
Symbols I to: diagrams. different types of different types of 2. Diagram. sketch correctly different
1. list types of electronics electronic diagrams. types of electronics
electronic diagrams. diagram. diagram.
2. draw this different
types of electronic
diagrams.
6 Electronic Sign and Students should be able Types of electronic Identifies different Identity different 1. Charts Students to:
Symbols II to: signs and symbols. types of electronic types of electronics 2. Diagram. draw correctly different
identify different types sign and symbols. signs and symbols. types of electronics signs
of electronic signs and and symbols.
symbols.
7 Power supply and Students should be able 1. Constructional 1. Guides students 1. Describe the 1. Charts Students to:
Amplifiers I to: features of a power to construct simple constructional 2. Diagram. 1. construct a simple
1. describe the supply. power supply features of a power power supply.
constructional features 2. Uses of a power (Practical) supply practically. 2. list correctly the uses
of a power supply. supply 2. Describes the 2. List the uses of a of power supply.
2. explain the uses of a uses of a power power supply.
power supply. supply.
692
SS I
SECOND TERM
ACTIVITIES
WEEK

8 Power supply and Students should be 1. Definition of an 1. Defines and 1. Define an 1. Charts Students to:
Amplifiers II able to: amplifier amplifier. amplifier. 2. Diagram. 1. define amplifier
1. define amplifier. 2. Identification of 2. Identifies 2. List different 2. Which of the
2. identify amplifier amplifier different types of types of amplifiers. spacemen is an
and different types of 3. Types of amplifier amplifier. 3. State uses of an amplifier?
amplifier. 4. Uses of amplifier. 3. States the uses of amplifier. 3. list 5 types of
3. explain the uses of an amplifier. amplifier.
amplifier. 4. mention 3 uses of an
amplifier.
9 Measuring Students should be 1. Types of 1. States different 1. List different 1. Measuring Students to:
& instruments able to: electronics measuring types of electronics types of electronic instrument 1. List three different
10 1. Mention different instrument. measuring measuring 2. Electronic types of electronics
types of electronics 2. Difference instrument instrument. component measuring instrument.
measuring between analogue 2. States the 2. List differences 3. Electronic circuits. 2. List three differences
instruments, e.g. and digital difference between between analogue between analogue and
multimeter. multimeter. analogue and digital and digital digital multimeter.
oscilloscope etc. 3. Uses of electronics multimeter. multimeter. 3. Practical use of
2. Differentiate measuring interment. 3. Practicals 3. Practical measuring instruments to
between analogue and demonstration of the demonstration of the test some electronics
digital multimeter. use of the use of the component and circuit.
3. Demonstrate the instrument to test instrument to test
uses of the instrument electronic electronic
to test electronic components and component and
components and circuits. circuits.
circuits.
11 REVISION
12 EXAMINATION
693
SS I
THIRD TERM
THEME: INTRODUCTION TO COMPUTER AND INTERNET

ACTIVITIES
WEEK

1 Introduction to Students should be able 1. Definition of 1. Guides students 1. Define a computer 1. Charts Students to:
computer to: computer to define a 2. List the three types 2. Computer system. 1. define a computer.
1. define computer. 2. Types of computer computer. of computer. 2. list the three types
2. list the types of e.g. Analogue, digital 2. Lists and explains of computer.
computer and explain and hybrid. the types of
what each is used for. computer.
2 Introduction of Students should be able 1. Components of a Guides students to 1. List and describe 1. Charts Students to:
computer to: computer system: list and describe the the components of 2. Computer system. 1. list the three
1. list the components of -hardware components of a the computer with components of the
a computer system. -software compute and give examples. computer.
2. explain the -people ware examples of each 2. explain the
components with components. component. components with
examples. examples.
3 Introduction to Students should be able 1. Definition of 1. Guides students 1. Take part in class Internet computer Students to:
internet to: -Internet to define the discussion. lab or cyber café 1. define the internet.
1. define -www (World Wide internet, email 2. Watch teacher’s mobile phones. 2. list three of the
-internet Web) address, website, demonstration and following
-www (World Wide -E-mail and web browser. practice writing email -browsers
Web) -E-mail address 2. Creates an email and sending it. -E-mail address
-E-mail -Website. address write a mail Write notes into their -Website address
-E-mail address 2. Identification of and sent it books. 3. open your email
-Website. -Internet Browser practically on the address.
2. identify -E-mail address system.
-Internet Browser -Website address
-E-mail address 3. Create e-mail
-Website address account practically.
3. open an e-mail
address.
4. write a mail and send.
694
SS I
THIRD TERM

ACTIVITIES
WEEK

4 Introduction to Students should be able 1. Benefits of the 1. Guides students to 1. Participate in the 1. Internet Students to:
internet to: internet. list the benefit and practical aspect of the 2. Computer lab 1. list the benefit and
1. list the benefits of 2. Abuses of internet abuses of internets. topic. 3. Cyber café abuses of internet.
internet. 3. Examples of 2. Gives examples of 2. Listen and watch 4. Mobile phone. 2. identity internet
2. list the abuses of search engine e.g. search engine teacher practicalize search engine.
internet. google.com 3. Lists the uses of the topic. 3. state specific uses of
3. identify internet 4. Uses of search search engines search engine.
search engine. engines 4. Demonstrates 4. describe how to
4. state specific uses of 5. Browsing brand browsing the web down load software,
search engine. websites with a search engine. ringtone, video/audio
5. browser brand 6. Downloading 5. Demonstrates files.
websites. GSM repair software, practically
6. describe how to down ringtone, video/audio downloading of files.
load software, ringtones, file etc.
video/audio files etc.
5 Practical Students should be able Use computer system Guides students on Participate in class by 1. Computer system Students to:
(internet) to: to: how to use the doing what the 2. Phone set. 1. open and email
1. open an e-mail -open an email phone/computer to teacher is doing address.
address. address download software, practically. 2. download software,
2. download software -download software, ringtones, and ringtones, video/audio
ringtones, video/audio ringtones, and video/audio files. files.
files. video/audio files.
6 Practical use of Students should be able Writing of mail Guides students to: Listen, observe what Phone/computers. Students to:
phone/computer to: sending of mail using - open create mail the teacher is doing 1. go to create menu.
to write mail and 1. open create mail phone/computer. menu. participate 2.write a mail.
send menu. -write a mail. practically. 3. send a mail.
2. write a mail. -send a mail.
3. send a mail.
695
SS I
THIRD TERM

ACTIVITIES
WEEK

7 National and Students should be able 1. Meaning of GSM 1. Guides students to; 1. Participates in 1. Charts. Students to:
international to: 2. Definition of GSM -gives the full meaning class discussion. 1. write the full
carries 1. state the full meaning carriers. of GSM 2. Listen to meaning of GSM.
of GSM 3. Difference 2. Defines GSM carriers. teacher’s definition 2. define GSM
2.define GSM carrier between national and 3. Differentiates between and explanations carriers.
3. differentiate between international carriers. national and and ask questions. 3. state 3 differences
national and international carriers. between national and
international carriers. international carriers.
8 National and Students should be able 1. Brief revision of Guides students to Listen and Chart Students to:
international to: week 7. 1. Recalls week 7 points responds to 1. list national carriers.
carriers. 1. recall all the lessons of 2. Types of national through questions and questions 2. list international
week 7. carriers. answer (or oral drill). carriers.
2. list national carriers. 3. Types of 2. Lists types of national
3. list international international carriers and international
carriers. carriers.
9 GSM phone Students should be able 1. Definition of GSM 1. Defines GSM phone Listens to teacher’s Chart Students to:
service provider to: phone service services providers. definition and 1. define GSM phones
1. define GSM phone provider 2. Lists major services explanations service providers.
service providers. 2. List of major provider in Nigeria and participate in class 2. list major service
2. list major services service provider in their websites. discussion providers in Nigeria
providers in Nigeria and Nigeria and their and their websites.
their websites. websites.
10 Excursion Students should be able Operations of GSM Leads students to MTN, 1. Watch and listen Internet Students to:
to: service providers. GLO etc. offices. to workers explain 1. list types of
1. see how GSM service their operation. equipment they saw.
provider operate. 2. Take note as the 2. state the functions
2. internet excursion of workers explain. of each equipments
GSM service providers. visited.
11 REVISION
12 EXAMINATION
696
ANIMAL HUSBANDRY
SS I
WEEK FIRST TERM

PERFORMANCE EVALUATUION
OBJECTIVES GUIDE
1 Meaning and Students should bee able to: 1. Define an areas of Guides the Participate in the i. Illustrative chart Students to:
importance of 1. define Animal Husbandry Animal Husbandry discussion discussion on ii. Animal products 1. define Animal
animal 2. state the importance of 2. Importance of meaning and like leather shoe, husbandry
husbandry Animal Husbandry to Animal Husbandry to importance of belt, bags etch 2. state five importance
individual, community and individual community animal husbandry of Animal Husbandry
nation and nation
2 Classification Students should be able to: Classification based 1. Displays live 1. Observe and 1. Live farm animals Students to:
of farm animals 1. identify the various classes on Nutrition farm animals interact with the units 1. Identify the main
I of farm animals 1. Ruminants 2. Displays charts displayed live 2. Charts and classes of farm animal
2. list the farm animals (polygastries) and picture farm animals pictures 2. List at least two farm
according the their various 2. Small ruminants e.g showing farm 2. Identify the animals in each of the
classes sheep and goats, non- animals various classes of classes
ruminants farm animal in the
(monogastries) charts or picture
a. Poultry (Avian)
b. Pigs (swine)
c. Rabbits
3. Classification Students should be able to: Classification based 1. Displays live 1. Observe and 1. Live snail Students to:
of farm animal 1. list the farm animals on nutrition, non- farm animals like interacts with the 2. Charts and 1. list the remaining
II according to their classes i.e ruminants with. snails. displayed farm pictures animals that belong to
non-ruminants a. Horse or donkeys 2. Displays charts animals non-ruminants or
b. Snails and pictures 2. Identify the monogastrics
c. Bees showing grass animals and the
d. Brass cutters etc. cutters charts
4. Classification Students should be able to: 1. Distinguish between Displays chart of Observe the Charts of the Students to:
of farm Animal a. distinguish between ruminants and non- the digestive differences in the digestive system of 1. list four differences
III ruminants and non-ruminants ruminants systems of displayed chart of these animals between ruminants and
animals ii. Distinguish between ruminant and non- the ruminants and non-ruminants animals
b. distinguish between macro macro and micro farm ruminants non-ruminants 2. mention and discuss
and micro farm animals animals the difference between
macro and micro farm
animals
697
ANIMAL HUSBANDRY
SS I
WEEK FIRST TERM

OBJECTIVES GUIDE
5. Classification Students should be able to: Economic importance of 1. Takes students 1. Participates in 1. Any animal farm Students to:
of farm animal outline and discuss the farm animals: to excursion o the excursion to within the locality 1. enumerate five
IV economic importance of - draught established animals animal farms. 2. Charts and economic importance of
far animals. - hide/skin farm. 2. Keep farm pictures. far animals.
- farm yard manure 2. Supervises animals as home 2. discuss or explain
- employment students home project. any two of the
opportunities project. economic importance
- source of foreign enumerated above.
exchange
- sources of income
- sports or games
6 Parts, organs Students should be able to: 1. Parts and organs of Provides and Observe parts and Charts and pictures Students to:
and functions of identify and explain the farm animals. exposing present parts and organs of farm showing parts and 1. identify and explain
farm animals I various parts and organs of the students to various organs of farm animals. organs of farm the various parts and
farm animals system of farm animals animals. animals. organs such as digestive
a. digestive system system and respiratory
b. Respiratory system system.
2. Functions of parts and 2. list the functions of
organs of farm animals digestive and
a. Creates down food respiratory system.
into metabolic nutrient
b. Provide oxygen fro
metabolic processes
7. Parts, organs Students should be able to: a. Nervous system Provides and Participate in the Chart and picture Students to:
and function of 1. identify and explain b. Circulatory system explains the explanation. showing the heart explain the following:
farm animals II - nervous system 2. Functions of nervous nervous system, Observe the and blood cells 1. nervous system
- circulatory system system and circulatory and the circulatory nervous system 2. circulatory system
2. functions of parts and system i.e system. and the 3. state the Functions of
organs such as. a. Enhance stimulus circulatory system blood in farm animal
- nervous system b. Provide blood to all such as the heart
- circulatory system parts of the body. and blood.
698
ANIMAL HUSBANDRY
SS I
WEEK FIRST TERM
OBJECTIVES GUIDE
8. Parts organs Students should be able to: a. Skeletal system Guides the i. Participate in Charts showing the Students to:
and functions of 1. identify the systems and b. Reproductive system (male discussion on the the discussion skeleton, female 1. with the label
farm animals III their functions. and female reproductive system. function of these ii. Observe the and male diagrams, explain
a. Skeletal system The functions of these systems systems organs and the reproductive the following
b. Reproductive i. Supports the animal structure system and their system a. Male reproductive
system(male and female ii. helps in the production of parts system
reproductive system) etc. offspring b. Female
reproductive system
9. Parts, organs Students should be able to: Pars and organs of farm animals. Supervises the Draw and name 1. Live farm Students to:
and functions of 1. dissect farm animals Exposing the student to various dissecting of farm the various parts animals in the 1. draw and label
farm animals IV system of farm animals animal to show and organs of school any of the following
- Digestive system the various parts farm animals 2. Dissecting kits parts or system
- Respiratory system and organs i. Digestive system
- Nervous system ii. Reproductive
- Reproductive system (male and system etc.
female system) etc.
10 Livestock Students should be able to: Definition of terms in livestock Displays the male Students observe i. Charts and Student to:
reproduction I explain the following terms reproduction and female the parts of the pictures 1. define the various
as being used in livestock - Ovulation reproduction reproductive ii. Films showing farms in livestock
reproduction - Oestruns cycle organs in farm organs displayed farm animals reproduction
i. Ovulation - Heat period and signs of heat animals in farm animals
ii. Vestures cycle - Mating
iii. Heat period and signs - Gestation
of heat - Parturition
iv. Mating - Lactation etc.
v. Gestation
vi. Lactation
vii. Colostrumant
viii. Flushing etc.
11 REVISION
12 EXAMINATION
699
ANIMAL HUSBANDRY
SS I
WEEK SECOND TERM

OBJECTIVES GUIDE
1 Livestock Students should be able to: Reproduction Guides students Students to keep Live far animals Students to:
reproduction II state reproductive process process in livestock through the record of the heat units state the reproductive
in livestock mammals) mammals reproductive process period, gestation and Films showing processes in livestock
in mammals parturition as home farm animals mammal such as heat
projects period, mating signs of
heat etc.
2. Livestock Students should be able to: Reproduction Guides the students Students to handle Live farm animals Students to:
reproduction III explain process of egg process in poultry through the mating and collection (poultry) and any mention and explain the
formation poultry i.e egg formation reproductive process of eggs. poultry farm within process of egg formation
of poultry the locality in poultry
3. Livestock Students should be able to: Reproductive Discussed the Participate in the Live farm animal Students to:
reproduction IV outline the various hormones and their functions of the discussion mention the functions of
reproductive hormones and functions various reproductive the following hormones in
their function hormones farm animals
a. Testosterone
b. Oestrogen
c. Progesterone
d. Oxytocin
e. Relaxin
4. Livestock Students should be able to: Management Carries out Students to Live farm animals Students to:
reproduction V manage pregnant farm practices of management practices participate in the units manage pregnant farm
animals pregnant farm of pregnant animals management of animals effectively etc.
animals with the students pregnant animals
5. Livestock Students should be able to: Livestock Uses charts and Observe and interact Charts and pictures Students to:
management explain the concepts of management system pictures to illustrate with displayed charts of various define concept of
system I livestock management - Intrusive the various and picture on the husbandry systems management systems of
system management system management system s systems in farm animals farm animals
6. Livestock Students should be able to: Intensive Raises farm animals in Participate in the Livestock farms Students to:
management outline the system of management system the school using management of farm that under intensive mention the advantages of
system II livestock management intensive management animals using management with and disadvantages of inter
(intensive management intensive the locality live management
management
700
ANIMAL HUSBANDRY
SS I
WEEK SECOND TERM
OBJECTIVES GUIDE
7. Livestock Students should be Semi-intensive Raises farm animals Participate in the Farm steeds using Students to:
management able to: management (merits using semi-intensive management of farm semi-intensive mention the advantage
systems III explain semi-intensive and demerits of semi- system animals using semi- system of and disadvantages of semi-
management system intensive) intensive system management intensive system
8. Livestock Students should be Extensive management Organizes excursion Observe and interact with Established farm Students to:
management able to: system (merits and to established farms displayed charts and visit charts and mention the advantages
systems IV explain extensive demerits) guide in the pictures on the system pictures of the and disadvantages of
management system discussion of the practice rearing of farm extensive system of extensive system
system animals as home projects management
using extensive system of
management
9 Livestock Students should be - Intensive Raises farm animals Participate in the School livestock Student to:
management able to: management in school using any of management of farm farm charts and 1. raise farm animals using
systems V raise farm animals - Semi-intensive the management animals using the various pictures any of management
using any of the - Extensive system system systems system.
management system 2. list the livestock
management systems and
identify their
characteristics features.
10 Management Students should be Management practices 1. Raises goats or 1. Observe and obey the Model animal farm Students to:
practice in able to: a. Housing sheep in school and teacher instruction in for practice and 1. identify and list the
livestock 1. identify and list the b. Feeding involves students tin farm management demonstration various management
(ruminant) I various management c. Sanitation the management practice practices in ruminant farm
practices in ruminants d. Lustration 2. Demonstrates some 2. Participate in the animals
2. outline and discuss e. Dehorning management teacher demonstration 2. outline and discuss the
the importance of each f. Tattooing practices in the farm 3. Practice at home the importance of each of the
of the practices g. Ear notching or class various management practical above
3. practice how to h. Vaccination or practices taught them 3. demonstrate
manage cattle, sheep inoculation management practices of
or goat. i. Culling etc. farm animals
11 REVISION
12 EXAMINATION
701
ANIMAL HUSBANDRY
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
1 Management Students should be 1. Breeds of pigs 1. Raises farm animal 1. Observe and Model animals Students to:
practices in able to: - Local and exotic breeds in school and obey the features farm for practice 1. mention form exotic
non-ruminants 1. identify breeds of 2. management practices involves students in instruction in farm and demonstration breeds of pigs
(pigs) I pigs a. Housing the management management 2. identify and list the
2. identify and list the b. Feeding 2. Demonstrates practices various s management
various management c. Sanitation some management 2. Participate in the practices in pigs.
practices in pigs d. Castration practices in the farm teachers
e. Deneorming or class demonstration
f. Breeding
g. Ear notching
h. Vaccination or inoculation
i. Culling etc.
2. Management Students should be Practicalize some of the 1. Demonstrates the 1. Participate in the School piggery and Student to:
practice in able to: management practices such as: practices in the demonstration in concept map and 1. outline and discuss the
non-ruminant 1. outline and discuss a. Housing school farm the school farm chars importance of each of
(pigs) II the importance of b. Feeding 2. Uses concept map 2. Observe the the practices above
each of the practices c. Sanitation and charts charts and concept 2. demonstrate
2. practice how to d. Castration etc map management practices of
manage their own pigs.
pigs
3. Management Students should be Breeds of poultry Raises any poultry in Participate in The school poultry Students to:
practices in able to: a. Heavy and dual purpose breeds the school and carrying out those farm livestock farm 1. state three breeds and
non-ruminant 1. identify and list the b. Light breeds involves students in management within the locality two branches of poultry
s (poultry) I breeds and branches c. Other breeds branches of poultry management excursion to any in Nigeria.
of poultry d. Egg. Production organizes excursion livestock farm 2. identify and list the
2. identify and list the e. hatching to any livestock farm within the locality. management practices in
various management f. Broiler production management within the locality. poultry management.
practices in poultry etc.
keeping g. Housing
h. Feeding
i. Sanitation etc.
702
ANIMAL HUSBANDRY
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
4. Management Students should be 1. Discussing the management Demonstration of 1. Observe the The school farm, Students to:
practices in able to: practices and their importance some management demonstration by livestock farm 1. outline and discuss
non-ruminants 1. outline and discuss a. Housing practices in the farm the teacher. within the locality, four management
(poultry) II the importance of b. Feeding visit to any poultry 2. Participate in the concept map and practice in poultry
each of the practices c. Sanitation farm within locality. excursion/visit to charts keeping
2. practice how to d. Vaccination Use of concept map the poultry within 2. list and explain
manage their own Type of poultry. Broilers, layers and charts to explain the locality. management practices
poultry etc. thee management Interact with that are carried out in
Practice these management practices concept maps and raising broiler birds from
charts day old to about 8 weeks
old or market size.
5. Management Students should be Breeds of rabbit Raises any breed in Observe and obey Rabbit farm, Students to:
practices in able to: i. Local the school farm and the instruction in concept map and 1. list two breeds rabbit
non-ruminant 1. list and describe ii. Exotic involve the students the management charts teat could be used for fur
(rabbit) I the different breeds iii. Crosses in the management. practice. production
and typed of rabbit Types or branches Using concept may Participate in the 2. identify and list the
2. identify and list the i. Fancy and charts to demonstration and various management
various management ii. Fur illustrate the interact with the practices in rabbit
practices in rabbit iii. Meat management concept Map and production.
management practices practices charts
a. Housing
b. Feeding
c. Sanitation
d. Castration
e. Vaccination/inoculation etc.
703
ANIMAL HUSBANDRY
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
6. Management Students should be Demonstrate some of the Demonstration of the Participate in the The school rabbit Students to:
practices in able to: management practices management demonstration on farm. Home project 1. outline for
non ruminants 1. outline and discuss i. Feeding practices in the carrying out these by the student management practices
(rabbit) II the importance of the ii. Housing school rabbit farm management excursion, visit to and their importance in
various s iii. Sanitation practices at home rabbit farm in the rabbit keeping
management iv. Vaccination etc. with their home locality 2. describe how rabbit
practices Discuss their importance in rabbit project visit any could be raised from day
2. practice how to keeping rabbit farm within old to slaughter
manage their own the locality.
rabbit
7. Management Students should be 1. Breeds and importance Raise grasshopper in Observe and obey Model animal farm Students to:
practices in able to: 2. Management practices school and involve the teachers for practice and 1. list two breeds of
non-ruminants 1. list the breeds and a. Housing students in the instruction in farm demonstration grasshopper that could
(grasshopper) importance of b. Feeding management management be kept by a farmer
grasshopper c. Limitation practices 2. mention four
production d. Castration importance of
2. identify and list the e. Deowning grasshopper production
various management f. Vaccination/ inoculation etc. 3. identify the and list
practices in three management
grasshopper practices in grasshopper
production production
8. Management Students should be Discuss the management practices Demonstrates some Participate in the Model grasshopper Students to:
practices in able to: and their importance management teacher farm for practice 1. outline and discuss the
non-ruminant 1. outline and discuss a. Housing practices in the farm demonstration and demonstrating importance of each of
(grasshopper) the importance of b. Feeding organizes excursion practice at home grasshopper farm the practices above
II each the practices c. Limitation etc and their for students the various within their locality 2. demonstrate
2. practice how to importance management management practices of
manage their own practices taught grasshopper.
grasshopper them
704
ANIMAL HUSBANDRY
SS I
WEEK THIRD TERM

OBJECTIVES GUIDE
9 Apiculture of Students should be 1. Meaning of apiculture of bee- 1. Displays charts or Participate in all 1. Charts and Students to:
bee-keeping I able to: keeping picture of bee in the activities pictures of bees 1. state the meaning of
1. state the meaning 2. types of bees class. apiculture
of apiculture a. Indigenous bees 2. Organizes visit to 2. list different types of
2. list different types b. exotic bees bee farms. bees
of bees 3. Importance of bee keeping 3. state importance of
3. state importance of - Job/wealth creation bee-keeping
bee keeping - Bees and bee products are
medinal etc.
10 Apiculture or Students should be 1. Methods of bee keeping 1. Displays bee Interact with the Bee keeping Students to:
bee keeping II able to: - Traditional method equipment. bee equipment equipment concept 1. state various methods
1. state various - Modern bee keeping 2. Keep bees within displayed by the map on apicultural of bee keeping
methods of bee- 2. Bee-keeping equipment i.e Bee- the school. teacher. production. 2. state four
keeping their hives precautionary means in
equipment Hive tools like suits, smokers, bee keeping
2. state precautionary jungle boots brushing etc. 3. prepare or assembly
measures in bee 3. Precautionary measures in bee- equipment and carry out
keeping keeping bee keeping for quality
3. prepare equipment - Locate apiaries far from human home production
for bee keeping and dwelling 4. prepare records of bee
produce quality - Put warning symbols near your keeping activities
honey apiary etc.
11 REVISION
12 EXAMINATION
705
FISHERY
SS I
FIRST TERM
SUB-THEME: BASIC CONCEPT IN FISHERY

WEEK
ACTIVITIES
TEACHING AND
TOPIC PERFORMANCE CONTENT EVALUATION
LEARNING
OBJECTIVES TEACHER STUDENTS GUIDE
MATERIALS
1 Introduction to Students should be able Meaning of fish defines fish farming. listen to the Charts and Students to:
fisheries to: farming. definition. Pictures etc. defines fish farming.
state the meaning of fish
farming.
2 Introduction to Students should be able Definition of fisheries. Defines and explains Listen and ask Charts and Students to:
fisheries to: fisheries. questions. Pictures etc. define the term
define fisheries. fisheries.
3 Introduction to Students should be able Differences between States the differences Listen and Charts and Students to:
fisheries to: fish farming and between fish farming participate in the Pictures etc. state the differences
state the differences fisheries. and fisheries. discussion between fish farming
between fish farming and and fisheries.
fisheries.
4 Basic concepts Students should be able 1. Basic concept in explains the basic Students listen 1. Pictures Students to:
in fishery to: fishery: fish, school, concepts. and ask question. 2. Charts define the basic concept
define the basic concept fingerlings fries etc. 3. Tables etc. in fishery.
in fishery.
5 Basic concepts Students should be able Basic concept in explains the basic Students listen 1. Pictures Students to:
in fishery to: fishery: fish monger concepts. and take part in 2. Charts define the basic
define the basic concepts ,cropping, plankton, the discussion. 3. Tables etc. concepts in fishery.
in fishery. fish meal, fish manure
etc.
6 Structure of fish Students should be able Structure of fish: Names of the parts of Listen and join in 1. Pictures Students to:
to: name the parts: head, the fish. the discussion. 2. Fish etc. name the parts of the
draw a standard fish body ,tail, fin, gill, fish.
name the parts of fish eye, nose, lateral line
etc.
7 Structure of fish Students should be able State the functions of Names and states the Listen and join in 1. Pictures Students to:
to: the parts of fish. function of parts of fish. the discussion. 2. Fish etc. state the function of the
state the functions of the parts of fish.
various parts of fish.
706
FISHERY
SS I
FIRST TERM
SUB-THEME: BASIC CONCEPT IN FISHERY

WEEK
ACTIVITIES
TEACHER STUDENTS
MATERIALS
8 Fish classification Students should be Fish classification Classifies the fish Take part in the 1.Charts Students to:
able to according to habitat according to habitat: discussion and ask 2.Pictures give examples of fresh
1.Classify fish into fresh water fish e.g. fresh water fish. questions. 3.Fish etc. water fish.
habitat fresh water claries tilapia perch
fish Heterobonchus etc.
2. Name the fish in
this category.
9 Fish classification Students should be Fish classification: Classifies the fish 1.Take part in the 1.Chart Students to:
able to: according to habitat according to discussion 2.Picture give examples of salt
classify fish into 1.Salt water fish morphology˸bony 2.Ask question 3.Fish etc. water fish
habitat and salt 2.Name the fish in fish.
water fish. this category
electric, shark etc
10 Fish classification Students should be Classify fish Classifies fish 1.Take part in the 1.Charts Students to:
able to: according according to discussion 2.Picture name bony fish.
1. classify fish morphology: bony morphology: bony 2.Ask question 3.Fish etc.
according to fish, tilapia perch, fish
morphology: bony claria, etc.
fish
2. give examples of
bony fish.
11 REVISION
12 EXAMINATION
707
FISHERY
SS I
WEEK SECOND TERM
ACTIVITIES
TEACHER STUDENTS
MATERIALS
1 Fish classification Students should be Classification of fish Classifies the fish Take part in the 1.Charts Students to:
able to: classify fish according to according discussion and ask 2.Pictures give example of
according to morphology: cod, morphology question. 3. Fish etc. cartilaginous.
morphology shark etc. cartilaginous fish.
cartilaginous fish,
cod shark.
2 Importance of fish Students should be Importance of fish: Lists and explains Take part in the 1.Fish Students to:
able to: 1. state the food, protein, f at, some of the discussion 2.Cod liver oil state the importance of
importance of fish: medicinal purpose e.g. importance of fish 3.Charts fish.
food, medicines, cod liver oil. fat 4.Pictures etc.
research/learning.
3 Importance of fish Students should be Importance of fish Lists and explains Take part in the 1.Fish Students to:
able to: state the 1.Employment some of the discussion 2.Leather state the importance of
importance of fish: 2.Raw materials e.g. importance of fish 3. Charts fish.
employment, raw leather from shark, 4. Pictures etc.
material for electric
industries (leather), 3. Income
income.
4 Processes of fish Students should be Importance of fish Lists and explains Take part in the 1.Picture Students to:
production able to: state the 1. Provision of foreign some of the discussion 2.Charts state the important of
importance of fish: exchange. importance of fish 3.Fish etc. fish.
foreign exchange, 2. Recycling wastes.
recycling of wastes.
5 Capture fishery Students should be Meaning and Defines and Listen to the 1. Fish Students to:
able to: state the definition of capture explains what explanation. 2. Pictures state the important of
meaning of capture fish. capture fish is. 3. Charts etc. capture fish
fish.
708
FISHERY
SS I
WEEK SECOND TERM
ACTIVITIES
TEACHER STUDENTS
MATERIALS
6 Capture fishery Students should be State methods of capture Explains with Participate in 1. Hook and line, Students to:
able to: state the fishery: hook and line, traps, examples methods of demonstration. traps basket nets, states the methods
different methods in cast netting, set melting, capturing fish and pictures of trawlers of capturing fish.
capture fishery. trawling. demonstrate capturing etc.
method.
7 Capture fishery Students should be Materials required for Takes students to Write a report on 1.Pictures Students to:
able to: Mention the captured fishing: nets hooks, nearby fishing spots to the visit to the 2.Charts identify the different
materials required for and lines, eagles knives observe the various fishing spots. 3. Nets, traps, hook types of fishing
captured fishery. traps and baskets. fishing methods. and line etc. materials.
8 Culture fishery Students should be Meaning of culture fishery 1. Discussions culture Participate in the Chars and pictures of Students to:
able to: and culturing facilities: fishery. discussion write a cultivable fish etc. 1. define culture
define culture and ponds tanks etc. 2. Visits a standard report on the visit fishery.
fishery and mention fish farm. to the fish farm. 2. mentioned at least
culturing facilities. three culturing
facilities.
9 Culture fishery Students should be Qualities of cultivable Displays various fish Participate in the 1. Cultivable fish Students to:
able to: fish species species discussion. species. mention four
identify common 1. Hardly larva. 2. Charts and pictures qualities of
qualities of cultivable 2. Acceptability of artificial etc. cultivable fish
fish species. feed. species.
3. Tolerances to poor water.
4. Ability o reproduces
naturally or artificially on
captivity.
10 Culture fishery Students should be Characteristic of cultivable Displays fish species Participate and Deferred fish species Students to:
able to: fish species with different body make their own 2.Charts mention four
state the characteristic 1. Presences or absences of form. observations. 3. Picture etc. characteristic of
of common cultivable scales culture able fish
fish species. 2. Shapes of tail, mouth fins, species.
body etc.
11 REVISION
12 EXAMINATION
709
FISHERY
SS I
WEEK THIRD TERM

1 Culture fishery Students should be able Culturing facilities: Guides discussion. Take part in the 1. Tanks Students to:
to: -ponds discussion. 2. Basics mention four
mention culturing -tanks 3. Pictures culturing facilities.
facilities. -basins 4. Charts etc.
2 Culture fishery Students should be able Importance of culturing Guides discussion. Take part in the Pictures Students to:
to: fish: discussion. Charts etc. mention four
state the importance of -available at all seasons importance of
culturing fish. -large production culturing fish.
-employment etc.
3 Culture fishery Students should be able Differences between Guides discussion. Take part in the 1.Tables Students to:
to: capture and culture discussion. 2. Charts mention the
state the differences fishery. 3. Pictures etc. differences between
between captured and captured and culture
culture fishery. fishery.
4 Culture fishery Students should be able Problems of culturing Guides discussion. Take active part in 1.Tables Students to:
to: fish: the discussion. 2. Charts list the problem in
list the problems in -technical know how 3. Pictures etc. culturing fish.
culturing fish. -time
-commitment etc.
5 Environmental Students should be able Climatic factors Lists the factors and Take part in the 1.Pictures Students to:
factors affecting to: affecting fish leads discussion. discussion. 2.Charts etc. list the climatic
fish production state the climatic production: factors affecting fish
factors affecting fish -temperature production.
production. -rainfall
-sunshine
-cloud cover.
6 Environmental Students should be able Biotic factors affecting Lists and guides the Take active parts in 1.Pictures Students to:
factors to: fish production: discussion. the discussion. 2.Charts etc. state and discussion
state the biotic factors -diseases two biotic factors
affecting fish -predators etc. affecting fish
production. production.
710
FISHERY
SS I
WEEK THIRD TERM

7 Environmental Students should be able Other environmental List the factors and Take part in the 1.Pictures Students to:
factors affecting to: factors affecting fish guide the discussion. discussion. 2.Charts etc. list other factors
fish production list other environmental production: affecting fish
factors affecting fish -Ph production.
production. -soil
-pollution
8 Fishery regulations Students should be able Factors to be Guides the Take active part in 1.Pictures Students to:
to: considered in siting a discussion. the discussion. 2.Charts etc. list the factors to
list the factors to be fish pond: be considered in
considered in siting a -availability of waters sitting a fish pond.
fish pond. -availability of fast
growing fingerlings
-availability of artificial
feed
-topography
-market
9 Fishery regulations Students should be able Fishery production: Leads the Take part in the 1.Pictures Students to:
to: -catch quota discussion. discussion. 2.Charts etc. list fishery
list fishery regulations -mesh size regulations regulations in
in Nigeria. -lending tax etc. Nigeria.
10 Fishery regulations Students should be able Fishery regulations Leads the Take part in the 1.Pictures Students to:
(Contd.) to: prohibition of fishing. discussion. discussion. 2.Charts etc. list fishery
list fishery regulations -in breeding areas regulations in
in Nigeria. -the use of poison Nigeria.
-with trawlers and
motorized cause etc.
11 REVISION
12 EXAMNINATIONS
711
MARKETING
SS I
FIRST TERM
SUB-THEME 1: MEANING AND CONCEPT OF MARKETING

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
1 Introduction to Students should be able (1) Meaning of (1) Guides students Listen (1) Textbooks Students to:
Marketing I to: marketing to explain the attentively. (2) Magazines (1) state the
(1) define marketing. (2) Marketing terms: meaning of meaning of
(2) explain various terms -needs marketing. marketing.
in marketing. -wants (2) Explains various (2) identify four
-demands marketing terms. marketing terms.
-products
-exchange
-transaction
-market
-marketing management.
2 Introduction to Students should be able (1) Functions of Discussions the (1) Listen (1) Textbooks Students to:
Marketing II to: marketing system: functions of attentively (2) Magazines State the main
discuss the main -maximize consumption marketing. (2) Participate in (3) Chart functions of
functions of marketing. -maximize consumer discussion. (4) Pictures marketing.
satisfaction
-maximize choice
-maximize life quality.
-maximize profit.
3 Introduction to Students should be able History of marketing in Explains the history Listen (1) Textbooks Students to:
Marketing III to: Nigeria: of marketing in attentively. (2) Magazines give a brief history
give brief history of -colonial age. Nigeria. of marketing.
marketing in Nigeria.
4 Introduction to Students should be able History of marketing in Gives the history of Listen attentively (1) Textbooks Students to:
Marketing IV to: Nigeria: marketing in (2) Magazines give a brief history
give brief history of -colonial era 1890-1960 Nigeria. of marketing.
marketing in Nigeria. -post independence age
1960 to date.
712
MARKETING
SS I
FIRST TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
5 Marketing concepts I Students should be able (1) Marketing (1) Discusses the (1) Participate in (1) Textbooks Students to:
to: concepts. various marketing discussion. (2) Magazines state two differences
distinguish between (2) Concepts under concepts. (2) Listen to (3) Chart between production
production concept and which organization (2) Guides explanation. (4) Pictures and selling concept.
selling concept. conduct marketing students to (3) Ask questions
activities: distinguish (4) Copy chalkboard
-the production between summary.
concept. production
-the product concept concept and
-the selling concept. selling concepts.
6 Marketing concepts Students should be able Marketing concept: Explains the (1) Listen to (1) Textbooks Students to:
II to: -the societal various marketing explanation. (2) Magazines explain the various
explain the following marketing concept concepts. (2) Ask questions (3) Chart marketing concepts.
marketing concept. -the consumer (3) Copy chalkboard
orientation summary.
marketing concept.
7 Marketing concepts Students should be able (1) Integrated Explain the (1) Listen to (1) Textbooks Students to:
III to: organizational marketing explanation. (2) Magazines explain the various
(1) explain the following efforts concepts. (2) Ask questions. (3) Chart concepts under which
marketing concepts. (2) Profit orientation (3) Copy chalkboard organizations conduct
(2) integrated summary. marketing activities.
organizational efforts.
713
MARKETING
SS I
FIRST TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
8 Classification of Students should be (1) Meaning of product. (1) Discusses (1) Listen (1) Consumer Students to:
products I able to: (2) Classification of products. attentively goods. (1) define product
(1) define products products: (2) Leads (2) Participate in (2) Textbooks (2) differentiate
(2) state the -industrial goods discussion on discussion. (3) Pictures between industrial
difference between -consumer goods. product (4) Radio advert. goods and consumer
industrial goods and classification. (5) Video clips goods.
consumer goods. (6) Tapes
(7) Market/shops.
9 Classification of Students should be (1) Meaning of goods (1) Discusses (1) Listen (1) Textbooks Students to:
products II able to: and services goods and services. attentively (2) Pictures (1) define goods and
(1) define goods and (2) Goods and services. (2) Guide students (2) Participate in (3) Radio advert services.
services. to distinguish discussion. (4) Market shops. (2) give two differences
(2) distinguish between goods and between goods and
between goods and services. services.
services.
10 Marketing Mix I Students should be (1) Marketing mix (1) Explains (1) Listen (1) Consumer Students to:
able to: (2) Four PS of marketing mix. attentively. goods (1) explain marketing
(1) explain marketing marketing: (2) Guides students (2) Identify the (2) Books mix.
mix. -product to identify the four four PS of (3) Pictures (2) explain the four PS
(2) identify the four -price PS of marketing. marketing. (4) Charts of marketing.
PS of marketing . -place (5) Radio advert
-promotion (6) Tapes
(7) Video clips.
(8) Market/shops.
11 REVISION
12 EXAMINATIONS
714
MARKETING
SS I
SECOND TERM
WEEK

1 Marketing Students should be able to: (1) Market environment. (1) Discusses market (1) Listen (1) Books Student to:
Mix II (1) explain market (2) Factors affecting environment. attentively (2) Pictures (1) explain market
environment. market environment: (2) Guides students to (2) Participate in (3) Video clips environment.
(2) differentiate between the -political differentiate between factors discussion. (4) Market/shops (2) differentiate
factors that affect market -cultural affecting market (3) Visit a market. between the factors
environment. -religious environment. that affect market
-economic (3) Takes students to visit a environment.
-technological market.
-social
2 What markets Students should be able to: Action before marketing: Illustrates organizational (1) Observe (1) School Students to:
do explain the operations of -mobilization of work activities with the aid of a teachers organizational draw organizational
organizations and force chart. illustrations chart chart to illustrate
individuals using -utilization of feed back (2) Participate in (2) Diagrams individual and
organizational chart. -production of quality discussion (3) Pictures. organizational
goods and services. (3) Draw activities before
-managing distribution organizational marketing.
network. chart.
-advertisement and
promotion.
3 Types of Students should be able to: (1) Meaning of market (1) Explains market. (1) Listen to (1) Pictures Students to:
markets I (1) state the meaning of (2) Types of market (2) Explains consumer explanation (2) Video clips (1) define market
market. -consumer markets. market. (2) Visit (3) Magazines (2) define consumer
(2) define consumer market. consumer market. (4) Market place market.
4 Types of Students should be able to: (1) Meaning of (1) Explains organizational (1) Listen to (1) Pictures Students to:
markets II (1) define organizational organizational market. market. explanation (2) Video clips (1) define
market. (2) Types or (2) Guides students to (2) Participate in (3) Magazines organizational market.
(2) distinguish between organizational markets: differentiate between discussion (4) Market place (2) distinguish
consumer market and -industrial market consumer market and (3) Visit between consumer
organizational market. -reseller market organizational market. organizational market and
-government market. (3) Takes students to visit market. organizational market.
organizational market.
715
MARKETING
SS I
SECOND TERM
WEEK
ACTIVITIES
TEACHER STUDENTS
RESOURCES
5 Consumer Students should be able (1) Consumer behaviour. (1) Explains (1) Listen attentively. (1) Pictures Students to:
Behaviour and to: (2) Factors influencing consumer behaviour. (2) Participate in (2) Video clips (1) define consumer
Organizational (1) define consumer consumer behaviour: (2) Directs discussion discussion. (3) Magazines behaviour.
Behaviour bahaviour. -cultural factors on factors that (3) Ask questions (2) explain two
I (2) explain the factors -social factors influence consumer (4) Copy notes factors that influence
that influence consumer -personal factors behaviour. chalkboard summary. consumer behaviour.
behaviour. -psychological factors
6 Consumer Students should be able Consumer decision Discusses the stage in (1) Listen attentively (1) Pictures Students to:
Behaviour and to: process: consumer decision (2) Participate in (2) Video clips list the stages in
Organizational list stages in consumer -problem recognition process. discussion. (3) Magazines consumer discussion
Behaviour decision process . -information search (3) Ask questions (4) Chart process.
II -evaluation alternatives (4) Copy notes (5) Catalogue
-purchase chalkboard summary.
-post purchase bahaviour.
7 Organizational Students should be able (1) Organizational (1) Explains (1) Listen attentively. (1) Pictures Students to:
Behaviour I to: behaviour. organizational (2) Participate in (2) Video clips list four influences of
(1) define organization (2) Influence of behaviour. discussion. (3) Magazines environmental factors
behaviour. environmental factors of (2) Explains the (3) Ask questions (4) Chart on organizational
(2) explain the influence organizational behaviour. influence of (4) Copy notes (5) Catalogue behaviour.
of environmental factors environmental factor chalkboard summary.
on organizational on organization
behaviour. behaviour.
8 Organizational Students should be able (1) Organizational buying (1) Factors affecting. (1) Listen attentively (1) Pictures Students to:
Buying Behaviour to: behaviour. (2) Guides students to (2) Participate in (2) Video clips Explain the influence
construct a model of (2) Factors that influence distinguish between discussion. (3) Magazines in environmental
consumer buying organizational buying consumer behaviour (3) Ask questions (4) Chart factors on
behaviour. behaviour: and organizational. (4) Copy notes organizational buying
-environmental factors buying behaviour. chalkboard summary. behaviour.
-organizational factors (2) construct a model
-interpersonal factors. of consumer buying
-individual factors. behaviour.
716
MARKETING
SS I
SECOND TERM
SUB-THEME 1: MARKETING MANAGEMENT
WEEK
ACTIVITIES
TEACHER STUDENTS
RESOURCES
9 Marketing planning Students should be able (1) Marketing planning (1) Explains (1) Listen (1) Publication Students to:
process to: process. marketing planning attentively (2) Telephone (1) explain
(1) explain marketing. (2) Key elements in process. (2) Participate in (3) Picture marketing planning
(2) identify key elements marketing planning (2) Leads discussion discussion. (4) Questionnaire. process.
in marketing planning. (3) Importance of on market planning. (3) Ask questions (5) Book (2) list two key
(3) state the importance marketing plan. (3) States the (4) Copy notes (6) Internet element in
of market plan. importance of chalkboard (7) Opinion poll marketing planning.
market plan. summary. (8) Camera
(9) Survey on TV.
Screen
10 Marketing Research Students should be able (1) Marketing research (1) Explains (1) Listen (1) Publication Students to:
to: (2) Reasons for marketing research. attentively (2) Telephone (1) define market
(1) explain market marketing research. (2) Leads discussion (2) Participate in (3) Picture research.
research. (3) Getting information on market research class discussion (4) Questionnaire. (2) give two reasons
(2) list the reasons for for market planning. (3) Demonstrates (3) Observe teachers (5) Book for market research.
market research. collection of demonstration (6) Internet
(3) collect information information for (4) Collect (7) Opinion poll
for market research. planning. information for (8) Camera
(4) Assigns students market planning. (9) Survey on TV.
to collect Screen
information for
market planning.
11 REVISION
12 EXAMINATIONS
717
MARKETING
SS I
THIRD TERM

ACTIVITIES
WEEK

1 Pricing I Students should be able (1) Pricing (1) Explains pricing (1) Listen to (1) Newspapers Students to:
to: (2) Pricing strategies: (2) Guides students explanation (columns of (1) define pricing
(1) define pricing -haggling to discuss pricing (2) Participate in business punch) (2) list various
(2) list various pricing -cost-plus etc. strategies discussion (2) New on price pricing strategies.
strategies. watch.
2 Pricing II Students should be able (1) Factors that (1) Guides students (1) Listen to (1) Newspapers Students to:
to: determine prices: to discuss factors explanation. (columns of (1) give reason for
explain the factors that -ability to pay that determine (2) Participate in business punch) difference in prices.
determine pricing. competition pricing. discussion. (2) New on price (2) design a product
-profit maximization. (2) Guides students (3) Design a product watch. and determine its
to design a product and determine its price.
and determine its price.
price.
3 Advertising I Students should be able (1) Advertising (1) Explains (1) Listen (1) Newspaper Students to:
to: (2) Role of advertising. attentively to (2) Magazines (1) define
(1) define advertising. advertising. (2) Directs explanations (3) Audio tapes advertising.
(2) enumerate the roles (3) Selection of discussion on the (2) Participate in (4) TV. and radio (2) state four roles
of advertising. message. roles of advertising. discussion jingles of advertising.
(3) selection of (3) Leads discussion (5) Textbooks.
messages. on selection of
message.
4 Advertising II Students should be able (1) Advertising media Guides discussion (1) Listen (1) Newspapers Students to:
to: (2) Advantages and on advertising attentively to (2) Magazines (1) list two
(1) list advertising disadvantages each media. explanations. (3) Textbooks advertising media.
media. medium. (2) Participate in (4) Catalogues (2) explain five
(2) state the advantages discussion. (5) TV and Radio advantages and
and disadvantages of jingles disadvantages of
each medium. advertising media.
718
MARKETING
SS I
THIRD TERM

ACTIVITIES
WEEK

5 Advertising III Students should be able Advert production (1) Displays some (1) Observe (1) Newspapers Students to:
to: newspaper and displayed adverts. (2) Magazines produce advert from
produce advert for magazine advert (2) Produce advert (3) Textbooks placement on the
placement on the school (2) Guides students for placement on (4) Catalogues school notice board.
notice board. to produce advert the school notice (5) Sample of
placement on the board. promotion items.
school notice (6) Painting of school
board. sign post.
6 Promotion Students should be able (1) Promotion (1) Explains (1) Listen Products e.g. exercise Students to:
to: (2) Forms of promotion. attentively to books, cups, singlet, (1) explain
(1) explain promotion. promotion: (2) Leads explanations brooches etc. promotion.
(2) distinguish between -pricing- off discussion on (2) Participate in (2) distinguish
various forms of -coupon forms of discussion between pricing-off
promotion. -salesman competition promotion. and coupon
-loyalty schemes promotion.
-premium offers
7 Promotion Students should be able (1) Forms of (1) Leads (1) Listen Product e.g. exercise Students to:
to: promotion: discussion on attentively to books cups etc. (1) distinguish
(1) distinguish between -words of mouth forms of explanations. between the various
the various forms of -trade in allowance promotion. (2) Participate in forms of promotion.
promotion. -sampling (2) Directs students discussion. (2) mention five
(2) state the function of -merchandising to promote the (3) Promote the functions of
promotion in marketing. incentives image of school school using word promotion.
(3) use word of mouth to -training schemes using word of of mouth.
promote the image of (2) Functions of mouth.
their school. promotion.
719
MARKETING
SS I
THIRD TERM
ACTIVITIES
WEEK

8 Merchandising I Students should be able (1) Merchandising (1) Explains (1) Listen (1) Hand bills and Students to:
to: (2) Features of merchandising attentively to flyers (1) state the meaning
(1) state the meaning of merchandising (2) Demonstrates explanations (2) Catalogue of merchandising.
merchandising. -Packaging packaging branding (2) Observe (3) Magazines. (2) list three features
(2) list features of -Branding and labeling of teacher’s (4) Charts of merchandising.
merchandising. -Labeling product. demonstration. (5) Calendars
(3) Displays a (3) Observe and
package branded handle displayed
and labeled product.
product.
9 Merchandising II Students should be able (1) Conditions for (1) Explains (1) Listen (1) Charts Students to:
to: merchandising: conditions for attentively to (2) Calendar (1) list three
(1) list the conditions for -warehousing cost merchandising. explanations. (3) Hand bills conditions for
merchandising. -cost resulting from (2) Explains (2) Participate in (4) Magazines merchandising.
(2) scrambled reduction in scrambled class activities. (5) Catalogue (2) explain scrambled
merchandising. inventory merchandising. merchandising.
-transportation cost
etc.
(2) Scrambled
merchandising.
10 Merchandising III Students should be able (1) Functions of (1) Explains the (1) Listen (1) Magazines Students to:
to: merchandising functions attentively to (2) Handbills (1) list and explain
(1) explain the functions (2) Product merchandising. explanations (3) Calendar three functions of
of merchandising. production (2) Guides students (2) Produce a merchandising.
(2) produce a packaged to produce a product package, (2) produce package,
brand and labeled product product package, brand and label it. brand and label a
for merchandising. brand and label it. product for
merchandising.
11 REVISION
12 EXAMINATIONS
720
SALESMANSHIP
SS I
FIRST TERM
SUB THEME: PRINCIPLES OF SALESMANSHIP

WEEK

OBJECTIVES GUIDE
1 Meaning/ Students should be able to: 1. Meaning of 1. Explains the 1. Participate in the Chalkboard, Students to:
importance of 1. define salesmanship. salesmanship. meaning of discussion. textbooks, 1. define salesmanship.
salesmanship 2. list and explain the 2. Importance of salesmanship. 2. Copy notes from magazines, journals 2. list and explain the
importance of salesmanship salesmanship 2. Relates the the chalk board. importance of
to Nigeria economy importance of salesmanship to Nigeria
salesmanship, to the economy.
Nigerian economy.
2 History of Students should be able to: 1. History of Narrates the history of 1. Listen Chalkboard, Students to:
salesmanship 1. narrate the history of salesmanship. salesmanship. attentively and ask Textbooks 1. narrate the history of
salesmanship. 2. Development of questions. salesmanship in Nigeria
2. explain it development in salesmanship in 2. Copy note from and its development.
Nigeria Nigeria. the chalkboard
3. Concept of Students should be able to: 1. The concept of 1. Explains the 1. Participate in the 1. Chalkboard Students to:
salesmanship 1. discuss the concept of salesmanship concept of discussion of the 2. Textbooks 1. explain the concepts
salesmanship. 2. Basic terms in salesmanship. topic. 3. Magazines of salesmanship.
2. explain the meaning and salesmanship i.e. 2. The application of 2. Copy notes from 4. Journals. 2. identify the concepts
application of these selling consumer each concept. the chalkboard. of salesmanship.
concepts. satisfaction, profit 3. State the objective 3. state the objective of
3. state the objectives of maximization. of salesman to salesman to company,
salesman to company and 3. Objectives of company, customer customer satisfaction
customer satisfaction salesman. and himself. and himself.
4. Meaning, Students should be able to: 1. Meaning of a 1. Explains the 1. Participate in the 1. Chalkboard Students to:
functions and 1. define salesman. salesman. meaning of a salesman discussion by 2. Textbooks 1. explain the meaning
characteristic of a 2. state the functions of a 2. Functions of a or salesperson. asking questions. of a salesman.
salesman. salesperson. salesman. 2. Lists and explains 2. Copy note from 2. state and explain the
3. explain the functions 3. Characteristics of the characteristics of a the chalkboard. functions of a
listed. a salesman. salesperson. salesperson.
4. list and explain the 3. list and explain the
characteristics of a good characteristics of a
salesperson salesperson.
721
SALESMANSHIP
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
5. Qualities and Students should be able to: 1. Qualities of a 1. Explains the 1. Listen 1. Chalkboard Students to:
duties of a 1. state and explain the qualities salesperson. following: attentively and 2. Textbooks 1. list and explain
salesman of a good salesperson. 2. Duties of a a. motivation ask question 3. Journals the qualities of a
2. explain how a salesperson can salesperson to: b. friendliness where necessary. salesman.
use motivation, confidence, a. Customers c. confidence 2. Copy notes 2. explain the duties
friendliness etc. to achieve his/her b. Company. d. persuasiveness from the of a salesman to:
sales objectives. c. Government e. politeness chalkboard. i. customers
3. state the duties of a salesman to d. Public or its 2. explains the duties of ii. company
the following: environment. a salesman to: iii. government
a. customers. a. customers iv. its environment.
b. company b. company
c. government c. government
d. its environment d. its environment
6 Salesmanship Students should be able to: 1. Meaning of 1. Explains the meaning 1. Pay attention 1. Chalkboard Students to:
and marketing 1. explain the meaning of salesmanship and of salesmanship and to the teacher 2. Textbook 1. explain the
salesmanship and marketing. marketing. marketing. explanation and meaning of
2. list the relationship between 2. Relationship 2. Compared and asks questions. salesmanship and
salesmanship and marketing. between contract the relationship 2. Copy notes marketing.
3. explain the differences between salesmanship and and differences between from the 2. compare and
salesmanship and marketing. marketing. salesmanship and chalkboard contrast between
3. Differences marketing salesmanship and
between marketing.
salesmanship and
marketing.
7. Salesmanship Students should be able to: Skills needed in 1. Explains the traits or 1. Participate in 1. Chalkboard Students to:
and marketing 1. list specific skills needed in salesmanship. skills needed in the discussion. 2. Textbooks 1. state and explain
salesmanship. salesmanship. 2. Copy note 3. Magazines the skills needed to
2. explain the skills listed above. 2. Explains how these from the be a good salesman.
3. explain how these skills can skills can help in chalkboard 2. state how it can
help in achieving the desire sales achieving the desire help in achieving the
objectives. sales objectives sales objectives
722
SALESMANSHIP
SS I
FIRST TERM
WEEK

OBJECTIVES GUIDE
8. Job opportunities Students should be able to: 1. Entrepreneurship 1. Explains the meaning 1. Participate in the 1. Chalkboard Students to:
and salesmanship 1. explain the meaning of 2. Self reliance of entrepreneurship discussion. 2. Textbooks 1. explain the
entrepreneurship and self 3. Job opportunities qualities and functions of 2. Copy note from meaning of
reliance. in salesmanship entrepreneur as well as chalkboard. entrepreneurship ship
2. list the job opportunities self reliance and reliance
in salesmanship. 2. States the opportunities 2. list the job
3. identify the relevance of in salesmanship. opportunities in
salesmanship as a course of 3. Explains how salesmanship.
study salesmanship can help to 3. explain how
promote self employment salesmanship
employment.
9 Types of Students should be able to: 1. Types of 1. Explains the types of 1. Participate in the 1. Chalkboard Students to:
salesmanship I 1. list the types of salesman salesmen. discussion. 2. Textbooks 1. state the types of
salesman. 2. Duties and 2. Explains the function 2. Copy notes from salesmen.
2. write short note on the functions of of each salesman the chalkboard 2. list the functions
following. salesman
a. industrial salesman.
b. sales representatives.
c. retail salesman
3. state the duties and
functions of the above.
10 Types of Students should be able to: 1. Types of Explains: 1. Participate in the 1. Chalkboard Students to:
salesmanship II 1. explain the following. salesman 1. types of salesman discussion. 2. Textbooks 1. state and explain
a. wholesale salesman. 2. Functions of 2. functions of each 2. Copy notes from the types of salesman
b. marketing salesman. salesman. the chalkboard. 2. state their function.
representatives 3. Difference 3. differences between 3. differentiates
2. state their functions. between each types each type. between each of
3. distinguish between each of salesman. them.
types of salesman.
11 REVISION
12 EXAMINATION
723
SALESMANSHIP
SS I
SECOND TERM
SUB THEME: SALES MANAGEMENT AND FINANCES
WEEK

OBJECTIVES GUIDE
1 Sales Student should be able to: 1. Meaning of sales 1. Defines the meaning 1. Participates in 1. Chalkboard Student to:
Management sale 1. define sales management. management. of sales management. the discussion 2. Textbooks 1. define sales
decision 2. state and explain the roles 2. Roles of a sales 2. Lists the roles of sales 2. Copy notes 3. Magazines management.
of sales management and management. management. from the 2. state the roles of sales
sale manager chalkboard. management
2 Sales management Student should be able to: 1. Meaning of sales Explains: Participate in the 1. Chalkboard Student to:
and sales decision 1. explain the meaning of decision. 1. meaning of sales discussion and 2. Textbooks 1. define sales decision.
sales decision. 2. Roles of sales decision. write down notes 3. Journals 2. enumerate the roles of
2. outline the roles of sales decision 2. roles of sales decision. sales force decision
force decision. 3. Company 3. states the company’s
3. explain company objectives objective to sales force.
objectives in the light of
sales force decision
3 Factors affecting Student should be able to: 1. Major factors 1. Explains the factors 1. Listen 1. Chalkboard Student to:
sales 1. state and explain the affecting sales. affecting sales. affectively and 2. Textbooks 1. outline the factors
factors affecting sales. 2. Solutions to the 2. Provides solutions to ask question. 3. Charts affecting sales and
2. provide solutions to the factors. the factors. 2. Trip to sales provide solutions.
factors above department of a 3. visit any sale
reputable department of a
organization reputable organization.
4 Sales forecasting I Student should be able to: 1. Meaning of sales Explains: 1. Participate in 1. Chalkboard Student to:
1. define sales forecasting. forecasting. 1. meaning of sales the discussion. 2. Textbooks 1. define sales
2. state and explain the 2. Importance and forecasting. 2. Copy note from forecasting.
importance and uses of sales uses of sales 2. importance and used the chalkboard. 2. state the uses of sales
forecast. forecasting of sales forecast. forecast.
5 Sales forecasting Student should be able to: 1. Methods of sales 1. Lists and explains the 1. Participate in 1. Chalkboard Student to:
II 1. mention the types of forecasting. methods of sales the discussion and 2. Textbooks 1. state and explain the
forecasting methods. 2. Advantages and forecasting. ask question. 3. Magazines methods of sales
2. enumerate the advantages disadvantages of 2. Outline the advantages 2. Copy notes forecasting.
and disadvantages of sales forecasting. and disadvantages of from the 2. list four advantages
forecasting sales forecasting. chalkboard. and three disadvantages
of forecasting.
724
SALESMANSHIP
SS I
SECOND TERM
SUB THEME: SALES MANAGEMENT AND FINANCES
WEEK

OBJECTIVES GUIDE
6 Marketing Student should be able to: 1. Meaning of 1. Explains the 1. Participate in the 1.Textbooks Student to:
survey 1. explain market survey. marketing survey. meaning of marketing discussion. 2.Magazines 1. marketing survey.
2. state the importance of 2. Importance of survey 2. Visit the market 2. list ten essential
marketing survey marketing survey. 2. State the importance to conduct a market commodities and the prices
of market survey survey periodically
7 Finance Student should be able to: 1. Meaning of 1. Explains the 1. Participate in the 1. Chalkboard Student to:
1. define finance finance. meaning of finance. discussion. 2. Textbooks 1. define finances
2. state and explain the forms 2. Forms of finance 2. States and explains 2. Copy notes from 2. state and explain the
of finance the forms of finance. the chalkboard. forms of finance.
8 Financial Student should be able to: 1. Meaning of 1. Explains meaning 1. Participate by 1. Chalkboard Student to:
Institution I 1. define financial institution. financial institution. of financial institution. listing the financial 2. Textbooks 1. define financial
2. state and explain the 2. Types of financial 2. State and explains institutions they institution.
various types of financial institutions. the types of financial know. 2. enumerate and explain
institution, making reference institutions and how 2. Copy note from the types of financial
to how they help in they promote the chalkboard. institution.
salesmanship salesmanship
9 Financial Student should be able to: 1. Functions of 1. Explains the 1. Participate in the 1. Chalkboard Student to:
Institution II 1. explain the function of financial institution. functions of financial class discussion. 2. Textbooks 1. state the function of
financial institution to a 2. Importance of institution. 2. Copy note from financial institution to a
salesman. financial institution. 2. State the importance chalkboard salesman.
2. importance of financial of financial institution 2. list and explain the
institution to salesmanship to salesman. importance of financial
institution.
10 Financial Student to: 1. Methods of 1. Outline and 1. Listen 1.Chalkboard Student to:
Institution III 1. identify and explain the business financing. explains the various attentively, ask 2.Textbooks 1. state the methods of
methods of business 2. Sources of methods of business questions. 3.Charts business financing.
financing. finance. financing. 2. Copy notes from 4.Money 2. list and explain the
2. list and explain the various 2. States the various chalkboard. various sources of finance.
sources of finance. sources of finance.
11 REVISION
12 EXAMINATION
725
SALESMANSHIP
SS I
THIRD TERM
SUB THEME: ADVERTISING AND SALES PROMOTION

TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Advertising I Students should be able: 1. Meaning of Explains: 1. Participate by 1. Chalkboard Student to:
1. define advertising. advertising. 1. meaning of listening attentively 2. Textbooks 1. define advertising.
2. state and explains the 2. Concept of advertising. 2. Copy notes from the 3. Newspaper 2. list and explain the
concepts of advertising. adverting 2. concepts of chalkboard concepts of
advertising advertising
2 Advertising II Students should be able: 1. Types of Explains: 1. Participate in the 1. Chalkboard Student to:
1. state and explain the advertising. 1. types of advertising. discussion. 2. Textbooks 1. identify and explain
types of advertising. 2. Functions of 2. functions of 2. Copy notes from the the types of
2. outline the functions of advertising. advertising. chalkboard. advertising.
2. state the functions
advertising.
of advertising.
3 Advertising III Students should be able: 1. Reasons for 1. Explains the reasons 1. Participate by 1. Chalkboard Student to:
1. state the reasons for advertising. for advertising to the contributing to the 2. Textbooks 1. state the reasons for
advertising to: 2. Advantages and company and salesman. discussion. advertising to
a. the company. disadvantages of 2. States the advantages 2. Copy notes from the company and
b. the salesman.
advertising and disadvantages of chalkboard. salesman.
2. outline the advantages
and disadvantages of advertising. 2. identify five
advertising. advantages and three
disadvantages of
advertising.
4 Advertising IV Students should be able: Advertising media. Explains each media 1. Participate in the 1. Chalkboard Student to:
1. explain each media. stating their advantages discussion. 2. Textbooks 1. state and explain
2. state the advantages and and disadvantages. 2. Copy notes two the 3. Newspaper each media.
disadvantages of each chalkboard. 4. Radio 2. outline the
media. 5. Television advantages and
6. Handbill etc. disadvantages.
726
SALESMANSHIP
SS I
THIRD TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
5 Communication Students should be able: 1. Meaning of 1. Defines 1. To design an advert 1. Chalkboard Student to:
process I 1. define communication. communication. communication. caption. 2. Textbooks 1. define
2. state the importance of 2. Importance of 2. Explains the 2. Prepare catchy jingles 3. Handsets, communication.
communication to communication. importance of and displays. 4. Television 2. outline five benefits
salesman. communication to 5. Internet of communication to
salesmanship. 6. Radio etc. salesmanship.
6 Communication Students should be able: 1. Means of 1. Lists and explains 1. To design an advert 1. Chalkboard Student to:
process II 1. state and explain various communication. various means of caption. 2. Textbooks 1. list and explain five
means of communication. 2. Communication communication. 2. Prepare catchy jingles 3. Handsets, means of
2. list the communication barriers. 2. States the and displays. 4. Television communication.
barriers. communication barriers 5. Internet 2. identify four
and its effects to 6. Radio etc. barriers in
salesmanship. communication.
7 Branding and Students should be able: 1. Meaning of 1. Defines branding in 1. Participate in the 1. Chalkboard Student to:
packaging I 1. define branding branding and relation to discussion. 2. Textbooks 1. differentiate
2. define packaging packaging. salesmanship. 2. Demonstrate simple 3. Display of goods, between branding and
3. state and explain the 2. Types of 2. Defines packaging packaging and wrapping 4. Charts etc. packaging.
types of branding and branding and 3. State and explains 2. state and explain the
packaging packaging the types of branding types of branding and
and packaging. packaging.
727
SALESMANSHIP
SS I
THIRD TERM

TEACHING AND
WEEK
OBJECTIVES GUIDE
8 Branding and Students should be able: 1. Importance of 1. Explains the 1. Participate in the 1. Chalkboard Student to:
packaging II 1. outline the importance branding and importance of discussion. 2. Textbooks 1. state the importance
of branding and packaging. branding and 2. Copy notes from the of branding and
packaging. 2. Advantages and packaging of chalkboard. packaging to
2. state the advantages disadvantages of salesman. salesman.
and disadvantages of branding and 2. States the 2. outline the
branding and packaging. packaging. advantages and advantages and
disadvantages of disadvantage of
branding and branding and
packaging. packaging.
9 Promotion I Students should be able: 1. Meaning of 1. Explain the 1. Participate in the 1. Chalkboard Student to:
1. define promotion. promotion meaning of discussion. 2. Textbooks 1. define promotion.
2. state and explain the 2. Types of promotion promotion. 2. Copy notes form the 3. Gift items 2. state and explain the
types of promotion with 2.Lists and explains chalkboard types of promotion.
respect to sales incentives the types of
promotion.
10 Promotion II Students should be able: 1. Objective/importance 1. Explains the 1. Participate in the 1. Chalkboard Student to:
1. explain the objectives of promotion. objectives and discussion. 2. Textbooks 1. state the objectives
usefulness of promotion 2. Advantages and importance of 2. Copy notes from the and importance of
to salesmanship. disadvantages of promotion. chalkboard. promotion.
2. state the advantages promotion. 2. State the 2. list the advantages
and disadvantages of advantages and and disadvantages of
promotion disadvantages of promotion.
promotion
11 REVISION
12 EXAMINATION
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ENGLISH STUDIES

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

4. DICTATION Students should be able Student’s Reading

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

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PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

4. DICTATION Students should be able Students Class text

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

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PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

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TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION