Scheme of Work On All The Subjects in Ss1 Compulsory Subjects

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SCHEME OF WORK ON ALL THE SUBJECTS IN SS1

COMPULSORY SUBJECTS
ENGLISH STUDIES
SS 1 FIRST TERM

WEEK UNIT TOPIC CONTENT ACTIVITIES

1 Speech Selected /j/ view, yam, Teacher:


consonant beauty gives model
sound /j/, /z/, /z/ beds, goes, pronunciation
/ʒ/ buzz Student:
/ʒ/ vision, repeat after
television the teacher.
occasion. Use the words
Kitchen in sentence.
utensils, Teacher:
furniture, encourages
uncle, aunt, students to
nephew, name things
father-in-law. and people
found in their.

Vocabulary Vocabulary Revision of


associated common
with home and nouns
family Use of capital
letters in
proper nouns.

Structures Nouns – Short prose


Types of passage on
nouns home life.

Comprehensio Reading to
n comprehend
main or story
line.

Writing Narrative 1. Topics 1. The teacher


composition a. My first day explains the
at narrative
school composition.
b. A day I will 2. Focuses on
never choice of
forget. words and
tense forms
c. The day I for narrative
met an essays.
AID 3. Explains the
patient. importance of
d. A well
kidnapping punctuated
incident I essays for
witnessed. effective
e. The day communicatio
Chukwu was n.
sentenced to 4. Leads
prison for students to
stealing a car. generate topic
2. Tense sentences for
forms for different
narrative paragraphs.
essays. 5. Leads the
3. Developing students to
topic develop
sentences. logical, flowing
4. Appropriate narratives.
sentences.
Types –
simple,
complex, and
compound
sentences
2 Speech /ƻ/, /Ɵ/ /ƻ/ seen in 1. Show
words like – pictures of
mother, some of the
brother, items and real
broader, objects as well
weather, than as pronounce
/Ɵ/ - thin, them
thick, author, 2. Use the
bath, mouth, words
wealth, contextually in
wreath, cloth. sentences e.g.
a. He has a
big brother
b. Her mother
is pretty.
c. He has a
big mouth.
d. Ojo thinks
of his parents
all the time.

Vocabulary Vocabulary 1. Crops: 1. Teacher


Development associated grains, seeds, explains briefly
with seedlings, the importance
Agriculture tubers, of farming
cassava, while students
onions etc. listen and
2. Farming state
activities: importance of
bush-clearing, farming.
planting 2. The teacher
season, ridge leads the
making, students to
staking, identify
weeding, common crops
pruning, and words
manure, associated
fertilizer etc. with using real
3. Implements: objects,
tractors, hoe, charts,
axe, cutlass, diagrams.
silo-barn, bull- Students may
dozer, also be taken
harvester, on a visit to a
wicker etc. farm. Students
4. other list crops they
related words know and how
bumper they are
harvest, planted. They
famine, crop- identify some
rotation, a farming
good harvest, activities that
a bad harvest they have
etc. taken part in
or are familiar
with.
3. The teacher
using chart,
leads students
to identify
farming
implements.
The teacher
leads the
students to
identify other
words related
to crops and
crop farming.

Comprehensio Reading to Use: 1. The teacher


n comprehend 1. Short prose operates and
passages directs the use
main ideas or 2. Recorded, of various
story line. but short aids.
prose 2. Leads the
passages. students to
3. Short recognize and
discussion on identify the
topical issues. key/main
4. Dialogue to points in the
bring out main discourse.
points/themes, 3. Corrects
key points in students
all of the where
above necessary.
listening and Students
discursion participate
session. actively in
Use passages listening and
on: discussions.
1. Corruption
2.
Environmental
3. Pollution
4. HIV/AIDS
etc.

Structure Nouns 1. Revision of Uses short


noun. passages to
2. The definite revise nouns.
article and its a. Nigeria is a
function with big country
the noun. b. People love
3. Exception to watch the
to the use of game of
indefinite football.
article with the c. The boy
noun. Note- kicked the ball
use passages Students
and sentences identify nouns
to revise in short
nouns e.g. flu, passages and
malaria, sentences.
cancer (no
definite article)
Writing Writing for Expository 1. The teacher
effective composition explains
communicatio reflecting expository
n – revising current issues composition
continuous e.g. while students
writing (in 1. Describe listen.
given length) how external
examinations 2. Teachers
are conducted focuses on
in the country. choice of
This should words and
not be more tenses and
than 400 students pick
words. relevant
2. Elections in tenses for
the country- expository
Nigeria. essays.
3. Loss of 3. The teacher
lives through explains the
plane crash. importance of
4. Excursion correct
to Abuja. punctuation for
5. Drugs effective
Abuse communicatio
6. Corruption n. Students
in the society. learn to
punctuate a
short passage.
4. Teacher
leads the
students to
discuss and
generate topic
sentences for
different
paragraphs
while students
white a good
essay.

Vocabulary Vocabulary 1. Meaning of 1. The teacher


Development associated fishing. leads students
with Fishing 2. Words to explain the
and Animal associated meaning of
Husbandry- with fishing- fishing using
Fishing hook, fish- diagrams,
trap, line and charts, and
sinker, fish stories while
pond, fish students
season, fish listen.
dam, fish 2. Teacher
equipment. leads the
students to
identify words
associated
with fishing.
3. Explain
meaning of
selected
words to
students while
students tell
the meaning of
some words
listed on the
diagrams.
4. Teacher
makes
sentences with
some words
and examples
for students to
emulate.
5. Students
make
sentences with
selected
words by the
teacher.

3 Speech Consonants Words like 1. Teacher


followed by /w/ twist, sweep, shows strips of
sweat, twig, cardboard with
twine pre written
words showing
the sound.
2. Teacher
pronounces
them and uses
them in
sentences.
Students
imitate the
teacher’s
pronounciation
.
3. Writes the
sentences on
the
chalkboard.
4. Students
make
sentences with
the words on
the chalkboard
Structure Noun Phrases The use of Teacher uses
noun plus the short
definite article passages and
as the noun sentences to
phrase. revise and
The use noun teach noun
plus an phrases e.g.
indefinite a. The game
article as the was watched
noun phrase. by a great
crowd.
b. The boy
kicked the ball
Students
identify noun
phrases in the
sentences.
Note- “A boy”
in A boy is
here to see
you. – is a
noun phrase
as well

Comprehensio Reading to Use: Teacher


n comprehend 1. Tape explains to the
supporting recorded students the
details passages points that are
2. Short prose supporting
passages. main points.
3. Students listen
Newspaper/m attentively and
agazine participate
clippings actively in the
4. Students exercises.
reading texts. Students
identify
supporting
details in the
passages. Use
dictionary
where
necessary.

Writing Mechanics in 1. 1. Teacher


writing i.e. Paragraphing defines
paragraphing, define. paragraphing
punctuation 2. Punctuation students listen
spelling. – full stop, attentively.
comma,
Question 2. Teacher
mark. uses a short
3. Spelling – passage for
words familiar full stop and
to students comma
e.g. desk, exercises.
pencil, hoe, Students
farm, water, insert question
food, foot, marks
chicken, goat. appropriately
4. Doubling of in questions
consonants – with a short
spelling, passage.
befitting, 3. Exercises
beginning, on spellings.
announce,
occasion,
pudding
4 Speech Consonants Words such 1. Shows
followed by /j/ as curious, strips of
cure endure, cardboard with
human, pre-written
humour, future words showing
a. He is a the sound.
curious boy 2. pronounce
b. Should them correctly
endure the and use them
pain in sentences.
3. Students
repeat after
the teacher.

Summary Introduction to 1. Key words 1. The teacher


summary that aid presents the
through summary of speech.
identifying key speeches Lecture or
words. lectures. passage to the
a. in addition. pupils.
b. as well as 2. Explains the
c. first; significance of
second; third the words
etc group of words
d. also in
e. furthermore summarizing
f. despite etc. materials. The
2. Passages, Students list
speeches on the relevant
current issues words as
in which these identified from
the
words can be presentation
found e.g. and list the
a. Right to key words
peaceful already
association identified.
b. Right of a 3. Teacher
child leads students
c. security to identify the
issues in relevant topic
Nigeria sentences
d. Service signalled by
these words.
Students also
make a
summary of
the
presentation
by putting the
sentences
together.

Structure Countable and 1. Revision of 1. Selected


uncountable lesson on sentences and
nouns nouns passages from
2. Explanation students’
of countable texts,
and newspapers
uncountable and magazine
nouns clippings.
3. Nouns are 2. Use these
both countable to teach the
and various
uncountable aspects under
depending on content.
the structure 3. Students
e.g. water – a ask questions
cup of water, for clarity of
sugar – two points and
cubs of sugar. write ten
4. nouns that
Uncountable could be used
nouns that are both as
used in countable and
singular forms uncountables
e.g. news, sentences.
advice, Students pick
trousers, out countable
scissors, and
binoculars, uncountable
information. nouns from a
given
passage.

Writing Popular 1. A list of The teacher


articles for features of leads students
various typical to list the
reading newspaper feature of a
audiences article newspaper
differentiating article. He/she
them from displays a
features of a sample article.
letter or a Teacher leads
speech. students to
2. Articles on discuss
issues of feature
current including
interest like language and
a. Bribery of style.
public officers Students write
b. Fraudulent a short article
acquisition of for the school
properties. magazine.
c. The They
importance of identify/list
good quality differences
life. between an
article and a
speech or
letter.

5 Speech Syllabic 1. Syllabic in 1. Pronounces


Consonants /ɭ/ words such as the words with
little, bottle, syllabic / ɭ /
kettle, rattle, 2. Teacher
novel, simple. uses them in
a. Little by sentences.
little says a 3. Uses flash
thoughtful boy. cards and real
b. The bottle is objects to drill
on the table. the students.
c. The novel is 4. The
interesting. students
imitate the
teacher’s
pronounciation
, repeating the
sentences.
Note. Use
flash cards or
real objects.
Comprehensio Reading to 1. Use short 1. Students
n comprehend prose passage participate
main ideas or 2. Literature actively in the
story line. text. discursions.
3. Recorded 2. Teacher
short corrects
passages. students
4. Short where
discussion on necessary.
topical issues Note:
a) use tape
recorded
materials/pros
e
b) Short
passages
c) Picture
charts.

Structure Introducing 1. Process of 1. Explains the


nominalization nominalization process of
of objectives 2. Functions of nominalization
and verbs nominalized .
words. 2. Teaches the
3. Form nominalized
classes (parts words.
of speech) to 3, Makes a list
be of words and
nominalized nominalized
e.g. adjectives words.
a. wise – 4. Use them in
wisdom contextual
white – sentences.
witness 5. Students
long – length build the table
strong – of objectives
strength and verbs and
Verbs – nominalize
conquer – them.
conquest Note:
Dance – Materials
Dancing includes:
Write – The a. list of
writing selected
words
students text
3. Dictionary.
Summary Introduction to The teacher 1. Teacher
summary presents presents a list
continued. words that for students to
Listening indicate follow.
attentively to direction. 2. Presents
follow 1. Left turn them in the
directions 2. right turn context of the
effectively 3. straight passage
ahead 3. leads the
4. round about students to
5. specific sign follow the
posts directions
6. land marks 4. Leads
(buildings, students to
trees) identify the
key directional
terms
5. Leads
students to
describe to
other students
how to get to
given
destinations
e.g. their
Mosque.
Church,
Market,
Stadium etc.
Students are
presented with
speeches/pas
sages
containing
directions for
identification
of directional
terms/list
marks and
sign posts.

6 Speech Syllabic Syllabic /n/ in 1. Teacher


consonants /n/ such words as pronounces
soften, words with
sudden, ripen, syllabic /n/
certain 2. Use them in
a. Theme was sentences
a sudden 3. Uses flesh
knock on the cards and real
door objects to drill
b. It is certainthe students in
that she will the
visit. pronounciation
s.
4. Students
imitate the
teacher’s
pronounciation
s, repeating
the sentences
Structure Pronoun 1. Features 1. Teacher
The relative explains the
pronouns are features of a
– whom, relative
whose, which, pronoun.
that, who 2. Leads
2. Functions students in
a. who, explaining
whose, whom their functions
are used for and positions
human beings. in sentences.
b. which and 3. Identify
that are used them in
to describe sentences.
inanimate 4. Use relative
objects and pronoun in
animals. sentences.
However, that Note:
can also be Materials for
used for a use here
person. include real
c. position objects,
Relative sentence
pronouns are strips and
placed close passages.
to the words to
which they
relate. They
take the place
of a noun and
also join two
parts of a
sentence.

Writing Letter writing 1. Meaning of 1. Teacher


Informal letter an informal explains what
letter an informal
2. Format letter is.
a. address 2. Teacher
b. salutation displays an
c. body informal letter
d. closing sample.
(subscript) 3. Teacher
3. Language calls students
and tone of an attention to
informal letter address, date,
(relaxed, salutation
flexible, not 4. Body
many rules, 5. Teacher
slang used, leads students
and colloquial to closing
usages) statements.
6. Students
participate
actively
7. Students
write their own
closing to the
informal letter.

Vocabulary Words 1. The 1. Take


Development associated meaning of students on a
with animal animal visit to a dairy
husbandry. husbandry farm
2. Meaning of 2. Get the
poultry and farm hands in
piggery the farm to
3. Words supply the
associated words for
with dairy some of the
farming – equipment and
open cages activities.
milking time, 3. Students list
chicken the equipment
disease, Vet. 4. Listen and
Doctor, farm write the
hand, rooster, names of
day and activities on
chicks, broiler, the farm, also
fresh milk. write the
4. Other products of
related words animal
cattle, ranch, husbandry
herdsmen, Note: Aids
poultry etc includes –
charts,
diagrams,
dairy farm,
selecte
reading text.
7 Speech Words of two 1. Words of 1. Teacher:
syllables two syllables pronounces
stressed on with stress on words, uses
the 2nd syllable the 2nd them in correct
syllable. contextual
2. Words such sentences e.g.
as enjoy, a) We enjoy
impound, listening to Mr.
engulf, inform, Fisher.
incite, employ, b) I will invite
invite, all my
welcome, classmates.
excite, divide c). It is not
etc. good to incite
people against
others.
2. Teacher
uses –
cardboards,
strips
containing
words and
sentences,
picture chart.
3. Students
repeat after
the teacher
the words
stressed on
the 2nd syllable
4. Students
show correct
stress on the
words.

Structure Possessive 1. Features. 1. Teacher


Pronoun The explains
possessive possessive
pronouns are pronoun.
His, Mine, 2. Leads
Hers, Theirs, students in
Ours, Its, explaining
Yours their functions
2. Functions: and positions.
They replace 3. Guides
nouns (human students to
beings) identify
possessive
‘Its’ replace an pronoun in
animate thing sentences.
or animal. 4. Leads
3. position – at students to
the beginning make
of a sentence sentences with
or at the end. them.
5. Students
use these
pronouns in
sentences of
their own.
6. Teacher
uses sentence
strips and real
objects.

Comprehensio Reading to Use 1. Teacher


n comprehend 1. Dictionary explains
word meaning for initial word contextual
through meaning and word meaning
context other levels as approach to
meaning of surface or
some words. dictionary
2. selected meaning.
passage to 2. Express
identify certain illustrate the
words and explanation
other practically in a
contextual text or
meanings sentences.
3. Newspaper 3. Students
and magazine listen
clippings with attentively
certain words using
underlined for passages for
identification their
of contextual differences.
usage. 4. Uses
various
materials such
as recorded
text. Student’s
text etc.
Newspaper
clippings,
Dictionary.

Summary Reading to 1. Selected 1. Teacher


assign a title prose explains what
or heading passages on summary is –
relevant to tropical or reduction of
context. current issues original prose
e.g. patriotism, work.
kidnapping, 2. Teacher
corruption. revises with
2. Recorded students the
passages of work on main
suitable levels and supporting
in either ideas.
narrative or 3. Students
descriptive recall how to
form identify main
and supporting
details.
4. Teacher
assigns title
and students
do same in
similar ways at
paragraphs
levels.
5. Teacher
emphasizes
on props such
as – for
example,
further more
similarly, first,
second.
6. Tapes,
student’s
texts,
chalkboard are
used.

8 Speech Words of two 1. Words of 1. Pronounce


syllables with two syllabus them correctly
stress on the with stress on while students
2nd syllable the second repeat.
continued. syllable. 2. Teacher
2. Words such uses them in
as enjoy, correct
impound, contextual
engulf, inform, sentences.
invite, incite, E.g.
endure, a) We enjoy
ensure, listening to our
belong, teacher
extend,
backbite, b) I will invite
resolve, all my
device, locate classmates.
c) It is not
good to incite
people against
others.
Use
chalkboard,
cardboard,
picture, chart,
strips
containing
words.

Vocabulary Words 1. The 1. Teacher


Development associated definition of expresses
with Religion – traditional traditional
Traditional religion – religion to
Religion shrine, cult, students
diviner, oracle, 2. Teacher
divination, assists all
charm, students to list
amulet, words
sacrifice, ritual associated
etc. with traditional
religion.
3. Students
read out a
passage
reflecting
traditional
religion
practices.
4. Students
write their
observations
on the words
e.g. shrine,
amulet,
sacrifice.
Use real
objects,
charts,
drawings, a
visit to shrine.

Structure Regular and 1. Revision of 1. Revise with


Irregular previous the students
Verbs the previous
lesson on lesson on
verbs verbs
2. What are 2. Teacher
regular/ explains step
irregular verbs by step what is
3. The four contained in
forms of the content.
irregular Use the
verbs. dictionary,
4. Selected students’
sentences for texts, printed
identifying the list of
verbs under regular/irregul
study. ar verbs.

Reading Reading to Use the 1. Teacher


Comprehensio make notes following:- teaches pupils
n 1.Clipings the need for
from note taking
newspapers, from reading
magazines or listening
2. Students session.
texts 2. Skills such
3. Taped as
materials on: a) listening
a) Honestly as b) reading with
a guiding concentration
principle c) identifying
b) Dignity in key words
labour d) Identifying
c) Exam main,
malpractice secondary
d) Injustice. points
e) Students
apply the skills
under the
guidance of
the teacher.

9 Speech Listening to 1. A listening 1. Teacher


tell the selection reads selected
meaning of a) passage passages to
words in b) story the students
context c) poem while they
d) drama listen.
2. Select 2. Students list
current important
national words they
issues e.g. hear.
a) The 3. Teacher
Nigerian leads students
Constitution to explain the
b) Duties of a words in
Citizen context.
c) Self control Use
interesting
passages,
stories,
poems, word
cards,
sentence
strips.

Structure Complex 1. Simple 1. Reverse


Tense Forms tense I come, previous
you come, lesson on
he/she comes, verbs e.g.
we come. - continuous
2. More tense – verb +
complex forms ing
as in – - simple
I am coming present – verb
I have come +s
I have been 2. Teacher
coming goes through
I may have other forms
been a. Have +v +
deceived. en
3. use more b. Be verb +
examples for en
understanding c. Be + verb +
ing
d. Going to +
verb
e. Shell + verb
3. Creates
activities and
games

Continuous Descriptive 1. Descriptive 1. Teacher


Writing Essay/Compo composition identifies
sition using various appropriate
topics – topics.
a. My school 2. Discusses
b. The petrol the
station in appropriate
times of fuel kinds of words
scarcity and
sentences.
c. The 3. Using a
Principals paragraph,
house discusses the
d. A fire punctuation for
incident in my descriptive
street writing.
e. The 4. Teacher
aftermath of leads students
students’ riot to analyse the
in a sample
school/town paragraph for
f. A funeral all the
ceremony characteristics
g. A flood of a
disaster descriptive
caused by essay.
blocked drains 5. Students
etc. develop a
2. Tense descriptive
forms paragraph
(present, past) following the
necessary for teacher’s
descriptive prompting.
essay.
3. Sample
paragraphs on
descriptive
essay.
4. Short well
punctuated
sentences.
5. Choice of
words – adjs,
verbs

Comprehensio Reading to Use selected 1. Teacher


n identify writers passages from explains what
mood, tone 1. Students’ purpose; tone,
and purpose. text mood are. Use
2. Newspaper the dictionary
3. Radio/TV for definitions.
extracts 2. Through
4. Recorded actions mood
materials affects tone
5. Questions and tone
based on the affects
selected meaning and
materials for purpose.
identification Use dictionary,
of mood, tone, selected
purpose and prose,
meaning. passages,
recorded
tapes and
chalkboard.

10 Speech Consonant Words such 1. Pronounces


sounds as: words
followed by k Quench, quiet, correctly.
+w quarter, 2. Uses them
equality, in contextual
quality, sentences.
question, 3.
equal. E.g. Demonstrates
a) Everybody some of the
was quiet words
because of no 4. Students
noise sign. imitate the
b) He has the teacher’s
answer to the pronunciation.
question. 5. Students
c) My friend read through
lives in the the sentences.
junior staff Use
quarters. chalkboard,
flash cards,
picture, charts.

Structure Demonstrative 1. Features: 1. The teacher


Pronouns The explains
demonstrative demonstrative
pronouns are pronoun.
that, those, 2. Teacher
these, this. leads students
2. Functions: to explain their
They function functions and
by replacing positions.
nouns. The 3. Students
nouns can be use them in
living or non sentences of
living things. their own. The
3. Position: teacher uses
They can start flash cards,
a sentence or sentence
end it. They strips,
can appear in chalkboard
the middle of a and real
sentence. E.g. objects.
a. This is
unacceptable.
b. He prefers
those.
c. These
belong to the
school.
d. The school
bought that for
use at the sent
forth
ceremony.

Vocabulary Words 1. The 1. The teacher


Development associated definition of speaks about
with Religion Islam and religion
Christian 2. Supplies
religion. some words
2. Words associated
associated with religion
with Islam and Islam and
Christaian Christianity.
religion – The 3. Students list
Glorious more words
Qur’an, Holy 4. Teacher
Bible, One reads a
God, Clergy, passage on
Sheik, Pope, Islam and
Bishop, Christianity to
Mallam, the students
Catechist, 5. Teacher
Pew, Aisle, leads students
Monk, Num, to visit
Holy Mosque and a
Communion, Church.
Deacon, 6. Make
Pastor, Ustaz, sentences with
Reverend these words.
Father, Elder, Use The
Evangelist, Glorious
Repentance, Qur’an and the
Prayer, Bible, real
Fasting, objects,
Convert, pictures,
Deaconess charts,
etc. diagram,
sentence
strips.

Continuous Formal Letter 1. Meaning of 1. Teacher


Writing an informal explains what
letter.
2. Format is formal letter
a. address is.
and date 2. Teacher
b. salutation displays a
c. body formal letter
d. closing sample
(subscript). 3. Call
3. Language students’
tone of a attention to
formal letter, address, date,
formal salutation.
respectful, no 4. Body.
colloquial 5. Teacher
language, no leads students
slangs. to closing
statements.
6. Students
write their own
closing to the
formal letter.
Use textbooks,
charts, sample
of letters
(formal)

11 Speech Listening to 1. Listening to 1. Teacher


identify a selections of leads students
Speakers style different to appropriate
styles. different
2. Expository styles.
materials 2. Teacher
3. Narrative leads students
materials to identify
4. Descriptive characteristics
materials of the different
5. styles.
Argumentative 3. Ask
materials questions on
style.
4. Teacher
leads students
to develop
paragraphs in
different
materials
Use materials
on issues of
current
interest.
Continuous Semi Formal 1. The 1. Teacher
Writing Letter meaning of explains semi
semi formal formal letter.
letter. 2. Displays
2. The format sample of
of a semi semi formal
formal letter. letter.
a. address, 3. Calls
date students
b. salutation attention to the
c. heading characteristics
d. body. of formal
e. closing letter.
3. Language 4. Examines
and tone semi the body and
formal language of
4. The semi formal
differences letter.
between 5. Leads
informal/semi students to
formal letter. examine the
5. The person complimentary
we write semi close and the
formal letter signature as
to. used in semi
formal letter.
Use chart,
class text,
sample letter.

Structure Differences 1. Definition of 1. The teacher


between a a phrase. defines phrase
phrase and a 2. Definition of and clause.
clause a clause. 2. The teacher
3. Differences lists the
between a differences
phrase and a between a
clause. phrase and a
4. Sentences clause.
indicating 3. Sample
phrases e.g. sentences are
The book, presented by
around the the teacher in
Church, phrases and
at the market. clauses.
5. Sentences 4. Students
indicating listen
clauses e.g. attentively and
The students participate in
were punished writing sample
- because they phrases and
came late clauses.
- I could not Use the
locate the dictionary,
street. chalk board,
- He arrived. flash cards,
strips of
sentences.

Summary Writing a 1. Definition of 1. The teacher


summary of a a summary. defines a
passage in a 2. Listed summary.
specified characteristics 2. Gives the
number of of a summary. characteristics
sentences 3. Sentences of a summary.
as sample of 3. Gives
summarized sample
paragraphs. sentences of
4. Keywords in summarized
summary, first, paragraphs.
second, 4. Strips of
furthermore. summaries of
passages.

12 Revision Revision of 1. A list of 1. Teacher


consonant consonants on lists
sounds, a chart. consonants on
Revision of 2. Noun listed the chalk
nouns types. on a board. board.
Revision of 3. Definition of 2. List nouns
paragraphing, paragraph, in a chart.
comma, comma. 3. Presents
spelling. 4. Sample the definition
Revision on paragraph and of paragraph
summary punctuated and comma.
passage using 4. Teacher
comma. gives a
5. Definition of sample
a summary. paragraph and
a punctuated
passage.
5. Teacher
leads the
students to
punctuate a
short passage.
Use students
text, chalk
board,
summary,
flash cards for
punctuation
marks.

13 Revision Revision Revision Revision


14 Examination Examination Examination Examination

ENGLISH LANGUAGE
SS 1 SECOND TERM

WEEK UNIT TOPIC CONTENT ACTIVITIES

1 Speech Words of three 1. Words of three 1. Pronounce the words


syllables, syllables, stressed on correctly
stressed on the the 2nd syllable 2. Teacher uses them in
second syllable contextual sentences
2. Words such as e.g.
academy, frustration a. I own a soccer academy
construction, b. The frustration in the job
collation, badminton, is too much
starvation, addition, c. The people in overalls
convulsion, are construction workers
conversion, depletion d. She is at the venue for
collation of results etc.

Structure Phrases – Types 1. Definition of a 1. Defines the phrase


phrase
- a group of words 2. Lists different phrases
that do not contain a with examples
finite verb; it cannot
stand on its own to 3. Students participate
make meaning actively

2. List of types of 4. Students give their own


phrases examples of these phrases
- Noun Ph
- Adverbial Ph
- Adjectival Ph
- Prepositional Ph

3. Examples of
these phrases Noun
Ph – The book, a
clever boy, a school
Adv Ph – quickly,
stoutly built
Adj Ph – beautiful
house
- Clever boy
- Pre Ph – at the
door, beside the
river

Comprehen Reading to 1. An appropriate 1. Teacher selects


sion answer questions passage appropriate passage
2. A list of key words 2. Lists key words
3. Sample 3. Teacher leads students
sentences to locate these words in the
4. Sample questions dictionary
5. Sample answers 4. Writes sample
6. The use of sentences/questions
dictionary to define 5. Writes sample answer
these words for students to learn

Continuous Debates 1. Definition of a 1. Teacher selects


writing debate appropriate title/topic for
2. A sample topic(s) debate
as selected by the 2. Teacher leads students
teacher to give points for and
e.g. against a topic
1. Science has done 3. Students participate
more Harm than actively
Good to Nigerian 4. Students write points for
society. a month topic proposing or
2. Farmer is better opposing the topic
than a Teacher in our
Society.
3. Boarding school is
better than a Day
school etc.

2 Speech Words of three 1. Words of three 1. Teacher pronounce the


syllables, syllables, stressed on words correctly
stressed on the the 1st or 2nd syllable 2. Teacher uses them in
1st or 2nd syllable 2. Words such as contextual sentences
‘concubine, e.g.
‘rhetorics, ‘beautiful, a. The man has many
proportion concubines
acceptance’ b. These are all rhetorics
c. His silence meant
2nd syllable stress – acceptance of what you
condition, reality, said
engagement, 2nd syllable stress e.g.
resumption a. No condition is
permanent
b. No resumption date has
been fixed for the students.
Vocabulary Words associated 1. Islamic religion 1. Teacher explains Islamic
Devt. with Religion – defined religion
Islam 2. Words associated 2. Teacher lists some
with Islamic religion words associated with the
(Koran, mosque, religion
hagj, pilgrimage, 3. Teacher asks students
ablution, jumaat, to list other words
Sheik, Ummra, 4. Makes sample
hadith, sunnaanbiya sentences with the listed
(prophet) Quliya words
(saint) Muslim 5. Students participate
festival – saleh, idel actively
Maulud, id el kabir, id
el fitri, others – kettle,
praying mat etc.

Structure Introduction to Explain the process 1. Explains the process to


phrasal verbs I of this relationship students
a. Come + across, 2. Uses examples to
away, in by forward, illustrate points/process
off, out, up, round, to, 3. Brings out their
on, through meanings
b. Go + back, down,
after, through, under,
up
c. Call + off, out, in

Continuous Creative writing 1. Features of a 1. Teacher leads students


writing introduced short play plot, to identify play, poem, story
character, style, 2. Teacher guides students
setting, theme, to write their own short
characterization stories, poems, plays

2. Features of a
poem – high, concise
language, verses
used, imageries etc.

3 Speech Listening to grasp - Tape recorded 1. Teacher reads the


main points in a speech, poem correctly
poem conversation 2. Teacher identifies main
- Radio broad cast points
- Materials of 3. Teacher lists main/key
varying lengths sentences
4. Teacher guides students
to identify other main
points
5. Teacher selects sample
poems, passages, play,
story on current issues
Structure Introduction to 1. Definition of Goes through the same
phrasal verbs phrasal verb process as phrasal verb I
continued 2. Explain the
(phrasal verb II) process of this
relationship
3. Give + up, in,
back, off, away, put +
off, up away, on, into
Bring + back, about,
up in, out
Take + away, off, up,
in

Continuous Writing of reports 1. A report of any Teacher explains the


writing (features of technical or scientific format of a
different types of issue e.g. a technical/scientific report
reports) laboratory or Leads students to identify
research report – a main and supporting detail
report of an e.g. – Introduction – date of
experiment carried the experiment
out by the students - purpose
2. Features of a - the outcome/result
scientific report - conclusion
* Students write in a logical
manner their own reports.

Summary Summarizing a 1. The Teacher gives the


passage in a characteristics of a characteristics of a
specified number summary summary as a reminder to
of sentences 2. Key sentences as the previous lesson
continued summary of - Gives sample
paragraphs sentences
3. Key words under - Students write their
– lined as indicators own sentences as they
of important participate in
sentences exercises.
4. Sample passages
(students texts)
5. Selected
passages, speeches,
discussions.

4 Speech Words of four (4) 1. Words of four 1. Teacher pronounces the


syllables which syllables, stressed on words correctly
are stressed on the 1st, 2nd, and 3rd 2. Teacher uses them in
the 1st, 2nd and 3rd syllables correct contexts
syllables 2. Words such as
discrimination
education
Locomotion
Modulation
Television
These are stressed
on the 3rd syllable
3. Individual
Ingratitude
These are stressed
on the 1st syllable
4. Encumbrances
Discriminate
Topography
These are stressed
on the 2nd syllable.

Structure Adjunct of place, 1. Adjuncts are 1. Reverse lesson on


time adverbials adverbs
2. They modify 2. Use adjuncts in
verbs, prepositional sentences
phrases, indefinite 3. Introduce games
pronouns and noun involving adjuncts
phrases
e.g. he was in the
house
prepositional phrase
of place.
He came quickly
adjunct of manner
They came for their
launch
Adjunct of reason.

Comprehen Reading to 1. Carefully selected 1. Teacher plays recorded


sion identify speaker’s passages, recorded martial
mood and tone material, speech 2. Students identify
continued 2. Main points in speaker’s main points
conversation, speech 3. Teacher asks questions
3. Materials of on the speech
varying length 4. Students list points of
dealing with life secondary importance
situations.

Continuous Informal letters 1. Definition of an 1. Teacher defines an


writing continued informal letter informal letter
2. Features of an 2. Writes a sample informal
informal letter letter
3. Sample informal 3. Teacher guides students
letter to list points
4. Students write their own
letters with correct
4. List points address, date, salutation,
appropriate for the introduction, body and
receiver of the letter conclusion

5. Development of
the points into a good
length.

5 Speech Listening to grasp 1. Reading of - Discuss some specific


main points/ideas carefully selected speech, recorded topics
passages, recorded - Teacher leads students to
material identify main points
2. Listing of main - Students participate
points actively in locating main
points.

Continuous Expository essay 1. Definition of 1. Teacher defines


writing expository essay expository essay
2. Sample of 2. Lists punctuations in a
expository essay sample essay
3. Likely 3. Students write well
punctuations in an punctuated expository
expository essay essay
e.g. come, full stop, 4. Teacher lists processes
semi colon, to be exposed about
possible topics
- How to mend a tyre
- How to cook my best
soup

Vocabulary Words associated 1. The definition of 1. The teacher lists items in


developmen with medicine medicine the logical
t 2. List of 2. Teacher leads students
items/activities in the to a visit to a hospital
hospital 3. Students supply names
3. Personnel in the of activities in the hospital
hospital 4. Make sentences with
4.Sentences with words associated with
words associated medicine
with medicine
- theatre, syringe,
needle, operation,
surgery, nurse,
doctor, patient,
outpatient, ward, X-
ray, bandages,
drugs, files, beds,
etc.
Structure Phrasal verbs 1. Explain the Goes through the same
continued process of process as phrasal verbs I
relationship of these
phrasal verbs
Sit + Up, down, in,
back
Close + up, in, by
Ride + up, on

6 Speech Stress timing 1. Appropriate 1. Teacher leads students


passages are to read fluently
selected by the 2. Timing – observing the
teacher information contained in
2. Newspaper every word
passages
3. Magazine
passages.

Structure Adjunct of 1. Adjuncts are Teacher leads the students


manner and adverbs to identify more – ly words
reason 2. Manner Adjuncts
mostly are words that
end in – ly
e.g. quickly, slowly,
sluggishly, swiftly
3. Reason adjuncts
use because.

Continuous Recording 1. Records defined 1. Teacher discusses other


writing keeping 2. Items used to keep ways of keeping records
records listed
- diary
- discs – books
- files – logs
3. Purpose for
keeping of records
4. Language of
records – concise,
accurate.

Vocabulary Synonyms as 1. Define synonyms Explains the meaning of


developmen words: 2. Quick/fast synonyms to students
t 1. with the same Strong/powerful
meaning Busy/engaged Leads students to identify
2. Nearly the enemy/foe synonyms in passages
same in meaning fearless/bold
3. Nearly the same
in meaning
Security/safe
Guest/visitor
Adore/admire.

7 Speech Listening 1. Direction words Teacher guides students to


attentively to - near, behind identify direction words in
follow the Around, next to passages
directions
effectively.

Comprehen Reading to 1. Short passages Teacher guides students to


sion answer questions read fluently
from a passage 2. Students answer
questions from the
passage.

Structure Adjunct of reason 1. Adjunct of reason Teacher guides students to


use because e.g. give more sentences of
a). The students their own
were punished
because they arrived
late.

Vocabulary Antonyms – Antonyms – 1. Teacher leads students


developmen exactly opposite Good/bad to read the passage
t in meaning Friend/hostile
Discipline/indiscipline 2. Teacher leads students
Temporary/permane to identify antonyms
nt

8 Speech Listening to grasp 1. Argue points out to 1. Teacher leads students


ideas in a debate favour them to argue points
2. Use persuasive constructively
words.

Reading Reading to 1. An appropriate Teacher guides the


comprehen answer questions passage selected by students appropriately
sion the Teacher
2. key words
3. sample answers
4. use the dictionary
to define words .

Structure Adverbial clause 1. The definition of 1. Teacher defines adverb


an adverb 2. Gives examples of
2. Sample sentences sentences
to show adverbs 3. Students give their own
modifying verbs sentences
3. Adverbs can
modify other adverbs
e.g
John walks very
slowly.

Continuous Writing of articles 1. Features of a


writing newspaper article
2.The differences
between features of
a newspaper article
and a speech or
letter
e.g.
Bribery of public
officers
Fraudulent
acquisition of
properties
Cleanliness is next to
Godliness.

9 Speech Dialogue 1. Dialogue defined 1. Teacher defines


2. Sample dialogue dialogue
2. A short passage of a
dialogue between
characters

3. Teacher leads students


to dialogue between them
on current issue
4. Teacher leads students
to punctuate dialogue
using question marks.

Structure Concord 1. Concord means


agreement. It means
agreement between the
noun, noun phrase or
pronoun and the verb
e.g.
the boy jumps
the boys jump
the boys ride bicycle to
school
2. Compound subjects
The staff are training in
Sokoto
Here compound subject
takes a plural verb ‘are’

Continuous Formal letter Note – The language


writing continued should be forma,
subscription yours faithfully
signature
Full names Ado Bayero.

Vocabulary advertising 1. Teacher uses the words


developmen for students to see
t 2. Teacher leads students
to read the passage
3. Drills the class
4. Could invite an
advertising practitioner to
speak.

10 Speech Speaking to Use the skills 1. Revise with the students


persuade developed on oral the skills of oracy
composition to 2. Discuss time allocation
debate on topics panel of judges and time
such as keeper
Farmers are more
important than
doctors
Women are better
leaders
Corruption destroys a
nation.

Comprehen Reading to 1. Use newspaper 1. Teacher guides the


sion extract main clippings students
points 2. Magazine
clippings
3. Students text.

Structure Determiners 1. Determined 1. The teacher gives


(introduction) 2. List of determiners sample sentences e.g.
are many, some, Any committee member
much, little, few, can raise a motion
each and any
3. Use such in
examples.

Vocabulary Stock exchange 1. Meaning


2. Words such as
Stock broker, shares,
dividends, profit,
speculator, margin
bankruptcy, customer
market.

11 General revision
Debate
Concord
(agreement)
Article/writing
Stock exchange
Formal letter
Informal letter.

12 Revision Revision Revision Revision


13 Examination Examination Examination Examination

ENGLISH LANGUAGE
SS 1 THIRD TERM

WEEK UNIT TOPIC CONTENT ACTIVITIES


1 Speech Speech Intonation patterns Rising and falling tones in
sentence stress contexts

Vocabulary Vocabulary Words associated Passages on religion are


religion used to underline
appropriate register on
religion.

Comprehensio Comprehension/ Reading passage(s) Text book passages apex


n/ Summary for words’ meaning in studied by teacher and
Summary context students to get contextual
meaning.

Structure Structure Types of sentences Simple and compound


sentences are illustrated
with examples.

Writing Writing Speech writing Definition and features of a


written speech.

2 Speech Speech Oral composition Students narrate stories


and answer teacher’s
questions on them.

Vocabulary Vocabulary Words associated Appropriate newspaper,


with advertising magazine or textbook
examples are studied as
models.

Comprehensio Comprehension/ Summarising a given The points to note in


n/ Summary passage summary writing
Summary

Structure Structure Types of sentences Examples of simple and


contd. compound students
summarise a given
passage.

3 Speech Speech Intonation patterns Rising tone with questions,


continued e.g. WH questions. Falling
tones with statements.

Vocabulary Vocabulary Words associated Passage on stock broking,


with the stock the stock exchange and
exchange capital market, (see
Newspaper).

Comprehensio Comprehension/ Reading a passage Students read and answer


n/ Summary on investment/stock comprehension questions
Summary broking

Structure Structure Complex sentences Introduction to


subordinating conjunctions
in complex sentence e.g.
that, which, etc.

Continuous Continuous Oral composition of a Students describe orally


writing writing descriptive essay first what they intend to
write about.

4 Speech Speech Emphatic Stress Use of simple sentences to


illustrate shifts in meaning
using emphatic stress.

Vocabulary Vocabulary Synonyms of words Students are given


examples of words nearest
in meaning to other words
– quick/fast, close/near,
brave/fearless, etc.

Comprehensio Comprehension/ Reading for summary Students read and


n/ Summary summarise a given
Summary passage.

Structure Structure Clauses independent Students are led to


and dependent discover the similarities
clauses between simple sentences
and independent clauses

Continuous Continuous Composition on Students study an example


writing writing articles of an article before writing
their own
5 Speech Speech Simple polite Examples of polite
requests, simple requests, “May I, Could
greetings you? Excuse me, etc
should be dramatized.

Vocabulary Vocabulary Antonyms of words Words that are opposites in


meaning are taught e.g.
little/small/famous/
notorious/ancient/modern,
etc.

Comprehensio Comprehension/ Listening to tell the Students take turns to read


n/ Summary meaning of words in aloud while their mates
Summary sentence context answer the teacher’s
questions.

Structure Structure Noun clauses Teacher gives the


examples that distinguish
noun clauses from other
clauses.

Continuous Continuous Writing articles contd. Issues of current interest


writing writing are discussed by Teacher
and Student s before the
students write the articles.

6 Speech Speech Oral composition for Discussions, debates and


expository essays other interactions in
speech.

Vocabulary Vocabulary Words associated Like speculator, profit


with investment margin, bullish, bearish,
dividends bankruptcy, etc.

Comprehensio Comprehension/ Reading to make Students are guided by


n/ Summary notes their teacher to make notes
Summary from passages read.

Structure Structure Adjectival clauses Complex sentences are


studied to prick out
adjectival clauses.

7 Speech Speaking to 1. The Skills Of 1. Teacher uses real clock


persuade/convin Debate/Argument to time participants
ce continued
2. The Two Sides To 2. Teacher leads students
An Argument. to introduce themselves
Proposing And and their topics
Opposing
3. Issues Of Current 3. Teaches students to use
Interest the dictionary to learn
a. Corruption and the definition
Nigerian state is
endemic 4. Gathering of points to
b. Women are better convince
leaders.

Structure More on 1. Definition of 1. Teacher defines


adjectival objective objective
clauses
2. Adjectival clauses 2. Students identify them
qualities a noun or
pronoun in the 3. Students make
sentence sentences with adjectival
clauses
3. They are e.g. the man whose brother
introduced by relative was sacked has committed
pronouns, who, suicide
whose, whom, and
that The song which Clara sang
was very melodious
Comprehensio Reading to test 1. Mindful of question 1. Guides students to
n/ speed and marks observe punctuation marks
Summary accuracy
2. Mindful of full 2. Frequent reading to
stops increase speed

3. Mindful of pauses
(coma, semi colon,
colon)

Vocabulary Politics 1. Politics/politician 1. Teacher gives a story of


devt (register) defined a politician he/she knows
2. Words such as
party, opposition, 2. Teacher invites politician
power, democracy, to give a talk
campaign, election
electorate, polls, both 3. Use words in sentences
governor, poster, and orally in discussions
dividend,
independence.

7 Continuous Argumentative 1. Use class to 1. Organize debate


writing essay organize a between two groups
debate/argument 2. Select interesting topics
2. Skills of convincing 3. Teach presentation of
another person points
points, figures, 4. Conclusion of essay
illustrations, 5. Features salutation topic
rhetorical questions body, conclusion.

8 Speech Description 1. Use special words 1. Teacher leads students


(orally) to bring out to garnish stories with use
descriptions in of adjectives and adverbs
discourse 2. Describe friend, class,
2. Involve students school, house, car etc
participation of
describing real
objects, events.

Structure Words 1. Use of the 1. Guide students in


commonly miss dictionary activities
pelt 2. Words commonly 2. Introduce spelling
miss pelt conceive, games
thief, chief, grateful,
beginning decision,
succeed, reference,
accommodation,
referred, across
occasion, omission,
recommend,
admission,
embarrass

Comprehensio Reading for 1. Connotative 1. Teacher gives dictionary


n word meaning in meaning is meaning and situational or
context situational meaning contextual meaning

2. Denotative
meaning is dictionary
meaning

3. Select passage
with implied meaning
to bring out
connotative meaning

Vocab. Devt. Words 1. Types of cameras 1. Use real objects


associate with 2. Words associated 2. Pictures
photography with photography 3. Students make
such as tripod, film, sentences with words
lenses, light meter, associated with
frame, exposure, photography
negative, dark room,
prints portraits,
passports, enlarge
9 Speech Listening to 1. Recorded material 1. Teacher guides students
identify a be handy here to understand style
speaker’s style 2. Students can read 2. Instruct on figures of
and others identify speech
the speaker’s style.

Structure Introduction to 1. Define Active 1. Teacher guide students


Active and Sentence to give more examples
passive tense 2. Define Passive 2. Use chart, pictures
Sentence chalkboard
3. Active Tense
S + V + O Ojo killed
a rat
4. Passive Tense
O+V+S
A Rat Was Killed By
Ojo

Comprehensio Reading to 1. Select appropriate 1. Teacher guides the


n answer passages students as they answer
questions 2. Key words in the questions
passage listed 2. Ensure students follow
3. Sample answer instructions on number of
4. Use the dictionary answers and time allowed

Vocabulary British and American ‘Or’ As In 1. Teacher guides students


development American Color, Honor appropriately
spellings of British ‘Our’ As In 2. Differentiate between
common words Colour, Honour the two
American – Theater 3. Use American books
Center 4. Use British books
British - Theatre
Centre
American – Offense
Defense
British - Offence
Defence

10 Speech Listening to 1. Tape recorded 1. Pre-recorded material


grasp main material 2. Teacher asks questions
points or ideas 2. Main points in a to elicit the main points
in a speech lecture 3. Teacher leads students
3. Materials of to discuss the lecture,
varying length speech
4. Use real life
situations speech,
lecture, discussions
11 Speech Revision on 1. Pronounce the 1. Teacher leads the
consonant words correctly students to pronounce
sounds 2. The dictionary is a 2. Students use these
guide here consonants to write various
words

Structure Synonyms 1. Same in meaning 1. Students supply more


imitation/mimic, words
busy/eventful, 2. Make sentences with
tasteless/insipid, them
dogmatic/rigid,
timid/fearful
fearless/bold/brave
2. Nearly the same in
meaning
Callous/reckless
Hard/unfeeling/pitiles
s
Treason/sedition
Candid/true/sincere

Summary Reading for 1. Selected passages 1. Teacher leads students


summary 2. Issues on current to answer in number of
happenings sentences
3. Look for key words
that indicate points.

Continuous Revision on 1. Formal letter – 1. Teacher leads the


writing Differences letters to people in students to recognize the
between official capacity differences between the
informal and 2. Informal – letters formal and informal letters
formal letters to known faces, 2. Students write the letters
friends until they are conversant
3. Formal letter with them
- Writers address,
date
- receivers
address
- salutation
- title
- body
- conclusion
(subscript)
full name after
signature
Informal letter
- Writers address,
date
- Salutation
- Introduction
- Body
- Conclusion
(subscript but no
signature)
- First name or
nickname.

12 Revision Revision Revision Revision


13 Examination Examination Examination Examination

GENERAL MATHEMATICS
SS ONE FIRST TERM

WEEK TOPIC / CONTENT ACTIVITIES

1 NUMBER BASES (I) Teacher:


i. Decimal base (Base 10) and i. Guides students to realize other bases
other bases e.g. base 2(binary) other than binary (base 2) and denary (base
base 7 (days of the week) etc. 10)
ii. Conversion from Base 10 to ii. Guides students to convert the following:
other bases, conversion from one base to the other, are numbers with
other bases to base 10. decimal fraction to base 10.
Students:
Mention other base such as 4, base
5(quandary), base 8(octal) base 16
(Hexadecimal).
Convert decimal fractions to base 10 and
one base to another base.
Instructional Resources:
Charts showing the conversion from one
base (except base 2) to another base.

2 NUMBER BASES (II) Teacher:


i. Problem solving, addition, Guides students to perform mathematical
subtraction, multiplication and operations of: addition, subtraction,
division of number in the various multiplication and division.
bases. Students:
ii. Conversion of decimal fraction Perform the mathematical operations.
in one base to base 10. Instructional Resources:
iii. Apply number base system to As in week one above.
computer programming.

3 MODULAR ARITHMETIC Teacher:


i. Revision of addition, division, Guides students to revise the mathematical
multiplication and subtraction of operations of integers
integers. -to define modular arithmetic and uses
ii. Concept of modular arithmetic activities to develop the concept.
iii. Addition, subtraction and - To add, subtract, divide and multiply in
multiplication operations in modular arithmetic.
modular arithmetic. - To appreciate its application to shift duty,
iv. Application to real life menstrual chart, name of market days.
situations. Students:
-Define modular arithmetic
-Perform the mathematical operations in
modular arithmetic
-Appreciate the concept of modular
arithmetic and apply in daily life.
Instructional Resources:
Modular arithmetic charts, samples of shift
duty chart, menstrual chart.

4 INDICES Teacher:
i. Laws of indices and their Guides students to represent numbers in
applications e.g. indices and gives examples.
a. ax x ay = ax+y Explains laws of indices with examples, drill
b. ax/ay = ax-y students on problem solving.
c. (ax)y = axy Students:
ii. Application of indices, simple -Study the laws of indices and solve related
indicial/exponential equations. problems.
-Study the steps in indicial equation and
solve exercises.

5 STANDARD FORM (AX10n) Teacher:


i. Writing numbers in index form Guides students to convert numbers to
ii. Adding two numbers and standard form with emphasis on the values
writing the results in standard of ‘A’ and ‘n’.
form. Students:
iii. Subtracting one number from -Convert numbers to standard form
the other in standard form. -Convert long hand to short hand notation.
iv. Multiplying numbers in (i.e. ordinary form to standard form and
standard form standard form to ordinary form)
v. Dividing numbers in standard Instructional Resources:
form including square root of Charts of standard form and indices.
such numbers.

6 LOGARITHMS (I) Teacher:


i. Deducing logarithm from Guides students to learn logarithm as inverse
indices and standard form i.e. if of indices with examples.
y=10x, then x=logy10 -Define logarithm and find the various values
ii. Definition of logarithm e.g. of expressions like logaN
log101000=3 -plot the graph of y=10x and read the
iii. Graph of y=10x using x=0.1, required values.
0.2,……….. -to find logarithm of a number
(characteristics, mantissa, differences and
locate decimal points) and the antilogarithm.
Students:
Deduce the relationship between indices and
logarithms.
Define logarithm and find the various values
of expressions like logaN numbers plot the
graph of y=10x.
Find the logarithm and antilogarithm of
numbers greater than 1.
Instructional Resources:
Indices/logarithms chart, definition chart of
logarithm, graph board with graph of y=10x,
graph book etc.

7 LOGARITHM (II) Teacher:


Calculations involving Guides students to read logarithm and
multiplication and division. antilogarithm table in calculation involving
multiplication and division.
Students:
Read the tables and solve problems
involving multiplication and division.
Instructional Resources:
Logarithm table chart and Antilogarithm table
chart made of flex banner logarithm table
booklet.

8 LOGARITHM (III) Teacher:


i. Calculations involving power -Guides students to read logarithm and
and roots using the logarithm antilogarithm tables in calculations involving
tables. powers and roots.
ii. Solving practical problems -Explain meaning of capital market.
using logarithm tables relating to -Solve related problems and other real life
capital market. problems.
iii. Explain the concept of capital Students:
market operation
iv. Use logarithm tables in Read the tables and solve problems
multiplying the large numbers involving multiplication and division, and
involved in capital market solve problems related to real life problems.
operation. Instructional Resources:
Logarithm tables chart, logarithm table
booklet etc.

9 DEFINITION OF SETS Teacher:


i. Set notation – listing or roster Guides students to:
method, rule method, set builder -define set
notation -define types of sets
ii. Types of sets: e.g. universal -write down set notations
set, empty set, finite set and -use the objects in the classroom, around the
infinite set, subset, disjoint set, school and within home to illustrate sets.
power set etc. Students:
Define set, use set notations
Identify types of sets.
Instructional Resources:
Objects in the classroom, sets of students,
set of chairs, mathematical sets, other
instrument etc.

10 SET OPERATIONS Teacher:


i. Union of sets and intersection Guides students to explain and carry out set
of sets complement of sets. operations:
ii. Venn diagram -explains Venn diagram, draws, interprets
iii. Venn diagram and application and uses diagram.
up to 3 set, problems -applies Venn diagram to real life problems.
Students:
Carry out set operations, draw, interpret and
use Venn diagrams.
Instructional Resources:
As in week nine above.

11 SIMPLE EQUATIONS Teacher:


i. Change of subject of formulae Guides students in the process involved in
ii. Formula involving brackets, changing the subject in a formula and carries
roots and powers. out substitution.
iii. Subject of formula and Students:
substitution. Follow the process involved in changing
subject in a formula and substitute in the
formula.
Instructional Resources:
Charts displaying processes involved in
change of subject in a formula.
Charts displaying the various types.

12 SIMPLE EQUATION AND Teacher:


VARIATIONS Revises solution of simultaneous equations
i. Revision of simultaneous in two unknowns.
linear equation in two (2) Treats each type of variation with examples
unknown and solve problems in variation.
ii. Types and application of Students:
variations. Solve problems involving all types of
variations.
Instructional Resource
s:
As in week 11 above.
13 Revision/Examinations
14 Examinations

GENERAL MATHEMATICS
SS ONE SECOND TERM
WEEK TOPIC / CONTENT ACTIVITIES

1 FACTORISATION OF Teacher:
QUADRATIC EXPRESSION OF i. Illustrates the factorization of quadratic
THE FORM ax2+bx+c where a, expressions using:
b, c are constants (a) Grouping (b). factor methods
i. Factorising quadratic ii. Teacher leads students to factorize
expression of the form ax2+bx+c quadratic expressions written in the different
ii. Factorising quadratic forms.
expression of the form ax2-bx+c Students:
iii. Factorising quadratic -Factorize quadratic expressions using the
expressions of the form ax2+bx-c methods.
iv. Factorising quadratic -Factorize the different forms given.
expressions of the form ax2-bx-c Instructional Resources:
v. Solving quadratic equation of Quadratic expressions and factors chart.
the form ax2+bx+c = 0 using Sharing at least six expressions each of the
factorization method. form ax2+bx+c, ax2-bx+c, ax2+bx-c and ax2-
bx-c (could be in flex banners).

2 APPROXIMATION Teacher:
i. Rounding up and rounding Gives students two roots and leads them to
down of numbers to significant form a quadratic equation.
figures, decimal places and Students:
nearest whole numbers. Use the roots given to construct quadratic
ii. Application of approximation to equation.
everyday life Instructional Resources:
iii. Percentage error. Given values, in integer and fractions
incomplete table showing various numbers
and approximation to various significant
figures, decimal places etc. to be completed
in class as illustration

3 QUADRATIC EQUATIONS(III) Teacher:


i. Plotting graph in which one is - Leads students to construct tables of
quadratic function and one is a values, draws the x and y axis, chooses
linear function. scale, graduates the axis and plot the points.
ii. Using an already plotted curve - Leads students to observe where the
to find the solution of the various quadratic curve crosses the axis and write
equations. down the roots of the equation.
iii. Finding the gradient of a - Identifies the maximum and minimum
curve, the maximum value of y, values.
and minimum value of y and the Students:
corresponding values of x. - Follow the teacher lead in plotting the graph
iv. Solving a comprehensive - Follow the teacher leads and read the
quadratic and linear equation roots.
graphically. - Read the minimum and maximum values.
v. Word problem leading to Instructional Resources:
quadratic equations. Graph boards, graph books are mandatory.

4 LOGICAL REASONING (I) Teacher:


i. Meaning of simple statement – a. Uses examples to explain simple
open and close statements, true statements.
or false. b. State the true value of a statement
ii. Negation of simple statements c. States simple statements and writes
iii. Compound statements – not or “it is not true that” a negation of
conjunctions, disconjunctions, simple statements.
implication, bi-implication with d. Guides students to write examples of
examples. compound statements and
distinguishes them from simple
statements.
Students:
i. Gives examples of the non examples of
simple statements writes the true value of a
given statements.
ii. Negates some simple statement using ‘not’
or ‘it is not true that’.
iii. Write examples of compound statements.
Instructional Resources:
Charts showing examples of simple
statement, true and false statements,
negation of statements.

5 LOGICAL REASONING (II) Teacher:


i. Logical operations and symbols Leads students to list the five logical
– Truth value table – compound operations and their symbols.
statement, Negation (NA), -Leads students to construct truth value for
conditional statement, bin- each operation.
conditional statement. Students:
List the five logical operations with symbols
and construct truth value chart for each.
Instructional Resources:
Truth table chart etc.

6 MENSURATION OF SOLID Teacher:


SHAPES (I) Guides students to find the length of arcs of
i. Length of arc of a circle with circle using cut card board practically,
practical demonstration, using deduces the formula and apply it in solving
formula problems.
ii. Revision of plane shapes – -cuts out sectors and segment, solve
perimeter of sector and segment exercises.
iii. Area of sector and segment. -guides students to cut a circle into sectors
and measure the angles.
-cut out triangle from a sector.
Students:
Practice the practical demonstration.
Participate in deducing the formula and apply
it to solve problems carry out teacher
activities.
Follow the teacher instruction to carry out the
activities.
Instructional Resources:
Cardboard paper, rope, string, scissors,
drawings on cardboard showing various arcs
(minor and major arcs in a circle).

7 MENSURATION OF SOLID Teacher:


SHAPES (II)
i. Relationship between the -Guides students to cut out a sector and
sector of a circle and the surface folding sector into a cone.
area of a cone. -Leads students to determine the relationship
ii. Surface area of solids – cube, between the sector of a circle and the
cuboids, cylinder, cone, prism, surface area of a cone.
pyramids. -Revise the areas of the plane shapes that
formed the listed solids and lead students to
find their surface areas.
Students:
-Follow the teacher in carrying out the
activities and observe the relationships
-Participate in the revision of the areas of the
solids.
Instructional Resources:
Cut out papers, (sectors and segments) etc.

8 MENSURATION OF SOLID Teacher:


SHAPES (III) -Revise the area of the listed solids and lead
i. Volume of solids – cube, students to find their volumes.
cuboids, cylinder, cone, prism, - show model of fraction of cones pyramids
pyramids, frustum of cone and and solve problems.
pyramids. -Lead students to solve problems on surface
ii. Surface area and volume of area and volume of compound shapes.
compound shapes. Students:
Participate in the revision of the areas and
volume of the solids.
-Solve problems on compound shapes.
Instructional Resources:
Shapes of cube, cuboids, cylinder, cone,
prism, pyramids, lampshade and buckets as
frustum as cone etc.

9 CONSTRUCTION (I) Teacher:


i. Lines, line segments, bisection -Lists out steps for drawing a line segment
of a line segment e.g. horizontal, and how to bisect line segment.
vertical, inclined lines etc. -Leads students to construct special angles
ii. Construction and bisection of with the steps involved in bisection of angles.
angles e.g. 180o, 90o, 45o, 22o, Inspect them.
60o, 30o, 150o, 75o, 135o, 105o, Students:
1650 etc. List out triangle, draw a line and bisect,
iii. Construction of triangles construct the given angles and bisect them.
iv. Construction of quadrilaterals. Instructional Resources
Whiteboard, mathematical set, students
mathematical set. Teacher’s construction
instruments mandatory.

10 LOCUS OF MOVING POINTS Teacher:


i. Equidistant from 2 intersecting Guides students to list and explain the steps
straight lines involved in constructing locus of moving
ii. Equidistant from 2 points points equidistance from:
iii. Equidistant from a fixed point i. Two intersecting straight lines
etc. ii. Two given points
iv. Construction of locus iii. One point
equidistant from a given straight iv. A given straight line on the
line. chalkboard using chalkboard
mathematical set .
Inspects students constructing.
Students:
-Attempts to list and explain the steps
involved, write down the steps listed and
explained by the teacher and ask questions.
- Follow teacher’s demonstration on the
chalkboard by carrying out similar activities in
their exercise book with their mathematical
sets.
- Participate in the teacher’s re-
demonstration and take special notes of the
salient steps.
Instructional materials: As shown in week 9

11 Revision/Examinations Revision/Examinations
12 Examinations Examinations

GENERAL MATHEMATICS
SS ONE THIRD TERM
WEEK TOPIC / CONTENT ACTIVITIES

1 DEDUCTIVE PROOFS (I) Teacher:


i. Types and properties of triangles - Leads students to explain the format for
ii. Proofs of sum of angles in a carrying out proofs in geometry, by
triangle is 180o, the exterior angles explaining the concepts of: given, required
is equal to the sum of its two interior
to prove, construction, proof, conclusion.
opposite angles.
- Guides the students to prove the two
theorems on the board with necessary
diagrams.
- Assists students to carryout practical
demonstrations, and to solve examples and
give students some task to solve and inspect
them.
Students:
Participate in discussing the format for
proving geometrical theorem, take special
note of the format, then write them down and
ask questions.
-Solve the task given.
Instructional Resources:
Cardboard paper, cutout of triangles,
protractor to verify and establish the truth
about the theorem.

2 DEDUCTIVE PROOFS (II) Teacher:


i. Similar and congruent triangles Demonstrates on the chalkboard how to
ii. Isosceles and equilateral prove the followings:
triangles. Angles of parallel lines, angles in a polygon,
congruent triangles, properties of
parallelogram, deductive reasoning and
axioms using relevant models of plane
shapes.
Students:
Participate in the teacher’s demonstrations
by contributing in making some deductions
and write down essential points agreed upon,
on angles of a polygon, congruent triangles.
etc.
Instructional Resources:
Parallel lines, congruent triangles, polygons,
cut out paper, protractors.

3 DEDUCTIVE PROOFS (III) Teacher:


i. Properties of parallelogram and - Leads students to demonstrate the
related quadrilaterals. properties of the riders using paper cutouts,
ii. Intercept theorem protractors, models of parallelogram,
iii. Parallelogram of the same polygon, congruent triangle etc.
base and between the same
parallel lines are equal in area.
- Guides students to solve problems and help
them to reproduce arguments based on the
reasons (theorem or axioms).
Students:
Carry out practical demonstration of the
properties of the rides along with the teacher
using paper cutouts, construct models of
plane shapes. Apply deductive reasoning to
solve the given practical problems.
Instructional Resources:
As in week 2

4 POLYGON – TYPES Teacher:


i. Sum of interior angles of any n- As in week 2 and 3 above.
sided polygon. Students:
ii. Sum of exterior angles of any As in week 2 and 3 above
polygon Instructional Resources:
iii. Problem solving on polygon. As in week 2 and 3 above.

5 TRIGONOMETRY (I) Teacher:


i. Basic trigonometric ratios, sine, - Shows students a chart of right angled-
cosine and tangent with respect triangle with a clearly marked angle.
to right-angled triangles. - Guides students to identify ratios forming
ii. Trigonometric ratio of special sine, cosine and tangent of the marked
angles 30o, 45o, 60o. angles. (verify the position of the marked
iii. Deriving trigonometric ratios of angles)
30o, 45o, 60o. - Lead students to construct right angled-
triangles of 30o, 45o, 60o.
- Guides students to use the above shapes
to derive trigonometric ratios of 30o, 45o, 60o.
Students:
Study the chart; identify ratios forming cosine
and tangent of marked angle on the chart.
Draw right-angled triangles and use it to
solve problem involving calculation of
lengths, construct right-angled triangles of
30o, 45o and 60o.
Derive trigonometric ratios of 30o, 45o and
60o under teacher’s supervision.
Instructional Resources:
Charts showing trigonometric ratios of a right
angled triangle, pencil and ruler, protractor,
cutout shapes of right angled triangles
showing angles 45o, 30o and 60o
respectively.

6 TRIGONOMETRY (II) Teacher:


i. Solving problems involving use i. Guides students to use sine, cosine and
of sine, cosine and tangent at tangents to solve problems involving
right-angled triangles. calculation of length, angles, angles of
ii. Application of trigonometric elevation and depression etc.
ratios of 45o, 30o and 60o to ii. Leads students to draw right-angled
solving problem without the use triangle of side 1 unit on the equal sides.
of calculating aids. iii. Guides students on how to derive
trigonometric of ratio.
iv. Leads students to measure the two other
angles in the right angled triangle.
v. Lead students to obtain sine and cosines
of various angles using measured lengths.
Students:
Solve problems on practical application of
trigonometric ratios under guidance of
teacher.
Obtain sine and cosine of various angles.
Identify the relationship between the
trigonometric ratios and the measured
values.
Instructional Resources:
Chart showing unit circle etc.

7 TRIGONOMETRY (III) Teacher:


Trigonometric ratios related to Guides them to see the relationship between
the unit circle calculated sine and cosine of trigonometric
i. Draw graphs of sine from ratios and the angles measured with
0o ≤ ө ≤ 360o protractor in the unit circles.
ii. Draw graphs of cosine from Constructs table of values for 0o ≤ ө ≤ 360o
0o≤ ө ≤ 360o fie both sine and cosine, plots the points on
the graph board and draw the graphs.
Guides them on the activities to obtain
accurate values.
Leads them to obtain solution from graph
drawn.
Students:
Participates in the construction of table of
value for y and plotting of the points and
drawing of the graph.
Instructional Resources:
Graph board, graph book, pencils, and
mathematical sets. Mandatory.

8 STATISTICS Teacher:
i. Revision on collection, Guides students to:
tabulation and presentation of -information on their age, number of children
data. in the families and other areas of life.
ii. Construction of frequency -tabulates data collected
tables -lists various forms of presentation of data
iii. Bar charts and histogram e.g. bar chart, pie chart.
differentiate between bar chat -leads students to construct table from given
and histogram. data; draw bar chart and histogram.
Students:
Submit objects like corks brought to class.
Tabulate into specific categories, list various
of presentation of dates, table from given
data.
Draw bar chart and histogram.
Instructional Resources:
Ages of students recorded on cardboard,
prices of goods, objects of different kinds.
Corks of soft drinks, posters containing real
life data.
Graph board, graph book.

9 STATISTICS (II) Teacher:


i. Calculating the sectoral Leads students to calculate the angular
component of pie chart. equivalent of the different frequency in a
ii. Drawing pie chart correctly. given distribution using the idea of ratio and
iii. Interpreting the pie chart and proportion.
bar chart. Guides students to draw pie chart using their
compass, and protractor.
Interpret the pie chart in terms of sectoral
angles.
Students:
Calculate sectoral angles, draw pie charts,
correctly to interpret data using the pie chart.
Instructional Resources:
Graph board, graph papers, a pair of
compass and protractor etc.
10 STATISTICS (III) GROUPED Teacher:
DATA Guides students to use frequency table to
i. Drawing histogram draw histogram.
ii. Estimation of mode from Leads students to construct table from given
histogram. data, construct group frequency table.
Guides students to use class boundaries to
draw histogram and how to read or estimate
mode from the histogram.
Students:
Participate in the activities with the teacher,
perform the instructions given by the teacher.
Draw histogram and estimate mode from the
histogram.
Construct frequency table of a grouped data.
Instructional Resources:
Graph board, graph papers etc.

11 STATISTICS (III) Teacher:


Construction of frequency Guide the students to construct frequency
polygon of a given distribution. polygon of a given distribution.
Students:
Construct frequency polygon from a grouped
data.
Instructional Resources:
Graph board, graph papers etc.

12 Revision Revision
13 Examinations Examinations

CIVIC EDUCATION
SSS 1 FIRST TERM

WEEK TOPIC CONTENT

1 VALUE i. Meaning/definition of value


ii. Identify types of values.
2 VALUES CONTNUED Explain the following forms and the importance
of justice and selflessness.

3 OPPORTUNITY TO DEFEND i. Explain the meaning of opportunity


ONESELF to defend oneself
ii. Identify the various ways students
can defend oneself.

4 INVOLVEMENT IN i. Meaning/Definition of community


COMMUNITY SERVICES services
ii. Identify the types of community
services.

5 HIV AND AIDS i. Meaning


ii. Causes of HIV and AIDS
6 HIV AND AIDS CONTINUED Identify the symptoms and effects of HIV and
AIDS

7 HIV AND AIDS CONTINUED i. Prevention and control measures of


HIV and AIDS
ii. Stigmatization associated with HIV
and AIDS

8 YOUTH EMPOWERMENT i. Explain the concept of youth


empowerment
ii. Concept of youth empowerment.

9 YOUTH EMPOWERMENT i. Identifying the various skills e.g. life-


coping, manipulative, intellectual,
communicative and artificial etc.

10 YOUTH EMPOWERMENT i. Importance of youth empowerment


and benefits of the skills.
ii. Practical work and specific skills

11 GOALS OF CITIZEN i. Meaning of citizenship


EDUCATION ii. Types of laws and rights of
individuals
iii. Structures and functions of
government

12 NATIONALISM i. Explain nationalism


ii. Major, local/world civic problems
iii. Nationalistic roles of individuals and
groups.

13 Revision Revision
14 Examinations Examinations
CIVIC EDUCATION
SS 1 SECOND TERM

WEEK TOPIC CONTENT

1 DEMOCRACY i. Meaning/Definition of democracy.


ii. Explain representative democracy
iii. Characteristics of democracy.

2 RULE OF LAW i. Meaning/definition of rule of law


ii. Explain maximum benefits to the
citizens

3 RULE OF MAJORITY i. Meaning/Definition of rule of majority


ii. Steps to safe guide the minority.

4 MAJOR PILLARS OF i. The constitution


DEMOCRACY ii. Strong institution e.g. arms of
government – (executives,
legislature, and judiciary), Armed
Forces and Civil societies.

5 FEDERALISM i. Meaning/definition of federalism


ii. Federal, state and local government.
iii. Characteristics, functions,
structures.

6 CITIZENS i. Meaning/definition
RESPONSIBILITIES ii. Explain the followings: Rights,
Duties and Obligations of citizens.

7 POLITICAL PARTIES AND i. Meaning/definition of political party


FREEDOM OF PRESS and freedom of press.
ii. Types of political parties
iii. Explain the press freedom and
benefits

8 UNIVERSAL DECLARATION i. Meaning/definition of Human Rights


OF HUMAN RIGHTS ii. The historical background of
universal declaration of human right.

9 CORE-FREEDOM OF i. Meaning of seven core-freedom of


UNIVERSAL DECLARATION universal declaration of human
OF HUMAN RIGHTS rights.

10 CORE-FREEDOM OF i. Explain the seven core freedom of


UNIVERSAL DECLARATION universal declaration of human rights
OF HUMAN RIGHTS e.g. freedom from discrimination,
fear etc.
11 RESPONSIBILITIES OF i. Meaning/definition of responsibilities
INDIVIDUALS AND GROUPS of individuals and groups.
IN UNIVERSAL ii. Roles of individuals and groups
DECLARATION AND (Advocacy through prints and
HUMAN RIGHTS electronic media, awareness
campaign)

12 RESPONSIBILITY OF Explain the roles of government in universal


GOVERNMENT IN declaration of Human rights e.g. Enactment of
UNIVERSAL DECLARATION agencies like the NAPTIP, Legal Aids Council)
OF HUMAN RIGHTS

13 Revision Revision
14 Examinations Examinations

CIVIC EDUCATION
SS 1 THIRD TERM
WEEK TOPIC CONTENT

1 CULTISM i. Meaning of cultism


ii. Types of cultism groups and their
symbols in the school. E.g. Black
Axe, Eye Buccaneers etc
2 CULTISM CONTINUED i. Origin of cultism
ii. Formation of cultism

3 CULTISM CONTINUED Reasons for establishing and joining cult.

4 CULTISM CONTINUED Consequences of cultism


- Expulsion
- Violence murder
- Spiritual problems etc
5 CULTISM CONTINUED Prevention and control against cultism –
abiding rules and regulations, studying hard in
school, faith in God as protector and provider
6 ORDERLINESS Meaning/definition of orderliness

7 ORDERLINESS CONTINUED I. Examples of orderliness – listening – skills;


driving skills, decorum, quelling culture etc.

8 ORDERLINESS CONTINUED - Roles of orderliness in the society - By


showing good examples to people,
training people around you
- Correcting young ones patiently
- To be careful in whatever you do.
9 RESPECT FOR Meaning and definition of constituted
CONSTITUTED AUTHORITY authority.

10 CONSTITUTED AUTHORITY Types of Constituted Authority


CONTINUED a. Democratic constituted authority
b. Bureaucratic constituted authority
11 CONSTITUTED AUTHORITY Types of Constituted Authority
CONTINUED c. Traditional constituted authority
d. Charismatic constituted authority
12 CONSTITUTED AUTHORITY Explain the importance of constituted
CONTINUED authority to the public.

13 Revision Revision
14 Examinations Examinations

ASỤSỤ IGBO

SS ONE, TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. ỤTỌASỤSỤ: Ọmụmụ abịdịị Igbo na IHE ỤMỤAKWUKWỌ GA-EME:


nkewa ya n’ụzọ abụọ 1. Ịgụ abịdịị
OMENALA: Ekwumekwu: 2. Ịrụgosi ha
Nkọwa ezinụlọ na ndị mebere ya 3. Ịkọwa ezinụlọ na ndị mebere
AGỤMAGỤ: Nkọwa agụmagụ na ya.
nkewa ya n’ụzọ abụọ - ọdịnala na 4. Ịkọwa ihe agụgụmagụ bụ na
ụgbu a ikewa ya
5. Ịgụ na ide ihe odide
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, foto, eserese,
ụgbọ ojii, kaadị mgbubam,
chaatị, dgz.

2. ỤTỌASỤSỤ: IHE ỤMỤAKWỤKWỌ GA-EME:


Nkọwa ụdaume Igbo na nkewa ya 1. Ịkọwa ụdaume
(ụdamfe na ụdaarọ) 2. Ikewapụta ụdaume
OMENALA: Ụdị ezinụlọ dị iche iche 3. Ịkọwa ezinụlọ
(dk. mkpuke, mkpuke ụbara, mbisa) 4. Ịkposịta ụdị ezinụlọ e
AGỤMAGỤ: Ọmụmụ akụkọ ọdịnala nwegasịrị
(Dịka: akụkọ nkọkịrịkọ, okike, ihe 5. Ịkọ akụkọ ọdịnala ndị ha
mere) maara
6. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ,
chaatị, kaadị mgbubam,
foto/eserese, dgz.

3. IHE ỤMỤAKWỤKWỌ GA-EME:


ỤTỌASỤSỤ: Nkewa Mgbochiume : 1. Ime nkewa mgbochiume
Nge, mkpị, myiriụdaume, ndagba 2. Ịrụgọsị ha n’ahịrịokwu
myiri-ụdaume 3. Ikwupụta ọrụ nke onye ọ
OMENALA: Ekwumekwu- Ọrụ nne, bụla n’ezinụlọ.
nna, ụmụaka n’ezinụlọ 4. Ịgụ abụ ọdịnala dị iche iche
AGỤMAGỤ: Abụ Ọdịnala dk: Abụ NGWA NKỤZI
nwa, abụ ejije, dgz. Akwụkwọ ọgụgụ na akwụkwọ
abụ a họọrọ, chaatị, ụgbọ ojii,
dgz.

4. ỤTỌASỤSỤ: Mmụba Mkpụrụokwu: IHE ỤMỤAKWỤKWỌ GA-EME:


Nkejiokwu – Nkọwa na usoro ya 1. Ige ntị
(Dịka: v, vc, cvc, vcv, dgz). 2. Ịrụgosị usoro mkpụrụokwu
OMENALA: Nrubere Onye N’ezinụlọ - 3. ikwupụta nrubere onye ọ
nne, nna, ụmụaka. bụla n’ezinụlọ
4. Ijepụta ejije ọdịnala dị iche
AGỤMAGỤ: Ejije Ọdịnala dk: Oro,
iche
okereke okereke, akpankolo, dgz.
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, tiivi, redio,
tepụrekọda, dgz.

5. ỤTỌASỤSỤ: Ọnụọgụgụ (1-1000) IHE ỤMỤAKWỤKWỌ GA-EME


OMENALA: Uru Ezinụlọ bara na ndụ 1. Ịgụ ọnụọgụgụ
ndị Igbo (dk; n’ọchịchị ebe ezinụlọ 2. Ịrụgosi ọnụọgụgụ
na-enye aka na nzụlite ndị bara uru 3. Idepụta ọnụọgụgụ n’Igbo
n’obodo 4. Ikwupụta uru ezinụlọ
AGỤMAGỤ: Agụmagụ ụgbu a na bagasịrịndị Igbo
ụdị ya (Iduuazị, abụ, ejije) na 5. Ịkọwapụta agụmagụ ugbu
ọmụmaatụ ha dị iche iche. a na ikewagasị ya.
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, tapụ
rekọda, chaatị, kaadị mgbubam,
dgz.

6. IHE ỤMỤAKWỤKWỌ GA-EME


ỤTỌASỤSỤ: Ọnụọgụgụ: Nọmba 1. Ige ntị
mpekele ½, nọmba ọgwa 4 ½, 2. Ịgụ ọnụọgụgụ
nọmbanke 1st, 10th. 3. Ịrụgosị na depụta ọnụọgụgụ
OMENALA: Alụmdi na nwunye: 4. ịkọwa alụmdi na nwunye na
Nkọwa ihe bụ alụmdi na nwunye, omenala na-esota ya
omenala na-eso ya dk: ibu mmanya, 5. ịkowa usoro nnyocha abụ
ime ego, ịgba nkwụ, onyeaka ebe na 6. Ime nnyocha abụ.
ịgba alụkwaghị. NGWA NKỤZI
AGỤMAGỤ: Usoro nnyocha abụ, Akwụkwọ ọgụgụ klasị, akwụkwọ
ọmụmụ abụ abụọ a họọrọ. abụ, ụgbọ ojii, kaadị mgbubam,
dgz.

7. IHE ỤMỤAKWỤKWỌ GA-EME


ỤTỌASỤSỤ: Nkọwa Ahịrịmfe Igbo 1. Ịkọwa ahịrịmfe
na Nkenụdị ya. 2. Ịkpọsita nkenụdị ahịrịmfe
OMENALA: Uru alụmdi na nwunye 3. Inye ọmụmaatụ ụdị ahịrịmfe
bara, mmepụta ya n’ejije. dị iche iche
AGỤMAGỤ: Ọgụgụ otu akwụkwọ 1. Ikwu uru alụmdi na nwunye
ejije a họọrọ.
bara
5. Ịgụ akwụkwọ ejije
NGWA NKỤZI
Akwụkwọ ọgụgụ klasị na
akwụkwọ ejije, ụgbọ ojii, kaadị
mgbubam, dgz.

8. IHE ỤMỤAKWỤKWỌ GA-EME


ỤTỌASỤSỤ: Ọmụmụ Ahịrịmfe na 1. Ige ntị
Ahịrịukwu 2. Ịkọwa na ịrụgosi ahịrịokwu
OMENALA: Ahụike Ntọrọbịa – dị iche iche
Omume ndị na-akwalite Ahụike dịka 3. Inye ọmụmaatụ ahịrị -
idebe onwe na gburuburu ha ọcha mfe/ukwu
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije 4. ịkọwa ahụike na ihe ndị
dịka n’izuụka gara aga. na-akwalite ahụike
5. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ
ejije, ụgbọ ojii, kaadị mgbubam,
dgz.

9. IHE ỤMỤAKWỤKWỌ GA-EME


ỤTỌASỤSỤ: Ọmụmụ Ahịrịnha na 1. Ige ntị
Ahịrịokwu ndị ọzọgasị. 2. Ịkọwa na imepụta ụdị ahịrị-
OMENALA: Ahụike Ntorọbịa: okwu na ahirịnha dị iche
Omume na-ebute ọrịa dịka adịghị iche
ọcha. 3. Ikwupụta omume ufọdụ
AGỤMAGỤ: Nnyocha otu abụ a gasị ndị na-ebute ọrịa
họọrọ dk: Aha abụ, aha odee abụ, 4. Ịgụ na ime nnyocha abụ
isiokwu na ndịna isiokwu abụ, Nhazi NGWA NKỤZI
abụ, asụsụ nka ode webatara n’abụ. Akwụkwọ ọgụgụ klasị na
akwụkwọ abụ, ụgbọ ojii, kaadị
mgbubam, dgz.
10. IHE ỤMỤAKWỤKWỌ GA-EME:
ỤTỌASỤSỤ: NKEJI ASỤSỤ IGBO – 1. Ige ntị
Nkọwa na Ụdị ya dị iche iche 2. Ikwupụta ụdị nkejiasụsụ dị
OMENALA: Ọmụmụ agwa (kọlọ) dị iche iche.
iche iche dịka oji, odo, ọcha, dgz. 3. Ikwu na ịrụgosi ụdị kọlọ dị
AGỤMAGỤ: Ọmụmụ otu akwụkwọ iche iche
iduuazị a họọrọ 4. Ịgụ akwụkwọ iduuazị na
ide ihe odide

NGWA NKỤZỊ
Akwụkwọ ọgụgụ na akwụkwọ
iduuazị a họọrọ, ụgbọ ojii, kaadị
mgbubam, dgz.

11. IHE ỤMỤAKWỤKWỌ GA-EME:


ỤTỌASỤSỤ: Ọmụmụ Mkpọaha (Aha 1. Ige ntị
dị iche iche) 2. Ikwu njirimara ndị Igbo
OMENALA: Njirimara ndị Igbo, 3. Ịrụgosi mkpọaha n’ahịrị-
nkọwapụta ụzọ dị iche iche e ji ama okwu
ndị Igbo (dk ejiji, asụsu, nri, steeti, 4. Ịgụpụta akwụkwọ iduuazị
dgz). na ide ihe odide
AGỤMAGỤ: Ọmụmu otu Iduuazị a NGWA NKỤZỊ
họọrọ Akwụkwọ ọgụgụ klasị na
akwụkwọ iduuazị a họọrọ, ụgbọ
ojii, kaadị mgbubam, maapụ,
dgz.
12.
MMỤGHARỊ IHE A KUZIRI NA TAM
13.
ULE
14.
ULE NA MMECHI

ASỤSỤ IGBO

SS ONE TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME Na NGWA NKỤZI

1. IHE ỤMỤAKWỤKWỌ GA-EME:


1. Ige ntị
ỤTỌASỤSỤ: Ọmụmụ Mkpọaha – 2. Ịrụgosi mkpọaha,
Nnọchiaha na Nnọchimpesịn, Iji ha nnọchiaha na nnọchimpesịn
mebe ahịrịokwu n’ahịrịokwu
OMENALA: Njirimara Ndị Igbo – 3. Ikwu njirimara ndị Igbo
Asụsụ, olundị na Igbo Izugbe 4. Ịgụ akwụkwọ iduuazị na ide
AGỤMAGỤ: Ọmụmụ akwụkwọ ihe odide
iduuazị a họọrọ NGWA NKỤZỊ
Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, dgz.

2. IHE ỤMỤAKWỤKWỌ GA-EME:


1. Ige ntị
ỤTỌASỤSỤ: Ọmụmụ Mkpọaha – 2. Ịrụgosi mkpọaha na njụ-
Njụajụjụ na ọnụọgụgụ ajụjụ n’ahịrịokwu
OMENALA: Njirimara Ndị Igbo - 3. Iji ha mepụta ahịrịokwu
Ọmụmụ Nrị Ndị Igbo, etu e si 4. Ikwu njirimara ndị Igbo
esipụta otu n’ime nri ndị Igbo 5. Ịgụ abụ
AGỤMAGỤ: Ọgụgụ abụ abụọ a 6. Ikwupụta ụfọdụ nrị ndị Igbo
họorọ na etụ e si esipụta ha.
NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati,
kaadị mgbubam, foto/eserese, dgz.

3. IHE ỤMỤAKWỤKWỌ GA-EME:


1. Ige ntị
ỤTỌASỤSỤ: Ọmụmụ Ngwaa na ụdị 2. Ịkọwa ihe ngwaa pụtara
ya dị iche iche 3. Ịrụgọsị ngwaa n’ahịrịokwu
OMENALA: Ọchịchị Ọdịnala Igbo – 4. Ikwupụta uru dị n’ọchịchị
Nkọwa ya, mgbe ọ malitere, usoro, ọdịnala.
njirimara na uru ya. 5. Ịgụ abụ a họpụtara.
AGỤMAGỤ: Ọgụgụ abụ ọzọ a NGWA NKỤZI
họọrọ Akwụkwọ abụ a họọrọ, chaatị,
akwụkwọ ọgụgụ, ugbo ojii, dgz.

4. IHE ỤMỤAKWỤKWỌ GA-EME:


1. Ikwupụta nkeụdị nkọwa
ỤTỌASỤSỤ: Ọmụmụ Nkọwaaha na aha
Nkenụdị ya. 2. Ịrụgosị nkọwaha n’ahịrị-
OMENALA: Ọchịchị Ọdịnala Igbo: okwu
Òtù dị iche iche ndị ọnụ na-eru 3. Ikwu ọrụ na uru òtù ọgbọ
dị iche iche
n’okwu n’ọchịchị obodo.
4. Ikwupụta usoro e si aba
(1) ọgbọ/uke/ebiri, usoro
òtù nke ọ bụla.
abamaba, ọrụ na uru ha.
5. Ịgụ akwụkwo ejije.
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije NGWA NKỤZI
a họpụtara Akwụkwọ ọgụgụ klasị, akwụkwọ
ejije a họọrọ, ụgbọ ojii, tiivi, redio,
tepụrekọda, dgz.
5. IHE ỤMỤAKWỤKWỌ GA-EME
1. Ikọwa na inye omụmaatụ
nkwuwa n’Igbo
ỤTỌASỤSỤ: Ọmụmụ Nkwuwa 2. Ikwu usoro echimechi nze
OMENALA: Ọchịchị ọdịnala (2) Nze na ọzọ
na ọzọ, usoro echichi, ọrụ na uru 3. Ikwupụta uru na ọghọm
ha. na-eso echimechi ndị a
AGỤMAGỤ: Nkọwa atụmaatụokwu 4. Inye ọmụmaatụ ụdị
na ụdị ya dị iche iche, uru ha bara atụmatụokwu ndị nwegasịrị.
n’edemede. NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
foto/eserese

6. IHE ỤMỤAKWỤKWỌ GA-EME


1. Ige ntị
ỤTỌASỤSỤ: 2. Ịrụgosị mbuụzọ n’ahịrịokwu
Ọmụmụ Mbuụzọ 3. Ịkọwa ọchịchị ọdịnala
OMENALA: Ọchịchị ọdịnala (3) 4. Ịtụ na ịkọwapụta ilu Igbo dị
ụmụọkpụ na ịyọm, lọọlọ iche iche.
AGỤMAGỤ: Ọmụmụ ilu Igbo na NGWA NKỤZI
nkọwa ya. Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị
mgbubam, dgz.

7. IHE ỤMỤAKWỤKWỌ GA-EME


1. Ige ntị
ỤTỌASỤSỤ: Ọrụ “na” n’ahịrịokwu 2. Ịrụgosi “na” n’ahịrịokwu
Igbo dk. Mbuụzọ, nnyemakangwaa,
isingwaa, dgz. 3. Ikwupụta ọrụ “na” dị iche
iche
OMENALA: Njirimara ndị Igbo: Ọrụ 4. Ikwupụta ọrụaka ndị Igbo
aka – Nkọwa isiokwu, ụdị ya, uru ọ ụfọdụ na uru ha
bara na mkpa ọ dị ịkwalite ọrụaka 5. Inye ọmụmaatụ akpala-
ndị a. okwu na nkọwa ha
AGỤMAGỤ: Ọmụmụ akpalaokwu NGWA NKỤZI
dị iche iche na nkowa ha. Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, dgz.

8. IHE ỤMỤAKWỤKWỌ GA-EME


1. Ịkọwapụta ihe bụ njikọ
ỤTỌASỤSỤ: Ọmụmụ Njikọ 2. Ịrụgosị mkpụrụokwu e ji
OMENALA: Obodo dị iche iche na ezipụta njiko
ọrụ aka e jiri mara ha n’ala Igbo 3. Inye ọmụmaatụ ahịrị -
AGỤMAGỤ: Ọmụmu ụkabụilu. okwu na-egosipụta njikọ
3. Ịkpọsịta aha obodo na ọrụaka ha
4. ịkọwa ụkabụilu na inye
ọmụmaatụ ha gasị
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ ejije
a họọrọ, ụgbọ ojii, Kaadị mgbubam,
dgz.

9. IHE ỤMỤAKWỤKWỌ GA-EME


1. Ịkọwa ihe bụ mgbakwụnye
ỤTỌASỤSỤ: Ọmụmụ na ụdị ya gasị
Mgbakwụnye - Ndịnihu, ndịnazụ, na 2. Ikwu ihe bụ njirimara ndị
nnọnetiti. Igbo
OMENALA: Njirimara ndị Igbo, 3. Ịgụ akwụkwọ ejije
ịgba mbọ/ ichuchu, ime nwanne, 4. Ịjụ na ịza ajụjụ
ichere ibe ha, dgz. NGWA NKỤZI
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije Akwụkwọ ọgụgụ na akwụkwọ ejije
a họpụtara a họọrọ, ụgbọ ojii, kaadị mgbubam,
dgz

10. IHE ỤMỤAKWỤKWỌ GA-EME


1. Ịkọwa ntịmkpu na olundi
ỤTỌASỤSỤ: Ọmụmu Ntimkpu na 2. Irugosi ha n’ahịrịokwu
olundị pụtara ihe na ya dịka ọkọọ, 3. Inye ọmụmaatụ ha gasị
ihiyee, Ewooh, dgz. 4. Ịgụ akwụkwọ ejije
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije NGWA NKỤZI
a họọrọ Akwụkwọ ọgụgụ klasị, akwụkwọ
ejije, ụgbọ ojii, kaadị mgbubam
11.

MMỤGHARỊ IHE A KỤZIRI NA


12. TAM

13.
ULE

ULE NA MMECHI

ASỤSỤ IGBO

SS ONE TAM NKE ATỌ


IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. ỤTỌASỤSỤ: Nkọwa ihe bụ IHE ỤMỤAKWỤKWỌ GA-EME:


edemede na ụdị yagasị 1. Ige ntị
OMENALA: Nkụzi ihe ọmọgwọ bụ 2. Ịkọwa edemede na ikwupụta
na ihe a na-emegasị n’oge ụdị edemede gasị
ọmọgwọ 3. Ịkọwa omọgwụ na ihe a na-
AGỤMAGỤ: Nnyocha akwụkwọ emegasị n’oge a
Iduuazị a họọrọ, agwa dị iche iche 4. Ịgụ akwụkwọ iduuazị na ịkọwa
pụtara na ya uche ha gbasara ụfọdụ agwa
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, dgz.

2. ỤTỌASỤSỤ: Odide edemede IHE ỤMỤAKWỤKWỌ GA-EME:


mkparịta- ụka 1. Ịkparịtaụka n’otu isiokwu a
OMENALA: Nkọwa ọmụmụ, ibe họpụtara
ugwu, ikupụta nwa na ihe e ji eme 2. Ịkọwa ihe ụfọdụ a na-emegasị
ya. n’oge a na-ebi ugwu /ekupụta
AGỤMAGỤ: Nnyocha akwụkwọ nwa
ejije a họpụtara na ọmụmụ agwa dị 3. Ịgụ akụkwọ ejije na inye
iche iche pụtara nay a. nkọwa gbasara agwa pụtara
n’ejije
4. Ijụ na ịza ajụjụ
NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati,
kaadị mgbubam, foto/eserese, dgz.

3. ỤTỌASỤSỤ: Ọdịdị edemede IHE ỤMỤAKAWỤKWỌGA-EME:


akọmakọ 1. Ige ntị
OMENALA: Nkowa ihe bụ ọjị , uru 2. Ịjụ na ịza
ọ bara, ibe ọjị gbara na mpụtara 3. Ịnye nkọwa ọjị , mpụtara na uru
ya ya gasị
4. Igụ akwụkwọ iduuazị
AGỤMAGỤ: Nnyocha akwụkwọ 5. Ịkọ gbasara agwa ụfọdụ pụtara
4. iduuazị na agwa pụtara ihe na-ya ihe
ỤTỌASỤSỤ: Odide edemede NGWA NKỤZI
ekwumekwu Akwụkwọ ọgụgụ klasị,
OMENALA: Ọmụmụ usoro ihe akwụkwọ iduuazị a họọrọ, chaatị,

ọjị/nzu na ihe ndị ọzọ na-anọchite akwụkwọ ọgụgụ, ugbo ojii, nzu, ọjị,
anya ọjị dgz.

AGỤMAGỤ: Nnyocha akwụkwọ


iduuazị na agwa dị na ya. IHE ỤMỤAKWỤKWỌ GA-EME:
ỤTỌASỤSỤ: Odide edemede 1. Ide edemede
2. Ịkọwa ọbịa na ụzọ e si anabata
5. nkọwasị
ya.
OMENALA: Ọmụmụ omenala : 3. Ịgụ na ịtụle akwụkwọ iduuazị
Ịnabata ọbịa ha gụrụ
AGỤMAGỤ: Nnyocha akwụkwọ NGWA NKỤZI
iduuazị na omenala pụtara ihe na Akwụkwọ ọgụgụ klasị, akwụkwọ
ya. iduuazị a họọrọ, ụgbọ ojii, tiivi,
redio, tepụrekọda, dgz.

ỤTỌASỤSỤ: Odide edemede


nkọwami IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Ọmụmụ izu na izuụka 1. Ige ntị
6. AGỤMAGỤ: Nnyocha akwụkwọ 2. Ide edemede nkọwami
iduuazị na omenala pụtara ihe na 3. Ịgụ izu na izuụka n’Igbo
ya. 3. Ịgụ akwụkwọ iduuazị
4. Ịchọpụta omenala ndị
gbara elu na ya
NGWA NKỤZI
Akwụkwọ ọgụgụ klasi , akwụkwọ
iduuazị, ụgbọ ojii, foto/eserese

ỤTỌASỤSỤ: Olilo ụdaume-


Ọmụmụ Olilo ihu na ọlilo azụ IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Usoro ọgụgụ ọnwa na 1. Ige ntị
afọ 2. Ịkọwapụta olilo ụdaume na ụdị
AGỤMAGỤ: Ọgụgụ na aghọtazaa ya
7. sitere n’akwụkwọ ejije a họọrọ 3. Ịgụpụta ọnwa na afọ
4. Ịgụ aghọtazaa
5. Ịza ajụjụ sitere n’aghọta-
Azaa/ejije a họọrọ
NGWA NKỤZI
Akwụkwọ ọgụgụ klasị, akwụkwọ
ejije, ụgbọ ojii, kaadị mgbubam,
chaatị ụdaume, dgz.
ỤTỌASỤSỤ: Olilo ụdaume -
ọmụmụ olilo nlofo, mmakọ na IHE ỤMỤAKWỤKWỌ GA-EME:
nlocha 1. Ige ntị
OMENALA: Nrubere onye 2. Ikwu na inye ọmụmaatụ ụdị olilo

diọkpara n’ezinụlọ. dị iche iche


AGỤMAGỤ: Ọgụgụ na aghọtazaa 3. Ikwu nrubere diokpara
sitere n’akwụkwọ iduuazị a 4. Ịgụ na ịza ajụjụ
8. họpụtara. NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ
iduuazị, ụgbọ ojii, kaadị mgbubam,
chaatị ụdaume, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME


9. ỤTỌASỤSỤ: Ọmụmụ ndapu 1. Ịkọwa ndapụ ụdaume na
udaume na ndapu mgbochiume mgbochiume
2. Inye ọmụmaatụ ndapụ ụdaume
OMENALA: Nrubere onye ada na mgbochiume
n’ezinụlọ 3. Ikwupụta nrubere onye ada
AGỤMAGỤ: Ntụgharị n’ezinụlọ
akpaalaokwu 4. Ime ntụgharị
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ ejije
a họọrọ, ụgbọ ojii, kaadị mgbubam,
dgz.

IHE ỤMỤAKWỤKWỌ GA-EME


10. 1. Ige ntị
ỤTỌASỤSỤ: Nkọwa ihe bụ 2. Ịjụ na ịza ajụjụ
aghọta-azaa na usoro ọzịza ajụjụ 3. Ịkparịtaụka gbasara nsogbu
ya na-apụta n’ịṅụ ọgwụ aghara
OMENALA:Nsogbu na-esite n’ịṅụ aghara
ọgwụ aghara aghara 4. Ime ntụgharị
AGỤMAGỤ: Ntụgharị ilu NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
11. tepurekoda, redio, dgz.
MMỤGHARỊ IHE A KỤZIRI NA
TAM

12.
ULE
13.
ULE NA MMECHI

CHRISTIAN RELIGIOUS STUDIES


SS 1 FIRST TERM

WEEK TOPIC CONTENT ACTIVITIES


1 Jesus’ a) Jesus as the lamb,  Lead the students to
teaching the door and good discuss the qualities
about shepherd.( John of a good shepherd.
Himself 1:29-34, John 10:1-8) Explain the
significance of Jesus
b) Jesus as the light of as the door and
the world ( John lamb.
3:19; 8:12;9:4-  Picture of a
5;12:35-36; 1 John shepherd and his
1:5-7) flock.
 Lead the students to
discuss their
experience of
walking in the dark.
 Darkroom and
torchlight.

2 Jesus as the a) Jesus as the true  Lead the students to


True Vine vine (John 15:1-7) talk on the living a
b) Jesus as the living life outside Christ.
bread and water  Discuss on value of
(John 6:1-41; 4:7-15) bread and water.
 Bread and water.

3 Love a) God’s love for man.  Explain types of love


Meaning of love and ask students to
b) Extent of God’s love demonstrate love.
for man.  Love drama
c) Need for man to
respond to God’s
love (John 3:16-18)

4 Love for One a) Types of love for  Guide the students


Another man to read and identify
b) Qualities of love (no qualities of love in
one can claim to love the scripture.
God without loving  The Holy Bible and
his brothers and gift items.
sisters. (1 John 4:7- .
8; 2 ; Corinthians
13:1-13; 1John 3:17-
18)
c) Various ways of
showing love to one
another and to one’s
country
5 Justification a) Meaning and need  Use the students to
by faith for justification dramatize a law
(Romans 3:23, court where an
Galatians 3:19-21) offender is granted
b) Faith in Jesus as a an unconditional
condition for pardon
justification ( Romans
4:1-5; Galatians
2:16-21; Romans
1:16-17; 4:1-5; 5)
c) Fruit of justification.
Galatians 2:19-21;
5:22)
6 New Life in a) Meaning of old life as  Role play of a harlot
Christ living in sin. and drug addict who
(Galatians 5:19-21, received Christ.
Colossians 3:5-7)
b) Characteristics of old  Pictures of
life and need for successful God
change (Romans fearing man and
6:1-4, 15:18-19) woman in the
society,
7 New Life in a) Characteristic of new
Christ life in Christ and the
continues. need to stick to it (
Roman 6:12-19,
Colossians 3:1-6)

8 Sonship a) Meaning of being  Lead the student to


Son of God. read the passages
b) Jesus as a son of and list their rights
God (Romans 8:3; and duties as
17,32) children of God.
 Students as children
of God.
9 Christians as a) Rights and  Lead the students to
Children of Responsibilities of discuss the rights
God Christians as children and responsibilities
of God ( Ephesians of students as
1:5) Nigeria citizen.
b) Rights and  Copy of the
Responsibilities of constitution of
the citizen of Nigeria Nigeria.
( the constitution of
Nigeria)
10 Faith and a) Definition of faith and  Lead the students in
Works. work (Hebrew 11:1-3, faith works
6). Concept of faith interrelationship.
as requirement for  Discuss how faith
salvation (Paul’s and works are
teaching on faith and interrelated.
work) ( Galatians
1:14; Ephesians 2:8;
9)
11 Faith and a) James teaching on  Video clips of the
Works faith and works. rich young ruler in
Genuine saving faith (Luke 18: 18-27)
manifests itself  Talk on the good
through works James works that
2:14-26) demonstrates
b) Compare and Christian faith.
contrast Paul’s and
James teaching on
faith and works
12 Revision Revision Revision
13-14 Examination Examination Examination
CHRISTIAN RELIGIOUS STUDIES
SS 1 SECOND TERM
WEEK TOPIC CONTENT ACTIVITIES
1. The Fruit of the a) Definition of “fruit”  Lead the
Spirit as in the context. students to
b) The fruit of the flesh examine
(Galatians 5:19-21 themselves in
c) The fruit of the spirit the light of both
(Galatians 5:22-25 the spirit and
d) How to bear the the flesh.
fruit of the spirit  One good fruit
(Acts 2:38; Romans as fruit of the
10:9-10 spirit and one
bad fruit as fruit
of the flesh.
2 Spiritual Gifts a) Definition of spiritual  Guide the
gifts and talents. students to
b) Values/Distribution and read relevant
use of spiritual gift. passages give
c) Differences between them
spiritual gifts and assignment on
talents. the effective
use of spiritual
gifts in the
Church
3 Spiritual Gifts a) List of spiritual gifts  List of spiritual
(1Chorinthians 12:4-8, gifts
28, Ephesians 4:11-13,
Romans 12:6-8)
b) Hierarchy of spiritual
gift. (1Chorinthians
12:28;31;14:1,4,5)
c) How to identify and
exercise your own
spiritual gift(s).
4 Forgiveness a) Meaning of forgiveness  Lead the
b) Jesus teaching on students to
forgiveness ( Matthew read the
6:12, 14, 15) passages.
c) How to achieve  Discuss the
forgiveness consequences
 If the offender of
realises his/her unforgiveness
mistakes and  Ask the
asks for pardon. students to
 If someone make list of
intervenes on their offenders
behalf of the and they
offender should resolve
Philemon 1 to forgive them.
 If the offended
decides on
his/her own to
forgive the
offender for the
sake of God
(Matthew 6:12)
5 Forgiveness a) Effects and  Read parable
cont. consequences of on forgiveness
unforgiveness (Matthew
(Matthew 18:21-35) 18:21-35)
b) Rewards of
forgiveness
 Our sins will be
forgiven-we-will
have good
rapport with
others
progressing our
community etc
6 Rights and a) Meaning and types of  Students to
Obligations of family describe their
Family Members b) Rights and duties of traditional
family members in the family set up.
Bible (Colossians 2:18-  Discuss the
21) role of their
c) Rights and duties of family
family members in our members.
nation Read
d) Consequences of (Colossians
failure of family 2:18-21)
members to perform discuss source
their duties of conflict in the
family.
 Picture of a
family
7 Humility a) Meaning of humility  Share with the
(Philippians 2:1-11) students your
b) Jesus demonstrated personal
humility (Matthew observation of
26:14-39; Luke 22:24- how both the
27, John 13:1-17) pride and
c) Ways of demonstrating humble behave
humility solution to in the society.
pride (Matthew 18:1-4,
Luke 1:47-56)
8 Humility cont. a) Benefit of humility  Role play on
(James 4:10, 1Peters the topic.
5:6, 1john 2:15-16). Share personal
b) Consequences of pride experience of
(James 4:6-7; 1 Peters how humility
5:5; Matthew 23:12). has been
rewarded.
9 Effective Prayer a) Jesus taught his  Ask the student
disciples how to pray to explain the
(Matthew 6:7-13) meaning of
b) James teaching on prayer.
prayer (James 1:1-8;  Explain types
4:1-3; 5:12-20) of prayer like
c) Types of prayer adoration,
d) Reasons for meditation,
unanswered prayer thanksgiving,
(Matthew 6:7-13) petition,
confession and
intercession
compose a
short prayer.
 Picture of
Jesus at prayer
 Picture of a
praying monk
in meditation.
10 Revision Revision Revision
12-13 Examination Examination Examination

CHRISTIAN RELIGIOUS STUDIES


SS 1 THIRD TERM
WEEK TOPIC CONTENT ACTIVITIES
1 Living a Life of a) Peter’s message  Explain the
Witnessing to on Christian living message of being
Christ (1 Peters 1:13-17; a true witness for
2:9-25: 4:1-15) Christ, the
b) Paul’s statement importance of
on children of the living through
light good examples
(Romans 13:11-  Picture of
14). prisoners.
2 Social Vices and a) Social vices and  Discuss some
Witnessing to interesting to bad practices in
Christ. Christ. our nation today.
b) Importance of  Suggest ways to
tolerance and avoid them
peaceful co- mention some
existence positive aspects
of living a life for
Christ.
 Picture of drugs
addicts and
alcoholics.

3 Civic a) Meaning of civic  Lead student to


Responsibility Responsibility and define civic
Examples. responsibility and
mention some of
their civic
responsibility.
4 Christian attitude a) Peters message to  Explain how
towards Christians under Christ our model
Persecution persecution ( 1 was persecuted.
Peters 1:5-9; 4:12- Mention places in
19) Nigeria where
b) Jesus’ message on Christians are
love of enemies denied their
(Matthew 5;38-48) rights. Discuss
people they know
that have survived
persecution
 Video film of
persecution of
early Christians
 Picture of Christ
on the cross.
5 Christians a) Suffering and
attitude towards Christian faith.
Persecution cont. b) Christian attitude
towards
persecution
(Colossians 1:2)
6 Impartiality a) Meaning of  Read the passage
impartiality mention instances
b) Equality of human of partiality and
beings before God impartiality in our
( James 2:1-3) society today.
c) Warning against  Explain the need
prejudice (James to treat everyone
2:1-13) equally. Video of
mother Teresa of
Calcutta.
 Picture of Dr. and
nurses treating
patients in
hospitals.
7 Impartiality cont. a) “The Golden rule”  Explain how
(Matthew 7;12; “Golden rule” can
Luke 6:31) lead to a human
b) Negative effects of and just society.
Nepotism, Write short note
favouritism and on nepotism,
tribalism on favouritism and
society. tribalism on the
society.
 Outline the
negative effects.
8 The Resurrection a) Meaning of  Explain the
and Second resurrection significance of
Coming of Jesus b) Paul’s teaching on resurrection in the
Christ resurrection and life of Christians.
second coming
(1Corinthians 15)
9 Preparation for a) Jesus’ teaching on  Lead the students
Second Coming second coming of to need the
of Christ. Christ (Matthew passages and
25:31-46) outline signs of
b) Jesus talks on the second coming of
last judgement Christ.
when he comes
Paul’s teaching on
how to prepare for
the second coming
(1 Thess 4:13-18).
10 Resurrection and The importance of the  Explain that if
Christian Faith. resurrection of Christ to Christ did not
Christian faith (1 resurrect, our faith
Corinthians 15:3-8,12-20) would have been
in vain.
 Picture of
resurrected
Christ.
11 Revision Revision Revision
12-13 Examination Examination Examination
SENIOR SECONDARY (SCIENCE)
BIOLOGY
SS 1 FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES
1 RECOGNISING (I) Characteristics of living I. The teacher groups the
LIVING thing. student into two, one group to
THINGS ii) Difference between plant collect living things and the
and animals other group to collect non-
ii) Levels of organization of living things for comparison.
Life with examples. ii) Teacher provides a living
cockroach and a potted plant,
asks student to write down
their observation.

2. CLASSIFICATI I) kingdom Monra:- i) Teacher to grow culture of


ON OF LIVING Characteristics & examples bacteria and blue – green
THINGS ii) Kingdom protista algae, asks student to observe
Characteristics & example the cultures, record and make
inferences.

3. CLASSIFICATI i) Kingdom fungi:- i) Teacher guide students to


ON OF LIVING Characteristics & examples uproot the farm plant, collect
THINGS CONT. ii) Kingdom plantae :- lemon, pistia (water lettuce),
Characteristics & examples break some branches of
iii) Kingdom Animalia :- shrubs & bring them into the
Characteristics examples laboratory, asks student to
Note: the kingdoms should observe all the specimens,
be classified into prokaryotes record and make inferences.
and eukaryotes: also in
kingdom plantae the
difference between higher
and lower plant should be
emphasized.
4 THE CELL i) Cell as a living unit of living I). Teacher Provide Prepared
organism slides of Paramecium or
ii) The cell theory Euglena, volvox and spirogyra,
iii) Forms in which living asks students to observe the
things exist slides under the microscope
-- independent organism and record their observation.
-- As a colony Ii). Teacher mounts slides of
-- As filament, plant and animal cells for
iv) Cell structures and student to observe, draw, label
functions of cell component. and note their difference and
v) Differences between similarities.
plants and animal cell.
5. CELL & ITS i)Diffusion – Definition, i) Teacher provides perfume
ENVIROMENT processes & significance and request a student to spray
ii) Osmosis - Definition, at one end of the classroom
processes & significance and ask the student to
iii) Definition of Plasmolysis,describe what happened
Haemolysis, Turgidity and ii) Teacher to demonstrate
flaccidity. diffusion and osmosis using
iv) Biological importance. living and non-living
components.
6 PROPERTIES i) feeding:- Definition and i) The teacher sets up
& FUNTIONS types experiment to show the effects
OF THE CELL a) Autotrophic nutrition of different nutrients or
photosynthetic nutrition spirogyra. Asks students to
chemosynthetic nutrition observe record and discuss
b) Heterotrophic nutrition and experiments.
mode of nutrition.
7 PROPERTIES i) Micro and Macro nutrients i) Teacher sets experiments to
& FUNCTIONS ii) Deficiency and effects of show respiration in yeast
OF THE CELL macro elements Respiration (anaerobic) and respiration in
CONTINUE i) Gaseous exchange rat (aerobic)
(external respiration) ii) Teacher draws the krebs
ii) Glycolysis cycle on the chalkboard and
iii) Aerobic respiration (kreb asks the students to draw also.
cycle) iii) Teacher demonstrates to
iv) Anaerobic respiration students action of ptyalin on
(lactic acid formation) cooked starch and the student
also produce saliva from their
v) Difference between mouths to carry out the
aerobic and anaerobic experiment.
respiration.
vi) Role of enzyme in cellular
respiration
8 EXCRETION i) Definition of excretion i) Teacher ask students to run
ii) importance of excretion round the class to produce
iii) Difference between sweat and observe what
excretion, secretion and happens to them then and
egestion. after a minutes.
iv) Diagram of excretory
organelle
v) products of different
excretory organelle
vi) forms in which excretory
product are excreted.
9 GROWTH. I) Basis of Growth – Cell i) Teacher demonstrates
Division (Mitosis) , Cell growth by students measuring
enlargement and cell their height (length) and
differentiation. weight.
ii) regulation of growth by
hormones
iii) Example of animal
hormones
v) growth measurement
(height, weight , dry mass,
size
10. IRRITABILITY i. Cell reaction to its i. Demonstration of Nastic
environment, irritability as a response using Nimoss pudica
basic characteristics of plant
protoplasm. ii. Demonstration of the
ii. Types of responses with response to light and earth
example: Nastic, tropic and using plant shoot and plant
taxis. root.
iii. Positive and negative iii. Teacher perform
responses experiments to show
11 MOVEMENT Ai. Definition and importance a. Phototrophic response of
ii. cyclosis in protozoa shoots.
iii. organelles for movement b. geotropic response of roots
iv. growth movement as c. geotropic response of
regulated by axins shoots
B. Reproduction d. phototadic response in earth
worms
i. Types of reproduction –
sexual and asexual
ii. difference between sexual
and asexual
iii. meiosis
12. REPRODUCTI i. Reproduction in i. Teacher provide yeast, warm
ON Amoeba water and plastics bowls and
CONTINUES - Paramecium also provides prepared slides
- Spirogyra of conjugation in paramecium,
- Earthworm asks students to examine
- Housefly mounted paramecium, identify
- Cockroach and draw conjugating
- Snails paramecium using
- Yeast microscopes or power lens.
ii. Vegetative or artificial
reproduction
13 Revision Revision Revision
14 Examination Examination Examination
BIOLOGY
SS1 SECOND TERM

WEEKS TOPIC CONTENTS ACTIVITIES


1 TISSUE AND i) Definition of supporting and i) Teacher and students
SUPPORTING systems. together provide cockroaches,
SYSTEM ii) Types of skeleton grasshoppers, centipede,
Hydrostatic skeleton earthworm and cartilaginous
Exo (ecto) skeleton fish, individual bone of the
Endo – skeleton mammalian skeleton and
iii) Skeletal materials:- Chitin, infant mammalian skeleton,
cartilage and bone asks students to observe all
iv) Functions of supporting the specimen taking note of
tissues in plants and animals – the different skeleton and
protection, support, locomotion, stating the types of skeleton.
strength, rigidity, resistance to ii) Teacher provide small
forces of wind and water. mammal and guide students
to produce a mammalian
skeleton, ask students to
identify and list the main parts
of the mammalian skeleton.
2 VERTEBRATE i) Axial skeleton – The skull i) Teacher provides relevant
SKELETON and vertebral column materials for students to make
ii) Appendicular skeleton – The working model of a human
limbs, sternum and ribs, limb arm, ask students to observe
girdle. the protection functions of the
shell of snails, skull of toad.
3 SUPPORTING i) Types of supporting tissue in i) Teacher provides transverse
TISSUE IN plants section of stems and roots of
PLANTS ii) Location of supporting tissue monocotyledons and
in plants dicotyledons plants, asks
iii) Structures and components students to view transverse
of supporting tissues in plants section of roots and stem
e.g. collenchymas, under the microscope and
paranchyma, xylem, phloem make drawing of the tissue
etc. taking note of the shape of the
cells of the various tissues
4 A) NUTRITION i) Food substances – classes i) Teacher provides garri, yam,
IN ANIMALS with examples rice, meat, butter, common
ii) Concept of balance diet and salt, fish, prewn, pepper,
its importance cowpea, sabs etc to the class,
iii) Food test ask students to categorize the
food items under four classes
of food.
B) MODE OF i) Types of heterotrophic i) Teacher exposes some
NUTRITION nutrition – holozoic, pieces of meat in the
saprophytic and parasite laboratory, ask students to
nutrition observe flies feed on them
ii) Feeding mechanism in and record their observation.
holozoic organisms – filter
feeding, fluid feeding and
deposit feeding
5 A) i) Forms – milk and permanent i) Teacher collects different
MAMMALIAN teeth types of teeth from the abattoir
TEETH ii) Types – Incisors, canines, and from killed cats or dogs,
premolar & molar ask students to observe the
iii) Structures of a tooth (canine different teeth, draw and label
/ molar) them.
iv) Dental formular and
adaption – Herbivores,
carnivores and omnivores

B) ENZYMES i) Definition of enzymes


ii) Characteristic of enzymes i) Teacher performs
iii) Types of digestive enzymes experiment to test for the
– sources, location, substance acidity of the enzyme ptyalin,
acted upon and effect/products ask students to observe the
iv) importance / functions of experiment, record and
enzymes discuss their observations.
6 BASIC i) Components of an i) Teacher takes students on a
ECOLOGICAL ecosystem fieldtrip to at least one of the
CONCEPTS - Biotic (living) and Abiotic biotic communities e.g. forest
A) (non-living) component reserve or a botanic garden,
COMPONENTS - Aquatic and terrestrial ask students to study the
OF component. community, record and
ECOSYSTEM ii) Definitions of common terms discuss.
in ecological studies – ii) Teacher makes available
environment, population, study charts, photographs and
biosphere, lithosphere, films of different biotic
hydrosphere, atmosphere, communities in Nigeria and
nicher habitat, biotic, biomes of the world.
community, ecosystem.

i) Local communities (biomes)


– Nigeria ecological region
(sahel, sudan, guinea savanna,
tropical forest, swamp forest)
ii) Major biomes of the world:
Tropical forest, savanna,
desert, shrub, apro - alphine
and swamps.
7 POPULATION i) Population size, population i) Teacher guides the students
STUDIES BY dominance, population density to measure sizes of the
SAMPLING ii) Factors affecting population ecosystem.
METHOD iii) Ecological factors affecting ii) Teacher displays ecological
aquatic and terrestrial habitat instruments ask student to
iv) Importance of ecological study them and discuss, show
factors to population of plant & students how to improvise
animals some measuring instruments
e.g. wind vane
8 ECOLOGICAL i) Relationship between soil i) Students with the help of the
FACTORS types and water holding effects teacher perform the
CONTINUES of soil on vegetation experiment to compare water
ii) Simple measurement of holding capacity in the three
ecological factors and samples of soil e.g. loamy,
measuring instrument e.g. clay and sandy soil
physical factors and edaphic
factors.
9 FUNCTIONING i) Definitions of autotrophy & i) Teacher show samples of
ECOSYSTEM heterotrophy autotrophs and heterophs to
ii) Definition of terms – students
Producer, consumers, aquatic ii) Student collect organisms
and terrestrial and classify them as
iii) Examples of producers and producers, consumers and
consumers. decomposers.
10 TROPHIC i) Definition of food chain and i) Guide students to make
LEVELS food web chart showing relationship
ii) Non-cycle nature of energy among organisms e.g. food
transfer chain, food web.
iii) Nutrient movement (energy ii) Students to develop a chart
flow) in aquatic and terrestrial showing relationships among
habitat. organisms (food chain, food
iv) Pyramid of number and web)
energy
v) Nature of energy flow in food
chain and food web.
11 Revision Revision Revision
12 Examination Examination Examination
BIOLOGY
SS1 THIRD TERM
WEEK TOPIC CONTENT ACTIVITIES
1 ENERGY i). Energy loss in ecosystem i). Teacher uses the law of
TRANSFORMATION II). Laws of thermodynamics thermodynamics to
IN NATURE iii) Application of law of explain energy flow across
thermodynamics to the tropic levels.
ecological phenomenon.
Iv). Food chain.
2 RELEVANCE OF i) classification of plants i) Teacher shows student
BIOLOGY TO ii) Botanical classification various type of plant and
AGRICULTURE. e.g. algae, spermatophyte classifies them.
ii) Agricultural classification
e.g. fibre plant non- fibre
plant.
iv) Classification based on
life cycle e.g. annual biennial
and perennials.
3 EFFECTS OF i) Effect of bush burning , i) takes students, on field
AGRICULTURAL tillage , fertilizers, herbicide trip to a farm land cleared
ACTIVITTIES ON and pesticide application. by burning.
ECOLOGICAL ii) Effect of different types of ii) Teacher leads student
SYSTEM farming method on to visit farm projects and
ecosystem herbicide.
4 PEST & DISEASES i) Definition and types of i) takes students to a
OF AGRICULTURAL pests livestock farm to identify
IMPORTANCE. ii) life cycle of pests pests of animals
iii) control of pests ii) student make a table
iv) Disease – types of showing local farm
diseases livestock pests and
disease they cause
5 FOOD PRODUCTION i) Role of food in agricultural i) Demonstrate different
AND STORAGE. production food storage methods to
ii) factors affecting student e.g. drying, salting
production and storage etc.
iii) ways of improving crop
yield
iv) cause of wastage
v) Methods of preserving and
storing food.
6 POPULATION i) relationship between i) collect a large number of
GROWTH & FOOD availability of food and insects and use them to
SUPPLY. human population demonstrate the effect of
ii) effects of food shortage food shortage.
iii) Government effort to
increase food production e.g.
Agricultural resolution
7. MICRO ORGANISMS i)classification e.g. viruses i) Divide the student into
AROUND US bacteria, fungi protozoa working groups, provide
ii) carriers e.g. victors and each group with sterilized
transmitting organisms. Petri- dishes which
iii) beneficial effects and contain culture medium
harmful effects. ii) Student in each group
iv) growth of micro-organism grow cultures of micro
v) control and prevention of organism from air, water
micro-organism disease and under the finger nails
(public health)

8 AQUATIC HABITAT i) Definition i) Observe the pattern of


ii) Types of aquatic habitat distribution of the biotic
iii) aquatic organism and its components in the
adaptive features habitats and their adaptive
iv) Characteristics of aquatic features.
habitat
v) Food chain and food web
in aquatic habitats
9. TERRESTRIAL i) Definition i) Construct food chain of
HABITAT ii) types of terrestrial habitat the biotic component
iii) Terrestrial organisms and
their adaptive features
iv) Characteristics of
terrestrial habitat
v) Food chain and food web
in terrestrial habitat
10. CLASSIFICATION i) Classification of plants into i) Leads students to
OF PLANTS seed bearing and non seed classify the specimens
bearing using agricultural
ii) Classification of plants into classification
cereals and legumes
iii) Classification into root
crops, vegetables fruits,
beverage and drug, oils latex
(fibre)
11 DIGESTIVE SYSTEM i) Types of digestive system i) With the aid of dissected
(alimentary canal) specimens, models,
ii) Description and functions charts, teach the
of the parts of alimentary alimentary canals of
tract planariam, earthworm,
iii) Diagram of digestive tract grasshopper, birds and
of different groups of rabbits
organisms.
12 Revision Revision Revision
13 Examination Examination Examination

CHEMISTRY
SS 1 FIRST TERM

WEEK TOPIC / CONTENT ACTIVITIES

1 INTRODUCTION TO Teacher:
CHEMISTRY - Defines chemistry, gives examples and
1. Meaning of chemistry illustrations.
2. Career prospects tied to - Guide students to identify career prospect
chemistry in chemistry.
3. Applications (Hospital, Military, - Uses posters and charts to guide class
Teaching, Chemical and discussion.
Petrochemical Industries, Space
Science, Agriculture etc). Instructional Resources:
- Pictures of chemical industries and
laboratories.
- Posters and charts.
Instructional Resources: locally available,
chemical industries.
2 INTRODUCTION TO Teacher:
CHEMISTRY i. Application of chemistry and adverse
1. Adverse effects of chemicals, effect on chemicals.
drug abuse, poisoning, corrosion, ii. Take students to visit chemical industries
pollution. e.g. paints, tie and dye, vegetable oil,
2. Scientific method. petrochemical industries.
iii. Explain the scientific methods of enquiry
using specific examples.
3 CHEMICAL INDUSTRIES Teacher:
1. Types of chemical industries - Uses pictures of some local industries to
2. Importance: guide students to identify chemical industries
- to the individual in Nigeria.
- to the nation. - Initiates and guide discussion on the
economic importance of the chemical
industries.
Instructional Resources:
- Pictures
- Charts
4 CHEMICAL INDUSTRIES Teacher:
Excursion to chemical industries - Takes students on field trips to chemical
industries.
- Guides students to observe:
i. the processes going on in the industries
ii. the various ways these industries degrade
the environment.
iii. Suggest ways of reducing environmental
problems.
Instructional Resources:
Chemical industries in the locality

5 STANDARD SEPARATION Teacher:


TECHNIQUES FOR MIXTURES -Guides students to understand underlying
1. Classification of substances principles behind the choice of a separation
2. Filtration, Evaporation, technique for a particular mixture.
Decantation, Floatation, -Demonstrates the method of separation.
Frostation. Instructional Resources:
3. Crystallization and Fractional -Water
Crystallization. -Sand
-Common salt
-Filter paper
-Evaporation dish

6 STANDARD SEPARATION Teacher:


TECHNIQUES FOR MIXTURES Demonstrates the method of separation
1. Distillation and fractional
distillation. Instructional Resources:
2. Precipitation - Liebing condenser
3. Magnetization (magnetism). - Magnets
7 STANDARD SEPARATION Teacher:
TECHNIQUES FOR MIXTURES Demonstrates the determination of melting
1. Chromatography point for solids and boiling points for liquids.
2. Sublimation
3. Pure and impure substances Instructional Resources:
- Ink
- Separating funnel,
- Cubes of sugar.
8 PARTICULAR NATURE OF Teacher:
MATTER Demonstrates physical and chemical
1. Physical and chemical changes using simple examples like burning
changes of candle, salts dissolved in water, burning of
2. Atoms and molecules magnesium ribbon and preparation of pap
3. Dalton’s Atomic theory (akamu) and starch.
ii. To guide students to make chalk (CaCO3)
as a chemical change.
Instructional Resources:
- Water
- Common salt
- Sugar
- Candle
- Matches
- Models (coloured beads)
- Calcium carbonate (calcium
trioxocarbonate iv) [CaCO3]
9. PARTICULAR NATURE OF Teacher:
MATTER To guide students to calculate the empirical
1. Constituents of atoms, formula from percentage composition.
Protons, Neutrons and electrons.
2. Arrangement of electrons
around the nucleus.
10 PARTICULAR NATURE OF Teacher:
MATTER Guide the students to calculate the relative
1. Atomic number, mass number molecular mass of a compound.
and isotopy.
2. Relative atomic masses based
on C14 isotope
11 Revision Revision
12 Examinations Examinations
13 Examinations Examinations

CHEMISTRY
SS 1 SECOND TERM

WEEK TOPIC / CONTENT ACTIVITIES


1 CHEMICAL COMBINATION Teacher:
1. Periodic Table ( first 20 i. Guides students to:
elements) - identify the first 20 elements
2. Electronic configuration of - draw the electronic configuration of these
atom elements
3. Types of bonds: - place these elements in their proper
a. strong bonds (interatomic position on a blank periodic table template
bonds) e.g. electrovalent (ionic), ii. Explains the types of bonds and their
covalent, coordinate covalent characteristics.
(Dative), metallic bonds.
Instructional Resources:
- Blank periodic table template
- Models
- Charts
- Table salt.
2 CHEMICAL COMBINATION Teacher:
Types of bonds continued: - Uses simple demonstrations to illustrate
b. Weak bonds e.g. hydrogen the type of bond in common substances like
bond, van-der waals forces camphor, common salt (NaCl), sulphur, etc.
dipole-dipole force of attractions. - Teaches students to write conventional and
(intermolecular bonds). IUPAC names of common substances.
4. Systems of naming
compounds: Instructional Resources:
- conventional - Sugar
- IUPAC - Camphor balls
Note: any of these 2 naming - Some liquids e.g. oil, water
systems is acceptable at this - Aerosol.
level.
3 CHEMICAL COMBINATION Teacher:
5. States of matter: Initiates class discussion on:
- solid - states of matter
- liquid - kinetic theory and change of state.
- gaseous state
6. The kinetic theory and its
applications
4 SYMBOLS, FORMULAE AND Teacher:
EQUATION - Guides the students to write chemical
1. Chemical symbols of symbols and formulae correctly.
elements and their valencies - Guides the students to write and balance
2. Empirical and molecular chemical equations.
formulae - guides students to calculate the empirical
3. Law of conservation of matter. and molecular formula of a compound.
- perform experiment to illustrate
conservation of mass.

Instructional Resources:
- Periodic table of elements
- Coloured beads.
5 SYMBOLS, FORMULAE AND Teacher: Performs experiments to illustrate:
EQUATION - law of Constant composition
1. Law of constant composition - law of Multiple proportion
2. Law of multiple proportions - to guide the students to report the
3. Chemical Equations experiment in the correct format:
- Aim
- Objective
- Method
- Diagram
- Result
- Discussion
- Conclusion
6 GAS LAWS Teacher:
1. Boyle’s law - Defines Boyle’s and Charles’ laws
2. Charle’s law - Illustrates Boyle’s and Charles’ laws
3. General gas equation - Write the equations for both laws.

Instructional Resources:
-Pictures and charts
-Piston and pump
7 GAS LAWS Teacher:
4. Gay-Lussac’s law -Performs experiments to explain the laws
5. Avogadro’s law - Effects of temperature on the volume of a
6. Ideal gas equation gas.
-Effects of pressure on volume of a gas.
8 GAS LAWS Teacher:
7. Graham’s law -Definition of gases e.g. cotton wool soaked
8. Molar volume of gases in ammonia solution and conc. HCl.
9. Avogadro’s number and -Volume relations in gaseous reactions.
the mole concept -State the Gay-Lussac’s, Avogadro’s and
10. Calculations based on the Graham’s laws.
Gas law. -Solves the relevant calculations.
-Explains the relationship PV=nRT.

Instructional Resources:
- Cotton wool and ammonia solution; conc.
HCl.
- Thermometer and glass vessel etc.

9 ACIDS, BASES AND SALTS Teacher:


1. Characteristics, Preparations, -Provides different ripe and unripe fruits, sour
reactions and uses of acids, milk, some common laboratory indicators.
bases and salts. -Guides students to classify indicators into
acidic and basic indicators.

Instructional Resources:
-Ripe and unripe fruits (mango, orange,
pawpaw, grape, lime, etc).
-Sour milk.
10 ACIDS, BASES AND SALTS Teacher:
2. Relative acidity and alkalinity Guides the students to extracts from flowers
(the pH scale). as indicators.
3. Deliquescent, Efflorescent Demonstrate efflorescence, Deliquescence
and Hygroscopic substances. and Hygroscope.

Instructional Resource:
-Brightly coloured flowers or leaves (hibiscus,
croton, ixora, allamanda, bluebells, etc).
-Chemicals (NaOH, KOH, HCl, H2SO4).
11 ACIDS, BASES AND SALTS Teacher:
Solubility of salts in water. -performs experiments to illustrate
neutralization reaction
-guides the students in the preparation of
salts.
-demonstrates solubility of salts.

Instructional Resources:
-Distilled water
-Acetone
-Ethanol
-Filter paper
-Motar/pestle, litmus paper
-methyl orange, phenolphthalein
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations
CHEMISTRY
SS 1 THIRD TERM

WEEK TOPIC / CONTENT ACTIVITIES


1 WATER Teacher:
1. Sources of water i. Guides students to:
2. Types of water (soft and -identify properties of water
hard water) -list sources of water
3. Water pollutants - list some water pollutants
4. Uses of water ii. Demonstrate causes of water hardness.
5. Laboratory preparation of iii. Gives the laboratory properties of water as
water a reading assignment.

Instructional Resources:
-charts (preparation of water, uses of water).
-water samples (river, well, tap etc)
-soap
-samples of contaminated water
-samples of hard water.
2 CARBON AND ITS Teacher:
COMPOUNDS -Leads the students in a guided identification
1. Carbon: structure of of carbon containing compounds in and
carbon around us.
2. Allotropes of carbon -Explains the relationship between carbon
-charcoal, graphite and diamond and life by explaining the function of some of
-structure and properties of the the compounds listed above.
allotropes. -Relates the structure of carbon to the
-the combusting of carbon formation of various compounds.
allotropes. Introduces the phenomenon of allotropes
using carbon.
Instructional Resources:
1. Samples of carbon-containing
compounds in and around us, e.g.
stick, paper, coal etc.
2. Models or coloured beads.
3 CARBON AND ITS Teacher:
COMPOUNDS Explains the location, method of mining and
3. Coal: economic importance of coal and coke.
-different types
-industrial distillation of coal Instructional Resource:
-uses and products -Real examples of crude oil fractions such as
4. Coke: petrol (pms), diesel oil, kerosene etc.
- gasification and uses. -Shells, fruits, alkanols.
4 CARBON AND ITS Teacher:
COMPOUNDS - Synthetic gas:
5. Oxides of carbon: manufacture and carbon uses
-carbon(iv) oxide (carbon -Explains the properties of carbon (iv) oxide,
dioxide) carbon (ii) oxide and trioxocarbonate (iv)
salts.
-carbon(ii) oxide (carbon
monoxide) Instructional Resources:
6. Synthetic gas: -carbonates
-manufacture and uses. -glass vessels.
5 CARBON AND ITS Teacher:
COMPOUNDS Explains the properties of carbonic acid and
7. Carbonic acid trioxocarbonate (iv) salts.
(Trioxocarbonate (iv) acid)
8. any carbonate
(Trioxocarbonate(iv) salts).
6 CARBON AND ITS Teacher:
COMPOUNDS Identifies the location of crude oil in Nigeria.
9. Hydrocarbon and its main
classes.
7 CARBON AND ITS Teacher:
COMPOUNDS List the various fractions of crude oil giving
10. Crude oil and natural gas their uses and economic importance.
11. Importance of hydrocarbons
Instructional Resources:
Gas from decaying foods, fruits and
vegetables.
8 HYDROCARBONS Teacher:
1. Structure and valency of -Explains the tetravalent nature of carbon
carbon -Define homologous series and state their
2. Meaning and examples of characteristics.
hydrocarbon -Identify and write structures of alkanes,
3. Homologous series alkenes and alkynes.
(characteristics and naming-
IUPAC) Instructional Resources:
4. Saturated hydrocarbons: -Models of hydrocarbons.
composition and structure. -baromime water
-silver trioxonitrate (v) solution
-charts
-coloured beads.
9 HYDROCARBONS Teacher:
5. Isomerism -Illustrate with models, the stereo-chemistry
6. Unsaturated hydrocarbons of simple hydrocarbons.
(composition and structure -Explain and give examples of: aliphatic and
7. Aromatic hydrocarbon e.g. aromatic hydrocarbons.
Benzene structure and properties
only.
10 PETROLEUM OR CRUDE OIL Teacher:
1. Origin and composition of -Guides the students in the discussion of
petroleum (crude oil). origin and composition of crude oil.
2. Nigerian and world crude oil -Explains the fractional distillation of
reserves. petroleum and gives the students the list of
3. Exploration and drilling of the major fractions.
crude oil. -Guides the students in identifying Nigerian
4. Fractional distillation and Refineries.
major products. -Explain the term cracking and reforming.
5. Location of Nigerian
Refineries. Instructional Resource:
6. Cracking and reforming. 1. Pictures:
-on exploration of oil
-of any refinery in Nigeria
-fractional distillation apparatus
-petroleum products: kerosene, diesel oil,
grease etc.
11 PETROLEUM OR CRUDE OIL Teacher:
7. Petrochemicals as starting -Explains the use of petrochemicals as
materials or organic synthesis. starting materials for the synthesis of a large
8. Quality of petrol: meaning of number of organic compounds like plastics,
octane number synthetic rubber, insecticides, detergents,
9. Natural gas: fibres etc.
-occurrence -Explains the use of octane number in
-packaging as liquefied natural determining the quality of petrol
gas (LNG) -Explains the occurrence, packaging and
-uses uses of natural gases.
- Economic importance of petrol.
Instructional Resources:
-samples of plastics, synthetic rubber,
insecticides, detergents, fibres, (nylon,
Dacron, etc).
-cylinder of natural gas.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

PHYSICS
SS 1 FIRST TERM

WEEK TOPIC/ CONTENT ACTIVITIES


1 INTRODUCTION TO PHYSICS
-Definition of Physics Teacher presents relevant charts to
-Applications of Physics( in automobile, students.
space, aeronautics, electronics,
Communication, medicine, warfare, etc)
-Career prospects in Physics
-Fundamental and derived quantities and
their units.
2 POSITION, DISTANCE, AND -Teacher to guides the students on
DISPLACEMENT the use of the meter rule, the vernier
-Measurement of distance caliper, and micrometer screw gauge.
-Teacher to guide the students on the
-Concept of direction use of compass bearing to indicate
direction.
-Concept of position and position -Teacher to guide the students on
coordinate use of rectangular coordinate axis to
locate the position of the objects.
3 TIME Teacher to guide the students on the
-Concept of time use of stop clocks/watches to
-Ways of measuring time measure time intervals.
4 MOTION Teacher to use the following to
-Types of motion: Random, demonstrate types of motion: simple
oscillatory/vibration, pendulum, loaded spiral spring,
translational/rectilinear, rotational motion rotating fan, etc.
-Relative Motion
5 MOTION Teacher: Uses of the following to
Cause and effects of motion demonstrate contact force and force
-Types of force field: spring balance and magnets
i) Contact force
ii) Force field

-Friction (Solid Friction)


I) Types of Friction: Static friction and
dynamic friction
ii) Coefficient of limiting friction
iii) Advantages and disadvantages of
friction
iv) Methods of reducing friction
6 SPEED AND VELOCITY Teacher: Runs or rolls an object
-Concept of speed through a measured distance,
-Concept of velocity measure the time taken and calculate
-Uniform/Non-uniform speed/Velocity the speed.
-Distance/Displacement-time graph Guide the students to plot distance-
time graph.
7 RECTILINEAR ACCELERATION Teacher: Guides the student on the
- Concept of acceleration plotting of velocity-time graph and on
-Uniform/Non-uniform acceleration the derivation of the three equations
-Velocity-time graph of the uniformly accelerated motion.
-Analysis of rectilinear motion(equations Students to interpret and apply the
of uniformly accelerated motion) three equations of motion to solve
simple problems.
8 SCALARS AND VECTORS Teacher to guide the student on how
-Concept of scalars to represent vector in their note
-Concept of vectors books.
-Distinction between scalars and vectors
-Vector representation
9 VECTORS Teacher: Leads the students on the
-Addition of vectors use of the force board to determine
-Resolution of vectors the resultant of two forces and uses
Analytical and graphical methods to
solve problems on addition and
resolution of vectors.
10 WORK, ENERGY AND POWER Teacher uses charts
-Concept of work, energy and power
-Inter changeability of work and energy
11 WORK, ENERGY AND POWER Teacher uses charts
-Determination of work, energy and
power
-Work done in a force field
12 WORK, ENERGY AND POWER Teacher uses charts
-Types of energy(Mechanical)
i) Potential energy
ii) Kinetic energy
-Conservation of mechanical energy
-World energy resources
i) Renewable energy resources
ii)Non-renewable energy resources
13 Revision Revision
14 Examination Examination

PHYSICS
SS 1 SECOND TERM

WEEK TOPIC/ CONTENT ACTIVITIES


1 HEAT ENERGY The teacher to use kinetic theory to
-Concept of temperature explain changes in temperature.
-Effects of heat
i) Rise/fall in temperature
ii) Expansion/Contraction
iii) Change of state/phase
iv) Change of resistance, etc
-Expansion in solids and its
consequences and application
2 THERMAL EXPANSIVITY Teacher to guide the students on how
-Linear expansivity to solve simple problems involving
-Area expansivity linear, area and volume expansivity.
-Volume or cubic expansivity
3 TRANSFER OF HEAT ENERGY The teacher to lead the students to
-Conduction identify a better absorber of radiant
-Convection heat between black and shinning
-Radiation surface.
4 ELECTRIC CHARGES The teacher to guide the students in
-Production of charges producing charges using different
-Types of charges methods.
-Distribution of charges
-Storage of charges
-Application in lightening conductor
5 DESCRIPTION AND PROPERTIES OF The teacher to use iron filling and bar
FIELDS magnet to show field and field lines.
-Concept of fields
-Types of fields( gravitational, magnetic
and electric fields)
-Properties of fields
6 GRAVITATIONAL FIELD The teacher to demonstrate the use of
-Concept of gravitational field ticker-timer to determine acceleration
-Acceleration due to gravity due to gravity.
-Shape and dimension of the earth
7 ELECTRIC FIELD The teacher to show lines of force
-Electric lines of force using a test positive charge.
-Electric current and potential difference
-Production of electric current
8 ELECTRIC FIELD Teacher to lead the student to make
-Electric circuit electric circuit from an electric cell,
-Electric conduction through materials key, the ammeter, voltmeter and
-Ohm’s law resistors in parallel and series.
-Electrical work done in a given circuit

9 PARTICLE NATURE OF MATTER The teacher to lead discussion on the


-Structure of matter concept of the atom; give a simple
i) Evidence of the particle nature of illustration e.g. Successive cutting of a
matter piece of yam by students.
ii) Simple atomic structure
-Molecules
i) Their nature
ii) Their size
.Brownian motion
.Diffusion
-States of matter The teacher to use models to illustrate
i) Solid the three states of matter. Guides
ii) Liquid students to do similar illustrations.
iii) Gas
10 CRYSTAL STRUCTURE The teacher to provide different
-Arrangement of atoms in crystal substances to identify which is
structure crystalline and non crystalline.
-Distinction between crystalline and
amorphous substances
11 Revision Revision
12 Examination Examination

PHYSICS
SS 1 THIRD TERM

WEEK TOPIC/ CONTENT ACTIVITIES


1 ELASTIC PROPERTIES OF SOLID Teacher to guide the students to verify
-Hooke’s Law Hooke’s Law
-Young Modulus
-Work done in springs and elastic string
2 FLUIDS AT REST AND IN MOTION Teacher to lead students to perform
-Surface Tension simple experiments on surface tension
i) Definition and effects and their and also lead discussion on the
applications applications of viscosity.
-Capillarity
i) Cohesion
ii)Adhesion
-Viscosity
i) Definition
ii) Terminal velocity
iii) Application of viscosity
3 PHYSICS IN TECHNOLOGY -Teacher to guide the students to
-Units in industry construct simple tester.
-Electrical continuity testing -Lead students to construct solar
-Solar energy collector and use it to heat water.
-Solar panels or Solar collectors for
energy supply
4 EQUILIBRIUM OF FORCES The teacher to guide the students on
-Resultant and Equilibrant forces the verification of the principle of
-Parallel forces moment.
-Moment of a force

5 CENTRE OF GRAVITY Teacher to guide the students on how


-Stability of objects to determine the centre of gravity of
-Stable given uniform and nom-uniform solids.
-Unstable
-Neutral
6 EQUILIBBRIUM OF BODIES IN Teacher to guide students to verify
LIQUIDS Archimedes’ principle and also to
-Archimedes’ Principle determine the density and relative
-Law of floatation density of common materials.
-Density and relative density
-Hydrometer
7 LINEAR MOMENTUM Teacher guides students on the
-Momentum and Impulse application.
-Newton’s law of motion
-Conservation of linear momentum
-Applications of Newton’s law of motion
8 MECHANICAL ENERGY The teacher to use a lever to
-Application of mechanical energy demonstrate the working of a simple
-Machines: machine.
i) Force ratio Students should practice the
ii) Velocity ratio applications.
iii) Efficiency
-Types of Machines
i) Levers
ii) Pulleys
iii) Inclined Plane
iv) Wedge
v) Screw
vi) Wheel and axle
vii)Gear wheels, etc
9 PROJECTILES The teacher to use thrown ball against
-Concept of Projectiles a vertical wall to demonstrate
-Ways of projecting an object projectile motion.
i) Vertical Projection Students should practice the
ii) Horizontal projection applications
iii) Projecting at an angle to the
horizontal
-Simple problems involving range,
height, time of flight.
10 CIRCULAR MOTION Teacher to use a stone tied to a string
-Uniform circular motion to demonstrate circular motion
-Centripetal force
-Centripetal acceleration
-Centrifugal force
-Angular speed and velocity
-Example of circular motion
11 SIMPLE HARMONIC MOTION The teacher to use the simple
-Definition of Simple harmonic motion pendulum, loaded spiral springs,
-Displacement, velocity and loaded test tube oscillating in a liquid
acceleration of Simple harmonic motion to illustrate simple harmonic motion.
-Energy of simple harmonic motion
-Forced vibration and resonance
12 Revision Revision
13 Examination Examination
OTHER COMPULSORY SUBJECTS FOR SS 1 STUDENTS
FURTHER MATHS
SS 1 FIRST TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 SET I i. Teacher: Guides the students to define the
i. Definition of set types of sets and their notation.
ii. Set notation methods
iii. Types of set: ii. Students: use different methods to present
a. Null set sets.
b. Singleton
c. Finite Instructional Resources: charts of sets using
d. Infinite the different methods of notation etc.
e. Universal
f. Power set
g. Number of elements
2 SET II Teacher: guides students to draw Venn
i. set operations diagrams and how to use them to solve
a. union problems.
b. intersection Students: solve problems involving set
c. Venn diagrams and operations and Venn diagram.
applications up to 3 set problem Instructional Resources: charts of different
operations and of 2-set, 3-sets Venn diagram
etc.
3 INDICES Teacher: Drills the students on calculations
i. laws of indices involving the use of the laws of indices
ii. application of indices Students: study the steps in solving indicial
iii. Indicial equations equations.
Instructional Resource: charts on laws of
indices and solutions of indicial equations
etc.
4 LOGARITHMS Teacher: Drills the students on problems
i. laws of logarithms involving the laws of logarithms
ii. change of base of logarithms Students: solve problems involving the use
of the laws.
Instructional Resources: charts of the laws
of logarithms and the rule of change of base
of logarithms illustrated with examples etc.
5 COORDINATE GEOMETRY(The Teacher: guides the students to determine
straight line I) the distance between two point.
i. Midpoint of a line segment Students: determine problems on the
ii. Gradient of a straight line straight line.
iii. Distance between two points Instructional Resources: charts on various
ideas on the straight line etc.
6 COORDINATE GEOMETRY Teacher: leads the students to determine the
(The straight line II) condition for parallelism and perpendicularity.
i. Conditions for parallelism and Students: derive the equation of a line in
perpendicular different forms.
ii. Equation of a line
Instructional Resources: charts of equation
of a line in different form.
7 COORDINATE GEOMETRY Teacher: guides students to determine the
(The straight line III) areas of triangles and quadrilaterals where
i. Transforming non-linear the coordinates of the vertices are given.
relationship into linear form. Students: transform relations into linear
ii. Areas of triangles and forms.
quadrilaterals. Instructional Resources: charts of
transformed relationship etc.
8 SURDS Teacher: guides students to the rules for
i. Definition of surds manipulating surds
ii. Rules for manipulating surds Students: work on examples on rationalizing
iii. Rationalization of the the denominator
denominators of surds Instructional Resources: charts of the rules
for manipulating surds.
9 TRIGONEMETRIC RATIOS OF Teacher: guides students to derive
SPECIAL ANGLES trigonometric ratios of 30o, 45o and 60o
i. Trigonometric Ratio of 30o, 45o Students: derive trigonometric ratios of 30o,
and 60o 45o and 60o.
ii. Application of trigonometric Instructional Resources: plane figures of
ratio 30o, 45o and 60o to solve right-angled triangles showing angles of 30o,
problems without the use of 45o and 60o.
tables.
10 LOGICAL REASONING Teacher: guides the students to construct
i. The truth table truth table.
ii. Using p or q, p and q (pvq; Students: solve practical problems involving
p^q) the truth table.
iii. P=>q, p<=>q Instructional Resources: Charts showing
iv. Rule, of syntax, simple true or examples on truth table.
false statement. Instructional Resources: charts showing
examples on truth table.
11 LOGICAL REASONING Teacher: leads the students on the rules of
i. Rules of logic application to implication and deduction
argument Students: solve problems on antecedents
ii. Implication and deduction. and consequences of statements
Instructional Resources: charts showing
conditional statements.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

FURTHER MATHS
SS 1 SECOND TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 SEQUENCES AND SERIES Teacher: guides students on how find the nth
i. Definition of sequences and term of sequences and series.
series Students: participate in giving examples of
sequences.
ii. the nth term of a sequence and Instructional Resources: Charts of
series examples of sequences and series etc.
iii. Arithmetic progression (AP)
2 SEQUENCES AND SERIES Teacher: guides the students to recognize
i. Geometric progression (GP) convergent and divergent geometric
ii. Solving problems on AP and progression.
GP. Students: find the sum to infinity of
convergent geometric progressions.
Instructional Resources: charts of
examples of convergent and divergent
geometric progressions etc.
3 FUNCTIONS Teacher: guides the students to define the
i. Definition of a function types of functions.
ii. Types of function Students: gives examples of types of
(a) One to one functions.
(b) Onto function Instructional Resources: charts of types of
(c) Inverse function functions etc.
(d) Identity function
(e) Constant function
(f) Circular function
4 FUNCTIONS Teacher: Drills students on problems on
ai. Logarithmic function function
ii. Exponential functions Students: learn the steps in solving
bi. Application of functions problems on functions
ii. Solutions to problems on Instructional Resources: charts of solutions
functions of some problems on functions etc.
5 VECTORS IN TWO DIMENSIONS Teacher: guides the students to identify
i. Scalars and vectors vectors and scalars
- zero vectors Students: perform simple operations on
- negative vectors vectors
ii. Vector addition and Instructional Resources: charts of directed
subtraction line vectors etc.
iii. Scalar multiplication of vectors
iv. Magnitude and direction of
vectors
v. Unit vector.
6 VECTORS IN TWO DIMENSIONS II Teacher: leads students to resolve vectors.
i. Triangle law of vectors Students: resolve vectors in given direction
ii. Parallelogram law of vectors Instructional Resources: charts of resolved
iii. Resolution of vectors vectors etc.
7 VECTORS IN TWO DIMENSION III Teacher: directs students to apply scalar
i. Scalar (dot) product product in geometry and trigonometry
ii. Application of scalar (dot) Students: Define scalar product
product Instructional Resource: charts of
geometrical application of scalar product etc.
8 MEASURE OF LOCATION Teacher: guides students to determine the
Mean, mode, median (for measures of location of data.
grouped data)
Students: Determine the measures of
location of data.
Instructional Resources: charts of
determined measures of location etc.
9 MEASURE OF LOCATION Teacher: guides the students to determine
i. Decile the measures of location of data.
ii. Percentile Students: determine the measures of
iii. Quartile location
Instructional Resources: charts of
determined measures of location etc.
10 MEASURE OF DISPERSION Teacher: guides the students to determine
i. Range the measures of dispersion of data
ii. Inter-quartiles Students: determine the measures of
dispersion of data
Instructional Resources: charts of
determined measures of dispersion
11 MEASURE OF DISPERSION Teacher: guides the students to determine
i. mean deviation the measures of dispersion of data
ii. standard deviation Students: determine the measures of
iii. Coefficient of variation dispersion of data.
Instructional Resources: charts of
determined measures of dispersion of data.
12 Revision Revision
13 Examinations Examinations

FURTHER MATHS
SS1 THIRD TERM

WEEK TOPIC / CONTENT ACTIVITIES


1 LINEAR INEQUALITIES Teacher: guides students to solve linear
i. Linear inequalities in one inequalities in one and two variables
variable Students: solve problems on linear
ii. Linear inequalities in two inequalities in one and two variables
variables. Instructional Resources: the number line
etc.
2 LINEAR INEQUALTIES Teacher: leads students to plot the values in
i. Graphs of linear inequalities in graph sheet from the graph board
two variables Students: solve problems on linear
ii. Region that satisfies linear inequalities in two variables
inequalities Instructional Resources: Graph board,
graph book etc.
3 CALCULATING AND Teacher: guides students on how to use the
PROCESSING DEVICES I calculating devices
i. Abacus Students: solve problems on the binary
ii. Decimal and binary systems systems
Instructional Resources: Abacus, four
figure tables, slide rules, calculators,
computer etc.
4 CALCULATING AND Teacher: guides students to draw flow charts
PROCESSING DEVICES II Students: draw flow charts
i. Flow charts Instructional Resources: charts of flow
ii. Application of flow charts charts.
5 OPERATIONS RESEARCH Teacher: guides the students to define
i. Definition of operations operations research
research Students: tell the history of operations
ii. History and nature of research
operations research Instructional Resources: charts of historical
development of O.R.
6 MODELS I Teacher: guides students to distinguish
i. models of operations research models
ii. linear programming models Students: construct models that can
iii. Transportation distinguish the models.
iv. Assignment models Instructional Resource: charts on the
model
7 MODELS II Teacher: guides students on practical
Practical application of models problems on the models of operations
research.
Students: participate in solving practical
problems using the model.
Instructional Resource: charts on solution
of problems that involves the models.
8 BINARY OPERATIONS I Teacher: helps the students in defining
i. Definition of binary operation binary operations on sets
ii. Laws of binary operation Students: study various binary operations
a. Associative law defined in sets.
b. Commutative Instructional Resources: charts of standard
c. Distributive operations on standard sets.
9 BINARY OPERATIONS II Teacher: treats each type of law with
i. laws of complementation as in examples
sets Students: solve problems involving the laws.
ii. identity elements Instructional Resources: charts displaying
iii. inverse of an element the laws of binary operations.
10 BINARY OPERATION III Teacher: guides the students to draw the
Multiplication tables of binary multiplication tables of binary operations on
operations sets with examples.
Students: draw multiplication table of some
given binary operations.
Instructional Resource: charts of
multiplication tables.
11 Revisions Revisions
12 Examinations Examinations
13. Examinations Examinations
LITERATURE-IN-ENGLISH

SS 1 FIRST TERM

WEEK TOPIC/ CONTENT ACTIVITIES


1 Introduction to Literature - What is literature: various definitions
of literature.
- Functions of literature
- Difference(s) between literature in –
English and English Literature
2 Genres of literature - Definition of Drama
1(Drama) - Characteristic (features) of drama.
- Types of Drama
3 Terms used in Drama - Professional Terms such as stages,
audience, dialogue, soliloquy, aside,
character, flashback, fore
shadowing, prologue, epilogue,
prompt, script, backdrop, costume
etc
- Draw a chart of terms used in
drama
4 Genres of Literature - Definition of prose
11(Prose) - Characteristics (features) of prose.
- Types of prose
- Narrative Techniques: first person
narrative/third person narrative etc
- Draw up a chart of Narrative
persons
5 Genres of Literature 111 - Various definitions of poetry
(Poetry) - Characteristics (features) of poetry
- Types of poetry
6 Poetic Devices - Rhyme, Rhythm, Stanza, metre,
Poetic license, poetic personae
7 Literature Term 1 - Discussion on figures of speech
such as : simile, metaphor,
personification, oxymoron,
onomatopoeia, alliteration,
assonance, etc
- Various examples of each
8 Literary Terms 11 - Further discussion s on figures of
speech such as: Paradox, Irony,
Euphemism, Hyperbole,
Synecdoche, Metonymy, Litotes,
Malapropism, pun, etc
- Various examples of each
- A list of the figures of speech on
cardboard sheet.
9 Literary Appreciation 1 - Definition of Literary Appreciation
- Discussions on what to appreciate
and how:
-Significance of Literary works in context.
- Special Syntax of poetry
- Effective use of Literary devices

10 Literary Appreciation 11 - Professional Terms used in Literary


- Appreciation such as: Themes,
style, setting, tone, mood,
symbolism, etc
- A list of literary terms on cardboard
paper.
11 General Overview of the - Distinct features of each of the
Literary Genres genres
- Differentiate between Drama, prose
and poetry
- Similarities between drama, prose,
and poetry

12 Plot - Definition of plot


- Difference between plot and story
13 Revision Revision
14 Examination Examination

LITERATURE-IN-ENGLISH

SS 1 SECOND TERM

WEEK TOPIC CONTENT/ACTIVITIES


1 Introduction to “Lonely - Background of the Novelist (Author)
Days” by Bayo Adebowale - Background and setting of the Novel
- Plot summary/plot
2 Theme(s) and style - Discussions on the theme(s) in the
text
- Analysis of the style
3 Character Analysis 1 - Discussions on the major characters
in the Novel
- Analysis of their roles and
significances
4 Character Analysis 11 - Discussions on the minor characters
- Analysis of their roles and
significances
- Relationship between the
characters.
5 General overview of the - General discussions/compete with
Novel /project work, or pair students up for
discussions. Question and answer
sessions on the text.
6 Introduction to “Harvest of - Background of the
Corruption” by Frank dramatist(playwright)
Ogodo - Background and setting of the play
- Plot summary
7 Theme(s) and style - Discussions on the theme(s) in the
text
- Analysis of the style
8 Characterization - Discussions on the major characters
- Analysis of their roles and
significances
9 Characterization - A discussion on the minor
characters
- Analysis of their roles and
significances
- How are the characters related
10 Role play (Drama) - Role-play the actions of the major
characters in the text
- Role-play on the actions of the
minor characters in the play /text
11 Revision Revision
12 Examination Examination

LITERATURE-IN-ENGLISH

SS 1 THIRD TERM

WEEK TOPIC/ CONTENT ACTIVITIES


1 Introduction to “the Panic of - Background and setting of the
Growing Older” by Lerrie poet/poem
Peters - Background of the poem subject-
matter/summary
- Effective use of poetic
devices/techniques
- Effective use of imagery/symbolism
- A cardboard/print out picture of
someone growing older.
2 Theme(s) and style - Analyze the Theme(s) of the poem
- Relate the Themes to personal life
encounters
- Analyze the style
- Use portions of the text to explain
themes
3 “Vanity” by Birago Diop - Background and setting of the
poet/poem
- Background of the poem subject-
matter/summary
- Effective use of poetic
devices/techniques
- Effective use of imagery/symbolism
- A cardboard/print out picture of
someone growing older.
4 Theme(s) and style - Analyze the Theme(s) of the poem
- Relate the Themes to personal life
encounters
- Analyze the style
- Use portions of the text to explain
themes
5 Introduction to “the Last - Background of the Novelist
Goodman” by Patience - Background and setting of the
Swit. Novella
- Plot summary/state sequence of
major events and show cause-effect
relationship.
6 Theme(s) and style - Analyze the major themes in the
text.
- Relate the themes to personal life
encounter(s)
- Discuss the styles in the Novella
7 Characterization - Mention and discuss the major
characters in the text
- Discuss their various roles and
significances
- State the relationship between the
characters
8 Characterization - Mention and discuss the minor
characters in the text
- Discuss their various roles and
significances
- State the relationship between the
characters
9 General Overview - Compete with /Give project work or
pair students (group) for discussion
- How does the story relate to human
life?
- Man’s entire struggle in life is vanity.
- Why does the old man keep
dreaming about lions and baseball?
10 General overview contd. General overview contd.
11 Revision Revision
12 Examination Examination

ELECTIVES
AGRICULTURAL SCIENCE
SS 1 FIRST TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 Meaning and Importance of Agriculture Class discussion
i. Definition of Agriculture
ii. Branches of Agriculture
iii. Importance of Agriculture to the individual,
community and the nation.
2 Problems of Agricultural Development in Nigeria Class discussion
Problems created by inadequate:
i. Land
ii. Basic amenities
iii. Finance
iv. Transportation
v. Shortage and processing facilities
vi. Agricultural education and extension
vii. Tools and machinery
viii. Farm inputs.
3 Solutions to the Problems of Agriculture in Class discussion
Nigeria

Possible solutions to identified problems


4 Husbandry of Selected Crops (Root and tuber Cultivate at least a crop
crops) e.g. yam, cassava, sweet potatoes. suited to the local
i. Method of propagation environment.
ii. Climatic and soil requirements
iii. Land preparation
iv. Manuring and fertilizer application
v. Harvesting, processing and storage of the
selected crops
5 Husbandry of selected crops (cereals) e.g. maize, Keep appropriate farm
rice etc. records
i. Method of propagation
ii. Climatic and soil requirements
iii. Land preparation, planting dates, seed
rates, spacing, sowing depth
iv. Manuring and fertilizer requirements and
application
v. Harvesting, processing and storage
6 Land and its uses Class discussion/take the
i. Definition of land students to the school
ii. Uses of land for: farm land, orchard.
- Agriculture
- Forestry
- Wildlife
7 Factors affecting Land availability Class discussion
Factors affecting land availability for agricultural
purposes:
i. Alternative uses of land e.g. building of
cities, towns, industries, roads
ii. Soil type and topography
8 Husbandry of Oil crops e.g. Oil palm, melon, Grow at least one of the
groundnut. oil crops
i. Method of propagation
ii. Climatic and soil requirements
iii. Land preparation (pre-planting and
planting operations)
iv. Manuring and fertilizer requirements
v. Harvesting, processing and storage of oil
crops
9 Husbandry of beverage e.g. cocoa, tea and coffee Keep appropriate farm
i. Method of propagation records
ii. Climatic and soil requirements
iii. Land preparation (pre-planting
operations)
iv. Manuring and fertilizer requirements
v. Harvesting, processing and storage of
beverage.
10 Husbandry of latex crop e.g. rubber Keep a good farm record
i. Method of propagation
ii. Climatic and soil requirements
iii. Land preparation, nursery requirements
iv. Manuring and fertilizer requirements and
application
v. Harvesting, processing and storage
11 Practical: Identification Students should identify
Identification of the common crops available e.g. oil each crop by knowing
palm fruits, cocoa pod, kola nut, rubber seed, cotton their names (common),
seed and lint, groundnut pod, different species of and botanical
maize etc.
12 Revision Revision
13 Examination Examination
14 Examination Examination

AGRICULTURAL SCIENCE
SS 1 SECOND TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 Anatomy and Physiology Identification of various organs
i. Meaning of anatomy and physiology on charts, pictures and
ii. Systems of the body: models.
- Digestive (monogastric and ruminant)
- Reproductive system
2 Systems of the body of farm animals i. Identify the internal organs
Systems of the body: of a freshly slaughtered
- Circulatory system animal.
- Respiratory system ii. Draw and label those
- Nervous system organs
3 Reproduction in farm animals i. Students should detect
animals on heat
i. Oestrus cycle with emphasis on heat ii. Draw a chart (table)
period indicating the gestation period
ii. Mating in farm animals of the very common farm
iii. Gestation period animals.
iv. Parturition
v. Lactation and colostrums
4 Egg formation in poultry i. Describe the process of
egg formation in poultry
Processes of egg formation in poultry ii. Draw a chart or picture
showing the different stages of
egg formation
5 Role of hormones in reproduction State the role of hormones in
The role of hormones in reproduction reproduction
6 Livestock management i. Rear at least one of the
Live stock management techniques: animals from each group –
- Good housing ruminant and non-ruminant
- Feeding
ii. keep appropriate farm
records
7 Livestock management Keep appropriate farm records
Live stock management techniques:
- Hygiene
- Finishing
8 Husbandry of Pulses (groundnut, cowpea) Keep appropriate farm records
- Method of propagation
- Climatic and soil requirements
- Pre-planting and planting
operations
- Manuring and fertilizer
requirements
- Harvesting, processing and
storage

9 Husbandry of fibre crops e.g. cotton Keep appropriate farm records


- Method of propagation
- Climatic and soil requirements
- Pre-planting and planting
operations
- Manuring and fertilizer
requirements
- Harvesting, processing and
storage of fibre
10 Rock formation Collect and identify rock types
- Definition of rocks
- Rock types: e.g. igneous,
sedimentary and metamorphic
- Rock formation processes/soil
formation
11 Practical: Identification of rock. Collect the different rock types
Identification of the various rock types. and identify them for the
students.
12 Revision Revision
13 Examination Examination

AGRICULTURAL SCIENCE
SS 1 THIRD TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 Sources of farm power i. class discussion
Sources of farm power: ii. use one or two students to
- Human perform one farm activity in the
- Animal farm (human power)
- Mechanical iii. observe the use of
- Electrical mechanical farm power
- Solar (machine)
- Wind
- Water
2 Mechanization Visit to mechanized farms or
- Definition of mechanization agro-service centres.
- Explanation of mechanization in
a broad term
3 Prospect of mechanization Observe the use of mechanical
The advantages of mechanization: or electrical farm powers
i. Increased productivity
ii. Reduced drudgery
iii. Timeliness of operations etc.
4 Problems of mechanization Observe and compare a newly
(a) Disadvantages of mechanization: worked land with machines with
- displacement of workers manually worked land.
- destruction of soil structure
- environmental pollution
- compaction of soil
(b) Limitations:
- economic limitations
- technical knowhow
- small holdings
5 Prospects of mechanization Class discussion
Possible ways of improving Agriculture
through mechanization:
- financial empowerment to farmers
- emphasis on technical education to train
and have enough technicians
- increase holdings
6 Factors of production Excursion to large scale
Factors of production: agricultural establishment
- Land
- Labour
- Capital
- Management
7 Farm manager i. state the functions
Functions of a farm manager: ii. explain the functions
Planning, organizing, supervising etc.
8 Agricultural financing i. state the various sources of
Sources of farm financing: farm credit and finance
i. Agricultural banks
ii. Commercial banks ii. explain the sources
iii. Cooperative societies
iv. Money lenders
v. Individuals
9 Agricultural financing i. Explain the sources
Sources of farm financing continues
vi. Savings and thrift society ii. use professional (guest
vii. Self financing lecturer) bank officials
viii. Government
ix. Others
10 Implications of farm credits Explain the implications of credits
The implication of farm credits e.g. interest (loan) especially from
rates commercial banks
11 Practical: Visit to agro-service centres
Identification of farm machines and their
parts
12 Revision Revision
13 Examination Examination

COMPUTER STUDIES
SS 1 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 OVERVIEW OF COMPUTER TEACHER’s ACTIVITIES


SYSTEM - Leads students to define computer
-Definition of computer -- Guide students to state the two
-Two main constituents of a broad classes of computer.
computer ---States characteristics of a computer.
a) computer hardware STUDENTS ACTIVITIES
b) computer software ---Participate in class discussions.
---Identify various parts of hardware
and software.
---States characteristics of a computer.
RESOURCE MATERIALS
-A computer set.
-parts of computer, charts and
pictures.
2 COMPUTER HARDWARE TEACHER’s ACTIVITIES
-System unit ---lists examples of hardware and
-peripherals software.
COMPUTER SOFTWARE. ---Displays a computer set.
-System software STUDENTS’ ACTIVITIES
-Application software ---Identify a computer as electronic
machine
RESOURCE MATERIALS
Parts of computer, charts and picture.

3 DATA AND INFORMATION TEACHERS’ ACTIVITIES.


-Definition of data and ---Lead students to define data and
information information.
---differences between data and ---State differences between data and
information information.
STUDENTS ACTIVITIES .
---participate in class discussions.
---Identify data as written by the
teacher.
---Observe the keyboard letter
arrangement as data.
RESOURCE MATERIALS

Computer; charts and materials.

4 DATA AND INFORMATION TEACHER’S ACTIVITIES


-Differences between data and List examples of data and information
information -Displays key arrangement
-Examples of data and On the key board as a type of data
information -Guides students to type in alphabets
or numbers in a related form into
computer as information.
STUDENTS’ ACTIVITIES
-observe the keyboard letter
Arrangement as data.
-Enter alphabets or numbers into data
and information.
RESOURCE MATERIALS
Computer, Charts and material.

5 COMPUTING DEVICES i) Abacus


1(PRE-COMPUTER AGE TO ii) Slide rule
19th CENTRY) iii)Napcer’s bon
-Features, Components and use iv)Pascal calculator
of; v) Lerbnitz multipler
vi) Jacquard’s Loom
vii) Charles Babbage
viii) Analytical Engine
ix) Hollerith Census machine
x) Burrough’s machine .
TEACHER’S ACTIVITIES
-Guide students to state the features
of each computing device.
-Displays their components to student.
State their uses’
STUDENTS’ ACTIVITIES
-Identify the size and components of
each device
-Participate in class discussions
RESOURCE MATERIALS
Charts, pictures, and any available
pre—computer age computing device.

6 COMPUTING DEVICES II TEACHER’S ACTIVITIES


(20TH CENTURY TO DATE ) -state the features of each computing
-Features Components and device
uses of: -Display their components to students
i) ENIAC -States their uses
ii)EDVAC STUDENTS’ ACTIVITIES
iii) UNIVAC 1 -Identify size and components of each
device
-Copy notes from chalkboard.
RESOURCE MATERIALS
Desktop computers, Laptop, Charts
and Pictures.

7 COMPUTING DEVICES II (20TH TEACHER’S ACTIVITIES


CENTURY TO DATE) -States the features of each
-Feature; components and Computing device.
uses of: -Displays their components to
Iv)Desk Top Personal Computer students
V)Laptop and Notebook -States their uses.
Computer STUDENTS’ ACTIVITIES.
vi) Palm Top Computer -Identify the size and components of
each device.
RESOURCE MATERIALS
Desktop computer, Laptop, palmtop,
charts and pictures.

8 INPUT DEVICES. TEACHER’S ACTIVITIES


-Definition of input devices -Leads students to define an input
-Types of input devices:- device
Keyboard, Mouse, Scanner, -Displays input device to students
Microphone, Joystick, Card- -Leads students to list input devices.
reader, Light pen, Digital STUDENTS ACTIVITIES
Camera etc, -Participation in class discussions.
-Identify various input devices as
displayed in class.
RESOURCE MATERIALS
Keyboard, Mouse, scanner,
Microphone, Joystick, Light pen,
Cards reader, Digital Camera etc.

9 INPUT DEVICES TEACHER’S ACTIVITIIES


-Mouse -Displays the mouse in the class for
-Feature of a mouse students.
-Functions and operation. -Guides students to operate the
mouse
STUDENTS ‘ ACTIVITIES
-Identify the mouse and its features.
-Operate the mouse.
RESOURCE MATERIALS
Mouse, computer system.

1O KEYBOARD TEACHERS ACTIVITIES


-Structure and function. -Displays keyboard in the class for
-Keys on the keyboard:- students.
Function keys , Numeric keys, -Guides students to operate the
Alphabetic keys, special keyboard .
Character keys, cursor control STUDENTS ACTIVITIES
keys, command keys. -Identify the keyboard and its features
-RESOURCE MATERIALS
Keyboard, computer system.

11 Revisions Revisions
12 Examinations Examinations

COMPUTER STUDIES
SS 1 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 OUTPUT DEVICES TEACHER ACTIVITIES


-Definition of output device: Monitor, -Leads students to define output devices
Printer speaker, plotter -displays the output devices in for
-Features and uses of output device students
-Monitor:- structure types and -Leads students to list output devices.
functions -States the features of monitors.
I-e Monochrome and colour. STUDENTS ACTIVITIES
-Identify the output devices as displayed
-Switch on the monitor
RESOURCE MATERIALS.
Monitor, Microphone. Speakers, Charts.

2 OUTPUT DEVICES:-printers, types TEACHERS ACTIVITIES


-Impact Displays different types of printers.
Dot matrix printers, line printers, -State the features and their differences.
character printers -Guides students to operate the printer.
-NON-Impact. STUDENTS ACTIVITIES
Inkjet Printers, Laser jet Printers, -Operate the printer under teacher’s
Thermal Printers guidance
-Comparative study of common -Copy notes from the chalkboard into
printers. their notes
RESOURCE MATERIALS
Printers, charts, Computer system.

3 COMPUTER SYSTEM SOFTWARE TEACHER’S ACTIVITIES


-Definition of software -Leads students to define computer
Types of software: System software( software
operating system, translator, -Guides students to name different types
tools/utility program) and Application of software
software STUDENTS’ ACTIVITIES
Identify operating systems displayed on
the screen.
RESOURCE MATERIALS
Computer with windows or Unix operating
system installed.

4 COMPUTER SYSTEM SOFTWARE TEACHER’S ACTIVITIES


-Examples of operating system e.g. -Leads students to list examples of
Graphical user interface (GUI), MS operating system
windows, Linux. -Displays operating system environment
-Command line(Linux, Microsoft, on the screen
disk operating system (DOS) STUDENTS’ ACTIVITIES
-Examples of translators e.g. -Participate in class discussions
Assemblers, compilers, interpreters -Identify DOS directory at the C. prompt
RESOURCE MATERIALS
Computer with DOS installed charts and
pictures.

5 COMPUTER APPLICATION TEACHER’S ACTIVITIES


SOFTWARE -Lead students to define application
-Examples of utility software
programs(Editors, Anti-virus) -Leads students to state categories of
-Definition of application software application packages
-Types of application software( User STUDENTS’ ACTIVITIES
application program i.e program Identify application packages as
written by numbers) and (Application displayed
packages) RESOURCE MATERIALS
-Categories of application packages Application packages, charts and pictures
e.g. word processing, spread sheet,
graphics, database, games.

6 COMPUTER APPLICATION TEACHER’S ACTIVITIES


SOFTWARE -Leads students to list packages for
-Packages for specialized areas: specialized areas
Accounting software, Payroll STUDENTS’ ACTIVITIES
Programs, Banking Software,
Educational Management Software, Identify different packages for specialized
Statistical Packages, and Hospital areas
Management Software etc. RESOURCE MATERIALS
Pictures and charts
7 PROGRAMMING LANGUAGE TEACFHER’S ACTIVITIES
-Definition of programming language -Leads students to define programming
-Levels of programming language: language
Machine Language(ML), -Displays a stored programming language
-Low Level Language( LLL), High on the screen
Level Language( HLL) -States the various programming
-Features of each level language levels.
-Describe features of each programming
language level.
STUDENTS’ ACTIVITIES.
-Identify a programming language when
displayed on the screen
-Describe the features of each level of
programming language.
RESOURCE MATERIALS
Computer, A high level language stored
or installed e.g. BASIC environment.

8 PROGRAMMING LANGUAGE TEACHER’S ACTIVITIES


-Examples of programming Guides students to compare the various
language levels of programming language.
-Comparison of levels of STUDENTS ACTIVITIES
programming language Compare the various levels of
programming languages.
RESOURCE MATERIALS
Computer, charts.

9 BASIC PROGRAMMING TEACHER’S ACTIVITIES


LANGUAGE -Leads students to state the full meaning
-Meaning of “BASIC” (Beginners All- of ‘BASIC’
Purpose Symbolic Instructional -List Basic character set
Code) -List some Basic statement
-Basic Statement: LET, READ, STUDENTS’ ACTIVITIES
INPUT, DATA, END,L PRINT -State the full meaning of ‘BASIC’
-Basic character List BASIC character set and some
BASIC statements.
RESOURCE MATERIALS
Computer with BASIC program installed,
chart

1O BASIC PROGRAMMING TEACHERS ACTIVITIES


LANGUAGE -Writes BASIC notations for arithmetic
-BASIC Arithmetic operator expressions
-BASIC Arithmetic expressions -Leads students to write simple BASIC
program
Students Activities
-Write simple BASIC program
-Run BASIC program installed, chart
RESOURCE MATERIALS
Computer with BASIC program installed,
chart.

11 BASIC PROGRAMMING TEACHERS’ ACTIVITIES


LANGUAGE -Write BASIC notations for arithmetic
-Evaluation of arithmetic expression expressions
-Simple BASIC program -Guides students to run BASIC program
on computer
STUDENTS’ ACTIVITIES
-Write simple BASIC program
-Run BASIC program in the computer
RESOURCE MATERIALS
Computer with BASIC program installed

12 Revisions Revisions
13 Examinations Examinations

COMPUTER STUDIES
SS 1 THIRD TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 COMMUNICATION SYSTEM TEACHER’S ACTIVITIES


-Full meaning of ICT -Leads students to state the full
-Types of ICT e.g. Broadcasting, meaning of ICT
Telecommunications, Data Networks, -State types of communications.
Information Systems, Satellite -List types of broadcasting
communications. STUDENTS’ ACTIVITIES
-Broadcasting: Radio, Television, Identify ICT gadgets
Satellite TV systems. RESOURCE MATERIALS.
Computer, Radio, Television

2 COMMUNICATION SYSTEMS TEACHER’S ACTIVITIES


-Telecommunications: ( Public -Display available ICT gadgets,
Switched Telephone Network radio, television and computer.
(PSTN), Mobile phone system -Shows satellite dish in an out-of-
(GSM), Circuit switched packet class activity.
telephone system, Satellite STUDENTS ACTIVITIES
telephone system, Fixed wireless Access information on internet or
telephone system other information devices
-Data Networks: (Personal Area RESOURCE MATERIALS
Network (PAN), Local Area Internet facility, GSM phone, fax
Network(WAN), Internet. machine.
3 COMMUNICATION SYSTEMS TEACHER’S ACTIVITIES
-Information system: Data processing -Leads students to list ICT
system, Global positioning application areas
system(GPS) -Leads students to list ICT based
-Applications of ICT: gadgets
Teleconferencing, video STUDENT ACTIVITIES
conferencing, tele-presence, Identify application areas of ICT
telecommunication and networking, in an out-of-class activity or
tele-computing, messaging, through internet or on pictures
information search, retrieval and RESOURCE MATERIALS
archival. Computer, television, internet,
ICT-based gadgets available.

4 APPLICATION AREA OF ICT TEACHER’S ACTIVITIES


-ICT-based gadgets – mobile -Guides students to operate ICT-
phones, computer, fax machines, based gadgets
automated teller machine(ATM), STUDENTS’ ACTIVITIES
dispensing machines, point of sales -Operate ICT-based gadgets
machine, automated cash under teacher’s supervision.
register(ACR), radio set, etc. RESOURCE MATERIALS
-Operation of ICT based gadgets Computer with DOS installed,
charts and pictures.

5 BASIC COMPUTER OPERATIONS TEACHER’S ACTIVITIES


-Description of the booting process -Leads students to describe
-Types of booting: Cold and warm booting process
-Components of window desktop: -Leads students to identify icons
Icons, taskbar, background. on the desk top
STUDENTS’ ACTIVITIES
-Power the computer under the
supervision of the teacher
-Observe light blinking as booting
continues
RESOURCE MATERIALS
Computer, power source.

6 BASIC COMPUTER OPERATIONS TEACHER’S ACTIVITIES


-Running an application program e.g. -Guides students to run an
Microsoft word application program in the
-The process of shutting down the computer.
computer STUDENTS’ ACTIVITIES
Run application program under
teacher’s supervision
RESOURCE MATERIALS
Computer system

7 WORD PROCESSING TEACHER’S ACTIVITIES


-Definition of Word Processing and -Leads students to define word
Word Processor processing and word processor
-Examples of Word Processors: -States the features of a word
Microsoft Word, word perfect, word processor
star. STUDENTS’ ACTIVITIES.
-Features of word processors -Open word processing
environment under teacher’s
supervision.
-Carry out basic word processing
operations, hands-on-
experience(h-o-e)
RESOURCE MATERIALS
Computer, word processing
packages.

8 WORD PROCESSING TEACHER’S ACTIVITIES


-Word processing environment Guides students to carry out
-Using a word processor to: create, basic operations on word
edit, format, save, retrieve, print and processing hands-on-
close. experience(h-o-e)
STUDENTS ACTIVITIES
Create document, edit document,
save document, close document
file and exit word.
RESOURCE MATERIALS
Computer system

9 PRESENTATION PACKAGES TEACHER’S ACTIVITIIES


-Definition of presentation package -Leads students to define and list
-Example of presentation packages presentation package
e.g. Microsoft power-point -States the features of a
-Features of presentation package: presentation package
Creation of slides, insertion of STUDENTS’ ACTIVITIES
pictures, insertion of video and audio, -Identify a presentation program
animation, slide shows, creating environment
graphics, creating of organization RESOURCE MATERIALS
and other charts. Computer with presentation
package

1O USING PRESENTATION PACKAGE TEACHER’S ACTIVITIES


-Microsoft power point(Open the -Guides students to identify the
application, create a new features of a presentation
presentation, insert slide contents: program
text, graphics and pictures) -Leads students to carry out basic
operation on presentation
program
STUDENTS’ ACTIVITIES
Carry out simple presentation
operation with power point.
RESOURCE MATERIALS
Computer with presentation
package (e.g. Power point).

11 USING PRESENTATION PACKAGE TEACHERS’ ACTIVITIES


-Microsoft power point-Animation -Lead students to carry out basic
contents, add new slides, save operation on presentation
presentation, close –presentation, program.
close application. STUDENTS’ ACTIVITIES
-Carry out simple presentation
operation with power point
RESOURCE MATERIALS
Computer with presentation
package(e.g. Power point)

12 Revisions Revisions
13 Examinations Examinations

GEOGRAPHY
SS 1 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES


1 Introduction to Geography; - Guide students to explain concepts
- Definition and scope of of geography
geography - Define geography
- Importance of geography - Explains the scope and importance
of geography
- Students draws references from
the local environment to explain the
term geography.
Resources;
- Pictures
- Maps
2 Geography of FCT - Draw a sketch map of FCT and
- Location, position and size insert some major physical and
of FCT cultural features.
- Political division FCT, - Guide discussions on ;
Towns and villages and a) location, position, size of FCT,
their headquarters. b) political divisions,
- Physical setting of FCT. c) physical setting etc.
Relief and drainage Resources;
- Pictures, maps, atlas,
drawing paper.
3 Climate and vegetation of FCT; Guide discussions on:
- CLIMATE: Temperature - Climate of FCT
and rainfall, humidity, etc - Vegetation type
- Vegetation type; (man and - Population
natural vegetation)
- Population and people of - Mineral resources and
FCT agriculture
- Commercial activities in FCT
- Carry out a guided field word

4 Economic Activities in FCT :


- Mineral resources and
agriculture
Industries and commercial
activities in FCT
5 The solar system 1. Guide students to model the
- Definition of solar system solar system
- Components of the solar 2. Uses the model to guide students
system and their to identify and describe components
characteristics of solar system.
- Size and shape of the earth. 3. Guides discussions on:
a) shapes and size of the earth, 2)
position of the earth in relation to the
sun.
4. model the Solar System
Resources;
Globe, Aerial photographs of the
earth,
Illustrative diagrams.
6 Earth’s Sphericity, Rotation and TEACHER: Uses the globe and
Revolution. other models to demonstrate
- Evidence of the earth’s Rotation and Revolution
sphericity 2. guide discussions on effects of
- Meani ng of Rotation and its the earth’s rotation and revolution
effects STUDENTS: watch demonstrations
- Meaning of Revolution and and ask questions
its effects INSTRUCTIONAL MATERIALS
Globe, slide, Torch light and any
source of light, diagrams
7 - Difference between Rotation
and Revolution
- Eclipse; Dawn and Twilight
8 Latitudes and Longitudes; TEACHER :uses the globe and map
- Meaning of Latitudes and of the world to identify and explain:
important line of latitudes. - Latitudes and longitudes
- Calculation of distances using - Equator, Meridian, Greenwich
lines of latitudes mean time, international Date
- Meaning of longitudes, line and grid reference.
important lines of longitudes STUDENTS:
and their uses - Listen to teacher’s
- Differences and similarities explanations, ask questions
between latitude and - Participate in discussions
longitudes - Determine distances, time
- Great and small circles. and time zones from Latitude
and Longitude.
INSTRUCTIONALMATERIALS:
- Atlas, globe, illustrative
diagrams of positions of
major regions of the world
etc.
9 - Calculation of local time TEACHER: - Guides discussions on
and longitudes :
- International date line Equator, Relationship with major
- Greenwich mean time regions of the world. The meridian
(GMT), Standard time, and the time zones etc
local time and time zones. - Guides students to:
-differentiate between latitudes and
longitudes,
- Calculate local time of places from
Longitudes.
STUDENTS: Determine distances,
time and time zones from latitudes
and longitudes
INSTRUCTIONAL MATERIALS: As
in week 8
10 THE EARTH’S STRUCTURE: TEACHER: Uses diagrams and
- Major spheres of the sketches to guide students to :
earth(atmosphere, - Identify earth’s major spheres
biosphere, etc) - Identify the structure of the
- Interior structure of the earth’s crust
earth(crust, mantle and 2. Initiates and guides
core) discussions on
- Rock types (igneous, - composition of the spheres
sedimentary and - characteristics of crust, mantle
metamorphic) and their etc
characteristics (structure, - explains relationship between
colour and texture. ) the spheres etc
STUDENTS: - Participate in guided
tour of the school to observe the
earth’s spheres
- Draw and label cross section
of earth’s crust
INSTRUCTIONAL MATERIALS:
Illustrative diagrams, sketches,
models of the cross section of
earth’s interior
11 Rocks contd. TEACHER: Takes students on field
- Mode of formation and work to collect and classify rocks
uses of rocks -Initiate and guide discussions on :
- Mountains types: ( fold, structure, colour, texture,
block, etc) and their mode permeability of rock types,
of formation - Process of formation of igneous,
- Characteristics and uses of sedimentary and metamorphic
mountains rocks.
- Mode of formation and importance
of rock.
STUDDENTS: Bring pictures and
things made from rock
- Prepare an album of rocks in the
locality
INSTRUCTIONAL MATERIALS :
- Rock samples
- Pictures of rock
- Illustrative diagram
12 PLATEAUX / LOW LANDS TEACHER: - Uses pictures and
- Meaning, types of models to guide students to identify
plateaux, uses and different mountains types
disadvantages of -Takes students on guided tour of
mountains locality to observe highland and
- Lowlands: Meaning, types lowland in the locality
(valleys , crust, plains) etc. - Initiate discussions on :
- Importance and - characteristics of mountain
disadvantages of low types, types of lowland processes of
lands. formation,
- Importance and disadvantages
etc
STUDENTS: Participate in guided
tour to observe mountains and
lowlands
- Make models of mountains ,
lowlands
INSTRUCTIONAL MATERIALS:
Atlas, Maps, sketches, pictures of
lowlands, Models

13 Revision Revision
14 Examination Examination

GEOGRAPHY
SS 1 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 The Environment :Weather and TEACHER:
climate : - Conduct outdoor activities for students
- Meaning of environment, to observe the environment
types and importance - Guide class discussions on;
- Definition of weather and classification of environment(physical,
climate and their differences social, cultural
- Elements of weather and their - Recognize components of the
instruments used in recording environment into 3 major domains
them. - Weather elements and their attributes
2 CLIMATE (CONTD.)
-Attribute of climate - importance of weather on physical and
(variability), aerial extents, human activities
decoration, etc, - Guides students to make measurements
- Importance of weather. and keep weather records
3 FACTORS AFFECTING CLIMATE: - Guides students to discussing factors
- Altitude, Latitude affecting climate with examples.
- Slope and aspect, STUDENTS: participate in guided tour to
continentality etc observe mountains, lowland
- Make models of mountains,
lowlands
- Take weather measurements and
keep weather records
INSTRUSTRATION MATERIALS:
Illustrative diagram and sketches, Rain
Guauge, Wind Vane, Barometer,
Hygrometer etc

4 GOEGRAPHY OF NIGERIA: TEACHER:


- Location, position, size and - Uses maps to help students describe
distance( Latitudes, the location and position of Nigeria with
longitudes, boundaries and respect to her neighbours
neighbours) - Guides students to;
- Political division of - Describe location of states and their
Nigeria(states and their capitals with reference to latitudes and
capitals, local government longitudes
and their headquarters. - Determine size, area, landmarks of
5 NIGERIA CONT. Nigeria
- Relief- Highland And Low - Draw political maps of Nigeria, insert
Lands states and their headquarters
Drainage –Major Rivers and their - Discuss Nigeria’s climate,
characteristics characteristics of different seasons etc.
- Importance and problems of Discuss drainage of Nigeria.
Nigerians rivers - Draw a map of Nigeria showing relief
6 NIGERIA CONT. and drainage distribution.
- River Basin- meaning , major STUDENTS: calculate the area of Nigeria
basins and uses of basins - Draws the political map of Nigeria
- Lakes in Nigeria: Meaning, showing the states capitals and local
types, reasons for government headquarters
shallowness of lake chad - Draw relief map of Nigeria and linking it
- Uses of Lakes with drainage distribution of Nigeria.
INSTRUCTIONAL MATERIALS: Atlas,
political maps of Nigeria, Globe,
illustrative diagrams and sketches.

7 POPULATION OF NIGERIA: TEACHER : Guides students to observe


- Definition, concepts and population structure and distribution.
population distribution - Guides class discussions on:
- Population structure and -Population, size, distribution and
quality structure
- Population -Population quality, population
movement(migration) and movement, data and their sources and
population data (census) problems of data
STUDENTS: observe distribution of
population within the school
- Identify and locate highly
populated urban centres, rural
areas with sparse population
INSTRUCTIONAL MATERIALS:
- Map of Nigeria showing population
distribution, pictures,
- slides of densely populated areas,
posters of HIV/AIDS to explain
quality of population
- Maps showing various resources

8 RESOURCES OF NIGERIA: TEACHER: Leads students to identify


- Mineral resources: meaning various minerals on Nigeria
and types of mineral - Takes students out to observe
resources (petroleum, mining sites, observe vegetation
national gas, tin and and water resources within and
columbite, etc around community.
- Power resources(petroleum, - Guides students to
gas, HEP, solar energy, etc. -Locate where Nigeria’s major resources
water resources: meaning are found in the map
,types(river lakes, dams, -Discuss the importance of these
seas, underground water resources to Nigeria’s economy
STUDENTS: Make record /report of
resources found in their community
-Identify and classify Nigeria’s resources
-Draw a map of Nigeria and insert various
resources
INSTRUCTIONAL MATERIALS:
- Map of Nigeria showing population
distribution, pictures,
- slides of densely populated areas,
posters of HIV/AIDS to explain
quality of population
- Maps showing various resources

9 RESOURCES OF NIGERIA TEACHER: Leads discussions on the


CONTD.: meaning and types of vegetation and the
- Vegetation resources; importance of vegetation to man
meaning and types of STUDENTS: Should be able to
vegetation(Man and natural differentiate, giving examples, between
vegetation (e.g crops, human and natural vegetation .
government etc)
INSTRUCTIONAL MATERIAL:
Pictures, slides, Maps
10 MAPWORK/READING TEACHER: -Brings different types of
- Maps: meaning, types, maps to class.
examples and uses. - Helps the students to identify
- Scales: definition, types different types of maps
attributes, size (small and - Guides class discussion on
large), merits and demerits. -Meaning, types and uses of maps,, and
- Conversion of scales map scales .
STUDENTS: Identify different types of
maps brought to class
- convert on type of scale to another
INSTRUCTIONAL MATERIAL:
- different types of maps , Atlas,
Ruler or measuring tape.
11 Revision Revision
12 Examination Examination

GEOGRAGHY

SS 1 THIRD TERM

WEEK TOPIC / CONTENT ACTITIVIES


1 Map Distance: Teacher: guides the class
- Measurement of units and discussion on ;
conversion of distance to - Measurement of distances and
map distance conversions to real distance
- Map Reduction - Demonstrate map reduction
- Map enlargement and enlargement
- Guide students as they enlarge,
reduce maps
- Identification of physical and
cultural features
- Relationship between physical
2 Interpretation of physical and and cultural features.
cultural features: Students:
- Contour lines, definition, - carry out practical activities on
intervals etc map reduction and enlargement
- Physical features (ridges, - Solve problems on how scales
spurs, valleys, hills, rivers of map can change when maps
etc) are reduced or enlarged.
- Cultural features (road, - carry out practical work on map
settlements, schools, interpretation
communication lines, etc Instructional materials:
- Maps, sketches, Ruler, Drawing
paper slides

3 Transportation: Teacher:
- Definition, types/modern - Uses maps, diagrams, pictures
means of to guide students to identify
transportation(roads, rail, transportation types.
water, air, pipeline, etc - Merits and Demerits of each
type of transportation
- Importance and problems of
transportation.
Student:
- Sketch map of Nigeria showing
rails, air transport
Instructional Materials : Maps,
Atlas, Films, drawing paper.
4 Industry : Teacher : Guides students to
- Definition and classes of - Locate major industrial regions
Industries.(Primary, on a world map
secondary, tertiary and - Identify and describe major
quaternary . industries
- Heavy and light Industries - Takes students out to visit
industries in the locality
Students : Draw maps and locate
major industrial regions in Nigeria,
and the world.
- Pay visit to local industries
Instructional materials :
- World maps, sketches, Films,
pictures

5 Basic concepts of geographic Teacher :


information system (GIS) - Explains concepts of GIS and
- Definition and geographic Geographic data
data (lines for users, roads, - Guides discussions on ;
rails, etc, points for bore - Sources of geographic data
holes, images etc) e.g maps, data from field work,
- Sources of GIS (maps, satellite images etc
fieldwork, satellite, images, - Geo-referencing for GIS data
etc) - Importance of GIS
- Importance of geo- Student : Participate in guided
referencing, geographic data field work
and the GIS
Instructional Materials : Maps,
Air photo, computer system with
GIS software installed
6 Components of GIS Teacher :Guides students to ;
- Hardware (digitizer, global - identify GIS hardware
positioning system (GPS), - identify the various software
Computer, printer, scanner, and their uses
etc and software (data, - use GIS hardware e.g
imput, storage, retrieval, Digitizer, GPS, Computer etc
manipulations, etc) - Initiate discussions on data
- Data: Positional and rational types components of GIS,
- Procedures(sets of rules) procedures etc
and people (experts) Students :Manipulate/use the
GPS, Digitizer and computer to
process geographic data
Instructional Materials;
- Sketches showing components
of GIS
- Slides, GPS, Printer etc.

7 Earth’s External Processes and Teacher:


Land Form Development : - Initiates the discussion leading
- Action of running water: to ;
definition and terms - Definition and explanation of
associated with running major terms associated with
water (River) – sources and actions of running water.
courses of a river, slope, - Use of diagrams to explain
shape of valley, volume of processes of river erosion ;
water, size of materials Corrosion, attrition, hydraulic
- Stages of a river action
development- upper course - Processes of river transport:
(characteristics, processes use of diagrams to describe
and features produced) landforms in various stages of
- Middle course of a river river development.
(characteristics, processes Students : Draw diagrams or
of river transportation and models showing various
features produced) landforms associated with stages
of river development
- participate in guided tour to
observe some of these landforms
Instructional Materials :
- Pictures, slides, models,
illustrated diagrams.
- Drainage pattern-Dentritic,
trellised and radial
8 Stages of River Development Teacher : uses of pictures,
Contd. models and sketches to explain
- Lower course of a river - Processes of wind erosion
(characteristics and features - Formation and characteristics of
e.g levees, wind erosion
- Delta : Definition, - Landforms , mode of formation
characteristics, conclusions and characteristics of wind
for formation, types and deposition landforms
importance. Students : Draw diagrams and
construct models showing various
erosion and deposition landforms
9 Action of Winds
- Definition and processes of
wind erosion (abrasion,
attrition and deflation)
- Features/landforms of wind
erosion(rock pedestal,
zeugens, yardangs, etc
- Features of wind deposition
(loes, barchans, seif domes)
etc

10 Glacier action : Teacher :


- Definition of terms - Uses pictures, models to :
associated with glacier (ice, - explain characteristics features
glacier, glaciations and of landforms in glacier regions
features of glacier erosion in - Help students locate the
the highland areas countries/regions where these
- Glacier features in lowland landforms are found
areas roche mountanee, - Guides discussions on mode of
crag and tail boulder clay formation and economic
erratic drumlins, eskers etc importance.
- Economic importance of Students : Draw annotated
glacier features diagrams to show the features of
various landforms
Instructional Materials : Films,
Models, Annotated diagrams and
sketches.
11 Revision Revision
12 Examination Examination

ECONOMICS

SS 1 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES


1 MEANING OF ECONOMICS AND 1. Teacher to arrange group
RELATED CONCEPTS discussion to relate these
i. Definitions, scope, concepts to the daily activities
importance and methodology of individuals, firms and
of economics. government.
ii. Economics as a science 2. Learning material; tables.
iii. Concepts of wants, scarcity,
scale of preference, choice
and opportunity cost

2 BASIC TOOLS OF ECONOMIC 1. Teacher to arrange group


ANALYSIS discussion on how the
i. Graphs, charts and table with knowledge of these concepts
relevant examples influence our daily choice of
ii. Construction of frequency individuals, firms and
distribution government
2. Learning material; tables,
graphs, charts etc.
3 BASIC TOOLS OF ECONOMIC 1. Teacher to display various
ANALYSIS charts relating to the topic and
i. Measures of central solve practical problems.
tendencies – Meaning 2. Learning material; tables,
ii. Types (mean, mode, median) graphs, charts etc.
merits and demerits and
simple application
4 CONCEPTS OF DEMAND AND 1. Teacher to guide and share
SUPPLY experiences with students that
i. Price system, Demand – relate to demand and supply
meaning, schedules, curves, gathered on routine visits to
laws. shops and markets.
ii. Factors affecting demand. 2. Learning materials; display
pictures of people in markets
places or shops.
5 CONCEPTS OF DEMAND AND 1. Teacher to guide and share
SUPPLY experiences with students
i. Meaning of supply, that relate to demand and
schedules, and laws. supply gathered on routine
ii. Factors affecting supply visits to shops and markets.
2. Learning materials; display
pictures of people in markets
places or shops.
6 CONCEPTS OF DEMAND AND 1. Teacher to guide and share
SUPPLY experiences with students
i. Determinants of equilibrium that relate to demand and
price, quantity and point with supply gathered on routine
simple applications. visits to shops and markets.
2. Learning materials; display
pictures of people in markets
places or shops.
7 THEORY OF PRODUCTION 1. Teacher to demonstrate the
i. Meaning of Production importance of division of labour
ii. Types of Production with students by assigning
iii. Factors of Production aspects of a given task to
different groups within a class
and monitor time of completion
by each group.
2. Learning materials; charts and
manufactured products.
8 THEORY OF PRODUCTION 1. Teacher to demonstrate the
i. Meaning of division of labour importance of division of
ii. Specialization labour with students by
iii. Advantages and assigning aspects of a given
disadvantages and task to different groups within
limitations of division of a class and monitor time of
labour completion by each group.
2. Learning materials; charts
and manufactured products.
9 THEORY OF PRODUCTION 1. Teacher to demonstrate the
i. Scale of production importance of large scale
ii. Advantages and production to the class.
disadvantages of large scale 2. Learning materials; charts
production and manufactured products.

10 BASIC ECONOMIC PROBLEMS OF 1. Teacher to guide the students


SOCIETY and discuss these economic
i. Definition of economic problems and discover ways of
system solving them.
ii. Types of economic system 2. Learning materials: Relevant
(Capitalism) textbooks.
iii. Advantages and
disadvantages of capitalism
11 BASIC ECONOMIC PROBLEMS OF 1. Teacher to guide and discuss
SOCIETY these economic problems
i. Types of economic system with students and discover
(Socialism, Mixed economy) ways of solving them.
ii. Advantages and 2. Learning materials: Relevant
disadvantages of the above textbooks.
economic systems
12 BASIC ECONOMIC PROBLEMS OF 1. Teacher to guide and discuss
SOCIETY these economic problems
i. What to produce with students and discover
ii. How to produce ways of solving them.
iii. For whom to produce 2. Learning materials: Relevant
iv. Efficiency of resource use textbooks.
13 Revision Revision
14 Examination Examination

ECONOMICS

SS 1 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES


1 FIRMS AND INDUSTRY 1. Teacher to guide students to
i. Definitions of firms and identify the different types of
industry business organisations outfits
ii. Types and basic features of within the society by giving
business examples.
enterprises/organisations. 2. Learning material; teacher to
arrange a visit to any
business location within the
locality
2 FIRMS AND INDUSTRY 1. Teacher to emphasize the
i. General and specific issue of corruption, fraud and
problems of business embezzlement of public fund.
enterprises (e.g. inadequate 2. Learning material; teacher to
capital, location, inflation, arrange a visit to any
government policy, seasonal business location within the
changes etc) locality

3 FIRMS AND INDUSTRY 1. Teacher to illustrate with


i. Definitions of private and examples from local economy
public companies differences between types of
ii. Characteristics business organisations.
iii. Distinction between private 2. Learning material; teacher to
and public companies. arrange a visit to any
business location within the
locality
4 FIRMS AND INDUSTRY 1. Teacher to illustrate with
i. Definitions of quoted and examples from local economy
unquoted companies and quoted and unquoted
distinctions business organisations.
ii. Shares, debentures and 2. Learning material; teacher to
bonds. arrange a visit to any
business location within the
locality
5 POPULATION 1. Teacher to guide students to
i. Meaning of population in compare the populations of
economics different countries within and
ii. Determinants and implication outside Nigeria.
of population, size and 2. Learning materials; charts
growth and other relevant materials
iii. Theories of population e.g. showing people, county, sex
Malthusian Theory, and occupation.
Demographic Transition
theory etc.
6 POPULATION 1. Teacher to guide students to
i. Distribution of population: compare the populations of
Geographical, Age, Sex and different countries within and
Occupational. outside Nigeria.
2. Learning materials; charts
and other relevant materials
showing people, county, sex
and occupation.
7 POPULATION 1. Teacher to discuss the
i. Importance and problems of problems of conducting
census population census in Nigeria.
ii. Rural – Urban migration 2. Learning materials; Teacher
to present census figures
from the National population
office to students.
8 LABOUR MARKET 1. Teacher to plot the labour
i. Concept of labour force participation rate against the
ii. Efficiency and mobility of growth rate of the population.
labour force 2. Learning materials; Teacher
iii. Factors affecting the size of to present census figures
labour force particularly the from the National population
population characteristics office to students.
(age, sex, occupation,
education)
9 THE NATURE OF THE NIGERIAN 1. Teacher to explain the various
ECONOMY economic activities of the six
i. General overview and geo-political zones of the
structure of Nigerian country with regards to
economy and its economic agriculture and mining.
potentials Students should mention
ii. Nature and structure of various products produced in
industries in Nigeria. different zones of the
iii. Contributions f the primary, economy.
secondary and tertiary 2. Learning materials; Economic
sectors. map of Nigeria.

10 AGRICULTURE 1. Teacher to encourage


i. Meaning of agriculture students to visit farms in their
ii. Components of agriculture, locality and be asked to
crop production, livestock, discuss the system of
forestry, fishing. agriculture that is prevalent
iii. Systems of agriculture there. Encourage students to
(Cultivation methods) participate actively in form
iv. Importance of agriculture to work in the school and at
Nigeria economy home.
2. Learning materials: Visit
farms in their locality to
observe the practice of
agriculture. .
11 Revision Revision
12 Examination Examination
ECONOMICS

SS 1 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES


1 AGRICULTURE Learning materials: Visit farms in
i). Activities of marketing boards in their locality to observe the practice
Nigeria. of agriculture.
Teacher to highlight some government
agricultural reform programmes such
as:
 OFN: Operation Feed the Nation
 RBDA: River Basin Development
Authority
 NAFPP: National Accelerated
Food Production Programmes
 GRP: Green Revolution
Programme
 Establishment of ADB (African
Development Bank)
 Provision of fertilizers, improved
seedlings, formation of
cooperative societies, improved
storage facilities and provision of
extension services.
2 MINING 1. Teacher to display maps
i. Components of the Nigerian showing the location of
mining industry mineral deposits in Nigeria.
ii. Minerals, types, use and Organise a visit to a mining
locations. or quarry site in the locality.
2. Learning material; charts
and maps.
3 MEANING OF FINANCIAL 1. Teacher to organise an
INSTITUTION excursion to commercial
i. Meaning and segments of banks, development banks
financial system and the stock exchange
ii. Features of banking and non- within their locality.
banking financial institutions. 2. Learning material; pass
iii. Functions of each institution books, withdrawal booklets,
and its importance. share certificates, dividend
warrants, prospectus of
quoted companies etc.
4 MEANING OF FINANCIAL 1. Teacher to organise an
INSTITUTION excursion to commercial
i. Money and capital markets banks, development banks
ii. Benefits of capital markets and the stock exchange
within their locality.
2. Learning material share
certificates, dividend
warrants, prospectus of
quoted companies etc.
5 MONEY 1. Teacher to guide students to
i. Definition of money discover the functions and
ii. Historical development of qualities of a good money.
money 2. Learning materials; coins,
iii. Functions of money bank notes, cowries,
commodity money etc
6 MONEY 1. Teacher to guide students to
i. Types of money (including discover the qualities of
credit card, valve card, other good money and benefits of
ICT aided payment a cashless economy over
instruments) money and barter
ii. Characteristics of money economies.
iii. Qualities of a good money 2. Learning materials; ATM
cards, Credit cards etc.
7 CHANNELS OF DISTRIBUTION 1. Teacher to introduce the
i. Channels and process of various channels of
distribution distribution and their roles to
ii. Roles of Wholesaler students within their locality.
iii. Roles of Retailer 2. Learning materials; charts
showing channels of
distribution.
8 CHANNELS OF DISTRIBUTION 1. Teacher to guide students in
i. Roles of Cooperatives discovering the roles played
ii. Roles of Government by cooperatives and
Agencies in product government agencies in the
distribution various channels of
iii. Problems of distribution and distribution. .
ways of improvement. 2. Learning materials; charts
showing channels of
distribution.
9 INSTRUMENTS OF BUSINESS 1. Teacher to guide students to
FINANCE identify different ways
i. Sources of funds for money can be raised to start
businesses a business.
ii. Basic instruments for 2. Learning materials;
business financing (shares, Inspection of some money
debentures and bonds) instruments e.g. share
certificates.
10 INSTRUMENTS OF BUSINESS 1. Teacher to guide students to
FINANCE suggest various ways of
i. Meaning and types of shares, financing business
debenture and other 2. Learning materials;
securities. Inspection of some money
instruments e.g. share
certificates.
11 INSTRUMENTS OF BUSINESS 1. Teacher to guide students to
FINANCE suggest various ways of
financing business
i. Problems of business 2. Learning materials;
financing in Nigeria Inspection of some money
instruments e.g. share
certificates.
12 Revision Revision
13 Examination Examination

ENTREPRENURAL SUBJECTS
DATA PROCESSING
SS 1 FIRST TERM

WEEK TOPIC / CONTENT ACTIVITIES


1 History of computing i. Mention concrete device used
Concrete devices in computing e.g tally stick,
coins, rope etc
ii. Identify concrete devices used
in computing
2 History of computing i. Explain number systems
Numbering system (binary, octal, decimal and
Conversion from one number hexadecimal number systems)
system to another ii. Change from one number
system to another
3 Digitalization of data i. Definition of digitalization
Definition ii. Explain process of digitalization
History of computer (how data is changed to
development machine code)
iii. Explain history of computer
development e.g. Abacus,
Pascal, Babbage, Hotterith and
Eniac.
4 Digitalization of data i. List and explain types of
Types of computers computers e.g. mainframe,
Components of computers laptops etc
ii. Name and explain computer
components
iii. Input devices e.g. keyboard
iv. Processing device e.g. CPU
v. Output device e.g. Visual
Display Unit (VDU)
vi. Identify components of a
computer

5 Data and information i. Definition of data


Data
Data types ii. State types of data e.g. strings,
Information numbers etc
iii. Definition of information
6 History of computer i. Mention the generation of
Generations of computer computer
Characteristics features of ii. Describe each generation of
each generation computer in terms of year of
development, the technology
speed of operation storage
capacity etc.
Identify the generation of computer and
match each with its characteristics
features
7 Classification of i. List classification of computer
computers by size e.g. supercomputer
By type ii. By type e.g. digital
By size iii. By function e.g. general
By functionality purpose computer
8 ICT Application in i. Explain the uses of ICT
everyday life ii. Explain and leads discussion
Uses of ICT on the importance of ICT in the
ICT and the society society
9 The art of information Definition of information processing
processing State the procedures for information
Information processing processing
procedures i. Collation of information
ii. Organization of information
iii. Analysis of information
iv. Interpretation of information
10 Process of information i. Definition of information
transmission transmission
Method of transmission ii. List and explain method of
information transmitting information e.g.
Method of transmitting newspaper, radio, telephone,
information television etc
11 Medium of information Name types of medium of information
transmission transmission
Types of medium for - Wireless e.g. Bluetooth, infrared
transmission and receiving - Satellite e.g. internet
information - Cable e.g. cable TVs
Classify information by - Radio waves e.g. Radio station
means of transmission and
mode of receiving
12 Medium of information Classify means of transmitting
Transmission information
Classification of means of i. Electronic
Tran ii. Non – electronic
13 Revision Revision
14 Examination Examination
DATA PROCESSING
SS I SECOND TERM

WEEK TOPIC / CONTENT ACTIVITIES


1 Operation system i. Definition of operating
Types of operating system system
ii. States types of operating
system
2 Operating system i. Gives example of operating
Examples of operating system system
Function of operating system ii. Outlines the function of an
operating system
iii. Listen to teacher
explanation
3 Word processing i. Define word processing
Uses of word processing ii. State the uses of word
software processing software
Example of word processing iii. List the examples of word
software processor (micro soft word)
4 Exploring the word window i. Start Microsoft word
Load and exit Ms word ii. Name the components
Component of the word window iii. Create a new document
Create and save new document and save it.
Instructional Resources
Computer set, ms office software
5 Editing a document i. Open an existing document
Open an existing document ii. Correct typing errors using
Correct errors arrow, delete and
backspace keys
iii. Correcting document using
copy, cut and paste
facilities
6 Formatting texts i. Modifying text font and size
Modify text font and size ii. Aligning text in document
Align text iii. Indenting paragraph and
Indent paragraph modifying line spacing
Insert headers and footers iv. Inserting headers and
footers
Instructional resources
Computer system, projector with
screen, ms office software.
7 Working with table i. Define tables and states its
Tables and its functions functions
Create tables ii. Create table using insert
Format tables and draw method
iii. Formatting tables
Instructional resources
Computer system, projector with
screen, Ms Office Software
8 Working with graphics i. Inserting pictures, clip art,
Using insert tab Word Art and charts using
Working with shapes and Smart the insert tab
Art ii. Inserting shapes and
working with Smart Art
graphic
Instructional resources
Computer system, projector with
screen, Ms Office Software
9 Spreadsheet i. Definition of spreadsheet
Uses of Spreadsheet ii. States the uses of
Examples of Spreadsheet spreadsheet
iii. Give the examples of
spreadsheet package
Instructional resources
Computer set, interactive training CD
10 Spreadsheet i. Load ms – excel software
Component of spreadsheet ii. Show them the
components of Ms Excel
(worksheet, workbook, cell,
cell range name box,
formula bar etc)
Instructional Resources
Ms excel software, computer set
11 Revision Revision
12 Examination Examination

DATA PROCESSING
SS I THIRD TERD

WEEK TOPIC / CONTENT ACTIVITIES


1 Inserting formulas and using i. Write simple formulas of
functions addition, subtraction,
Writing simple formula multiplication and division
Writing complex formula ii. Use auto sum, average,
product and quotient
functions
iii. Total rows and columns
Instructional resources
Computer set, ms excel software
2 Formatting the worksheet i. Type in a range of cells and
Align cells align the content
Selecting columns, rows and ii. Select column, rows and
entire worksheet entire worksheet
Inserting and deleting rows iii. Insert and delete rows and
and columns columns
Adjust column width and row iv. Adjust columns width and
height rows height
Changing vertical alignment v. Change vertical alignment
and rotating cell content and rotate all content
Instructional Resources
Computer set, ms excel software
3 Formatting the worksheet i. Transfer data from one
Transferring data worksheet to another
Merging cell workbook
Inserting and removing ii. Merge cells
borders and gridlines iii. Insert and removed borders
and gridlines
Instructional resources
Computer set, ms excel software
4 Managing data in i. Create cell references (BIO,
spreadsheet C2 : H2)
Creating references ii. Use built in functions
Using built in function common to financial and
statistical applications. Sum,
average, product,
cumulative frequency etc.
iii. Guide the students to Sort
data in ascending or
descending order
iv. Filter data using auto filter
and custom filter
5 Managing data in spread i. Sort data in ascending or
sheet descending order
Sorting data Filter data using auto filter and custom
Filtering data filter
6 Creating charts ion Create different types of chart, pie,
spreadsheet line, column and bar chart
Creating different types of Guide students to create their own
charts chart
7 Introduction to Database i. Define database, and
Management System (DBMS) database management
Uses applications of Database system
Components of DBMS ii. State uses or application
Examples of DBMS areas of database
iii. List and explain components
of DBMS
 Software
 Hardware
 Data
 Procedure
 Access language
 Users
iv. Give examples of Database
Management System
oracle, access, SQL server
etc
Instructional resources
Computer set, interactive training CD
8 Database working i. Open Ms access and
environment navigate the environment to
Load access show different components
Data types ii. Name and explain all the
Samples of DBMS in local data types: text, memo etc.
template open north wind in local
template practice loading
and exiting Ms access
Instructional resources
Computer set, ms access software

9 Database objects i. Define all the access object


 Table and show them samples
 Forms from the system
 Report ii. Create access table in
 Query design view inserting fields
 Macro and declaring their data
 Creating table in design types
view iii. Students should practice
creating table
Instructional Materials
Computer set, Ms access software
10 Computer ethics i. Explain computer room
Computer room management management ethics.
ethics ii. List and explain laboratory
Laboratory rules and rules and regulations
regulations Instructional Materials
Charts of an ideal computer room /
laboratory
11 Safety measures i. State adequate sitting
i. Sitting arrangement arrangement in a computer
ii. Positioning of room
monitor base ii. Demonstrate how to position
iii. Illuminating the the monitor base
computer room iii. Explain the necessity of
iv. Maintaining adjust illuminating the computer
free environment room and keeping liquid
v. Keep liquid away away from the computers
from the computers iv. Explain how to maintain
dust free environment
Instructional resources
Charts, pictures
12 Revision Revision
13 Examination Examination

CATERING CRAFT

SS 1 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES


HOSPITALITY INDUSTRY/CATERING
1  Introduction Teacher: Explains the meaning of
 Definition of hospitality Hospitality Industry. Relates catering craft
Industry to hospitality industry. Discusses the
 Types of hospitality components of hospitality industry
industry Students: Participate in the discussion.
 Definition of catering Participate in the identification of the
 Definition of craft various Hospitality Industry. Copy board
summary
Teaching and Learning Materials: Charts
on Hospitality segments. Pictures of
several hospitality segment
2 HOSPITALITY INDUSTRY Teacher: Explains the meaning of
 Origin of catering Hospitality Industry. Relates catering craft
 Careers in catering to hospitality industry. Discusses the
craft components of hospitality industry
Students: Participate in the discussion.
Participate in the identification of the
various Hospitality Industry. Copy board
summary
Teaching and Learning Materials: Charts
on Hospitality segments. Pictures of
several hospitality segment
3 HOSPITALITY INDUSTRY Teacher: Explains the meaning of
 Components of Hospitality Industry. Relates catering craft
hospitality industry to hospitality industry. Discusses the
 Tourism components of hospitality industry
 Food and nutrition Students: Participate in the discussion.
 Food and beverage Participate in the identification of the
services various Hospitality Industry. Copy board
 Accommodation summary
operations Teaching and Learning Materials: Charts
 Food production on Hospitality segments. Pictures of
 Classification of several hospitality segment
Hospitality industry
e.g. 5 star hotel, first
class hotel, deluxe
hotel
 Types of Hotels
- Commercial
Transient hotel
- Resort hotel
- Residential hotel
- Motel or motor
hotel
TYPES OF CATERING ESTABLISHMENTS
4 Types of Catering Teacher: Explains the various catering
Establishments e.g. hotel, establishments. Guides discussions on
restaurant, hospital catering, the choice of establishment
outdoor catering, indoor Students: Ask and answer questions.
catering, school catering, Participate in the discussions of the
mobile catering. choice of establishment
Teaching and learning materials: Charts
of different types of establishments.
Pictures of the various types of
establishments.
5 Types of Catering Teacher: Explains the various catering
Establishments. establishments. Guides discussions on
 Functions of catering the choice of establishment
establishments Students: Ask and answer questions.
 Visit to a speciality Participate in the discussions of the
restaurant e.g. choice of establishment
- Indian restaurant Teaching and learning materials: Charts
- Chinese restaurant of different types of establishments.
- African restaurant Pictures of the various types of
establishments.
6 CULINARY TERMS Teacher: Explains various culinary terms
i. Definition of culinary and their meanings. Explains the
terms meaning of culinary terms used in
ii. Culinary terms catering
commonly used in Students: Ask and answer questions.
catering. Copy chalk board summary
iii. Uses of culinary terms Teaching and Learning Materials: Charts
on culinary terms.
7 CULINARY TERMS Teacher: Explains various culinary terms
i. Glossary of culinary and their meanings. Explains the
terms meaning of culinary terms used in
ii. Project work on catering
culinary terms Students: Ask and answer questions.
Copy chalk board summary
Teaching and Learning Materials: Charts
on culinary terms.

8 SAFETY PRECAUTIONS IN Teacher: Explain the various types of


CATERING. accidents and their causes; various
i. Definition of safety preventive measures and management
ii. Definition of Students: Participate in discussions.
precaution Identify the different items in a First Aid
Box
iii. Types and causes Teaching and Learning Material: First Aid
of accidents Box, bucket of fine sand. Fire
extinguisher.
9 SAFETY PRECAUTIONS IN Teacher: Explain the various types of
CATERING. accidents and their causes; various
i. Prevention of preventive measures and management
accidents in Students: Participate in discussions.
catering Identify the different items in a First Aid
establishment Box
ii. Management of Teaching and Learning Material: First Aid
accidents in Box, bucket of fine sand. Fire
catering extinguisher.
establishment
- Burns and scalds
- Electric shock
- Falls, cuts
10 SAFETY PRECAUTIONS IN Teacher: Explain the various types of
CATERING. accidents and their causes; various
First Aid Box preventive measures and management
- Definition of first Students: Participate in discussions.
aid Identify the different items in a First Aid
- Content of first aid Box
box Teaching and Learning Material: First Aid
- Uses of first aid Box, bucket of fine sand. Fire
box in catering extinguisher.
establishment
- Importance of first
aid box in the
kitchen
11 SAFETY PRECAUTION IN Teacher: Explain the various types of
CATERING. accidents and their causes; various
Fire fighting equipment preventive measures and management
- Types of fire Students: Participate in discussions.
- Types of fire Identify the different items in a First Aid
fighting Box
equipment/material Teaching and Learning Material: First Aid
and their uses Box, bucket of fine sand. Fire
Fire fighting extinguisher.
equipment/material e.g. fire
extinguishers, foam cream
extinguisher, hose, fire
blanket, dry sand water
12 Revision Revision
13 Examination Examination

CATERING CRAFT

SS 1 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
SANITATION AND HYGIENE
1  Definition of sanitation Teacher: Explains the types of
 Types of sanitation sanitation and hygiene/environmental
- Water sanitation hygiene. Demonstrates
- Environmental sanitation(hand washing). Explains
sanitation kitchen and personal hygiene.
 Importance of sanitation Students: Practice hand washing and
and hygiene in catering cleaning of kitchen and the
establishment environment.
Teaching and Learning Materials:
Charts on sanitation and hygiene.
Pictures of tools for personal and
kitchen hygiene.
2 SANITATION AND HYGIENE Teacher: Explains the types of
i. Food safety practices sanitation and hygiene/environmental
ii. Rules to prevent food hygiene. Demonstrates
contamination. sanitation(hand washing). Explains
kitchen and personal hygiene.
Students: Practice hand washing and
cleaning of kitchen and the
environment.
Teaching and Learning Materials:
Charts on sanitation and hygiene.
Pictures of tools for personal and
kitchen hygiene.
3 SANITATION AND HYGIENE Teacher: Explains the types of
i. Kitchen hygiene sanitation and hygiene/environmental
ii. Food hygiene hygiene. Demonstrates
iii. Personal hygiene sanitation(hand washing). Explains
iv. Practical kitchen and personal hygiene.
demonstration Students: Practice hand washing and
cleaning of kitchen and the
environment.
Teaching and Learning Materials:
Charts on sanitation and hygiene.
Pictures of tools for personal and
kitchen hygiene.
STUDY OF FOOD COMMODITIES
4 COMMODITIES AND Teacher: Discusses the various food
PRINCIPLES OF COOKING commodities and cooking methods.
METHODS. Demonstrates the cooking of the
i. Food Commodities e.g. different food commodities using
poultry, game, turkey various cooking methods.
ii. Definition of poultry Students: Participate in the
iii. Structure of a poultry discussions. Practice some cooking
iv. Types of poultry methods
v. Cuts of poultry Teaching and learning Materials:
vi. Food value of poultry Different food Commodities, Charts of
vii. Factors to consider Various food commodities, cooking
when choosing poultry. equipment and utensils.
5 STUDY OF FOOD Teacher: Discusses the various food
COMMODITIES AND commodities and cooking methods.
PRINCIPLES OF COOKING Demonstrates the cooking of the
METHODS different food commodities using
1. Meat various cooking methods.
- Definition of meat Students: Participate in the
- Types of meat e.g. veal, discussions. Practice some cooking
pork, lamb, mutton etc methods
- Structure of meat Teaching and learning Materials:
- Food value of meat Different food Commodities, Charts of
- Cuts of meat Various food commodities, cooking
- Methods of cooking equipment and utensils.
meat e.g. boiling, frying
etc.
- Practical work
6 STUDY OF FOOD Teacher: Discusses the various food
COMMODITIES AND commodities and cooking methods.
PRINCIPLES OF COOKING Demonstrates the cooking of the
METHODS different food commodities using
FISH various cooking methods.
- Definition of fish Students: Participate in the
- Types of fish e.g. cat discussions. Practice some cooking
fish, stock fish etc methods
- Food value of fish Teaching and learning Materials:
- Factors to consider Different food Commodities, Charts of
when choosing fish for Various food commodities, cooking
cooking equipment and utensils
- Methods of cooking fish
e.g. steaming, roasting
etc
7 STUDY OF FOOD Teacher: Discusses the various food
COMMODITIES AND commodities and cooking methods.
PRINCIPLES OF COOKING Demonstrates the cooking of the
METHODS. different food commodities using
CEREALS. various cooking methods.
- Types of cereals e.g. Students: Participate in the
rice, wheat, maize etc discussions. Practice some cooking
- Food value of cereals methods
- Methods of cooking Teaching and learning Materials:
cereals e.g. boiling, Different food Commodities, Charts of
roasting etc Various food commodities, cooking
Pulses. equipment and utensils
- Types of pulses e.g.
beans, groundnuts,
soya beans etc
- Food value of pulses
- Method of cooking e.g.
boiling, steaming etc
8 STUDY OF FOOD Teacher: Discusses the various food
COMMODITIES AND commodities and cooking methods.
PRINCIPLES OF COOKING Demonstrates the cooking of the
METHODS. different food commodities using
VEGETABLES various cooking methods.
- Types of vegetables e.g. Students: Participate in the
leafy vegetables, root discussions. Practice some cooking
vegetables etc methods
- Food value of Teaching and learning Materials:
vegetables Different food Commodities, Charts of
- Methods of cooking Various food commodities, cooking
vegetables e.g. equipment and utensils
steaming, boiling,
stewing etc
Fruits:
- Types of fruits e.g.
orange, paw-paw,
mango etc
- Food value of fruits
Herbs, Spices and Flavourings
- Types of herbs, spices
and flavouring
- Uses of herbs, spices
and flavouring
9 STUDY OF FOOD Teacher: Discusses the various food
COMMODITIES AND commodities and cooking methods.
PRINCIPLES OF COOKING Demonstrates the cooking of the
METHODS. different food commodities using
Dairy Products: various cooking methods.
- Types of dairy products Students: Participate in the
e.g. milk, cheese, discussions. Practice some cooking
yoghurt etc methods
- Methods of preserving Teaching and learning Materials:
milk e.g. evaporation, Different food Commodities, Charts of
dehydration etc Various food commodities, cooking
- Food value of milk equipment and utensils
- Uses of milk e.g. In
pudding, In hot and cold
drinks etc
10 STUDY OF FOOD Teacher: Discusses the various food
COMMODITIES AND commodities and cooking methods.
PRINCIPLES OF COOKING Demonstrates the cooking of the
METHODS. different food commodities using
EGGS: various cooking methods.
- Types of eggs e.g. Students: Participate in the
chicken egg, goose egg discussions. Practice some cooking
etc methods
- Factors to be Teaching and learning Materials:
considered when Different food Commodities, Charts of
choosing eggs
- Food value of eggs Various food commodities, cooking
- Structure of an egg equipment and utensils
- Uses of egg in cookery
- Methods of cooking
eggs e.g. boiling,
scrambling etc
11 Revision Revision
12 Examination Examination

CATERING CRAFT

SS 1 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES


PRINCIPLES OF COOKING METHODS
1 COOKING METHODS Teacher: Discusses the various
- Frying, poaching, cooking methods. Demonstrates the
microwaving, cooking of the different food
roasting, stewing, commodities using various cooking
baking, steaming, methods. Demonstrates the uses of
boiling, grilling, different measuring equipment
Grouping Cooking Methods: Students: Participate in the discussion.
a. Cooking in water e.g. Practice cooking of the various food
poaching, boiling stewing, commodities. Practice measurement
steaming, braising. with standard and local measurement
b. Cooking in oil e.g. Teaching and Learning Materials:
shallow frying, deep Cooking equipment and utensils.
frying, sautéing Charts of various cooking equipment
c. Cooking in dry heat e.g. both local and standard.
roasting, baking, grilling.
Reasons for Cooking Food
2 PRINCIPLES OF COOKING Teacher: Discusses the various
METHODS: cooking methods. Demonstrates the
i. Method of cooking cooking of the different food
- Cooking in water e.g. commodities using various cooking
boiling, stewing etc methods. Demonstrates the uses of
ii. Advantages and different measuring equipment
disadvantages of the cooking Students: Participate in the discussion.
methods Practice cooking of the various food
iii. Practical commodities. Practice measurement
with standard and local measurement
Teaching and Learning Materials:
Cooking equipment and utensils.
Charts of various cooking equipment
both local and standard.
3 PRINCIPLES OF COOKING Teacher: Discusses the various
METHODS: cooking methods. Demonstrates the
i. Cooking methods. cooking of the different food
commodities using various cooking
- Cooking in oil e.g. methods. Demonstrates the uses of
deep frying, shallow different measuring equipment
frying etc Students: Participate in the discussion.
ii. Advantages and Practice cooking of the various food
disadvantages of cooking commodities. Practice measurement
methods. with standard and local measurement
iii. Practical Teaching and Learning Materials:
Cooking equipment and utensils.
Charts of various cooking equipment
both local and standard.
4 PRINCIPLES OF COOKING Teacher: Discusses the various
METHODS: cooking methods. Demonstrates the
i. Cooking methods. cooking of the different food
- Cooking in dry heat commodities using various cooking
e.g. baking, roasting methods. Demonstrates the uses of
etc different measuring equipment
ii. Advantages and Students: Participate in the discussion.
disadvantages of the cooking Practice cooking of the various food
methods commodities. Practice measurement
iii. Practical with standard and local measurement
Teaching and Learning Materials:
Cooking equipment and utensils.
Charts of various cooking equipment
both local and standard.
5 PRINCIPLES OF COOKING Teacher: Discusses the various
METHODS: cooking methods. Demonstrates the
Preparation of food commodities cooking of the different food
- Rice and stew with commodities using various cooking
beef methods. Demonstrates the uses of
- Vegetable with salad different measuring equipment
- Practical Students: Participate in the discussion.
Practice cooking of the various food
commodities. Practice measurement
with standard and local measurement
Teaching and Learning Materials:
Cooking equipment and utensils.
Charts of various cooking equipment
both local and standard.
6 PRINCIPLES OF COOKING Teacher: Discusses the various
METHODS: cooking methods. Demonstrates the
Preparation of food commodities cooking of the different food
- Vegetables soup with commodities using various cooking
fish and semovita methods. Demonstrates the uses of
- Fruit salad different measuring equipment
- Practical Students: Participate in the discussion.
Practice cooking of the various food
commodities. Practice measurement
with standard and local measurement
Teaching and Learning Materials:
Cooking equipment and utensils.
Charts of various cooking equipment
both local and standard.
7 TEST INTERPRETATIONS Teacher: Discusses the various
- Food Production cooking methods. Demonstrates the
cooking of the different food
commodities using various cooking
methods. Demonstrates the uses of
different measuring equipment
Students: Participate in the discussion.
Practice cooking of the various food
commodities. Practice measurement
with standard and local measurement
Teaching and Learning Materials:
Cooking equipment and utensils.
Charts of various cooking equipment
both local and standard.
8 STANDARD AND LOCAL Teacher: Discusses the various
MEASUREMENTS cooking methods. Demonstrates the
i. Metric system cooking of the different food
measurement e.g. commodities using various cooking
scales, measuring methods. Demonstrates the uses of
cups etc different measuring equipment
ii. Local measurement Students: Participate in the discussion.
e.g. tins, cups Practice cooking of the various food
iii. Methods to use in commodities. Practice measurement
converting metric with standard and local measurement
measurement to local Teaching and Learning Materials:
measurement e.g. Cooking equipment and utensils.
cups, spoons, tins, Charts of various cooking equipment
large measuring cups. both local and standard.
iv. Uses of the different
measuring equipment
v. Practical
9 FOOD AND BEVERAGE Teacher: Enumerates the various
SERVICES PERSONNEL types of personnel in food and
i. Definition of food and beverage are. Discusses the functions
beverage service of the food ad beverage personnel.
personnel Students: Participate in the discussion.
ii. Types of food and Copy board summary
beverage personnel Teaching and Learning Materials:
iii. Functions/duties of Charts on the organization of small,
various food and medium and large catering
beverage services organization
personnel
iv. Qualities of a good
food and beverage
personnel e.g./ waiter
10 TYPES OF SERVICES AND Teacher: Discusses types of food
TABLE LAYING/SETTING service, food covers and table
 Types of food services laying/setting
 Types of covers Students: Participate in the discussion.
 Table laying/setting Copy board summary
Teaching and Learning Material:
Pictures of the various table laying,
table covers and napkin folding.

11 Revision Revision
12 Examination Examination

ANIMAL HUSBANDERY SS1


SS 1 FIRST TERM

WEEK TOPIC CONTENT ACTIVITIES


1. Introduction to i. Define Animal i. The teacher leads the
Animal Husbandary classroom discussion .
Husbandary ii. Explain Farm Animal ii. Teacher provides
iii. Economic importance of pictures/ videos of
Farm Animals livestock farm.
iv. Scope of Animal
Husbandary
2. Classification of Classification based on i. The teacher displays
farm animals Nutrition live farm animals.
i. Ruminants- (a) Big ii. Students observe live
ruminant eg. Cattle farm animal and
b. small ruminant eg. classify them.
Sheep, goats.
ii. Non- Ruminant eg.
Poultry, pig, rabbit, horses/
donkeys, snail, bees, grass
cutter

3. Parts, organs and I. Parts and organs of farm i. The teacher dissects
functions in farm animals lives farm animals in
animals - Digestive systems, the laboratory
Respiratory system, ii. Students identify the
Nervous systems, various organs.
Circulatory systems.

4. Functions of i. Functions of digestive i. The teacher dissects


parts/organs of system of ruminants lives farm animals in
farm animals the laboratory
ii. Functions of digestive ii. Students identify the
system of non-ruminants various organs.

5 Functions of i. Functions of respiratory i. The teacher dissects


parts/organs of system lives farm animals in
farm animals the laboratory
ii. Functions of nervous ii. Students identify the
system various organs.

iii. Functions of circulatory


system

6 Functions of i. Functions of skeletal i. The teacher dissects


parts/organs of system lives farm animals in
farm animals the laboratory
ii. Functions of reproductive ii. Students identify the
system. various organs.

7 Practical on i. Digestive system of i. The teacher dissects


organs of farm poultry bird: non – ruminant lives farm animals in
animals the laboratory
ii. Digestive system of goat ii. Students identify the
and sheep: ruminant various organs.

iii. Preservation of vital


organs in the laboratory

8 Practical on i. Skeletal system of poultry i. The teacher dissects


organs of farm lives farm animals in
animals ii. Skeletal system of sheep, the laboratory
goat and cow ii. Students identify the
various organs.

9 Practical on i. Reproductive system of i. Teacher dissects


organs of farm poultry (male and female) small ruminant and
animals poultry to expose the
ii. Reproductive system of internal organs for
ruminant e.g. goat and students to observe
sheep (male and female)
ii. Students to visit
abatiour to identify
internal organs of farm
animals

10 Practical on i. Skeletal system of snails i. Students to make


organs of farm collection of snails and
animals ii. Skeletal system of honey preserve them in the
bee laboratory

i. Students to
make a
collection of
honey bees
and honey
comb.
ii.
11 Practical on Visit to abatiour to identify i. Teacher
organs of farm internal organs of farm demonstrates the
animals animals preservation of farm
animal organs in the
laboratory
ii. Students are to
preserve animal
specimens collected
during their visit to
abatTior.

12 Revision Revision Revision


13 Examination Examination Examination

ANIMAL HUSBANDERY
SS I SECOND TERM

WEEK TOPIC CONTENT ACTIVITIES

1 LIVESTOCK i. Explain the term i. Teacher guides the


REPRODUCTION livestock reproduction classroom discussion
ii. Definition of terms in ii. Teacher displays
livestock reproduction e.g. pictures & charts.
ovulation, oestrus cycle,
heat period, mating,
gestation, parturition,
lactation.

2 REPRODUCTION i. Reproduction process in i. Teacher guides the


PROCESS OF ruminants e.g. cattle, classroom discussion
LIVESTOCK sheep & goat. ii. Teacher displays
pictures & charts.

3 REPRODUCTION i. Reproduction process in i. Teacher displays


PROCESS OF poultry with emphasis on incubator for students to
LIVESTOCK e.g. formation. observe
ii. Students to carry out
incubation of eggs in the
school farm.

4 REPRODUCTIVE i. Sources and roles of i. Teacher guides the


HORMONEYS female hormones e.g. classroom discussion.
oestrogen, progestene,
relaxin, oxytocin.
ii. Sources and roles of
male hormones e.g.
testosterone/androgen.
5 PRACTICAL ON i. Lengths of oestrus cycle i. The teacher displays
LIVESTOCK of cattle, goat, sheep, pig live pregnant female
REPRODUCTION etc. farm animals for
ii. Detection of heat period students to observe.
iii. Various signs of heat in ii. Provides videos of
female farm animal. farm animals in heat for
students to watch.

6 PRACTICAL ON i. Observation of female i. The teacher displays a


LIVESTOCK animals in the school farm live pregnant female
REPRODUCTION for heat period farm animal for students
ii. Observation of female to observe.
animals in the school farm ii. Students to monitor
for pregnancy pregnant farm animals
iii. Detection of gestation till parturition.
period of goat, sheep,
cattle, pig, rabbit etc.

7 MANAGEMENT i. Management of Pregnant i. The teacher guides


PRACTICES OF farm animal include:- the classroom
PREGNANT FARM - Regular feeding discussion
ANIMALS - Adequate feeding
- Steaming up
- Adequate body exercise
- Separation from male
animals
- Provision of clean &
adequate water
- Administration of drugs
where necessary.

8. PRACTICAL ON i. Visit to an established i. Teacher demonstrates


MANAGEMENT and standard farm the care of pregnant
PRACTICES OF ii. Students to manage farm animal
PREGNANT FARM pregnant farm animals in ii. Students to submit
ANIMALS the school farm their farm animal record
iii. Students to keep book
records of events from
pregnancy to parturition.

9. PRACTICAL ON i. Teacher to provide i. Students to visit


PARTURITION videos of farm animal established farm to
giving birth. witness parturition in
ii. Students to visit farm animals or watch a
established farm to witness video of parturition in
parturition in farm animal farm animal
iii. Detection of signs of
approaching parturition.
10. CARE OF THE i. Foetus i. The teacher
YOUNG ANIMAL expulsion/cleaning up demonstrates the care
IMMEDIATELY ii. Naval cord cutting of the young farm
AFTER BIRTH iii. Access to colostrums animal immediately after
iv. Lactation birth.
ii. Students to
participate in the care of
the young farm animals.

11 Revision Revision Revision


12 Examination Examination Examination

ANIMAL HUSBANDERY
SS I THIRD TERM

WEEK TOPIC CONTENT ACTIVITIES

1 LIVESTOCK i. Explain the I). The teacher directs the


MANAGEMEN concept of classroom discussion
T SYSTEM livestock II). Teacher displays pictures
management of livestock management
ii. Outline the systems
livestock III). Student to visit established
management farm
system.

2 Intensive i. Advantages of I). The teacher directs the


management intensive classroom discussion
system management II). Teacher displays pictures
ii. Disadvantages of of livestock management
intensive systems
management III). Student to visit established
farm

3 Semi-intensive i. Advantages of I). The teacher directs the


management Semi-intensive classroom discussion
system management II). Teacher displays pictures
system of livestock management
ii. Disadvantages of systems
Semi-intensive III). Student to visit established
management farm
system

4 Extensive i. Advantages of I). The teacher directs the


management Extensive classroom discussion
system management II). Teacher displays pictures
ii. Disadvantages of of livestock management
Extensive systems
management III). Student to visit established
farm
5 Management i). Management practices of i). Teacher directs classroom
practices in ruminants (goats, sheep, discussion
livestock cattle, cattle) e.g. ii). Teacher demonstrates
- Housing, feeding, feeding, castration, dehorning,
sanitation, castration, deworming and vaccination
dehorning, tattooing, ear
notching, deworming,
vaccination and culling

6 Management ii). Management practices i). Teacher directs classroom


practices in of poultry discussion
livestock - Housing and equipment ii). Teacher demonstrates
(feeder, drinker etc.) feeding, castration, dehorning,
- Brooding incubation deworming and vaccination
- Feeding of chicks, layers,
broilers etc.
- Common diseases of
poultry and control
- Vaccination
- Debeaking
- Culling

7 Management i). Management practices i). Teacher directs the


practices in of pig classroom discussion
livestock a). Housing ii). Teacher displays
b). Feeding pictures/videos of rabbit
c). Diseases and control
d). Breeding

8 Management ii). Management practices i. Displays


practices in of rabbit pictures/videos of rabbit
livestock a). Housing
b). Feeding
c). Diseases and control
d). Breeding

9 Practical on i). Students are assigned to i). Students are assigned to


management manage goat, sheep, cattle manage goat, sheep, cattle
practices of in the school farm etc.
ruminant ii). Students to keep records ii). Students keep farm animal
of animals in the school records and submit their
farm record books

10 Practical on i). Students are assigned to i). Students are assigned to


management manage the school poultry manage goat, sheep, cattle
practices of ii). Student to keep records etc.
poultry of animals in the school ii). Students keep farm animal
farm. records and submit their
record books.
11 Practical on i). Students are assigned to “
management manage rabbit or pig
practices of ii). Students keep records of
rabbit and pig rabbit or pig in the school
farm.
12 Revision Revision Revision
13 Examination Examination Examination

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