NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

National Association of Proprietors of Private Schools

(NAPPS) – NIGERIA

NATIONAL UNIFIED EXAMINATIONS TEACHING SCHEME

for

2020 EDITION
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FOREWORDS
It is indeed our utmost desire to produce a comprehensive unified scheme of work for the National Association of Proprietors of Private
Schools (NAPPS) in line with the National Policy on Education (NPE) and Universal Basic Education (UBE) to serve as a guide for NAPPS
Termly National Unified Examinations.
This unified scheme of work has been developed by a team of curriculum development experts drawn from both the public and private
education sub-sectors to provide a uniquely blended teaching guide for teachers in private schools.
I hope that this document will provide adequate teaching guide for private school teachers and make monitoring of the curriculum
implementation more purposeful and result oriented for school heads/administrators. More importantly, I hope it will make learning
full of fun for learners from pre-school to senior secondary school.
I wish to appreciate the efforts of the team of experts for the successful production of this teaching guide for effective implementation
of NAPPS National Unified Examinations. Also, I appreciate the NAPPS Board of Trustees, National Executive Council, Central Working
Committee, distinguished officers and members of NAPPS at different levels for their unflinching support towards the development of
this project.
Team work has achieved this dream. I specially acknowledge the contributions of the Chairperson of NAPPS Termly Unified Examination
– Alhaja Basirat Ayokari Alimi (a National Council Member), all members of the Unified Examination Committee all over the country,
the Director of Grace-Wheel Publications – Mr. Olabode Adekoya, selected teachers, private schools across the country and others too
numerous to mention here. I thank you all greatly.
I therefore recommend the scheme of work for use in all private schools in the country. A team of experts are on ground to monitor
the implementation and collate feedback for improved subsequent editions, as we hope to improve the quality of learning in Nigeria.

Chief ‘Yomi Otubela FCMA,

National President,
NAPPS – Nigeria.

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On behalf of the Board of Trustees and all members of our noble association – NAPPS Nigeria (the only true voice of all private schools
in the education industry of Nigeria) I note the great work of the Committee assigned to produce this scheme for use in private nursery,
primary and secondary schools, now and in the future, in readiness for the termly writing of the NAPPS National Unified Examination
recently introduced by the NAPPS National Leadership. Indeed, marvellous work has been done on the various schemes worthy of
sincere commendation.
The veritable roles of the private initiative on all front in the education industry and by the introduction of the NAPPS National Unified
Examination is towards fulfilling the ever-growing aspirations and the desires of many parents, also in line with the policies on
education, and to confront lingering challenges, expanding access, ensuring quality learning outcome at all levels of education service
delivery.
I faithfully therefore commend and congratulates the NAPPS Nigeria National President – Chief Yomi Otubela/his NEC, all levels Leaders
in NAPPS, all members of NAPPS Nigeria, National Unified Examination Committee Team, all parents/teachers of private schools, the
entire education sector stakeholders, all those who contributed to the successful development of these scheme and the total concept
of the NAPPS National Unified Examination.
To this end, I urge the teachers and the learners for whom these schemes are produced to please demonstrate greater commitment
and assiduity in using these schemes effectively/adequately with total zeal of producing world class Leaders, best skilled materials,
quality outcome in teaching & learning, self-employed driven and employable individuals for the pride and greatness of our beloved
country Nigeria in particular and the world at large.

NAPPS, Nurturing for National Development!

Dr. Mijinyawa I. Sa’id.
Chairman,
Board of Trustees,
NAPPS – Nigeria.

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It is my pleasure to chair the Committee for the Unified National Teaching Schemes for private schools championed by the National Association of
Proprietors of Private Schools. It is a very tasking assignment but a fulfilling one that brings out contentment as the assignment is a nation-building exercise
whose rewards will be visible in a very short time from now.
Let me assure all our stakeholders that all efforts are put in place to ensure that a teaching scheme birthed by NAPPS, will be the rallying point for teachers
in years to come. To ensure this, experienced teachers and administrators from schools were invited regularly to scrutinize the tasks at regular intervals.
Let me also assure you that the National Curriculum from National Education, Research and Development Council is the fulcrum on which this assignment
rest on.
I and members of my committee express our gratitude to NAPPS National Executive Council led by Chief Yomi Otubela (FCMA), for having faith in our
abilities to fashion out workable schemes that will help shape the future of Nigerian children.

Alhaja Basirat A. Alimi,

Chairperson,
National Unified Examination Committee.

This Scheme of Work is one of the good things being experienced in NAPPS in recent times. Apart from uniform standard growth it tends to achieve, it also
enhances internal quality control. I, without any equivocation, commend the reasonings and efforts of the brains behind the project.
Furthermore, I recommend same for adoption and use by all stakeholders in private education sector in Nigeria.
Stephen O. Abitogun Esq.
National Vice-President, Southwest.

The National Unified Examination is a common evaluation for all NAPPS schools in Nigeria. The scheme of work will enhance the effectiveness of the
examination. It’s for nursery, primary and secondary schools. I give kudos to the committee for the great commitment shown to this work.
I also acknowledge the leadership of NAPPS under Chief Yomi Otubela for this excellent idea at such a time like this. May this become a binding force for all
private schools in Nigeria. Quality education is our goal and this is one way of attaining it.

Pst Mrs Salaudeen Tabitha,

National Vice-President, North Central.
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The National Unified Scheme of Work is another value added; an A-plus product for classroom teaching delivery produced by NAPPS for private schools.
Each scheme essentially contains an array of practical guidance on the teaching of related lessons presented in weekly, monthly and termly sequences. The
schemes have been adequately tailored to cover all relevant topics in the various subjects of our school curricular. Importantly, they serve as veritable
foundation for the implementation of NAPPS Unified Examinations, and NAPPS ultimate quest for uniformity and autonomy in educational evaluation.
Wholeheartedly, I therefore recommend the scheme to all stakeholders in the private education sector in Nigeria.

Hon Dr Aliyu Rabiu Kurfi,

National Vice-President, Northwest.

NAPPS Termly Unified Examination Scheme of Work as its title indicates, speaks for itself. It is an important compendium for both teachers and students
in private schools; most especially NAPPS National Termly Unified Examination partakers. Since the termly scheme of work varies among states, this
scheme will go a long way in ensuring uniformity and orderliness nationwide.
I sincerely recommend it to all NAPPS members nationwide

Dr Akpeme Ochuko
National Vice President, South-South.

I, Nonye Enemuo (Esq) National Vice-President South-East, having read through this National Unified Teaching Scheme wish to first commend the
exceptional work done by Alhaja Basirat Alimi’s led Committee in the compilation of this comprehensive guide.
The NAPPS National Unified Teaching Scheme is a comprehensive document put together to standardize teaching and learning in the Nigerian private
education sector.
I strongly recommend this document not only to NAPPS members, but to all stakeholders in the private education sector.

Nonye Enemuo
National Vice President, South-East.

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Thanks to Almighty God for the success of this NAPPS Unified Examination Scheme. It’s a welcome and worthy effort of the National Committee for Unified
Examination. Kudos for the good work.
There is no doubt that private schools in Nigeria can complete favourably anywhere in the world if our scheme is implemented accordingly.
The National Unified Examination for NAPPS will not only make us occupy our respective position(s) in the field of education, but also reflect our decision
to give value for the parents hard-earned money. This is worthy of the time spent to acknowledge the final printing of this NAPPS SCHEME OF WORK.

Dr. Kunle Gbadamosi,

National Vice President, North-East.

Having gone through the NAPPS Termly Unified Examination Scheme of Work prepared by this current Executives of NAPPS Nigeria, I must commend the
efforts of the team for a job well done. Since scheme of work is a breakdown of national curriculum into teachable units for effective delivery of education
products, I am convinced that it will meet our expectations. And I recommend this edition of the scheme of work to our members schools nationwide.

Comrade Evangelist Ajibade Augustine,

National Secretary,
NAPPS Nigeria, Abuja.

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CONTENTS
SSS 1 SSS 2 SSS 3
SUBJECT PAGE PAGE PAGE
ENGLISH STUDIES 10 229 447
MATHEMATICS 31 246 452
CIVIC EDUCATION 40 254 456
BIOLOGY 43 258 458
CHEMISTRY 50 264 461
PHYSICS 55 271 465
FURTHER MATHEMATICS 59 276 468
AGRICULTURAL SCIENCE 63 281 471
PHYSICAL EDUCATION 67 286 473
HEALTH EDUCATION 73 291 475
COMPUTER STUDIES 78 294 477
FINANCIAL ACCOUNTING 83 299 480
OFFICE PRACTICE 89 306 483
INSURANCE 92 310 485
COMMERCE 97 315 488
LITERATURE-IN-ENGLISH 103 321 491
GEOGRAPHY 106 327 495
GOVERNMENT 112 333 499
CHRISTIAN RELIGION STUDIES 116 339 502
ISLAMIC RELIGION STUDIES 120 345 505
HISTORY 124 348 507
VISUAL ART 128 353 513
MUSIC 133 358 516
FRENCH LANGUAGE 137 362 518
ARABIC LANGUAGE 143 369 521

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SSS 1 SSS 2 SSS 3

SUBJECT PAGE PAGE PAGE
ECONOMICS 147 374 525
HAUSA LANGUAGE 152 380 527
IGBO LANGUAGE 157 383 529
YORUBA LANGUAGE 164 390 532
TECHNICAL DRAWING 175 401 538
BASIC ELECTRICITY 180 405 541
BASIC ELECTRONICS 184 408 543
HOME MANAGEMENT 189 412 545
FOOD AND NUTRITION 195 417 548
CLOTHING AND TEXTILES 201 422 552
DATA PROCESSING 205 427 555
FISHERIES 210 431 558
MARKETING 213 434 560
ANIMAL HUSBANDRY 218 438 562
BOOKKEEPING 222 441 564

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SCHEME OF WORK
FOR
S.S.S 1

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ENGLISH STUDIES
SSS 1 – FIRST TERM
WEEK UNIT – TOPIC – CONTENT ACTIVITIES
1 SPEECH Teacher: gives model pronunciation and encourages students to name things and
Selected consonant sound /j/, /z/, /ʒ/ people found in their environment.
/j/ view, yam, beauty, /z/ beds, goes, buzz, /ʒ/ vision, television Student: repeat after the teacher. Use the words in sentence.
occasion. Kitchen utensils, furniture, uncle, aunt, nephew, father-in-law.
VOCABULARY Teacher guides students to revise lessons on common nouns and the use of capital
Vocabulary associated with home and family letters in proper nouns.
Revision of common nouns Student: revises lessons on common Nouns and the use of capital letters in proper
Use of capital letters in proper nouns. nouns.
STRUCTURES Teacher guides students to identify the types of nouns and explain them.
Nouns – Types of nouns Student: state the various types of noun and differentiate them.
Short prose passage on home life.
COMPREHENSION Teacher guides students to read a comprehension and understand the main or
Reading to comprehend main or story line. storyline.
Student: read a comprehension and understand the main or story line.
WRITING The teacher explains the narrative composition. Focuses on choice of words and tense
Narrative composition forms for narrative essays. Explains the importance of well punctuated essays for
1. Topics: effective communication. Leads students to generate topic sentences for different
My first day at school, A day I will never forget, the day I met an AID paragraphs. Leads the students to develop logical, flowing narratives.
patient, kidnapping incident I witnessed, the day Chukwu was
sentenced to prison for stealing a car.
2. Tense forms for narrative essays and Developing topic sentences.
2 SPEECH Teacher Show pictures of some of the items and real objects as well as pronounce
/ƻ/, /Ɵ/ them, Use the words contextually in sentences e.g.
/ƻ/ seen in words like – mother, brother, broader, weather, than
/Ɵ/ - thin, thick, author, bath, mouth, wealth, wreath, cloth.
VOCABULARY DEVELOPMENT Teacher explains briefly the importance of farming while students listen and state
Vocabulary associated with Agriculture importance of farming. The teacher leads the students to identify common crops and
1. Crops: grains, seeds, seedlings, tubers, cassava, onions etc. words associated with using real objects, charts, diagrams. Students may also be taken
2. Farming activities: bush-clearing, planting season, ridge making, on a visit to a farm.
staking, weeding, pruning, manure, fertilizer etc. Students list crops they know and how they are planted. They identify some farming
3. Implements: tractors, hoe, axe, cutlass, silo-barn, bull-dozer, activities that they have taken part in or are familiar with.
harvester, wicker etc.

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4. other related words bumper harvest, famine, crop-rotation, a good 3. The teacher using chart, leads students to identify farming implements. The teacher
harvest, a bad harvest etc. leads the students to identify other words related to crops and crop farming.
COMPREHENSION Teacher operates and directs the use of various aids.
Reading to comprehend main ideas or story line. Leads the students to recognize and identify the key/main points in the discourse.
Use: 1. Short prose passages Corrects students where necessary. Students participate actively in listening and
2. Recorded, but short prose passages. discussions.
3. Short discussion on topical issues.
4. Dialogue to bring out main points/themes, key points in all of the
above listening and discursion session.
Use passages on:
1. Corruption. 2. Environmental
3. Pollution 4. HIV/AIDS etc.
STRUCTURE Uses short passages to revise nouns.
Nouns a. Nigeria is a big country
1. Revision of noun. b. People love to watch the game of football.
2. The definite article and its function with the noun. c. The boy kicked the ball
3. Exception to the use of indefinite article with the noun. Note-use Students identify nouns in short passages and sentences.
passages and sentences to revise nouns e.g. flu, malaria, cancer (no
definite article)
WRITING 1. The teacher explains expository composition while students listen.
Writing for effective communication – revising continuous writing 2. Teachers focuses on choice of words and tenses and students pick relevant tenses
(in given length) for expository essays.
Expository composition reflecting current issues e.g. 3. The teacher explains the importance of correct punctuation for effective
1. Describe how external examinations are conducted in the country. communication. Students learn to punctuate a short passage.
This should not be more than 400 words. 4. Teacher leads the students to discuss and generate topic sentences for different
2. Elections in the country- Nigeria. paragraphs while students white a good essay.
3. Loss of lives through plane crash.
4. Excursion to Abuja. 5. Drugs Abuse
6. Corruption in the society.
VOCABULARY DEVELOPMENT 1. The teacher leads students to explain the meaning of fishing using diagrams, charts,
Vocabulary associated with Fishing and Animal Husbandry-Fishing and stories while students listen.
1. Meaning of fishing. 2. Teacher leads the students to identify words associated with fishing.
2. Words associated with fishing-hook, fish-trap, line and sinker, fish 3. Explain meaning of selected words to students while students tell the meaning of
pond, fish season, fish dam, fish equipment. 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.

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3 SPEECH 1. Teacher shows strips of cardboard with pre-written words showing the sound.
Consonants followed by /w/ 2. Teacher pronounces them and uses them in sentences. Students imitate the
Words like twist, sweep, sweat, twig, twine teacher’s pronounciation.
3. Writes the sentences on the chalkboard.
4. Students make sentences with the words on the chalkboard
STRUCTURE Teacher uses short passages and sentences to revise and teach noun phrases e.g.
Noun Phrases a. The game was watched by a great crowd.
The use of noun plus the definite article as the noun phrase. b. The boy kicked the ball
The use noun plus an indefinite article as the noun phrase. Students identify noun phrases in the sentences.
Note- “A boy” in A boy is here to see you. – is a noun phrase as well
COMPREHENSION Teacher explains to the students the points that are supporting main points.
Reading to comprehend supporting details Students listen attentively and participate actively in the exercises.
Use: Students identify supporting details in the passages. Use dictionary where necessary.
1. Tape recorded passages
2. Short prose passages.
3. Newspaper/magazine clippings
4. Students reading texts.
WRITING 1. Teacher defines paragraphing students listen attentively.
Mechanics in writing i.e. paragraphing, punctuation spelling. 2. Teacher uses a short passage for full stop and comma exercises. Students insert
1. Paragraphing define. question marks appropriately in questions with a short passage.
2. Punctuation – full stop, comma, Question mark. 3. Exercises on spellings.
3. Spelling – words familiar to students e.g. desk, pencil, hoe, farm,
water, food, foot, chicken, goat.
4. Doubling of consonants – spelling, befitting, beginning, announce,
occasion, pudding
4 SPEECH 1. Shows strips of cardboard with pre-written words showing the sound.
Consonants followed by /j/ 2. pronounce them correctly and use them in sentences.
Words such as curious, cure endure, human, humour, future 3. Students repeat after the teacher.
a. He is a curious boy
b. Should endure the pain
SUMMARY Explains the significance of the words group of words in summarizing materials. The
Introduction to summary through identifying key words. Students list the relevant words as identified from the presentation and list the key
1. Key words that aid summary of speeches lectures. words already identified.
3. Teacher leads students to identify the relevant topic sentences signaled by these
2. Passages, speeches on current issues in which these words can be words. Students also make a summary of the presentation by putting the sentences
found e.g. a. Right to peaceful association together.

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STRUCTURE 1. Selected sentences and passages from students’ texts, newspapers and magazine
Countable and uncountable nouns clippings.
Explanation of countable and uncountable nouns 2. Use these to teach the various aspects under content.
Nouns are both countable and uncountable depending on the structure 3. Students ask questions for clarity of points and write ten nouns that could be used
e.g. water – a cup of water, sugar – two cubs of sugar. both as countable and uncountable sentences. Students pick out countable and
Uncountable nouns that are used in singular forms e.g. news, advice. uncountable nouns from a given passage.
WRITING The teacher leads students to list the feature of a newspaper article. He/she displays a
Popular articles for various reading audiences sample article.
A list of features of typical newspaper article differentiating them from Teacher leads students to discuss feature including language and style.
features of a letter or a speech. Students write a short article for the school magazine. They identify/list differences
Articles on issues of current interest like; Bribery of public officers, between an article and a speech or letter.
Fraudulent acquisition of properties, The importance of good quality life
5 SPEECH Pronounces the words with syllabic / ɭ /
Syllabic Consonants /ɭ/ Teacher uses them in sentences.
1. Syllabic in words such as little, bottle, kettle, rattle, novel, simple. Uses flash cards and real objects to drill the students.
The students imitate the teacher’s pronunciation, repeating the sentences. Note. Use
flash cards or real objects.
COMPREHENSION Teacher corrects students where necessary.
Reading to comprehend main ideas or story line. Students participate actively in the discursions.
Use short prose passage, Literature text, Recorded short passages, Short
discussion on topical issues
STRUCTURE Teacher: Explains the process of nominalization, Teaches the nominalized words,
Introducing nominalization of objectives and verbs makes a list of words and nominalized words.
Process of nominalization, Functions of nominalized words, Form Students Use them in contextual sentences, builds the table of objectives and verbs
classes (parts of speech) to be nominalized e.g. adjectives, wise – and nominalize them.
wisdom, white – witness, long – length, strong – strength
SUMMARY Teacher presents a list for students to follow, presents them in the context of the
Introduction to summary continued. Listening attentively to follow passage, leads the students to follow the directions, leads students to identify the key
directions effectively directional terms, leads students to describe to other students how to get to given
The teacher presents words that indicate direction; Left turn, right turn, destinations e.g. their Mosque. Church, Market, Stadium etc.
straight ahead, roundabout, specific sign posts, land marks (buildings, And Students are presented with speeches/passages containing directions for
trees) identification of directional terms/list marks and sign posts.

6 SPEECH Teacher pronounces words with syllabic /n/

Syllabic consonants /n/ Use them in sentences
Syllabic /n/ in such words as soften, sudden, ripen, certain Uses flesh cards and real objects to drill the students in the pronunciations.

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a. Theme was a sudden knock on the door Students imitate the teacher’s pronunciations, repeating the sentences
b. It is certain that she will visit.
STRUCTURE Teacher explains the features of a relative pronoun.
Pronoun Leads students in explaining their functions and positions in sentences.
1. Features Identify them in sentences.
The relative pronouns are – whom, whose, which, that, who Use relative pronoun in sentences.
2. Functions Learning Resources: Materials for use here include real objects, sentence strips and
passages.
WRITING Teacher explains what an informal letter is.
Letter writing Teacher displays an informal letter sample.
Informal letter Teacher calls student’s attention to address, date, salutation, and body
Meaning of an informal letter Teacher leads students to closing statements.
Format; address, salutation, body, closing (subscript) Students participate actively
Language and tone of an informal letter (relaxed, flexible, not many Students write their own closing to the informal letter.
rules, slang used, and colloquial usages)
VOCABULARY DEVELOPMENT Take students on a visit to a dairy farm
Words associated with animal husbandry. Get the farm hands in the farm to supply the words for some of the equipment and
The meaning of animal husbandry activities.
Meaning of poultry and piggery Students list the equipment
Words associated with dairy farming – open cages milking time, chicken Listen and write the names of activities on the farm, also write the products of animal
disease, Vet. Doctor, farm hand, rooster, day and chicks, broiler, fresh husbandry
milk. Learning resources: Aids includes – charts, diagrams, dairy farm, selected reading text.
Other related words cattle, ranch, herdsmen, poultry etc.
7 SPEECH Teacher: pronounces words, uses them in correct contextual sentences e.g. a) We
Words of two syllables stressed on the 2nd syllable enjoy listening to Mr. Fisher. b) I will invite all my classmates.
1. Words of two syllables with stress on the 2nd syllable. Teacher uses – cardboards, strips containing words and sentences, picture chart.
2. Words such as enjoy, impound, engulf, inform, incite, employ, invite, Students repeat after the teacher the words stressed on the 2nd syllable
welcome, excite, divide etc. Students show correct stress on the words.
STRUCTURE 1. Teacher explains possessive pronoun.
Possessive Pronoun 2. Leads students in explaining their functions and positions.
Features: The possessive pronouns are His, Mine, Hers, Theirs, Ours, Its, 3. Guides students to identify possessive pronoun in sentences.
Yours 4. Leads students to make sentences with them.
Functions: They replace nouns (human beings) 5. Students use these pronouns in sentences of their own.
‘Its’ replace an animate thing or animal. position – at the beginning of a 6. Teacher uses sentence strips and real objects.
sentence or at the end.

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COMPREHENSION 1. Teacher explains contextual word meaning as approach to surface or dictionary

Reading to comprehend word meaning through context meaning.
Use 2. Express illustrate the explanation practically in a text or sentences.
1. Dictionary for initial word meaning and other levels meaning of some 3. Students listen attentively using passages for their differences.
words. 4. Uses various materials such as recorded text. Student’s text etc. Newspaper
2. selected passage to identify certain words and other contextual clippings, Dictionary.
meanings
3. Newspaper and magazine clippings with certain words underlined for
identification of contextual usage.
SUMMARY 1. Teacher explains what summary is – reduction of original prose work.
Reading to assign a title or heading relevant to context. 2. Teacher revises with students the work on main and supporting ideas.
1. Selected prose passages on tropical or current issues e.g. patriotism, 3. Students recall how to identify main and supporting details.
kidnapping, corruption. 4. Teacher assigns title and students do same in similar ways at paragraphs levels.
2. Recorded passages of suitable levels in either narrative or descriptive 5. Teacher emphasizes on props such as – for example, further more similarly, first,
form second.
6. Tapes, student’s texts, chalkboard are used.
8 SPEECH 1. Pronounce them correctly while students repeat.
Words of two syllables with stress on the 2nd syllable continued. 2. Teacher uses them in correct contextual sentences. E.g.
1. Words of two syllabus with stress on the second syllable. a) We enjoy listening to our teacher
2. Words such as enjoy, impound, engulf, inform, invite, incite, endure, b) I will invite all my classmates.
ensure, belong, extend, backbite, resolve, device, locate c) It is not good to incite people against others.
Use chalkboard, cardboard, picture, chart, strips containing words.
VOCABULARY DEVELOPMENT 1. Teacher expresses traditional religion to students
Words associated with Religion – Traditional Religion 2. Teacher assists all students to list words associated with traditional religion.
1. The definition of traditional religion – shrine, cult, diviner, oracle, 3. Students read out a passage reflecting traditional religion practices.
divination, charm, amulet, sacrifice, ritual etc. 4. Students write their observations on the words e.g. shrine, amulet, sacrifice.
Use real objects, charts, drawings, a visit to shrine.
STRUCTURE 1. Revise with the students the previous lesson on verbs
Regular and Irregular Verbs 2. Teacher explains step by step what is contained in the content.
1. Revision of previous lesson on verbs. 2. What are regular/ irregular Use the dictionary, students’ texts, printed list of regular/irregular verbs.
verbs. 3. The four forms of irregular verbs.
4. Selected sentences for identifying the verbs under study.
READING COMPREHENSION 1. Teacher teaches pupils the need for note taking from reading or listening session.
Reading to make notes 2. Skills such as
Use the following: - a) listening
1. Clippings from newspapers, magazines. 2. Students texts b) reading with concentration

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3. Taped materials on: c) identifying key words

a) Honestly as a guiding principle. b) Dignity in labour d) Identifying main, secondary points
c) Exam malpractice. d) Injustice. e) Students apply the skills under the guidance of the teacher.
9 SPEECH 1. Teacher reads selected passages to the students while they listen.
Listening to tell the meaning of words in context 2. Students list important words they hear.
1. A listening selection 3. Teacher leads students to explain the words in context.
a) passage b) story c) poem d) drama Use interesting passages, stories, poems, word cards, sentence strips.
2. Select current national issues e.g.
a) The Nigerian Constitution b) Duties of a Citizen c) Self-control
STRUCTURE 1. Reverse previous lesson on verbs e.g.
Complex Tense Forms - continuous tense – verb + ing - simple present – verb + s
1. Simple tense I come, you come, he/she comes, we come. 2. Teacher goes through other forms
2. More complex forms as in – a. Have +v + en b. Be verb + en
- I am coming - I have come c. Be + verb + ing d. Going to + verb
I have been coming - I may have been deceived. e. Shell + verb
3. use more examples for understanding 3. Creates activities and games
CONTINUOUS WRITING 1. Teacher identifies appropriate topics.
Descriptive Essay/Composition 2. Discusses the appropriate kinds of words and sentences.
1. Descriptive composition using various topics – 3. Using a paragraph, discusses the punctuation for descriptive writing.
a. My school. 4. Teacher leads students to analyses the sample paragraph for all the characteristics
b. The petrol station in times of fuel scarcity. of a descriptive essay.
c. The Principals house d. A fire incident in my street 5. Students develop a descriptive paragraph following the teacher’s prompting.
e. The aftermath of students’ riot in a school/town
f. A funeral ceremony
g. A flood disaster caused by blocked drains etc.
2. Tense forms (present, past) necessary for descriptive essay.
3. Sample paragraphs on descriptive essay.
4. Short well punctuated sentences.
5. Choice of words – adjs, verbs
COMPREHENSION 1. Teacher explains what purpose; tone, mood is. Use the dictionary for definitions.
Reading to identify writer’s mood, tone and purpose. 2. Through actions mood affects tone and tone affects meaning and purpose.
Use selected passages from Use dictionary, selected prose, passages, recorded tapes and chalkboard.
1. Students’ text 2. Newspaper
3. Radio/TV extracts 4. Recorded materials
5. Questions based on the selected materials for identification of mood,
tone, purpose and meaning.

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10 SPEECH 1. Pronounces words correctly.

Consonant sounds followed by k + w 2. Uses them in contextual sentences.
Words such as: 3. Demonstrates some of the words
Quench, quiet, quarter, equality, quality, question, equal. E.g. 4. Students imitate the teacher’s pronunciation.
a) Everybody was quiet because of no noise sign. 5. Students read through the sentences.
b) He has the answer to the question. Use chalkboard, flash cards, picture, charts.
c) My friend lives in the junior staff quarters.
STRUCTURE 1. The teacher explains demonstrative pronoun.
Demonstrative Pronouns 2. Teacher leads students to explain their functions and positions.
1. Features: The demonstrative pronouns are that, those, these, this. 3. Students use them in sentences of their own. The teacher uses flash cards, sentence
2. Functions: They function by replacing nouns. The nouns can be living strips, chalkboard and real objects.
or nonliving things.
3. Position: They can start a sentence or end it. They can appear in the
middle of a sentence. E.g.
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 DEVELOPMENT 1. The teacher speaks about religion
Words associated with Religion 2. Supplies some words associated with religion Islam and Christianity.
1. The definition of Islam and Christian religion. 3. Students list more words
2. Words associated with Islam and Christian religion – The Glorious 4. Teacher reads a passage on Islam and Christianity to the students
Qur’an, Holy Bible, One God, Clergy, Sheik, Pope, Bishop, Mallam, 5. Teacher leads students to visit Mosque and a Church.
Catechist, Pew, Aisle, Monk, Num, Holy Communion, Deacon, Pastor, 6. Make sentences with these words.
Usher, Reverend Father, Elder, Evangelist, Repentance, Prayer, Fasting, Use the Glorious Qur’an and the Bible, real objects, pictures, charts, diagram, sentence
Convert, Deaconess etc. strips.
CONTINUOUS WRITING 1. Teacher explains what formal letter is.
Formal Letter 2. Teacher displays a formal letter sample
1. Meaning of an informal letter. 3. Call students’ attention to address, date, salutation, body.
2. Format: address and date, salutation, body, closing (subscript). 5. Teacher leads students to closing statements.
3. Language tone of a formal letter, formal respectful, no colloquial 6. Students write their own closing to the formal letter.
language, no slangs. Use textbooks, charts, sample of letters (formal)
11 REVISION Revision
12 EXAMINATION Examination

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ENGLISH LANGUAGE
SSS 1 – SECOND TERM
WEEK UNIT – TOPIC - CONTENT ACTIVITIES
1 SPEECH 1. Pronounce the words correctly
Words of three syllables, stressed on the second syllable 2. Teacher uses them in contextual sentences e.g.
1. Words of three syllables, stressed on the 2nd syllable a. I own a soccer academy
2. Words such as academy, frustration construction, collation, b. The frustration in the job is too much
badminton, starvation, addition, convulsion, conversion, c. The people in overalls are construction workers
depletion. d. She is at the venue for collation of results etc.
STRUCTURE 1. Defines the phrase
Phrases – Types
1. Definition of a phrase 2. Lists different phrases with examples
- a group of words that do not contain a finite verb; it cannot
stand on its own to make meaning 3. Students participate actively
2. List of types of phrases
- Noun Ph 4. Students give their own examples of these phrases
- 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
Pro Ph – at the door, beside the river
COMPREHENSION 1. Teacher selects appropriate passage
Reading to answer questions 2. Lists key words
1. An appropriate passage 3. Teacher leads students to locate these words in the dictionary
2. A list of key words 4. Writes sample sentences/questions
3. Sample sentences 5. Writes sample answer for students to learn
4. Sample questions
5. Sample answers
6. The use of dictionary to define these words
CONTINUOUS WRITING 1. Teacher selects appropriate title/topic for debate
Debates 2. Teacher leads students to give points for and against a topic
1. Definition of a debate 3. Students participate actively
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2. A sample topic(s) as selected by the teacher 4. Students write points for a month topic supporting or opposing the topic
e.g.
1. Science has done more Harm than Good to Nigerian society.
2. Farmer is better than a Teacher in our Society.
3. Boarding school is better than a Day school etc.
2 SPEECH 1. Teacher pronounce the words correctly
Words of three syllables, stressed on the 1st or 2nd syllable 2. Teacher uses them in contextual sentences e.g.
1. Words of three syllables, stressed on the 1st or 2nd syllable a. The man has many concubines
2. Words such as ‘concubine, ‘rhetorics, ‘beautiful, proportion b. These are all rhetoric’s
acceptance’ c. His silence meant acceptance of what you said 2nd syllabe stress e.g.
2nd syllable stress – condition, reality, engagement, resumption a. No condition is permanent
b. No resumption date has been fixed for the students.
VOCABULARY DEVELOPMENT 1. Teacher explains Islamic religion
Words associated with Religion – Islam 2. Teacher lists some words associated with the religion
Islamic religion defined 3. Teacher asks students to list other words
Words associated with Islamic religion (Koran, mosque, hagj, 4. Makes sample sentences with the listed words
pilgrimage, ablution, jumaat, Sheik, Ummra, hadith, 5. Students participate actively
sunnaanbiya (prophet) Quliya (saint) Muslim festival – saleh,
idel Maulud, id el kabir, id el fitri, others – kettle, praying mat
STRUCTURE 1. Explains the process to students
Introduction to phrasal verbs I 2. Uses examples to illustrate points/process
Explain the process of this relationship 3. Brings out their meanings
a. Come + across, away, in by forward, off, out, up, round, to,
on, through.
CONTINUOUS WRITING 1. Teacher leads students to identify play, poem, story
Creative writing introduced 2. Teacher guides students to write their own short stories, poems, plays
1. Features of a short play plot, character, style, setting, theme,
characterization
2. Features of a poem – high, concise language, verses used,
imageries etc.
3 SPEECH 1. Teacher reads the poem correctly
Listening to grasp main points in a poem 2. Teacher identifies main points
Tape recorded speech, conversation 3. Teacher lists main/key sentences
Radio broad cast 4. Teacher guides students to identify other main points
Materials of varying lengths 5. Teacher selects sample poems, passages, play, story on current issues

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STRUCTURE Goes through the same process as phrasal verb I

Introduction to phrasal verbs continued (phrasal verb II)
1. Definition of phrasal verb
2. Explain the 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 Teacher explains the format of a technical/scientific report
Writing of reports (features of different types of reports) Leads students to identify main and supporting detail
1. A report of any technical or scientific issue e.g. a laboratory e.g. – Introduction – date of the experiment – purpose - the outcome/result - conclusion
or research report – a report of an experiment carried out by * Students write in a logical manner their own reports.
the students
2. Features of a scientific report
SUMMARY Teacher gives the characteristics of a summary as a reminder to the previous lesson
Summarizing a passage in a specified number of sentences Gives sample sentences
continued Students write their own sentences as they participate in exercises.
1. The characteristics of a summary
2. Key sentences as summary of paragraphs
3. Key words under – lined as indicators of important
sentences
4. Sample passages (students texts)
5. Selected passages, speeches, discussions.
4 SPEECH 1. Teacher pronounces the words correctly
Words of four (4) syllables which are stressed on the 1st, 2. Teacher uses them in correct contexts
2nd and 3rd syllables
1. Words of four syllables, stressed on the 1st, 2nd, and 3rd
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

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Discriminate
Topography
These are stressed on the 2nd syllable.
STRUCTURE 1. Reverse lesson on adverbs
Adjunct of place, time 2. Use adjuncts in sentences
1. Adjuncts are adverbials 3. Introduce games involving adjuncts
2. They modify verbs, prepositional phrases, indefinite
pronouns and noun 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.
COMPREHENSION 1. Teacher plays recorded martial
Reading to identify speaker’s mood and tone continued 2. Students identify speaker’s main points
1. Carefully selected passages, recorded material, speech 3. Teacher asks questions on the speech
2. Main points in conversation, speech 4. Students list points of secondary importance
3. Materials of varying length dealing with life situations.
CONTINUOUS WRITING 1. Teacher defines an informal letter
Informal letters continued 2. Writes a sample informal letter
1. Definition of an informal letter 3. Teacher guides students to list points
2. Features of an informal letter 4. Students write their own letters with correct address, date, salutation, introduction,
3. Sample informal letter body and conclusion
4. List points appropriate for the receiver of the letter
5. Development of the points into a good length.
5 SPEECH - Discuss some specific speech, recorded topics
Listening to grasp main points/ideas - Teacher leads students to identify main points
1. Reading of carefully selected passages, recorded material - Students participate actively in locating main points.
2. Listing of main points
CONTINUOUS WRITING 1. Teacher defines expository essay
Expository essay 2. Lists punctuations in a sample essay
1. Definition of expository essay 3. Students write well punctuated expository essay
2. Sample of expository essay 4. Teacher lists processes to be exposed about possible topics
3. Likely punctuations in an expository essay - How to mend a tyre
e.g. come, full stop, semi colon, - How to cook my best soup
VOCABULARY DEVELOPMENT 1. The teacher lists items in the logical

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Words associated with medicine 2. Teacher leads students to a visit to a hospital

1. The definition of medicine 3. Students supply names of activities in the hospital
2. List of items/activities in the hospital 4. Make sentences with words associated with medicine
3. Personnel in the hospital
Sentences with words associated with medicine
- theatre, syringe, needle, operation, surgery, nurse, doctor,
patient, outpatient, ward, X-ray, bandages, drugs, files, beds, etc.
STRUCTURE Goes through the same process as phrasal verbs I
Phrasal verbs continued
1. Explain the process of relationship of these phrasal verbs
Sit + Up, down, in, back
Close + up, in, by
Ride + up, on
6 SPEECH 1. Teacher leads students to read fluently
Stress timing 2. Timing – observing the information contained in every word
1. Appropriate passages are selected by the teacher
2. Newspaper passages
3. Magazine passages.
STRUCTURE Teacher leads the students to identify more – ly words
Adjunct of manner and reason
1. Adjuncts are adverbs
2. Manner Adjuncts mostly are words that end in – ly
e.g. quickly, slowly, sluggishly, swiftly
3. Reason adjuncts use because.
CONTINUOUS WRITING 1. Teacher discusses other ways of keeping records
Recording keeping
1. Records defined
2. Items used to keep records listed
3. Purpose for keeping of records
4. Language of records – concise, accurate.
VOCABULARY DEVELOPMENT Explains the meaning of synonyms to students
Synonyms as words:
1. with the same meaning Leads students to identify synonyms in passages
2. Nearly the same in meaning
1. Define synonyms
2. Quick/fast

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3. Nearly the same in meaning

Security/safe
Guest/visitor
Adore/admire.
7 SPEECH Teacher guides students to identify direction words in passages
Listening attentively to follow the directions effectively.
1. Direction words
- near, behind
Around, next to
COMPREHENSION Teacher guides students to read fluently
Reading to answer questions from a passage 2. Students answer questions from the passage.
1. Short passages
STRUCTURE Teacher guides students to give more sentences of their own
Adjunct of reason
1. Adjunct of reason use because e.g.
a). The students were punished because they arrived late.
VOCABULARY DEVELOPMENT 1. Teacher leads students to read the passage
Antonyms – exactly opposite in meaning
Antonyms – 2. Teacher leads students to identify antonyms
Good/bad
Friend/hostile
Discipline/indiscipline
Temporary/permanent
8 SPEECH 1. Teacher leads students to argue points constructively
Listening to grasp ideas in a debate
1. Argue points out to favour them
2. Use persuasive words.
READING COMPREHENSION Teacher guides the students appropriately
Reading to answer questions
1. An appropriate passage selected by the Teacher
2. key words
3. sample answers
4. use the dictionary to define words.
STRUCTURE 1. Teacher defines adverb
Adverbial clause 2. Gives examples of sentences
1. The definition of an adverb 3. Students give their own sentences
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2. Sample sentences to show adverbs modifying verbs

3. Adverbs can modify another adverb e.g. John walks very
slowly.
CONTINUOUS WRITING Teacher explains theh features of a newspaper article.
Writing of articles Teacher displays several newspaper articles to the students and guides them to identify
1. Features of a newspaper article and understand the features.
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 1. Teacher defines dialogue
Dialogue 2. A short passage of a dialogue between characters
1. Dialogue defined
2. Sample dialogue 3. Teacher leads students to dialogue between them on current issue
4. Teacher leads students to punctuate dialogue using question marks.
STRUCTURE 1. Concord means agreement. It means agreement between the noun, noun phrase or
Concord 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 WRITING Note – The language should be forma, subscription yours faithfully signature
Formal letter continued Full names Ado Bayero.
VOCABULARY DEVELOPMENT 1. Teacher uses the words for students to see
advertising 2. Teacher leads students to read the passage
3. Drills the class
4. Could invite an advertising practitioner to speak.
10 SPEECH 1. Revise with the students the skills of oral
Speaking to persuade 2. Discuss time allocation panel of judges and time keeper
Use the skills developed on oral composition to debate on
topics such as
Farmers are more important than doctors
Women are better leaders
Corruption destroys a nation.
COMPREHENSION 1. Teacher guides the students
Reading to extract main points
1. Use newspaper clippings
2. Magazine clippings
3. Students text.
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STRUCTURE 1. The teacher gives sample sentences e.g.

Determiners (introduction) Any committee member can raise a motion
1. Determined
2. List of determiners are many, some, much, little, few, each
and any
3. Use such in examples.
11 REVISION Revision
12 EXAMINATION Examination

ENGLISH LANGUAGE
SSS ONE – THIRD TERM
WEEK UNIT – TOPIC - CONTENT ACTIVITIES
1 SPEECH Rising and falling tones in sentence stress contexts
Speech
Intonation patterns
VOCABULARY Passages on religion are used to underline appropriate register on religion.
Vocabulary
Words associated religion
COMPREHENSION/ Text book passages apex studied by teacher and students to get contextual
SUMMARY meaning.
Comprehension/
Summary
Reading passage(s) for words’ meaning in context
STRUCTURE Simple and compound sentences are illustrated with examples.
Structure
Types of sentences
WRITING Definition and features of a written speech.
Writing
Speech writing
2 SPEECH Students narrate stories and answer teacher’s questions on them.
Speech
Oral composition
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VOCABULARY Appropriate newspaper, magazine or textbook examples are studied as

Vocabulary models.
Words associated with advertising
COMPREHENSION/ The points to note in summary writing
SUMMARY
Comprehension/
Summary
Summarizing a given passage
STRUCTURE Examples of simple and compound students summaries a given passage.
Structure
Types of sentences contd.
3 SPEECH Rising tone with questions, e.g. WH questions. Falling tones with
Speech statements.
Intonation patterns continued
VOCABULARY Passage on stock broking, the stock exchange and capital market, (see
Vocabulary Newspaper).
Words associated with the stock exchange
COMPREHENSION/ Students read and answer comprehension questions
SUMMARY
Comprehension/
Summary
Reading a passage on investment/stock broking
STRUCTURE Introduction to subordinating conjunctions in complex sentence e.g. that,
Structure which, etc.
Complex sentences
CONTINUOUS WRITING Students describe orally first what they intend to write about.
Continuous writing
Oral composition of a descriptive essay
4 SPEECH Use of simple sentences to illustrate shifts in meaning using emphatic
Speech stress.
Emphatic Stress
VOCABULARY Students are given examples of words nearest in meaning to other words –
Vocabulary quick/fast, close/near, brave/fearless, etc.
Synonyms of words
COMPREHENSION/ Students read and summaries a given passage.
SUMMARY
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Comprehension/
Summary
Reading for summary
STRUCTURE Students are led to discover the similarities between simple sentences and
Structure independent clauses
Clauses independent and dependent clauses
CONTINUOUS WRITING Students study an example of an article before writing their own
Continuous writing
Composition on articles
5 SPEECH Examples of polite requests, “May I, Could you? Excuse me, etc. should be
Speech dramatized.
Simple polite requests, simple greetings
VOCABULARY Words that are opposites in meaning are taught e.g. little/small/famous/
Vocabulary notorious/ancient/modern, etc.
Antonyms of words
COMPREHENSION/ Students take turns to read aloud while their mates answer the teacher’s
SUMMARY questions.
Comprehension/
Summary
Listening to tell the meaning of words in sentence context
STRUCTURE Teacher gives the examples that distinguish noun clauses from other
Structure clauses.
Noun clauses
CONTINUOUS WRITING Issues of current interest are discussed by Teacher and Student s before
Continuous writing the students write the articles.
Writing articles contd.
6 SPEECH Discussions, debates and other interactions in speech.
Speech
Oral composition for expository essays
VOCABULARY Like speculator, profit margin, bullish, bearish, dividends bankruptcy, etc.
Vocabulary
Words associated with investment
COMPREHENSION/ Students are guided by their teacher to make notes from passages read.
SUMMARY
Comprehension/
Summary
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Reading to make notes

STRUCTURE Complex sentences are studied to prick out adjectival clauses.
Structure
Adjectival clauses
7 SPEECH 1. Teacher uses real clock to time participants
Speaking to persuade/convince continued 2. Teacher leads students to introduce themselves and their topics
1. The Skills of Debate/Argument 3. Teaches students to use the dictionary to learn definition
2. The Two Sides to An Argument. Proposing and Opposing 4. Gathering of points to convince
3. Issues of Current Interest
a. Corruption and the Nigerian state is endemic
b. Women are better leaders.
STRUCTURE 1. Teacher defines objective
More on adjectival clauses
1. Definition of objective 2. Students identify them
2. Adjectival clauses qualities a noun or pronoun in the sentence
3. Students make sentences with adjectival clauses
3. They are introduced by relative pronouns, who, whose, whom, and that e.g. the man whose brother was sacked has committed suicide
The song which Clara sang was very melodious
COMPREHENSION/ 1. Guides students to observe punctuation marks
SUMMARY 2. Frequent reading to increase speed
Reading to test speed and accuracy
1. Mindful of question marks
2. Mindful of full stops
3. Mindful of pauses (coma, semi colon, colon)
VOCABULARY DEVT (REGISTER) 1. Teacher gives a story of a politician he/she knows
Politics
1. Politics/politician defined 2. Teacher invites politician to give a talk
2. Words such as party, opposition, power, democracy, campaign, election
electorate, polls, both governor, poster, dividend, independence. 3. Use words in sentences and orally in discussions
CONTINUOUS WRITING 1. Organize debate between two groups
Argumentative essay 2. Select interesting topics
1. Use class to organize a debate/argument 3. Teach presentation of points
2. Skills of convincing another person point, figures, illustrations, rhetorical 4. Conclusion of essay
questions 5. Features salutation topic body, conclusion.
8 SPEECH 1. Teacher leads students to garnish stories with use of adjectives and
Description (orally) adverbs
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1. Use special words to bring out descriptions in discourse 2. Describe friend, class, school, house, car etc.
2. Involve students participation of describing real objects, events.
STRUCTURE 1. Guide students in activities
Words commonly miss pelt 2. Introduce spelling games
1. Use of the dictionary
2. Words commonly miss pelt conceive, thief, chief, grateful, beginning decision,
succeed, reference, accommodation, referred, across occasion, omission,
recommend, admission, embarrass
COMPREHENSION 1. Teacher gives dictionary meaning and situational or contextual meaning
Reading for word meaning in context
1. Connotative meaning is situational meaning
2. Denotative meaning is dictionary meaning
3. Select passage with implied meaning to bring out connotative meaning
VOCABULARY DEVELOPMENT 1. Use real objects
Words associate with photography 2. Pictures
1. Types of cameras 3. Students make sentences with words associated with photography
2. Words associated with photography such as tripod, film, lenses, light meter,
frame, exposure, negative, dark room, prints portraits, passports, enlarge
9 SPEECH 1. Teacher guides students to understand style
Listening to identify a speaker’s style 2. Instruct on figures of speech
1. Recorded material be handy here
2. Students can read and others identify the speaker’s style.
STRUCTURE 1. Teacher guide students to give more examples
Introduction to Active and passive tense 2. Use chart, pictures chalkboard
1. Define Active Sentence 2. Define Passive Sentence
3. Active Tense
S + V + O Ojo killed a rat
4. Passive Tense: O + V + S
A Rat Was Killed by Ojo
COMPREHENSION 1. Teacher guides the students as they answer questions
Reading to answer questions 2. Ensure students follow instructions on number of answers and time
1. Select appropriate passages allowed
2. Key words in the passage listed
3. Sample answer
4. Use the dictionary
VOCABULARY DEVELOPMENT 1. Teacher guides students appropriately
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British and American spellings of common words 2. Differentiate between the two
American ‘Or’ As in Color, Honor 3. Use American books
British ‘Our’ As In 4. Use British books
Colour, Honour
American – Theater Center
British - Theatre Centre
American – Offense Defense
British - Offence Defense
10 SPEECH 1. Pre-recorded material
Listening to grasp main points or ideas in a speech 2. Teacher asks questions to elicit the main points
1. Tape recorded material 3. Teacher leads students to discuss the lecture, speech
2. Main points in a lecture
3. Materials of varying length
4. Use real life situations speech, lecture, discussions
STRUCTURE 1. Students supply more words
Synonyms 2. Make sentences with them
1. Same in meaning imitation/mimic, busy/eventful, tasteless/insipid,
dogmatic/rigid, timid/fearful fearless/bold/brave
2. Nearly the same in meaning
Callous/reckless
Hard/unfeeling/pitiless
Treason/sedition
Candid/true/sincere
SUMMARY 1. Teacher leads students to answer in number of sentences
Reading for summary
1. Selected passages
2. Issues on current happenings
3. Look for key words that indicate points.
CONTINUOUS WRITING 1. Teacher leads the students to recognize the differences between the
Revision on Differences between informal and formal letters formal and informal letters
1. Formal letter – letters to people in official capacity 2. Students write the letters until they are conversant with them
2. Informal – letters to known faces, friends
3. Formal letter
11 REVISION Revision
12 EXAMINATION Examination

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GENERAL MATHEMATICS
SSS 1 – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 NUMBER BASES (I) Teacher: i. Guides students to realize other bases other than binary (base 2) and denary (base 10)
i. Decimal base (Base 10) and other bases e.g. base 2 ii. Guides students to convert the following: one base to the other, are numbers with decimal fraction to
(binary) base 7 (days of the week) etc. base 10.
ii. Conversion from Base 10 to other bases, conversion Students: Mention another base such as 4, base 5(quandary), base 8(octal) base 16 (Hexadecimal).
from other bases to base 10. 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, subtraction, multiplication Guides students to perform mathematical operations of: addition, subtraction, multiplication and
and division of number in the various bases. division.
ii. Conversion of decimal fraction in one base to base Students:
10. Perform the mathematical operations.
iii. Apply number base system to computer
programming.
3 MODULAR ARITHMETIC Teacher: Guides students to revise the mathematical operations of integers, define modular arithmetic
i. Revision of addition, division, multiplication and and uses activities to develop the concept, add, subtract, divide and multiply in modular arithmetic and
subtraction of integers. to appreciate its application to shift duty, menstrual chart, name of market days.
ii. Concept of modular arithmetic Students: Define modular arithmetic, Perform the mathematical operations in modular arithmetic, and
iii. Addition, subtraction and multiplication operations Appreciate the concept of modular arithmetic and apply in daily life.
in modular arithmetic. Instructional Resources:
iv. Application to real life situations. Modular arithmetic charts, samples of shift duty chart, menstrual chart.
4 INDICES Teacher:
i. Laws of indices and their applications e.g. Guides students to represent numbers in indices and gives examples.
a. a x a = a
x y x+y Explains laws of indices with examples, drill students on problem solving.
b. ax/ay = ax-y Students:
c. (ax)y = axy -Study the laws of indices and solve related problems.
ii. Application of indices, simple indicial/exponential -Study the steps in indicial equation and solve exercises.
equations.

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5 STANDARD FORM (AX10n) Teacher:

i. Writing numbers in index form Guides students to convert numbers to standard form with emphasis on the values of ‘A’ and ‘n’.
ii. Adding two numbers and writing the results in Students:
standard form. -Convert numbers to standard form
iii. Subtracting one number from the other in standard -Convert long hand to short hand notation. (i.e. ordinary form to standard form and standard form to
form. ordinary form)
iv. Multiplying numbers in standard form Instructional Resources:
v. Dividing numbers in standard form including square Charts of standard form and indices.
root of such numbers.
6 LOGARITHMS (I) Teacher:
i. Deducing logarithm from indices and standard form Guides students to learn logarithm as inverse of indices with examples.
i.e. if y=10x, then x=logy10 -Define logarithm and find the various values of expressions like logaN
ii. Definition of logarithm e.g. -plot the graph of y=10x and read the required values.
log101000=3 -to find logarithm of a number (characteristics, mantissa, differences and locate decimal points) and the
iii. Graph of y=10x using x=0.1, 0.2, ... 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: Guides students to read logarithm and antilogarithm table in calculation involving
Calculations involving multiplication and division. 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: Guides students to read logarithm and antilogarithm tables in calculations involving powers
i. Calculations involving power and roots using the and roots. Explain meaning of capital market. Solve related problems and other real-life problems.
logarithm tables. Students: Read the tables and solve problems involving multiplication and division, and solve problems
ii. Solving practical problems using logarithm tables related to real life problems.
relating to capital market. Instructional Resources:
iii. Explain the concept of capital market operation Logarithm tables chart, logarithm table booklet etc.
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9 DEFINITION OF SETS Teacher: Guides students to define set, define types of sets, write down set notations, and use the
i. Set notation – listing or roster method, rule method, objects in the classroom, around the school and within home to illustrate sets.
set builder notation Students: Define set, use set notations, Identify types of sets.
ii. Types of sets: e.g. universal set, empty set, finite set Instructional Resources:
and infinite set, subset, disjoint set, power set etc. Objects in the classroom, sets of students, set of chairs, mathematical sets, another instrument etc.
10 SET OPERATIONS Teacher: Guides students to explain and carry out set operations, explains Venn diagram, draws,
i. Union of sets and intersection of sets complement of interprets and uses diagram and applies Venn diagram to real life problems.
sets. Students: Carry out set operations, draw, interpret and use Venn diagrams.
ii. Venn diagram Instructional Resources:
iii. Venn diagram and application up to 3 set, problems Objects in the classroom, sets of students, set of chairs, mathematical sets, another instrument etc.
11 SIMPLE EQUATIONS Teacher: Guides students in the process involved in changing the subject in a formula and carries out
i. Change of subject of formulae substitution and Revises solution of simultaneous equations in two unknowns.
ii. Formula involving brackets, roots and powers. Students: Follow the process involved in changing subject in a formula and substitute in the formula.
iii. Subject of formula and substitution. Solves solution of simultaneous equations in two unknowns.
iv. Revision of simultaneous linear equation in two (2) Instructional Resources: Charts displaying processes involved in change of subject in a formula and
unknown Charts displaying the various types.
12 Revision Revision
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GENERAL MATHEMATICS
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 FACTORIZATION OF QUADRATIC EXPRESSION OF Teacher:
THE FORM ax2+bx+c where a, b, c are constants i. Illustrates the factorization of quadratic expressions using:
i. Factorizing quadratic expression of the form (a) Grouping (b). factor methods
ax2+bx+c ii. Teacher leads students to factorize quadratic expressions written in the different forms.
ii. Factorizing quadratic expression of the form ax2- Students:
bx+c -Factorize quadratic expressions using the methods.
iii. Factorizing quadratic expressions of the form -Factorize the different forms given.
ax2+bx-c Instructional Resources:
iv. Factorizing quadratic expressions of the form ax2- Quadratic expressions and factors chart.
bx-c Sharing at least six expressions each of the form ax2+bx+c, ax2-bx+c, ax2+bx-c and ax2-bx-c (could be in
v. Solving quadratic equation of the form ax2+bx+c = 0 flex banners).
using factorization method.
2 APPROXIMATION Teacher:
i. Rounding up and rounding down of numbers to Gives students two roots and leads them to form a quadratic equation.
significant figures, decimal places and nearest whole Students:
numbers. Use the roots given to construct quadratic equation.
ii. Application of approximation to 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 quadratic function and - Leads students to construct tables of values, draws the x and y axis, chooses scale, graduates the axis
one is a linear function. and plot the points.
ii. Using an already plotted curve to find the solution of - Leads students to observe where the quadratic curve crosses the axis and write down the roots of the
the various equations. equation.
iii. Finding the gradient of a curve, the maximum value - Identifies the maximum and minimum values.
of y, and minimum value of y and the corresponding Students:
values of x. - Follow the teacher lead in plotting the graph - Follow the teacher leads and read the roots.
- Read the minimum and maximum values.
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iv. Solving a comprehensive quadratic and linear Instructional Resources:

equation graphically. Graph boards, graph books are mandatory.
v. Word problem leading to quadratic equations.
4 LOGICAL REASONING (I) Teacher: Uses examples to explain simple statements, State the true value of a statement, States
i. Meaning of simple statement – open and close simple statements and writes not or “it is not true that” a negation of simple statements. And Guides
statements, true or false. students to write examples of compound statements and distinguishes them from simple statements.
ii. Negation of simple statements Students: Gives examples of the non-examples of simple statements writes the true value of a given
iii. Compound statements – conjunctions, statements, negates some simple statement using ‘not’ or ‘it is not true that’, and Writes examples of
disconjunctions, implication, bi-implication with compound statements.
examples. Instructional Resources: Charts showing examples of simple, true and false, and negation statements.
5 LOGICAL REASONING (II) Teacher: Leads students to list the five logical operations and their symbols and leads students to
i. Logical operations and symbols – Truth value table – construct truth value for each operation.
compound statement, Negation (NA), conditional Students: List the five logical operations with symbols and construct truth value chart for each.
statement, bin-conditional statement. Instructional Resources: Truth table chart etc.
6 MENSURATION OF SOLID SHAPES (I) Teacher: Guides students to find the length of arcs of circle using cut card board practically, deduces
i. Length of arc of a circle with practical the formula and apply it in solving problems, cuts out sectors and segment, solve exercises, guides
demonstration, using formula students to cut a circle into sectors and measure the angles, and cut out triangle from a sector.
ii. Revision of plane shapes – perimeter of sector and Students: Practice the practical demonstration, participate in deducing the formula and apply it to
segment solve problems carry out teacher activities, Follow the teacher instruction to carry out the activities.
iii. Area of sector and segment. Instructional Resources: Cardboard paper, rope, string, scissors, drawings on cardboard showing
various arcs (minor and major arcs in a circle).
7 MENSURATION OF SOLID SHAPES (II) Teacher: Guides students to cut out a sector and folding sector into a cone, leads students to
i. Relationship between the sector of a circle and the determine the relationship between the sector of a circle and the surface area of a cone, Revise the
surface area of a cone. areas of the plane shapes that formed the listed solids and lead students to find their surface areas.
ii. Surface area of solids – cube, cuboids, cylinder, cone, Students: Follow the teacher in carrying out the activities and observe the relationships, Participate in
prism, pyramids. the revision of the areas of the solids.
Instructional Resources: Cut out papers, (sectors and segments) etc.
8 MENSURATION OF SOLID SHAPES (III) Teacher: Revise the area of the listed solids and lead students to find their volumes, show model of
i. Volume of solids – cube, cuboids, cylinder, cone, fraction of cones pyramids and solve problems, and Lead students to solve problems on surface area
prism, pyramids, frustum of cone and pyramids. and volume of compound shapes.
ii. Surface area and volume of compound shapes.

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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: Lists out steps for drawing a line segment and how to bisect line segment and Leads students
i. Lines, line segments, bisection of a line segment e.g. to construct special angles with the steps involved in bisection of angles. Inspect them.
horizontal, vertical, inclined lines etc. Students: List out triangle, draw a line and bisect, construct the given angles and bisect them.
ii. Construction and bisection of angles e.g. 180o, 90o, Instructional Resources: students mathematical set. Teacher’s construction instruments mandatory.
45o, 22o, 60o, 30o, 150o, 75o, 135o, 105o, 1650 etc.
iii. Construction of triangles
iv. Construction of quadrilaterals.
10 LOCUS OF MOVING POINTS Teacher: Guides students to list and explain the steps involved in constructing locus of moving points
Definition of locus equidistance from:
Construct the locus of points that are; Two intersecting straight lines
- a given distance from a fixed point Two given points
- a given distance from a straight line One point
- equidistance from two given points A given straight line on the chalkboard using chalkboard mathematical set.
- equidistance for two given straight lines 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, and follow teacher’s demonstration on the chalkboard by carrying out
similar activities in their exercise book with their mathematical sets and Participate in the teacher’s re-
demonstration and take special notes of the salient steps.
Instructional Resources: students mathematical set. Teacher’s construction instruments mandatory.
11 Revision Revision
12 Examinations Examinations

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GENERAL MATHEMATICS
SSS 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 carrying out proofs in geometry, by explaining the concepts
ii. Proofs of sum of angles in a triangle is 180o, the of: given, required to prove, construction, proof, conclusion.
exterior angles are equal to the sum of its two - Guides the students to prove the two theorems on the board with necessary diagrams.
interior opposite angles. - 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: Demonstrates on the chalkboard how to prove the followings:
i. Similar and congruent triangles Angles of parallel lines, angles in a polygon, congruent triangles, properties of parallelogram,
ii. Isosceles and equilateral triangles. 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: Leads students to demonstrate the properties of the riders using paper cutouts, protractors,
i. Properties of parallelogram and related models of parallelogram, polygon, congruent triangle etc. and Guides students to solve problems and
quadrilaterals. help them to reproduce arguments based on the reasons (theorem or axioms).
ii. Intercept theorem Students: Carry out practical demonstration of the properties of the rides along with the teacher
iii. Parallelogram of the same base and between using paper cutouts, construct models of plane shapes. Apply deductive reasoning to solve the given
the same parallel lines are equal in area. practical problems.
POLYGON – TYPES Instructional Resources: Parallel lines, congruent triangles, polygons, cut out paper, protractors.
i. Sum of interior angles of any n-sided polygon.
ii. Sum of exterior angles of any polygon
iii. Problem solving on polygon.

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4 TRIGONOMETRY (I) Teacher:

i. Basic trigonometric ratios, sine, cosine and - Shows students a chart of right angled-triangle with a clearly marked angle.
tangent with respect to right-angled triangles. - Guides students to identify ratios forming sine, cosine and tangent of the marked angles. (verify the
ii. Trigonometric ratio of special angles 30o, 45o, position of the marked angles)
60o. - Lead students to construct right angled-triangles of 30o, 45o, 60o.
iii. Deriving trigonometric ratios 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.
5 TRIGONOMETRY (II) Teacher:
i. Solving problems involving use of sine, cosine i. Guides students to use sine, cosine and tangents to solve problems involving calculation of length,
and tangent at right-angled triangles. angles, angles of elevation and depression etc.
ii. Application of trigonometric ratios of 45o, 30o ii. Leads students to draw right-angled triangle of side 1 unit on the equal sides.
and 60o to solving problem without the use of iii. Guides students on how to derive trigonometric of ratio.
calculating aids. 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.
6 TRIGONOMETRY (III) Teacher: Guides them to see the relationship between calculated sine and cosine of trigonometric
Trigonometric ratios related to the unit circle ratios and the angles measured with protractor in the unit circles.
i. Draw graphs of sine from Constructs table of values for 0o ≤ ө ≤ 360o fie both sine and cosine, plots the points on the graph
0o ≤ ө ≤ 360o board and draw the graphs.
ii. Draw graphs of cosine from 0o≤ ө ≤ 360o Guides them on the activities to obtain accurate values.
Leads them to obtain solution from graph drawn.

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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.
7 STATISTICS Teacher: Guides students to: - information on their age, number of children in the families and other
i. Revision on collection, tabulation and areas of life. - tabulates data collected. -lists various forms of presentation of data e.g. bar chart, pie
presentation of data. chart. -leads students to construct table from given data; draw bar chart and histogram.
ii. Construction of frequency tables Students: Submit objects like corks brought to class.
iii. Bar charts and histogram differentiate between Tabulate into specific categories, list various of presentation of dates, table from given data.
bar chat and histogram. 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.
8 STATISTICS (II) Teacher: Leads students to calculate the angular equivalent of the different frequency in a given
i. Calculating the sectoral component of pie chart. distribution using the idea of ratio and proportion.
ii. Drawing pie chart correctly. Guides students to draw pie chart using their compass, and protractor.
iii. Interpreting the pie chart and bar chart. 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.
9 STATISTICS (III) GROUPED DATA Teacher: Guides students to use frequency table to draw histogram.
i. Drawing histogram Leads students to construct table from given data, construct group frequency table.
ii. Estimation of mode from histogram. 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.
10 STATISTICS (III) Teacher: Guide the students to construct frequency polygon of a given distribution.
Construction of frequency polygon of a given Students: Construct frequency polygon from a grouped data.
distribution. Instructional Resources: Graph board, graph papers etc.
11 Revision Revision
12 Examinations Examinations

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CIVIC EDUCATION
SSS ONE – FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES
1 VALUE Meaning/definition of value Teacher defines the terms and explains the concept in simple terms to
Identify types of values. the pupils. Teacher gets the students to engage actively in class
discussion.
Learning Resources: Textbook, charts, posters, clips etc.
2 VALUES Forms and the importance of justice and selflessness. Teacher explains the concept, forms and importance of values such as
justice and selflessness to the students.
Learning Resources: Textbook, charts, posters, clips etc.
3 OPPORTUNITY TO Meaning of opportunity to defend oneself. Teacher uses relavant aids to aid pupils understanding of the topic.
DEFEND ONESELF Various ways students can defend oneself. Teacher explains the meaning of slef-defense.
Learning Resources: Textbook, charts, posters, clips etc.
4 INVOLVEMENT IN Meaning/Definition of community services. Teacher explains the concept of community services to the students.
COMMUNITY SERVICES Types of community services. Learning Resources: Textbook, charts, posters, clips etc.
5 HIV AND AIDS Meaning of HIV and AIDS. Teacher explains the concept of HIV/AIDS to the students.
Causes of HIV and AIDS Learning Resources: Textbook, charts, posters, clips etc.
6 HIV AND AIDS Symptoms and effects of HIV and AIDS. Prevention and Teacher explains the sysmpoms, effects, preventions and control
control measures of HIV and AIDS. Stigmatization measures of HIV/AIDS to the students.
associated with HIV and AIDS. Learning Resources: Textbook, charts, posters, clips etc.
7 YOUTH EMPOWERMENT Concept of youth empowerment. Teacher explains the concept of youth empowerment to the students.
Learning Resources: Textbook, charts, posters, clips etc.
8 YOUTH EMPOWERMENT Various skills e.g. life-coping, manipulative, intellectual, Teacher uses relevant aids such as posters and clips to aid students’
communicative and artificial etc. Importance of youth grasp.
empowerment and benefits of the skills. Learning Resources: Textbook, charts, posters, clips etc.
Practical work and specific skills.
9 GOALS OF CITIZENSHIP Meaning of citizenship. Teacher explains the concept of citizen education and lists the goals of
EDUCATION Types of laws and rights of individuals. citizen education.
Structures and functions of government. Learning Resources: Textbook, charts, posters, clips etc.
10 NATIONALISM Nationalism Teacher explains the concept of nationalism to the pupils and uses
Major, local/world civic problems relevant study aids to buttress students’ grasp of the topic.
Nationalistic roles of individuals and groups. Learning Resources: Textbook, charts, posters, clips etc.
11 Revision Revision
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CIVIC EDUCATION
SSS ONE – SECOND TERM
WEEK TOPIC CONTENT ACTIVITIES
1 DEMOCRACY Meaning/Definition of democracy. Teacher explais the meaning and practice of democracy to the
Representative democracy. students and uses Nigeria as a case study. Gets the pupils to discuss
Characteristics of democracy. the practice of democracy in Nigeria.
Learning Resources: Textbook, charts, posters, clips, etc.
2 RULE OF LAW Meaning/definition of rule of law Teacher explains the concept of rule of law to the students and uses
Explain maximum benefits to the citizens Nigeria as a case study.
Learning Resources: Nigeria constitution
3 RULE OF MAJORITY Meaning/Definition of rule of majority Teacher explains the concept of rule of majority or otherwise called
Steps to safe guide the minority. majority rule and uses Nigeria as a case study.
Learning Resources: Nigeria constitution
4 MAJOR PILLARS OF The constitution. Strong institutions e.g. arms of Teacher explains the modes of operation and roles of the arms of
DEMOCRACY government – (Executives, Legislature and government and the major institutions using Nigeria as a case study.
Judiciary), Armed Forces and Civil societies. Learning Resources: Textbook, charts, posters, clips, etc.
5 FEDERALISM Meaning/definition of federalism Teacher explains the concept of federalism and uses Nigeria as a case
Federal, state and local government. study.
Characteristics, functions, structures. Learning Resources: Textbook, charts, posters, clips, etc.
6 CITIZENS RESPONSIBILITIES Meaning/definition Teacher explains the meaning of responsibilities and lists examples of
Explain the followings: Rights, Duties and citizens’ responsibilities to the government.
Obligations of citizens. Learning Resources: Textbook, charts, Nigeria constitution, clips, etc.
7 POLITICAL PARTIES AND Meaning/definition of political party and freedom Teacher explains the concept of political party and freedom of press
FREEDOM OF PRESS of press. Types of political parties to the students. Teacher lists the roles of political parties and the
Explain the press freedom and benefits. benefits of freedom or press to the students.
Learning Resources: Textbook, charts, Nigeria constitution, clips, etc.
8 UNIVERSAL DECLARATION OF Meaning/definition of Human Rights. The historical Teacher explains the meaning and concept of human rights and lists
HUMAN RIGHTS background of universal. declaration of human examples of human rights in Nigeria.
right. Learning Resources: Textbook, charts, Nigeria constitution, clips, etc.
9 CORE-FREEDOM OF UNIVERSAL Meaning of seven core-freedom of universal Teacher explains the meaning and concept of human rights and lists
DECLARATION OF HUMAN declaration of human rights. The seven-core examples of human rights in Nigeria. lists the core-freedoms of the
RIGHTS freedom of universal declaration of human rights universal declaration of human rights. Encourages pupils to
e.g. freedom from discrimination, fear etc. participate in the class discussion.
Learning Resources: Human rights articles and publications, Nigeria
constitution, clips, etc.

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10 RESPONSIBILITIES OF Meaning/definition of responsibilities of Teacher explains the meaning and concept of human rights and lists
INDIVIDUALS AND GROUPS IN individuals and groups. examples of human rights in Nigeria.
UNIVERSAL DECLARATION Roles of individuals and groups (Advocacy through Learning Resources: Human rights articles and publications, Nigeria
AND HUMAN RIGHTS prints and electronic media, awareness campaign) constitution, clips, etc.
11 Revision Revision
12 Examinations Examinations

CIVIC EDUCATION
SSS ONE – THIRD TERM
WEEK TOPIC CONTENT ACTIVITIES LEARNING
RESOURCES
1 CULTISM Meaning of cultism. Types of cultism groups and their Explains the concept of cultism, types and their symbols and Charts
symbols in the school. E.g. Black Axe, Eye Buccaneers etc. initiates an open class discussion for students to participate Posters
actively. Textbook
2 CULTISM Origin of cultism Explains the origin and formation of cultism and initiates an Charts
Formation of cultism open class discussion for students to participate actively. Posters
Textbook
3 CULTISM Reasons for establishing and joining cult. Explains some reasons people join cults and encourages Charts
students to contribute to class discussion. Posters
Textbook
4 CULTISM Consequences of cultism: Expulsion, violence, murder, Teacher lists negative effects of cultism and students Charts
spiritual problems, etc. contribute to class discussion. Posters
Textbook
5 CULTISM Prevention and control against cultism – abiding rules Teacher lists ways of preventing and controlling cultism in Charts
and regulations, studying hard in school, faith in God as the society and students contribute to class discussion. Posters
protector and provider. Textbook
6 ORDERLINESS Meaning/definition of orderliness. Teacher explains the concept of orderliness. Charts
Posters
Textbook

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7 ORDERLINESS I. Examples of orderliness – listening – skills; driving Teacher explains methods of demonstrating orderliness. Charts
skills, decorum, quelling culture etc. Roles of orderliness Posters
in the society - By showing good examples to people, Textbook
training people around you. Correcting young ones
patiently. To be careful in whatever you do.
8 RESPECT FOR Meaning and definition of constituted authority. Teacher explains the meaning of constituted authority and Charts
CONSTITUTED ways of showing respevt for constituted authority. Posters
AUTHORITY Textbook
9 CONSTITUTED Types of Constituted Authority. Democratic constituted Teacher explains types of constituted authority. Charts
AUTHORITY authority. Bureaucratic constituted authority Posters
Textbook
10 CONSTITUTED Explain the importance of constituted authority to the Teacher explains the importance of constituted authority. Charts
AUTHORITY public. Posters
Textbook
11 Revision Revision
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BIOLOGY
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 RECOGNIZING LIVING The teacher groups the student into two, one group to collect living things and the other group
THINGS to collect non-living things for comparison.
(I) Characteristics of living thing. Teacher provides a living cockroach and a potted plant, asks student to write down their
ii) Difference between plant and animals observation.
ii) Levels of organization of Life with examples.
CLASSIFICATION OF LIVING THINGS i) Teacher to grow culture of bacteria and blue – green algae, asks student to observe the
2. I) kingdom Monra: - Characteristics & examples. cultures, record and make inferences
ii) Kingdom protista Characteristics & examples.
3. CLASSIFICATION OF LIVING THINGS CONT. i) Teacher guide students to uproot the farm plant, collect lemon, pistia (water lettuce), break
i) Kingdom fungi: - Characteristics & examples some branches of shrubs & bring them into the laboratory, asks student to observe all the
ii) Kingdom plantae: - Characteristics & examples specimens, record and make inferences.
iii) Kingdom Animalia: - Characteristics examples
4 THE CELL I) Teacher Provide Prepared slides of Paramecium or Euglena, volvox and spirogyra, asks
i) Cell as a living unit of living organism students to observe the slides under the microscope and record their observation.
ii) The cell theory Ii). Teacher mounts slides of plant and animal cells for student to observe, draw, label and note
iii) Forms in which living things exist their difference and similarities.
iv) Cell structures and functions of cell component.
v) Differences between plants and animal cell.
5. CELL & ITS ENVIRONMENT i) Teacher provides perfume and request a student to spray at one end of the classroom and ask
i)Diffusion – Definition, processes & significance the student to describe what happened
ii) Osmosis - Definition, processes & significance ii) Teacher to demonstrate diffusion and osmosis using living and non-living components.
iii) Definition of Plasmolysis, Haemolysis, Turgidity and
flaccidity.
iv) Biological importance.

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6 PROPERTIES & FUNCTIONS OF THE CELL i) The teacher sets up experiment to show the effects of different nutrients or spirogyra. Asks
i) feeding: - Definition and types students to observe record and discuss experiments.
a) Autotrophic nutrition photosynthetic nutrition i) Teacher sets experiments to show respiration in yeast (anaerobic) and respiration in rat
chemosynthetic nutrition (aerobic)
b) Heterotrophic nutrition and mode of nutrition. ii) Teacher draws the krebs cycle on the chalkboard and asks the students to draw also.
i) Micro and Macro nutrients iii) Teacher demonstrates to student’s action of ptyalin on cooked starch and the student also
ii) Deficiency and effects of macro elements Respiration produce saliva from their mouths to carry out the experiment.
i) Gaseous exchange (external respiration)
ii) Glycolysis
iii) Aerobic respiration (kreb cycle)
iv) Anaerobic respiration (lactic acid formation)
v) Difference between aerobic and anaerobic respiration
vi) Role of enzyme in cellular respiration

7 EXCRETION i) Teacher ask students to run around the class to produce sweat and observe what happens to
i) Definition of excretion them then and after a minute.
ii) importance of excretion
iii) Difference between excretion, secretion and egestion.
iv) Diagram of excretory organelle
v) products of different excretory organelle
vi) forms in which excretory product are excreted.
8 GROWTH. i) Teacher demonstrates growth by students measuring their height (length) and weight.
I) Basis of Growth – Cell Division (Mitosis), Cell
enlargement and cell differentiation.
ii) regulation of growth by hormones
iii) Example of animal hormones
v) growth measurement (height, weight, dry mass, size
9. IRRITABILITY i. Demonstration of Nastic response using Nimosspudica plant
i. Cell reaction to its environment, irritability as a basic ii. Demonstration of the response to light and earth using plant shoot and plant root.
characteristic of protoplasm. iii. Teacher perform experiments to show
ii. Types of responses with example: Nastic, tropic and taxis.
iii. Positive and negative responses
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10 MOVEMENT a. Phototrophic response of shoots.

Ai. Definition and importance b. geotropic response of roots
ii. cyclosis in protozoa c. geotropic response of shoots
iii. organelles for movement d. phototadic response in earth worms
iv. growth movement as regulated by axins
B. Reproduction
i. Types of reproduction – sexual and asexual
ii. difference between sexual and asexual
iii. meiosis
13 Revision Revision
14 Examination Examination

BIOLOGY
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 TISSUE AND SUPPORTING SYSTEM i) Teacher and students together provide cockroaches, grasshoppers, centipede, earthworm and
i) Definition of supporting and systems. cartilaginous fish, individual bone of the mammalian skeleton and infant mammalian skeleton,
ii) Types of skeleton asks students to observe all the specimen taking note of the different skeleton and stating the
iii) Skeletal materials: - Chitin, cartilage and bone types of skeleton.
iv) Functions of supporting tissues in plants and animals – ii) Teacher provide small mammal and guide students to produce a mammalian skeleton, ask
protection, support, locomotion, strength, rigidity, resistance students to identify and list the main parts of the mammalian skeleton.
to forces of wind and water.
2 VERTEBRATE SKELETON i) Teacher provides relevant materials for students to make working model of a human arm, ask
i) Axial skeleton – The skull and vertebral column students to observe the protection functions of the shell of snails, skull of toad.
ii) Appendicular skeleton – The limbs, sternum and ribs, limb
girdle.
3 SUPPORTING TISSUE IN PLANTS i) Teacher provides transverse section of stems and roots of monocotyledons and dicotyledons
i) Types of supporting tissue in plants plants, asks students to view transverse section of roots and stem under the microscope and
ii) Location of supporting tissue in plants make drawing of the tissue taking note of the shape of the cells of the various tissues
iii) Structures and components of supporting tissues in plants
e.g. collenchymas, paranchyma, xylem, phloem etc.

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4 A) NUTRITION IN ANIMALS i) Teacher provides garri, yam, rice, meat, butter, common salt, fish, prawn, pepper, cowpea,
i) Food substances – classes with examples sabs etc. to the class, ask students to categorize the food items under four classes of food.
ii) Concept of balance diet and its importance
iii) Food test i) Teacher exposes some pieces of meat in the laboratory, ask students to observe flies feed on
B) MODE OF NUTRITION them and record their observation.
i) Types of heterotrophic nutrition – holozoic, saprophytic
and parasite nutrition
ii) Feeding mechanism in holozoic organisms – filter feeding,
fluid feeding and deposit feeding
5 A) MAMMALIAN TEETH i) Teacher collects different types of teeth from the abattoir and from killed cats or dogs, ask
i) Forms – milk and permanent teeth students to observe the different teeth, draw and label them.
ii) Types – Incisors, canines, premolar & molar
iii) Structures of a tooth (canine / molar)
iv) Dental formula and adaption – Herbivores, carnivores and
omnivores
B) ENZYMES i) Teacher performs experiment to test for the acidity of the enzyme ptyalin, ask students to
i) Definition of enzymes observe the experiment, record and discuss their observations.
ii) Characteristic of enzymes
iii) Types of digestive enzymes – sources, location, substance
acted upon and effect/products
iv) importance / functions of enzymes
6 BASIC ECOLOGICAL CONCEPTS i) Teacher takes students on a fieldtrip to at least one of the biotic communities e.g. forest
A) COMPONENTS OF ECOSYSTEM reserve or a botanic garden, ask students to study the community, record and discuss.
i) Components of an ecosystem ii) Teacher makes available study charts, photographs and films of different biotic communities
- Biotic (living) and Abiotic (non-living) component in Nigeria and biomes of the world.
- Aquatic and terrestrial component.
ii) Definitions of common terms in ecological studies –
environment, population, biosphere, lithosphere,
hydrosphere, atmosphere, nicher habitat, biotic, 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.

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7 POPULATION STUDIES BY SAMPLING METHOD i) Teacher guides the students to measure sizes of the ecosystem.
i) Population size, population dominance, population density ii) Teacher displays ecological instruments ask student to study them and discuss, show
ii) Factors affecting population students how to improvise some measuring instruments e.g. wind vane
iii) Ecological factors affecting aquatic and terrestrial habitat
iv) Importance of ecological factors to population of plant &
animals
8 ECOLOGICAL FACTORS CONTINUES i) Students with the help of the teacher perform the experiment to compare water holding
i) Relationship between soil types and water holding effects capacity in the three samples of soil e.g. loamy, clay and sandy soil
of soil on vegetation
ii) Simple measurement of ecological factors and measuring
instrument e.g. physical factors and edaphic factors.
9 FUNCTIONING ECOSYSTEM i) Teacher show samples of autotrophs and heteroses to students
i) Definitions of autotrophy & heterotrophy ii) Student collect organisms and classify them as producers, consumers and decomposers.
ii) Definition of terms – Producer, consumers, aquatic and
terrestrial
iii) Examples of producers and consumers.
10 TROPHIC LEVELS i) Guide students to make chart showing relationship among organisms e.g. food chain, food
i) Definition of food chain and food web web.
ii) Non-cycle nature of energy transfer ii) Students to develop a chart showing relationships among organisms (food chain, food web)
iii) Nutrient movement (energy flow) in aquatic and
terrestrial habitat.
iv) Pyramid of number and energy
v) Nature of energy flow in food chain and food web.
11 Revision Revision
12 Examination Examination

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BIOLOGY
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 ENERGY TRANSFORMATION IN NATURE i). Teacher uses the law of thermodynamics to explain energy flow across the tropic
i). Energy loss in ecosystem levels.
II). Laws of thermodynamics
iii) Application of law of thermodynamics to ecological phenomenon.
Iv). Food chain.
2 RELEVANCE OF BIOLOGY TO AGRICULTURE. i) Teacher shows student various type of plant and classifies them.
i) classification of plants
ii) Botanical classification e.g. algae, spermatophyte
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 AGRICULTURAL ACTIVITIES ON ECOLOGICAL i) takes students, on field trip to a farm land cleared by burning.
SYSTEM ii) Teacher leads student to visit farm projects and herbicide.
i) Effect of bush burning, tillage, fertilizers, herbicide and pesticide
application.
ii) Effect of different types of farming method on ecosystem
4 PEST & DISEASES OF AGRICULTURAL IMPORTANCE. i) takes students to a livestock farm to identify pests of animals
i) Definition and types of pests ii) student make a table showing local farm livestock pests and disease they cause
ii) life cycle of pests
iii) control of pests
iv) Disease – types of diseases
5 FOOD PRODUCTION AND STORAGE. i) Demonstrate different food storage methods to student e.g. drying, salting etc.
i) Role of food in agricultural production
ii) factors affecting production and storage
iii) ways of improving crop yield
iv) cause of wastage
v) Methods of preserving and storing food.
6 POPULATION GROWTH & FOOD SUPPLY. i) collect a large number of insects and use them to demonstrate the effect of food
i) relationship between availability of food and human population shortage.
ii) effects of food shortage

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iii) Government effort to increase food production e.g. Agricultural

resolution
7. MICRO ORGANISMS AROUND US i) Divide the student into working groups, provide each group with sterilized Petri-
i)classification e.g. viruses bacteria, fungi protozoa dishes which contain culture medium
ii) carriers e.g. victors and transmitting organisms. ii) Student in each group grow cultures of microorganism from air, water and under
iii) beneficial effects and harmful effects. the finger nails
iv) growth of micro-organism
v) control and prevention of micro-organism disease (public health)
8 AQUATIC HABITAT i) Observe the pattern of distribution of the biotic components in the habitats and their
i) Definition adaptive features.
ii) Types of aquatic habitat
iii) aquatic organism and its adaptive features
iv) Characteristics of aquatic habitat
v) Food chain and food web in aquatic habitats
9. TERRESTRIAL HABITAT i) Construct food chain of the biotic component
i) Definition
ii) types of terrestrial habitat
iii) Terrestrial organisms and their adaptive features
iv) Characteristics of terrestrial habitat
v) Food chain and food web in terrestrial habitat
10. CLASSIFICATION OF PLANTS i) Leads students to classify the specimens using agricultural classification
i) Classification of plants into seed bearing and non-seed bearing i) With the aid of dissected specimens, models, charts, teach the alimentary canals of
ii) Classification of plants into cereals and legumes planarian, earthworm, grasshopper, birds and rabbits
iii) Classification into root crops, vegetables fruits, beverage and
drug, oils latex (fibre)
DIGESTIVE SYSTEM
i) Types of digestive system (alimentary canal)
ii) Description and functions of the parts of alimentary tract
iii) Diagram of digestive tract of different groups of organisms.
12 - 13 REVISION and EXAMINATION

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CHEMISTRY
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 INTRODUCTION TO CHEMISTRY Teacher:
1. Meaning of chemistry - Defines chemistry, gives examples and illustrations.
2. Career prospects tied to chemistry - Guide students to identify career prospect in chemistry.
3. Applications (Hospital, Military, - Uses posters and charts to guide class discussion.
Teaching, Chemical and Petrochemical Instructional Resources: Pictures of chemical industries and laboratories, Posters and charts, locally available,
Industries, Space Science, Agriculture etc.). chemical industries.
2 INTRODUCTION TO CHEMISTRY Teacher:
1. Adverse effects of chemicals, drug abuse, i. Application of chemistry and adverse effect on chemicals.
poisoning, corrosion, pollution. ii. Take students to visit chemical industries e.g. paints, tie and dye, vegetable oil, petrochemical industries.
2. Scientific method. 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 guide students to identify chemical industries in Nigeria.
2. Importance to the individual and to the - Initiates and guide discussion on the economic importance of the chemical industries.
nation. Instructional Resources: Pictures, Charts
4 CHEMICAL INDUSTRIES Teacher: Takes students on field trips to chemical industries and guides students to observe:
Excursion to chemical industries 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 TECHNIQUES Teacher:
FOR MIXTURES -Guides students to understand underlying principles behind the choice of a separation technique for a
1. Classification of substances particular mixture.
2. Filtration, Evaporation, Decantation, -Demonstrates the method of separation.
Floatation, Frostation. Instructional Resources: Water, Sand, Common salt, Filter paper, Evaporation dish
3. Crystallization and Fractional
Crystallization.
6 STANDARD SEPARATION TECHNIQUES Teacher: Demonstrates the method of separation
FOR MIXTURES Instructional Resources: Liebling condenser, Magnets
1. Distillation and fractional distillation.
2. Precipitation
3. Magnetization (magnetism).

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7 STANDARD SEPARATION TECHNIQUES Teacher: Demonstrates the determination of melting point for solids and boiling points for liquids.
FOR MIXTURES Instructional Resources: Ink, Separating funnel, Cubes of sugar.
1. Chromatography
2. Sublimation
3. Pure and impure substances
8 PARTICULAR NATURE OF MATTER Teacher:
Physical and chemical changes Demonstrates physical and chemical changes using simple examples like burning of candle, salts dissolved in
Atoms and molecules water, burning of magnesium ribbon and preparation of pap (akamu) and starch.
Dalton’s Atomic theory 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 MATTER Teacher:
1. Constituents of atoms, Protons, Neutrons To guide students to calculate the empirical formula from percentage composition.
and electrons.
2. Arrangement of electrons around the
nucleus.
10 PARTICULAR NATURE OF MATTER Teacher:
1. Atomic number, mass number and Guide the students to calculate the relative molecular mass of a compound.
isotopy.
2. Relative atomic masses based on C14
isotope
11 Revision Revision
12 Examinations Examinations

CHEMISTRY
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 CHEMICAL COMBINATION Teacher:
1. Periodic Table (first 20 elements) i. Guides students to:
2. Electronic configuration of atom - identify the first 20 elements
3. Types of bonds: - draw the electronic configuration of these elements
a. strong bonds (interatomic bonds) e.g. electrovalent (ionic), - place these elements in their proper position on a blank periodic table template
covalent, coordinate covalent (Dative), metallic bonds. ii. Explains the types of bonds and their characteristics.

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Instructional Resources: Blank periodic table template, Models, Charts, Table salt.
2 CHEMICAL COMBINATION Teacher:
Types of bonds continued: - Uses simple demonstrations to illustrate the type of bond in common substances like
b. Weak bonds e.g. hydrogen bond, van-der Waals forces camphor, common salt (NaCl), Sulphur, etc.
dipole-dipole force of attractions. (intermolecular bonds). - Teaches students to write conventional and IUPAC names of common substances.
4. Systems of naming compounds:
- conventional Instructional Resources:
- IUPAC. Note that any of these 2 naming systems is - Sugar. - Camphor balls. - Some liquids e.g. oil, water. - Aerosol.
acceptable at this level.
3 CHEMICAL COMBINATION Teacher: Initiates class discussion on:
5. States of matter: - solid - liquid - gaseous state - states of matter
6. The kinetic theory and its applications - kinetic theory and change of state.
4 SYMBOLS, FORMULAE AND EQUATION Teacher: Guides the students to write chemical symbols and formulae correctly.
1. Chemical symbols of elements and their valences - Guides the students to write and balance chemical equations.
2. Empirical and molecular formulae - guides students to calculate the empirical and molecular formula of a compound.
3. Law of conservation of matter. - perform experiment to illustrate conservation of mass.
Instructional Resources: Periodic table of elements, Coloured beads.
5 SYMBOLS, FORMULAE AND EQUATION Teacher: Performs experiments to illustrate, law of Constant composition, law of Multiple
1. Law of constant composition proportion, to guide the students to report the experiment in the correct format: Aim,
2. Law of multiple proportions Objective, Method, Diagram, Result, Discussion, Conclusion.
3. Chemical Equations
6 GAS LAWS Teacher: Defines Boyle’s and Charles’ laws, Illustrates Boyle’s and Charles’ laws, Write the
Boyle’s law. Charles’s law. General gas equation equations for both laws.
Instructional Resources: Pictures and charts, Piston and pump.
7 GAS LAWS Teacher:
Gay-Lussac’s law -Performs experiments to explain the laws
Avogadro’s law - Effects of temperature on the volume of a gas.
Ideal gas equation -Effects of pressure on volume of a gas.
8 GAS LAWS Teacher: Definition of gases e.g. cotton wool soaked in ammonia solution and conc. HCl,
Graham’s law Volume relations in gaseous reactions, State the Gay-Lussac’s, Avogadro’s and Graham’s laws,
Molar volume of gases Solves the relevant calculations, Explains the relationship PV = nRT.
Avogadro’s number and the mole concept Instructional Resources: Cotton wool and ammonia solution; conc. HCl, Thermometer and
Calculations based on the Gas law. glass vessel etc.
9 ACIDS, BASES AND SALTS Teacher: Provides different ripe and unripe fruits, sour milk, some common laboratory
1. Characteristics, Preparations, reactions and uses of acids, indicators, and guides students to classify indicators into acidic and basic indicators.
bases and salts.
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Instructional Resources: Ripe and unripe fruits (mango, orange, pawpaw, grape, lime, etc.),
Sour milk.
10 ACIDS, BASES AND SALTS Teacher: Guides the students to extracts from flowers as indicators, demonstrate
2. Relative acidity and alkalinity (the pH scale). efflorescence, Deliquescence and Hygroscope, performs experiments to illustrate
3. Deliquescent, Efflorescent and Hygroscopic substances. neutralization reaction, guides the students in the preparation of salts, and demonstrates
Solubility of salts in water. solubility of salts.
Instructional Resource: Brightly coloured flowers or leaves (hibiscus, croton, Ixora,
allamanda, bluebells, etc.), Chemicals (NaOH, KOH, HCl, H2SO4), Distilled water, Acetone,
Ethanol, Filter paper, Motar/pestle, litmus paper, methyl orange, phenolphthalein.
11 Revision Revision
12 Examinations Examinations

CHEMISTRY
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 WATER Teacher: Guides students to identify properties of water, list sources of water, list some water
Sources of water pollutants, demonstrate causes of water hardness, Gives the laboratory properties of water as a reading
Types of water (soft and hard water) assignment.
Water pollutants Instructional Resources: charts (preparation of water, uses of water), water samples (river, well, tap
Uses of water. Laboratory preparation of water etc.), soap, samples of contaminated water, samples of hard water.
2 CARBON AND ITS COMPOUNDS Teacher: Leads the students in a guided identification of carbon containing compounds in and around
Carbon: structure of carbon us. Explains the relationship between carbon and life by explaining the function of some of the
Allotropes of carbon compounds listed above. Relates the structure of carbon to the formation of various compounds and
-charcoal, graphite and diamond Introduces the phenomenon of allotropes using carbon.
-structure and properties of the allotropes. Instructional Resources: Samples of carbon-containing compounds in and around us, e.g. stick, paper,
-the combusting of carbon allotropes. coal etc. Models or coloured beads.
3 CARBON AND ITS COMPOUNDS Teacher: Explains the location, method of mining and economic importance of coal and coke.
Coal: different types, industrial distillation of Instructional Resource: Real examples of crude oil fractions such as petrol (pms), diesel oil, kerosene
coal, uses and products etc. -Shells, fruits, alkanols.
Coke: - gasification and uses.
4 CARBON AND ITS COMPOUNDS Teacher:
Oxides of carbon: - Synthetic gas: manufacture and carbon uses
-carbon(iv) oxide (carbon dioxide) -Explains the properties of carbon (iv) oxide, carbon (ii) oxide and trioxocarbonate (iv) salts.
-carbon(ii) oxide (carbon monoxide)
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Synthetic gas: manufacture and uses. Instructional Resources: carbonates and glass vessels.
5 CARBON AND ITS COMPOUNDS Teacher:
Carbonic acid (Trioxocarbonate (iv) acid) Explains the properties of carbonic acid and trioxocarbonate (iv) salts.
Any carbonate (Trioxocarbonate(iv) salts).
6 CARBON AND ITS COMPOUNDS Teacher: Identifies the location of crude oil in Nigeria.
Hydrocarbon and its main classes. List the various fractions of crude oil giving their uses and economic importance.
Crude oil and natural gas
Importance of hydrocarbons Instructional Resources: Gas from decaying foods, fruits and vegetables.
7 HYDROCARBONS Teacher: Explains the tetravalent nature of carbon, define homologous series and state their
1. Structure and valency of carbon characteristics and Identify and write structures of alkanes, alkenes and alkynes.
2. Meaning and examples of hydrocarbon
3. Homologous series (characteristics and Instructional Resources: Models of hydrocarbons, bromine water, silver trioxonitrate (v) solution,
naming-IUPAC) charts, coloured beads.
4. Saturated hydrocarbons: composition and
structure.
8 HYDROCARBONS Teacher:
5. Isomerism -Illustrate with models, the stereo-chemistry of simple hydrocarbons.
6. Unsaturated hydrocarbons -Explain and give examples of: aliphatic and aromatic hydrocarbons.
7. Aromatic hydrocarbon e.g. Benzene structure
and properties only.
9 PETROLEUM OR CRUDE OIL Teacher:
1. Origin and composition of petroleum (crude -Guides the students in the discussion of origin and composition of crude oil.
oil). -Explains the fractional distillation of petroleum and gives the students the list of the major fractions.
2. Nigerian and world crude oil reserves. -Guides the students in identifying Nigerian Refineries.
3. Exploration and drilling of crude oil. -Explain the term cracking and reforming.
4. Fractional distillation and major products.
5. Location of Nigerian Refineries. Instructional Resource: Pictures on exploration of oil, of any refinery in Nigeria, fractional distillation
6. Cracking and reforming. apparatus, petroleum products: kerosene, diesel oil, grease etc.
10 PETROLEUM OR CRUDE OIL Teacher: Explains the use of petrochemicals as starting materials for the synthesis of a large number of
7. Petrochemicals as starting materials or organic compounds like plastics, synthetic rubber, insecticides, detergents, fibres etc.
organic synthesis. -Explains the use of octane number in determining the quality of petrol
8. Quality of petrol: meaning of octane number -Explains the occurrence, packaging and uses of natural gases.
9. Natural gas: occurrence, packaging as
liquefied natural gas (LNG), uses, economic Instructional Resources: samples of plastics, synthetic rubber, insecticides, detergents, fibres, (nylon,
importance of petrol. Dacron, etc.). cylinder of natural gas.
11 – 12 Revision and Examination
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PHYSICS
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 INTRODUCTION TO PHYSICS Teacher presents relevant charts to students.
-Definition of Physics
-Applications of Physics (in automobile, space, aeronautics, electronics,
Communication, medicine, warfare, etc.)
-Career prospects in Physics
-Fundamental and derived quantities and their units.
2 POSITION, DISTANCE, AND DISPLACEMENT -Teacher to guides the students on the use of the meter rule, the Vernier caliper,
-Measurement of distance and micrometer screw gauge.
-Concept of direction -Teacher to guide the students on the use of compass bearing to indicate direction.
-Concept of position and position coordinate -Teacher to guide the students on use of rectangular coordinate axis to locate the
TIME position of the objects. Teacher to guide the students on the use of stop
-Concept of time. -Ways of measuring time. clocks/watches to measure time intervals.
3 MOTION Teacher to use the following to demonstrate types of motion: simple pendulum,
-Types of motion: Random, oscillatory/vibration, loaded spiral spring, rotating fan, etc.
translational/rectilinear, rotational motion
-Relative Motion
4 MOTION Teacher: Uses of the following to demonstrate contact force and force field: spring
Cause and effects of motion balance and magnets
-Types of force:
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
5 SPEED AND VELOCITY Teacher: Runs or rolls an object through a measured distance, measure the time
-Concept of speed. -Concept of velocity taken and calculate the speed.
-Uniform/Non-uniform speed/Velocity Guide the students to plot distance-time graph.
-Distance/Displacement-time graph
6 RECTILINEAR ACCELERATION Teacher: Guides the student on the plotting of velocity-time graph and on the
- Concept of acceleration derivation of the three equations of the uniformly accelerated motion.
-Uniform/Non-uniform acceleration

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-Velocity-time graph Students to interpret and apply the three equations of motion to solve simple
-Analysis of rectilinear motion (equations of uniformly accelerated problems.
motion)
7 SCALARS AND VECTORS Teacher to guide the student on how to represent vector in their note books.
- Concept of scalars. - Concept of vectors.
-Distinction between scalars and vectors -Vector representation
8 VECTORS Teacher: Leads the students on the use of the force board to determine the
-Addition of vectors resultant of two forces and uses Analytical and graphical methods to solve
-Resolution of vectors problems on addition and resolution of vectors.
9 WORK, ENERGY AND POWER Teacher uses charts
-Concept of work, energy and power
-Inter changeability of work and energy
10 WORK, ENERGY AND POWER Teacher uses charts
-Determination of work, energy and power
-Work done in a force field
11 WORK, ENERGY AND POWER Teacher uses charts
-Types of energy(Mechanical)
i) Potential energy ii) Kinetic energy
-Conservation of mechanical energy
-World energy resources
12 – 13 Revision and Examination Revision

PHYSICS
SSS ONE – SECOND TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 HEAT ENERGY The teacher to use kinetic theory to explain changes in temperature.
-Concept of temperature -Effects of heat
-Expansion in solids and its consequences and application
2 THERMAL EXPANSIVITY Teacher to guide the students on how to solve simple problems involving linear,
-Linear expansivity -Area expansivity area and volume expansivity.
-Volume or cubic expansivity
3 TRANSFER OF HEAT ENERGY The teacher to lead the students to identify a better absorber of radiant heat
-Conduction -Convection -Radiation between black and shinning surface.
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4 ELECTRIC CHARGES The teacher to guide the students in producing charges using different methods.
-Production of charges -Types of charges
-Distribution of charges -Storage of charges
-Application in lightening conductor
5 DESCRIPTION AND PROPERTIES OF FIELDS The teacher to use iron filling and bar 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 ticker-timer to determine acceleration due
-Concept of gravitational field -Acceleration due to gravity to gravity.
-Shape and dimension of the earth
7 ELECTRIC FIELD The teacher to show lines of force using a test positive charge.
-Electric lines of force. -Electric current and potential difference
-Production of electric current
8 ELECTRIC FIELD Teacher to lead the student to make electric circuit from an electric cell, key, the
-Electric circuit -Electric conduction through materials ammeter, voltmeter and resistors in parallel and series.
-Ohm’s law -Electrical work done in a given circuit
9 PARTICLE NATURE OF MATTER The teacher to lead discussion on the concept of the atom; give a simple
-Structure of matter illustration e.g. Successive cutting of a piece of yam by students.
i) Evidence of the particle nature of matter ii) Simple atomic structure
-Molecules -Brownian motion The teacher to use models to illustrate the three states of matter. Guides students
-Diffusion -States of matter to do similar illustrations.
10 CRYSTAL STRUCTURE The teacher to provide different substances to identify which is crystalline and
-Arrangement of atoms in crystal structure non-crystalline.
-Distinction between crystalline and amorphous substances
11 REVISION REVISION
12 EXAMINATION EXAMINATION

PHYSICS
SSS ONE – 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
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2 FLUIDS AT REST AND IN MOTION Teacher to lead students to perform simple experiments on surface
-Surface Tension -Viscosity tension and also lead discussion on the applications of viscosity.
3 PHYSICS IN TECHNOLOGY -Teacher to guide the students to construct simple tester.
-Units in industry -Electrical continuity testing -Lead students to construct solar collector and use it to heat water.
-Solar energy -Solar panels or Solar collectors for energy supply
4 EQUILIBRIUM OF FORCES The teacher to guide the students on the verification of the principle of
-Resultant and Equilibrant forces moment.
-Parallel forces -Moment of a force
5 CENTRE OF GRAVITY Teacher to guide the students on how to determine the centre of
-Stability of objects. gravity of given uniform and nom-uniform solids.
-Stable -Unstable -Neutral
6 EQUILIBRIUM OF BODIES IN LIQUIDS Teacher to guide students to verify Archimedes’ principle and also to
-Archimedes’ Principle. -Law of floatation determine the density and relative density of common materials.
-Density and relative density. -Hydrometer
7 LINEAR MOMENTUM Teacher guides students on the application.
-Momentum and Impulse -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 demonstrate the working of a simple
-Application of mechanical energy machine.
-Machines -Types of Machines Students should practice the applications.
9 PROJECTILES The teacher to use thrown ball against a vertical wall to demonstrate
-Concept of Projectiles. -Ways of projecting an object projectile motion.
-Simple problems involving range, height, time of flight. Students should practice the applications.
10 CIRCULAR MOTION Teacher to use a stone tied to a string to demonstrate circular motion
-Uniform 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 pendulum, loaded spiral springs, loaded
-Definition of Simple harmonic motion test tube oscillating in a liquid to illustrate simple harmonic motion.
-Displacement, velocity and acceleration of Simple harmonic motion
-Energy of simple harmonic motion. -Forced vibration and resonance
12 REVISION REVISION
13 EXAMINATION EXAMINATION

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FURTHER MATHEMATICS
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 SET I Teacher: Guides the students to define the types of sets and their notation.
Definition of set Students: use different methods to present sets.
Set notation methods
Types of set: Instructional Resources: charts of sets using the different methods of notation etc.
2 SET II Teacher: guides students to draw Venn diagrams and how to use them to solve problems.
i. set operations Students: solve problems involving set operations and Venn diagram.
a. union Instructional Resources: charts of different operations and of 2-set, 3-sets Venn
b. intersection diagram etc.
c. Venn diagrams and applications up to 3 set problem
3 INDICES Teacher: Drills the students on calculations involving the use of the laws of indices
i. laws of indices Students: study the steps in solving indicial equations.
ii. application of indices Instructional Resource: charts on laws of indices and solutions of indicial equations etc.
iii. Indicial equations
4 LOGARITHMS Teacher: Drills the students on problems involving the laws of logarithms
i. laws of logarithms Students: solve problems involving the use of the laws.
ii. change of base of logarithms 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 straight line I) Teacher: guides the students to determine the distance between two points.
i. Midpoint of a line segment Students: determine problems on the straight line.
ii. Gradient of a straight line Instructional Resources: charts on various ideas on the straight line etc.
iii. Distance between two points
6 COORDINATE GEOMETRY (The straight line II) Teacher: leads the students to determine the condition for parallelism and
i. Conditions for parallelism and perpendicular perpendicularity.
ii. Equation of a line Students: derive the equation of a line in different forms.
Instructional Resources: charts of equation of a line in different form.
7 COORDINATE GEOMETRY (The straight line III) Teacher: guides students to determine the areas of triangles and quadrilaterals where
i. Transforming non-linear relationship into linear form. the coordinates of the vertices are given.
ii. Areas of triangles and quadrilaterals. Students: transform relations into linear forms.
Instructional Resources: charts of transformed relationship etc.
8 SURDS Teacher: guides students to the rules for manipulating surds
i. Definition of surds Students: work on examples on rationalizing the denominator
ii. Rules for manipulating surds Instructional Resources: charts of the rules for manipulating surds.

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iii. Rationalization of the denominators of surds

9 TRIGONOMETRIC RATIOS OF SPECIAL ANGLES Teacher: guides students to derive trigonometric ratios of 30o, 45o and 60o
i. Trigonometric Ratio of 30o, 45o and 60o Students: derive trigonometric ratios of 30o, 45o and 60o.
ii. Application of trigonometric ratio 30o, 45o and 60o to solve Instructional Resources: plane figures of right-angled triangles showing angles of 30o,
problems without the use of tables. 45o and 60o.
10 LOGICAL REASONING Teacher: guides the students to construct truth table and leads the students on the rules
i. The truth tables of implication and deduction.
ii. Using p or q, p and q (pvq; p^q), P=>q, p<=>q Students: solve practical problems involving the truth table and problems on
iii. Rule, of syntax, simple true or false statement. antecedents and consequences of statements.
iv. Rules of logic application to argument Instructional Resources: Charts showing examples on truth table and charts showing
v. Implication and deduction. conditional statements.
11 REVISION REVISION
12 EXAMINATIONS EXAMINATIONS

FURTHER MATHEMATICS
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 SEQUENCES AND SERIES Teacher: guides students on how find the nth term of sequences and series.
i. Definition of sequences and series Students: participate in giving examples of sequences.
ii. the nth term of a sequence and series Instructional Resources: Charts of examples of sequences and series etc.
iii. Arithmetic progression (AP)
2 SEQUENCES AND SERIES Teacher: guides the students to recognize convergent and divergent geometric progression.
i. Geometric progression (GP) Students: find the sum to infinity of convergent geometric progressions.
ii. Solving problems on AP and GP. Instructional Resources: charts of examples of convergent and divergent geometric progressions
etc.
3 FUNCTIONS Teacher: guides the students to define the types of functions.
i. Definition of a function Students: gives examples of types of functions.
ii. Types of function Instructional Resources: charts of types of functions etc.
4 FUNCTIONS Teacher: Drills students on problems on function
Logarithmic function Students: learn the steps in solving problems on functions
Exponential functions Instructional Resources: charts of solutions of some problems on functions etc.
Application of functions.

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5 VECTORS IN TWO DIMENSIONS Teacher: guides the students to identify vectors and scalars
i. Scalars and vectors Students: perform simple operations on vectors
ii. Vector addition and subtraction Instructional Resources: charts of directed 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 vectors etc.
iii. Resolution of vectors
7 VECTORS IN TWO DIMENSIONS III Teacher: directs students to apply scalar product in geometry and trigonometry
i. Scalar (dot) product Students: Define scalar product
ii. Application of scalar (dot) product Instructional Resource: charts of geometrical application of scalar product etc.
8 MEASURE OF LOCATION Teacher: guides students to determine the measures of location of data.
Mean, mode, median (for 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 the measures of location of data and guides the students to
i. Decile ii. Percentile determine the measures of dispersion of data.
iii. Quartile iv. Range Students: determine the measures of location and determine the measures of dispersion of data
v. Inter-quartiles Instructional Resources: charts of determined measures of location and measures of dispersion etc.
10 MEASURE OF DISPERSION Teacher: guides the students to determine the measures of dispersion of data
i. mean deviation Students: determine the measures of dispersion of data.
ii. standard deviation Instructional Resources: charts of determined measures of dispersion of data.
iii. Coefficient of variation
11 REVISION REVISION
12 EXAMINATIONS EXAMINATIONS

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

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AGRICULTURAL SCIENCE
SSS ONE – 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:
- Land. - Basic amenities. – Finance.
Transportation: - Shortage and processing facilities.
- Agricultural education and extension
- Tools and machinery
- Farm inputs.
3 Solutions to the Problems of Agriculture in Nigeria Class discussion
Possible solutions to identified problems
4 Husbandry of Selected Crops (Root and tuber crops) e.g. yam, cassava, sweet potatoes. Cultivate at least a crop suited to the local
- Method of propagation. - Climatic and soil requirements. environment.
- Land preparation. - Manuring and fertilizer application.
- Harvesting, processing and storage of the selected crops
5 Husbandry of selected crops (cereals) e.g. maize, rice etc. Keep appropriate farm records
- Method of propagation. - Climatic and soil requirements.
- Land preparation, planting dates, seed rates, spacing, sowing depth.
- Manuring and fertilizer requirements and application - Harvesting, processing and storage
6 Land and its uses Class discussion/take the students to the
- Definition of land. school farm land, orchard.
Uses of land: - For agriculture - For forestry - For wildlife
7 Factors affecting Land availability Class discussion
Factors affecting land availability for agricultural purposes:
Alternative uses of land e.g. building of cities, towns, industries, roads
Soil type and topography
8 Husbandry of Oil crops e.g. Oil palm, melon, groundnut. Grow at least one of the oil crops
- Method of propagation. - Climatic and soil requirements
- Land preparation (pre-planting and planting operations). - Manuring and fertilizer requirements.
- Harvesting, processing and storage of oil crops.

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9 Husbandry of beverage e.g. cocoa, tea and coffee Keep appropriate farm records
- Method of propagation. - Climatic and soil requirements.
- Land preparation (pre-planting operations). - Manuring and fertilizer requirements
Harvesting, processing and storage of beverage.
10 Husbandry of latex crop e.g. rubber Keep a good farm record
Method of propagation Students should identify each crop by
Climatic and soil requirements knowing their names (common), and
Land preparation, nursery requirements botanical
Manuring and fertilizer requirements and application
Harvesting, processing and storage
Practical: Identification
Identification of the common crops available e.g. oil palm fruits, cocoa pod, kola nut, rubber seed, cotton
seed and lint, groundnut pod, different species of maize etc.
11 Revision Revision
12 Examination Examination

AGRICULTURAL SCIENCE
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Anatomy and Physiology Identification of various organs on charts,
Meaning of anatomy and physiology. pictures and models.
ii. Systems of the body: - Digestive (monogastric and ruminant). - Reproductive system
2 Systems of the body of farm animals i. Identify the internal organs of a freshly
Systems of the body: slaughtered animal.
- Circulatory system. - Respiratory system. - Nervous system ii. Draw and label those organs
3 Reproduction in farm animals i. Students should detect animals on heat
- Oestrus cycle with emphasis on heat period. - Mating in farm animals. ii. Draw a chart (table) indicating the
- Gestation period. - Parturition. - Lactation and colostrum’s gestation period of the very common farm
animals.
4 Egg formation in poultry i. Describe the process of egg formation in
Processes of egg formation in poultry poultry
ii. Draw a chart or picture showing the
different stages of egg formation
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5 Role of hormones in reproduction State the role of hormones in reproduction

The role of hormones in reproduction
6 Livestock management i. Rear at least one of the animals from each
Livestock management techniques: group – ruminant and non-ruminant
Good housing
Feeding ii. keep appropriate farm records
7 Livestock management Keep appropriate farm records
Livestock 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 Collect the different rock types and identify
Rock types: e.g. igneous, sedimentary and metamorphic them for the students.
Rock formation processes/soil formation
Practical: Identification of rock.
Identification of the various rock types.
11 Revision Revision
12 Examination Examination

AGRICULTURAL SCIENCE
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Sources of farm power i. class discussion
Sources of farm power: ii. use one or two students to perform one farm activity in the farm
(human power)
iii. observe the use of mechanical farm power (machine)
2 Mechanization Visit to mechanized farms or ago-service centres.
Definition of mechanization
Explanation of mechanization in a broad term
3 Prospect of mechanization Observe the use of mechanical or electrical farm powers
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The advantages of mechanization

4 Problems of mechanization Observe and compare a newly worked land with machines with
(a) Disadvantages of mechanization: manually worked land.
(b) Limitations:
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 agricultural establishment
Factors of production:
- Land - Labour
- Capital - Management
7 Farm manager State the functions
Functions of a farm manager: Explain the functions
Planning, organizing, supervising etc.
8 Agricultural financing i. state the various sources of farm credit and finance
Sources of farm financing:
Agricultural banks Commercial banks ii. explain the sources
Cooperative societies Money lenders Individuals
9 Agricultural financing i. Explain the sources
Savings and thrift society Self-financing
Government Others ii. use professional (guest lecturer) bank officials
10 Implications of farm credits Explain the implications of credits (loan) especially from commercial
The implication of farm credits e.g. interest rates banks
Practical: Visit to agro-service centres
Identification of farm machines and their parts
11 Revision Revision
12 Examination Examination

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PHYSICAL EDUCATION
SSS ONE – FIRST TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 Foundation of Physical Education -The teacher discusses the philosophies of the founding fathers
Principles and philosophies of founding fathers - Explains the changes in the concept of physical Education
Changes in concept of Physical Education - the students compare the philosophies of the founding fathers and mention some
changes in the concept of physical Education
- Instructional Resources textbook, Audio visual aids and CD-ROMs
2 Concept of The Whole Man - The teacher explains the disadvantages of over emphasizing one aspect of life at the
Over view concept of the whole man expense of the others e.g. placing more emphasis on the physical at the expense of
-Unitary nature of man emotional or social
- Education of the physical and education through the physical -Describes the role of physical education in developing the mind and body.
the role of physical education in developing the mind and body - The students state the relationship between the mind and body
of man -List ways physical education develops the mind and body
- Instructional Resources textbooks, charts etc.
3 Physical Education Ideologies - The teacher defines nationalism and patriotism
-Nationalism and patriotism in physical education and sport -Explains nationalism and patriotism giving examples
- Definition of Nationalism and patriotism - Relates ideologies in physical education to national ideologies
-Patriotism using Greeks, Spartans and Athenians as example -The students give examples of patriots in sports
- discuss national ideologies that can be developed through physical education
- Instructional Resources: Textbook, posters etc.
4 Recreation -The teacher defines recreation, rest and leisure
-Definition and importance of recreational activities - Explains the objectives of recreation
- Characteristics of recreational activities List some recreational activities
- Differences among work, rest, recreation, leisure and sports. -The students participate in class discussions by defining the key words
- Mention the objectives of recreation, rest and leisure
- State some local recreational activities, facilities and equipment.
Instructional Resource: -poster, pictures, open spaces, CD-ROMs, sports facilities and
equipment
5 Recreation Continues -The teacher classifies recreational activities into indoor and outdoor
Types of recreational activities (indoor and outdoor) - Explains the various activities under indoor and outdoor
- Mentions the equipment and facilities in both indoor and outdoor activities
- The students identify indoor and outdoor activities
- Enumerates the equipment and facilities in both indoor and outdoor activities
6 Competitive Sports The teacher defines intramural and extra mural activities
Intramural and Extramural sports activities -Explains minor and major games
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-Minor and major games and sports - differentiate between minor and major games with examples
-the students discuss intra and extra mural activities
- gives examples of minor and major games
-Instructional Resources: playground, charts, textbooks sporting equipment etc.
7 Competitive Sports (Tournament) -The teacher defines tournament
Definition of tournament -Lists the types of tournament
-Types of tournaments e.g. single, Double |Elimination and -Explains the various types, it’s advantages and disadvantages
Round robins -Mentions some advantages and disadvantages of the various types of tournament
-Advantages and Disadvantages of each tournament -Instructional Resources; - charts for the various types of tournament Rules books of
different sports etc.
8 Traditional Physical Education and Sports in Nigeria -The teacher narrates the history of traditional sports in Nigeria
-Mentions the types of traditional sports
-Origin of traditional sports in Nigeria -state values (importance of traditional sports
-types of traditional sports -the students identify some traditional sports and games
-values /Importance of traditional sports -Mention some values of traditional sports and games
-Practice some of the traditional sports and games
-Instruction Resources textbooks, pictures, CD-ROMs Local musical equipment.
9 Athletics and Sports -The teacher defines athletics and sports
-Definitions -Mentions the classes of athletics and sports races (Bunch, medium and Elongated)
-Class of athletics events - The students practice the types of start in sprint and the stages in running
-The sprints - Instructional Resources; - starting block, whistle / starting gun, stop watch, Rules book
-the start and pillar.
-b the acceleration
-c finishing
10 Athletics and Sports (Relay Races) -The teacher defines relay race
-Relay Races -Lists the types of relay race
Definition -Describes the method of baton exchange
-Types of relay races -Specifies the exchange zone
-The baton exchanges -students practice the baton exchange within the exchange zone and take note.
-Types of baton exchange (visual and non –visual) -Instructional Resources; - Relay baton, whistle/ starting gun, pillar, starting block, spike
-the exchange zone (20m zone) shoes, rules books etc.,
11 Revision Revision
12 Examinations Examinations

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PHYSICAL EDUCATION
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Traditional Sports in West Africa -The teacher narrates the history of traditional sports in west Africa
-Origin of the sports -Mentions the significance of traditional sports in west Africa
-The significance of the traditional sports in west Africa -The students participate in the classroom discussions
-List some traditional sports in west Africa
Instructional Resources –posters, CD-ROMs, Textbooks etc.
2 Modern Physical Education and Sports in West Africa -The teacher explains modern physical Education in Nigeria
-Modern physical Education in Nigeria -mentions the contribution of the pioneers of physical education in Nigeria and other
- Contribution of the pioneer of physical Education in Nigeria west Africa nations.
and west Africa - The students take note and mention some pioneers of Physical Education in west Africa
-Instructional Resource posters, textbooks, CD-ROMs etc.
3 National Sports Championship -The teacher defines national championship
-Definition -Explains the organization and administration of national championships
-Organization and administration of national championships -Lists the types of national championships
-Types of national championships e.g. -The students listen, ask questions and take down notes
a) National Championships organized by different sports -Instructional Resources: text books, charts illustrating the types of championships, CD-
Associations (NSC) and its significance ROMs, etc.
b) Organized by corporate organizations
c) Organized by Nigerian school sports federation (NSSF)
4 Institutional Sports -The teacher lists and explains the various institutional sports
-The Nigeria Universities Games association (NUKA) -Explains the importance of institutional sports to national development
-The Nigerians polytechnics Games Association (NEOGA) -The students participate in class discussions, ask questions and take notes
-The Nigerian Advanced teachers colleges and colleges of -Instructional Resource pictures, charts, CD-ROMs etc.
Education Game Association (ANTEA)
-Their National development
5 International Spots -The teacher defines the term ECOWAS
-ECOWAS Games -Enumerates the ECOWAS nations
-Definition -Mentions the functions of ECOWAS
-Membership -Explains the importance of ECO Was Games to the various regions and mentions the
-Functions ECO Was headquarter.
-Importance of ECOWAS Games to the region, local Secretariat -The students participate in the classroom discussion and take note
of ECOWAS -Instructional Resources charts, CD-ROMs picture, Textbooks etc.
6 The Skeletal System -The teacher defines skeletal system and joins
-Definition -Guides the student to identify and label the main parts of the skeletal
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-Types of bones -The students draw and label the parts of the skeleton
-Joins- -Instructional Resources; - picture, textbooks, CD-ROMs, projectors and diagrams
-Definition
-Kinds of joins
7 The Circulatory System -The teacher guides the students to draw and label the different parts of the heart and
-The heart muscles explains the different between veins, and arteries
-Effects of training on the heart -Discusses the effects of training on the heart
-Students draw and label the different parts of the heart, participate on the heart –
Instructional Resources –Diagrams, textbooks CD-ROMs, projector and pictures.
8 Blood Circulatory System -The teacher discusses the composition of blood
-The blood circulation -Explains the functions and differentiate between the two types of circulation
-Functions of bold (pulmonary and systemic circulation)
-Types of blood circulation -Students participate in class discussion listen and explain the function of blood, asks
question and copy notes.
-Instructional Resources
-Diagram, projectors, pictures CD-ROMs and textbooks.
9 The Respiratory System -The teacher draws and labels the respiratory system
-The structure of the lungs -Explains the structure and functions of the lungs
-Functions -Discusses types respiration and explains the effects of exercises during respiration
-Types of respiration -Students draw and label the respiratory system
-Effects of exercise on respiration -Participate in class discussion and take notes
-Instructional Resources; - CD-ROMs, projectors, pictures< textbooks and diagrams.
10 Revision Revision
11 Examination Examinations

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PHYSICAL EDUCATION
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 Ball Games (Soccer) The teacher explains and demonstrates the skills in soccer
-Skills in soccer -Lists the protective kits in soccer
-safety in soccer -Explains the basic rules and regulations
-kits, equipment and facilities enumerates the equipment and facilities in soccer
-rules and regulations in soccer -Mentions the officials and their duties
-officials in soccer and their duties. -The students practice the various skills
-Soccer pitch, ball, boots, shin, guards, CD-ROMs, whistle, corner flags, stop watch.
2 The Hockey Games The teacher discusses the types of hockey
-Types of hockey -Draw the hockey pitch,
-Dimensions of the hockey pitch -Lists the equipment and their functions
Equipment and facilities and their functions -Demonstrates some of the skills in hockey
-Officials and their duties in hockey -Supervises the students while they practice
-List the officials and their duties
-Students demonstrate the skills and participate in class discussions
-Instructional Resources; -
Hockey sticks and balls, head protector for goal keeper, shin guards, boot, the pitch textbooks.
3 Racket Games (Table Tennis) -The teacher explains the history of table tennis and the nature of the game
-Brief history of table tennis and the nature of the game -Drawn and explain the dimension of the table tennis
-Table tennis specification -Lists the basic skills
-Equipment -Enumerates the rules and regulations
-Basic skills -The students listen and take notes
-rules and regulations of the game. -Draw the table tennis with specification
-Practice the skills
-Mention the rules in the game
-Instruction Resources; - the table, balls, net, bats etc.
4 Tennis -The teacher narrates the brief history of the game and its nature
-Brief history and the nature of the game -Mention the types of court in tennis
-Types of count in tennis -Draws and explains the tennis court
-Equipment and facilities -Mention the equipment and lists the skills
-The skills in tennis -Enumerates the rules and regulations
-Rules and regulations -The students practice the skills
-Participate in class discussions
-Draw the tennis court with specifications
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-Instructional Resources the tennis court, tennis racket\bat, tennis balls the net, CD-ROMs
5 Nigerian Traditional Dances -The teachers explain the various dances
-Different dances from the regions of the country e.g. -Demonstrates the dance steps
Atilogwu in Igbo, Fulani, Hausa, Efik and Yoruba dances. -Provides costumes for the various dances
-Displays pictures of some costumes
-The students listen and take down notes
-Practice the dance and dance steps
-Instructional Resources – pictures, CD-ROMs
-Dance costumes, Radio cassette, local instruments –drums, samba, gong, earthen Rot etc.
6 Nigerians Traditional Dances Continues -The teacher demonstrates the various dances and dance steps
-Practical demonstration of traditional dances and dance -The students practice the dances and the dance steps.
step. -Instructional Resources: - pictures CD-ROMs, dance costumes, radio cassette, local
instruments.
7 Physical Fitness -The teacher defines physical fitness
-Definition -Itemizes the components
-Components of physical fitness -Classifies the components under health and performance\skills related components
-Classification into health performance\ skills related -The students listen and take notes
components -Mention and classify the components of physical fitness
-Instructional Resources: - textbooks, posters, charts, CD-ROMs.
8 Physical Fitness Test -The teacher explains the meaning of physical fitness tests
-Physical fitness texts activities -Demonstrates the selected fitness test
-Administration of physical fitness tests -The students demonstrate and practice selected physical fitness test
-Discuss the impotence of physical fitness tests
-Instructional Resources; - charts, benchers mats, pictures, textbooks, stop watch, and jotters,
9 Warm-up -The teacher defines warm-up
-Definition of warm-up -Explains the types of warm-up activities
-Types of warm-up activities -The students listen and write the types of warm-up activities, participate in class Discussions
-Importance of warm-up activities -Instructional Resources: - textbooks, pictures and CD-ROMs
10 Adapted Physical Education Programmed -The teacher defines major concepts in adapted physical education programmed
-Definition of major concepts -Explains the various categories of people with special needs and the teacher discusses and
-Categories of people with special needs demonstrates corrective exercises
-Corrective exercises -The students take notes of the definitions and describe the various special needs they know
-Activities for the special needs -Instructional Resources; - picture, posters CD-ROMs etc.
11 Revision Revision
12 Examination Examinations

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HEALTH EDUCATION
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 MEANING AND SETTING FOR HEALTH EDUCATION -Identify school-based setting in their school
-Meaning of health education -Discuss the types of setting for health education with their teacher
-Meaning of setting for health education
-Types of setting for health education: Home based setting, school- INSTRUCTIONAL RESOURCE:
based setting, community-based setting, health facility-based setting, Posters, flip charts showing setting for health education, etc.
workplace-based setting
2 HEALTH PROMOTION Students should give examples of health promotion in their locality and nationally.
-Meaning of health promotion INSTRUCTIONAL RESOURCE
-Differences between health promotion and health education in Charts, posters showing health promotion programs and activities, etc.
Nigeria
-History of health education in Nigeria
3 CELLS AND TISSUES OF HUMAN BODY Teacher guides students to stain and identify the check cell using appropriate dyes and
-Definition of cells and tissues microscope. Draw and label the stages of cell division.
-Nature of cells and tissues of human body INSTRUCTIONAL RESOURCE:
-Meaning of growth and development Charts showing cell division, microscope check cell, etc.
-Differences between growth and development
-Cell division
4 THE SENSE ORGANS Students draw and label sense organs
-Definition of sense organs
-Types of sense organs e.g. skin, eye and ear INSTRUCTIONAL RESOURCE:
-Structure and functions of sense organs Charts showing the sense organs to students, etc.
5 SENSE ORGANS CONT. Teacher guides students to demonstrate how to take care of the skin
-Defects and diseases of the eye and their corrections
-Defects and diseases of the ear and their remedies INSTRUCTIONAL RESOURCE:
-Common skin diseases: Eczema, athlete foot, ringworm and scabies Posters, charts, models showing defects and diseases of sense organs, etc.
6 SYSTEMS OF THE BODY Students draw and label the human skeleton, different types of bones and muscular
-Definition of skeletal and muscular systems system
-Structure of skeletal and muscular systems Teacher guide students to demonstrate human movement.
-Human movement INSTRUCTIONAL RESOURCE:
Models, charts posters showing human skeleton and human movement, muscular
system, etc.

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7 PHYSICAL HEALTH Both teacher and students to carry out a simple daily exercise. Students demonstrate
-Meaning of physical health how to care for the hands, mouth and other body parts.
-Importance of physical health INSTRUCTIONAL RESOURCE:
-Care of human body parts Weighting scale, rulers, charts, posters, real life objects, etc.
8 COMMUNITY HEALTH SERVICES Teacher guide students to list various health services in their locality and explain
-Definition of community health efforts of their community in health promotion.
-Community health services and their providers:
i) Orthodox services e.g. Primary health care INSTRUCTIONAL RESOURCE:
ii) Traditional services e.g., Bone setters, birth attendants Charts, posters showing community efforts in health promotion etc.
-Community effort in health promotion, e.g. Awareness campaign
9 SCHOOL HEALTH PROGRAM Students discuss the various components of school health program
-Definition of school health program
-List and explain the components of school health program INSTRUCTIONAL RESOURCE:
i) Skill based health education National School Health Policy, media (Radio, TV, Newspapers), charts, posters etc.
ii) Healthful school environment (Physical and biological
environment)
iii) School health and nutrition services
iv) School, home and community relationship
-Goal s and objectives of school health program
10 SCHOOL HEALTH PROGRAM CONT. Students collect information about global health initiatives from mass media and
Linkages for promoting school health program(initiatives): internet.
i) Health promoting school(HPS) Teacher lead students to discuss global health initiatives for promotion of school
ii) Child friendly school health.
iii) Focusing resources on effective school health(FRESH) INSTRUCTIONAL RESOURCE:
iv) Skill based health education(SBHE) Posters and charts, media, National policy on global health initiatives, etc.
v) Life skill(LS)
vi) Education for all(EFA)
11 HOUSING Teacher takes students to visit a standard building or an estate to observe the criteria
-Criteria for good housing: and components of good housing.
i) sitting
ii) Ventilation INSTRUCTIONAL RESOURCE:
iii) Lighting Charts, posters, films showing examples of houses and components.
iv) Sanitation
-Components of a standard house
12 REVISION REVISION
13 EXAMINATION EXAMINATION

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HEALTH EDUCATION
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 WATER SUPPLY Students demonstrate some methods of water purification.
-Definition of water
-Sources of water: rain, bore-hole, river, streams, and spring, well and pond INSTRUCTIONAL RESOURCE:
Posters and charts showing sources of water, cloth filter, alum, etc.
2 NUTRITION AND FOOD NUTRIENTS Students bring food stuff to class, classify them and identify their sources.
-Definition of Nutrition and Nutrient
-Classes of food nutrients INSTRUCTIONAL RESOURCES:
-Sources of food nutrients and their examples Real food stuff, posters and charts of food substances, etc.
3 BALANCED/ADEQUATE DIET Students plan a table of balanced/adequate diet.
-Definition of balanced adequate diet
-Food groups in the locality INSTRUCTIONAL RESOURCE:
-Nutritional problems Posters, charts, real food stuff, etc.
4 FACTORS INFLUENCING FEEDING HABITS/CHOICE OF FOOD Teacher leads students to illustrate factors influencing feeding habits.
-Factors influencing feeding habits/choice of food:
INSTRUCTIONAL RESOURCES:
Charts and posters illustrating factors influencing feeding habits.
5 FIRST AID Teacher guides students to demonstrate how to apply First Aid
-Definition of First Aid
-Relevant terms used in first aid e.g. Casualty etc. INSTRUCTIONAL RESOURCES:
-Situations in which first aid kits are used Posters/pictures showing situations that require first aid
-Importance of first aid treatment
6 FIRST AID TREATMENT Students role play an emergency condition.
-Principles of first aid treatment
-Nature of specific emergency conditions INSTRUCTIONAL RESOURCES:
-Contents of a first aid box and uses Stretchers, blankets, posters, and charts illustrating first aid treatment and
box.
7 SAFETY EDUCATION Students role play importance of safety education and healthful school living
-Definition of safety education environment.
-Need for safety education
-Principle of safety INSTRUCTIONAL RESOURCES:
-Importance of safety education Broom, buckets, mop, etc.
-Healthful school environment

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8 DRUG EDUCATION Students collect information on effects of drug abuse and participate in class
-Terminologies in drug education: drug abuse, drug dependence, drug discussion.
misuse, drug addiction, self-medication, alcoholism, rehabilitation, etc.
-Classes of drug commonly abused INSTRUCTIONAL RESOURCES:
Charts showing classes of drugs, First Aid box.
9 DRUG EDUCATION CONT. Teacher guides students to discuss characteristics of drug addicts, ways of
-Ways of taking drugs in to the body (oral, injection, inhalation, topical and taking drugs into the body and ways of rehabilitating addicts.
anal)
-Drug abuse and consequences of self-medication INSTRUCTIONAL RESOURCES:
-Differences between drug abuse and drug misuse Posters and charts showing ways of taking drugs into the body, First Aid box
-Ways of rehabilitating drug addicts
10 DISEASES Teacher leads the students to participate in the discussion on communicable
-Definition of disease and non-communicable diseases.
-Classes of diseases
i) Communicable INSTRUCTIONAL RESOURCES:
ii) Non-Communicable disease Posters, charts, showing classes of diseases
-Differences between communicable and non-communicable diseases
11 Revision Revision
12 Examination Examination

HEALTH EDUCATION
SSS ONE – THIRD TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 COMMUNICABLE DISEASE Teacher guides students in mentioning types of diseases, their epidemiology
-Definition of communicable disease, epidemiology, prevalence rate etc. and prevalence rate.
-Classification of communicable diseases (airborne, water borne, body INSTRUCTIONAL RESOURCES:
contact infection) Posters, charts, graphic presentation of prevalence of diseases
2 CAUSES AND PREVENTION OF COMMUNICABLE DISEASES Students participate in the discussion on the effects of causative agents, host
-Causes of communicable diseases and environment in the cause and spread of diseases
-Conditions for communicable diseases to occur: agent, host and INSTRUCTIONAL RESOURCES:
environment. -Prevention of communicable diseases Posters, charts, magazines, graphic illustrations etc.
3 HUMAN REPRODUCTION Students draw and label male and female sex organs
Definition of Reproduction INSTRUCTIONAL RESOURCES:
-Description of sex organs -Process of fertilization Posters and charts showing female and male sex organs.

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4 HUMAN REPRODUCTION Teacher guides the students in describing the ways in taking care of the
-Foetus development pregnancy and the newborn.
-Care of pregnancy and newborn INSTRUCTIONAL RESOURCES:
Posters, charts, CDs, etc. showing a pregnant woman and the newborn.
5 HUMAN SEXUALITY EDUCATION Students discuss human sexuality and gender equality
-Define:
i) Human sexuality ii) Sexuality education INSTRUCTIONAL RESOURCES:
iii) Sexual health iv) Sexual reproductive health right Posters, charts, etc. showing gender equality
v) Gender and equality -Explain the nature of human sexuality
6 ASSERTIVE COMMUNICATION SKILLS Students role play assertive communication skills
-Describe assertive and communication skills
-List the attributes of communication skills INSTRUCTIONAL RESOURCES:
-Differences between assertive and communication skills as applicable to Posters and charts illustrating assertive communication skills.
human sexuality
7 FAMILY AND FAMILY HEALTH ROLES Role play an ideal family set up
-Family and household
i) Definition of: Family, Household INSTRUCTIONAL RESOURCES:
-Roles, responsibility and functions of members of the family Posters, charts and CDs showing types of family.
-Marriage and parenthood
i) Types of marriage ii) Process of marriage
8 EMOTIONAL HEALTH Role play emotional conditions
-Definitions of emotional health and social health
-Differences between emotional and social health INSTRUCTIONAL RESOURCES:
-Inter-relationship between emotional and social health Posters and charts showing classes of diseases
9 ATTRIBUTES OF EMOTIONAL AND SOCIAL HEALTH Teacher guides students in identifying personal problems and their solutions
-Definition of
i) Personality ii) Personality traits INSTRUCTIONAL RESOURCES:
-Personality problems and solutions Posters, charts and graphic presentation of prevalence of disease.
i) Identification of personality problems
ii) Solving personal problems
10 CONSUMER HEALTH EDUCATION Teacher guides students to identify consumer health products and services in
-Consumer health: -Consumer health education the community
-Features of genuine products and services (trade mark, expiry date, etc.) INSTRUCTIONAL RESOURCES:
Brochures of health products and brochures of health services organizations.
11 REVISION REVISION
12 EXAMINATION EXAMINATION
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COMPUTER STUDIES
SSS ONE – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 OVERVIEW OF COMPUTER SYSTEM TEACHER: Leads students to define computer
-Definition of computer -- Guide students to state the two broad classes of computer.
-Two main constituents of a computer -- States characteristics of a computer.
a) computer hardware STUDENTS: Participate in class discussions.
b) computer software ---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: lists examples of hardware and software, displays a computer set.
-System unit STUDENTS: Identify a computer as electronic machine
-peripherals RESOURCE MATERIALS
-System software Parts of computer, charts and picture.
-Application software
3 DATA AND INFORMATION TEACHER: Lead students to define data and information and state differences between data
-Definition of data and information and information.
---differences between data and information STUDENTS: participate in class discussions, identify data as written by the teacher and
observe the keyboard letter arrangement as data.
RESOURCE MATERIALS: Computer; charts and materials.
4 DATA AND INFORMATION TEACHER: List examples of data and information, displays key arrangement, on the key
-Differences between data and information board as a type of data, guides students to type in alphabets or numbers in a related form
-Examples of data and information into computer as information.
STUDENTS: observe the keyboard letter, arrangement as data, enter alphabets or numbers
into data and information.
RESOURCE MATERIALS: Computer, Charts and material.
5 COMPUTING DEVICES 1(PRE-COMPUTER AGE TO 19th TEACHER: -Guide students to state the features of each computing device.
CENTURY) -Displays their components to student. State their uses’
-Features, Components and use of; STUDENTS: -Identify the size and components of each device
i) Abacus ii) Slide rule iii) Napier’s bone -Participate in class discussions
iv)Pascal calculator v) Leibnitz multiplier RESOURCE MATERIALS:
vi) Jacquard’s Loom vii) Charles Babbage etc. Charts, pictures, and any available pre—computer age computing device.
6 COMPUTING DEVICES II (20TH CENTURY TO DATE) TEACHER: state the features of each computing device, display their components to
-Features Components and uses of: students, States their uses
i) ENIAC STUDENTS: Identify size and components of each device, Copy notes from chalkboard.
ii)EDVAC RESOURCE MATERIALS
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iii) UNIVAC 1 Desktop computers, Laptop, Charts and Pictures.

7 COMPUTING DEVICES II (20TH CENTURY TO DATE) TEACHER: States the features of each Computing device, displays their components to
- Feature; components and uses of: students, and states their uses.
IV) Desk Top Personal Computer STUDENTS: Identify the size and components of each device.
V) Laptop and Notebook Computer RESOURCE MATERIALS
VI) Palm Top Computer Desktop computer, Laptop, palmtop, charts and pictures.
8 INPUT DEVICES. TEACHER: Leads students to define an input device, displays input device to students, and
-Definition of input devices leads students to list input devices.
-Types of input devices: - Keyboard, Mouse, Scanner, STUDENTS: Participation in class discussions and identify various input devices as displayed
Microphone, Joystick, Card-reader, Light pen, Digital Camera in class.
etc. RESOURCE MATERIALS
Keyboard, Mouse, scanner, Microphone, Joystick, Light pen, Cards reader, Digital Camera etc.
9 INPUT DEVICES TEACHER: Displays the mouse in the class for students and guides students to operate the
-Mouse mouse
-Feature of a mouse STUDENTS: Identify the mouse and its features and operate the mouse.
-Functions and operation. RESOURCE MATERIALS: Mouse, computer system.
10 KEYBOARD TEACHER: Displays keyboard in the class for students, guides students to operate the
-Structure and function. keyboard.
-Keys on the keyboard: - Function keys, Numeric keys, STUDENTS: Identify the keyboard and its features
Alphabetic keys, special Character keys, cursor control keys, RESOURCE MATERIALS: Keyboard, computer system.
command keys.
11 REVISIONS REVISIONS
12 EXAMINATIONS EXAMINATIONS

COMPUTER STUDIES
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 OUTPUT DEVICES TEACHER: Leads students to define output devices, displays the output devices in for
-Definition of output device: Monitor, Printer speaker, plotter students, leads students to list output devices, and States the features of monitors.
-Features and uses of output device STUDENTS: Identify the output devices as displayed and Switch on the monitor
-Monitor: - structure types and functions RESOURCE MATERIALS.
Monitor, Microphone. Speakers, Charts.
2 OUTPUT DEVICES: -printers, types TEACHER: Displays different types of printers, State the features and their differences, and
-Impact guides students to operate the printer.
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Dot matrix printers, line printers, character printers STUDENTS: Operate the printer under teacher’s guidance and Copy notes from the
-NON-Impact. chalkboard into their notes
Inkjet Printers, Laser jet Printers, Thermal Printers RESOURCE MATERIALS
-Comparative study of common printers. Printers, charts, Computer system.
3 COMPUTER SYSTEM SOFTWARE TEACHER: Leads students to define computer software and guides students to name
-Definition of software different types of software
Types of software: System software (operating system, STUDENTS: Identify operating systems displayed on the screen.
translator, tools/utility program) and Application software RESOURCE MATERIALS: Computer with windows or Unix operating system installed.
4 COMPUTER SYSTEM SOFTWARE TEACHER: Leads students to list examples of operating system and displays operating
-Examples of operating system e.g. Graphical user interface system environment on the screen
(GUI), MS windows, Linux. STUDENTS: Participate in class discussions and identify DOS directory at the C. prompt
-Command line (Linux, Microsoft, disk operating system RESOURCE MATERIALS: Computer with DOS installed charts and pictures.
(DOS)
-Examples of translators e.g. Assemblers, compilers,
interpreters
5 COMPUTER APPLICATION SOFTWARE TEACHER: Lead students to define application software and leads students to state
-Examples of utility programs (Editors, Anti-virus) categories of application packages
-Definition of application software STUDENTS
-Types of application software (User application program i.e. Identify application packages as displayed
program written by numbers) and (Application packages) RESOURCE MATERIALS
-Categories of application packages e.g. word processing, Application packages, charts and pictures
spread sheet, graphics, database, games.
6 COMPUTER APPLICATION SOFTWARE TEACHER: Leads students to list packages for specialized areas
-Packages for specialized areas: STUDENTS: Identify different packages for specialized areas
Accounting software, Payroll Programs, Banking Software, RESOURCE MATERIALS
Educational Management Software, Statistical Packages, and Pictures and charts
Hospital Management Software etc.
7 PROGRAMMING LANGUAGE TEACHER: Leads students to define programming language, displays a stored
-Definition of programming language programming language on the screen, states the various programming language levels, and
-Levels of programming language: Machine Language(ML), describe features of each programming language level.
-Low Level Language(LLL), High Level Language(HLL) STUDENTS: Identify a programming language when displayed on the screen and describe
-Features of each level the features of each level of programming language.
RESOURCE MATERIALS: Computer, A high level language installed e.g. BASIC environment.
8 PROGRAMMING LANGUAGE TEACHER: guides students to compare the various levels of programming language.
-Examples of programming language STUDENTS: Compare the various levels of programming languages.
-Comparison of levels of programming language RESOURCE MATERIAL: Computer, charts.

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9 BASIC PROGRAMMING LANGUAGE TEACHER: Leads students to state the full meaning of ‘BASIC’, list Basic character set, and
-Meaning of “BASIC” (Beginners All-Purpose Symbolic list some Basic statement
Instructional Code) STUDENTS: State the full meaning of ‘BASIC’, and list BASIC character set and some BASIC
-Basic Statement: LET, READ, INPUT, DATA, END, L PRINT statements.
-Basic character RESOURCE MATERIAL: Computer with BASIC program installed, chart
1O BASIC PROGRAMMING LANGUAGE TEACHERS:
-BASIC Arithmetic operator -Writes BASIC notations for arithmetic expressions
-BASIC Arithmetic expressions -Leads students to write simple BASIC program
Students: -Write simple BASIC program. -Run BASIC program installed, chart.
RESOURCE MATERIALS: Computer with BASIC program installed, chart.
11 Revisions Revisions
12 Examinations Examinations

COMPUTER STUDIES
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 COMMUNICATION SYSTEM TEACHER: Leads students to state the full meaning of ICT, state types of
-Full meaning of ICT communications, and list types of broadcasting
-Types of ICT e.g. Broadcasting, Telecommunications, Data Networks, STUDENTS: Identify ICT gadgets
Information Systems, Satellite communications. RESOURCE MATERIALS.
-Broadcasting: Radio, Television, Satellite TV systems. Computer, Radio, Television
2 COMMUNICATION SYSTEMS TEACHER: Display available ICT gadgets, radio, television and computer, and
-Telecommunications: (Public Switched Telephone Network (PSTN), shows satellite dish in an out-of-class activity.
Mobile phone system (GSM), Circuit switched packet telephone system, STUDENTS: Access information on internet or other information devices
Satellite telephone system, Fixed wireless telephone system RESOURCE MATERIALS
-Data Networks: (Personal Area Network (PAN), Local Area Internet facility, GSM phone, fax machine.
Network(WAN), Internet.
3 COMMUNICATION SYSTEMS TEACHER: Leads students to list ICT application areas and Leads students to list
-Information system: Data processing system, Global positioning ICT based gadgets
system(GPS) STUDENT: Identify application areas of ICT in an out-of-class activity or through
-Applications of ICT: Teleconferencing, video conferencing, tele- internet or on pictures
presence, telecommunication and networking, tele-computing, RESOURCE MATERIALS
messaging, information search, retrieval and archival. Computer, television, internet, ICT-based gadgets available.
4 APPLICATION AREA OF ICT TEACHER: Guides students to operate ICT-based gadgets

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-ICT-based gadgets – mobile phones, computer, fax machines, STUDENTS: Operate ICT-based gadgets under teacher’s supervision.
automated teller machine(ATM), dispensing machines, point of sales RESOURCE MATERIALS
machine, automated cash register(ACR), radio set, etc. Computer with DOS installed, charts and pictures.
-Operation of ICT based gadgets
5 BASIC COMPUTER OPERATIONS TEACHER: Leads students to describe booting process and leads students to
-Description of the booting process identify icons on the desk top
-Types of booting: Cold and warm STUDENTS: Power the computer under the supervision of the teacher and
-Components of window desktop: Icons, taskbar, background. observe light blinking as booting continues
RESOURCE MATERIALS: Computer, power source.
6 BASIC COMPUTER OPERATIONS TEACHER: Guides students to run an application program in the computer.
-Running an application program e.g. Microsoft word STUDENTS: Run application program under teacher’s supervision
-The process of shutting down the computer RESOURCE MATERIALS: Computer system
7 WORD PROCESSING TEACHER: Leads students to define word processing and word processor
-Definition of Word Processing and Word Processor -States the features of a word processor
-Examples of Word Processors: Microsoft Word, word perfect, word STUDENTS: Open word processing environment under teacher’s supervision,
star. Carry out basic word processing operations, hands-on-experience(h-o-e)
-Features of word processors RESOURCE MATERIALS: Computer, word processing packages.
8 WORD PROCESSING TEACHER: Guides students to carry out basic operations on word processing
-Word processing environment hands-on-experience(h-o-e)
-Using a word processor to: create, edit, format, save, retrieve, print STUDENTS: Create document, edit document, save document, close document file
and close. and exit word.
RESOURCE MATERIALS: Computer system
9 PRESENTATION PACKAGES TEACHER:
-Definition of presentation package -Leads students to define and list presentation package
-Example of presentation packages e.g. Microsoft power-point -States the features of a presentation package
-Features of presentation package: Creation of slides, insertion of STUDENTS:
pictures, insertion of video and audio, animation, slide shows, creating -Identify a presentation program environment
graphics, creating of organization and other charts. RESOURCE MATERIALS
Computer with presentation package
1O USING PRESENTATION PACKAGE TEACHER:
-Microsoft power point (Open the application, create a new -Guides students to identify the features of a presentation program
presentation, insert slide contents: text, graphics and pictures) -Leads students to carry out basic operation on presentation program
STUDENTS: Carry out simple presentation operation with power point.
RESOURCE MATERIALS: Computer with presentation package (e.g. Power point).
11 Revisions Revisions
12 Examinations Examinations
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FINANCIAL ACCOUNTING
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 INTRODUCTION TO BOOK-KEEPING AND ACCOUNTING Teacher explains the meaning of book keeping and accounting, lists the institutions and
Meaning organizations where accounting can be studied, ask the students to list professional
History of accounting accounting bodies in Nigeria, specify the prerequisite qualifications for a professional
Origin accountant, mention the users of accounting information, state the accounting equation.
Accounting as a profession Students write short note on book-keeping and accounting, identify the famous accounting
Future prospects bodies in Nigeria, lists the users of accounting information.
Users of accounting information Resources; resource person, publications, chart.
Accounting equation
2 BOOK KEEPING AND ACCOUNTING Teacher mention the need for book-keeping and accounting, give reasons why the keeping of
The need for book keeping and accounting. accounting record is the soul of business, explain the valuation of stock and assets.
Keeping of accounting records as a soul of business Students are to mention the need for book-keeping and accounting, listen to the teacher and
Valuation of stock take notes on stock and assets valuation.
Valuation of assets Resources; chart, company accounting publication showing preparation of stock valuation.
Determine debtor’s creditors
Conservation of assets
3 ETHICS OF ACCOUNTING Teacher explains the meaning and importance of qualities of an accountant and how to
Explain the term accounting ethics appreciate the attributes of accounting profession.
Accounting ethics; honesty, transparency, integrity, Students listen to the teacher and take notes.
accountability, fairness, objectivity and trustworthiness. Resources; charts listing ethics/qualities.
Benefits of accounting ethics to the; profession, society.
4 PRINCIPLES AND PRACTICE OF DOUBLE ENTRY Teacher explains the principles of double entry, illustrates the rules of double entry
Meaning and definition principles using format of ordinary cash book.
Principles and rules of double entry. Students practice some exercise based on double entry.
Application of the rules with ordinary cash book- meaning, Resources; chart/format.
format, and preparation.
5 DOUBLE ENTRY/THREE COLUMN Teacher illustrates the double column cash book with emphasis on contra entries.
-Double column cash book with emphasis on contra- entry. Students work examples based on double column cash book demonstrating the principle of
-The three-column cash book with discounts well explained. contra entry.
Teacher illustrates three column cash book showing discount allowed and discount received.
Resources; chart/format.
6 DOUBLE ENTRY/THREE COLUMN Teacher guides the learners to work as many exercises as possible with emphasis on contra
-Further treatment of three column cash books. entries and discounts well explained in three column cash book, illustrates with examples the
-The ledgers – meaning and types.
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-Application to double entry book keeping from cash book. application of double entry on the ledger, guide the learners on how to post transactions
-Posting of transactions to ledger. correctly in the ledger.
Students listen and take part in the preparation, application of double entry and correct
posting of transactions in the ledger.
Explain the meaning/types of ledger accounts.
Resources; charts showing format.
7 ANALYTICAL CASH BOOK Teacher explains the meaning and advantages of the petty cash book, illustrates the
Meaning/ definition analytical petty cash book with impress.
Advantages of petty cash book Students pay attention, list the advantages of the petty cash book, practice some exercises on
Analytical petty cash book impress. the analytical petty cash book with impress.
Petty cash transactions to the ledgers. Resources; charts, invoice, and receipts, a company’s petty cash specimen
Preparations. Teacher guides the students to post petty cash transactions to the ledger.
Students demonstrate the posting of petty cash transactions to the ledger.
Resources; chart.
8 SUBSIDIARY BOOKS AND SOURCE DOCUMENTS Teacher explains source document, mention the types of source documents.
Meaning Students identify the various types of source documents and subsidiary books.
Identify and explain source documents Resources; chart, invoice, receipts, credit note, debit note etc.
Match source documents to subsidiary books.
9 SUBSIDIARY BOOKS AND SOURCE DOCUMENTS Teacher explains the subsidiary books, give reasons for subsidiary books and mention the
Meaning types, guide the learners in the preparation of subsidiary books.
Reasons for subsidiary books Students highlight the reasons for subsidiary books, observe the preparation of subsidiary
Types books, demonstrate the preparation of subsidiary books.
Preparation of subsidiary books. Resources; chart.
10 TRIAL BALANCE Teacher discusses the rules and the uses of trial balance.
Meaning Students highlight the rules and uses of trial balance.
Rules of trial balance Teacher guides the learners in preparing trial balance, balancing of trial balance.
Uses of trial balance Students demonstrate the preparation of trial balance.
Formation layout Resources; chart.
Preparation of final balance
Extraction of balances from the ledger account.
11 Revisions Revisions
12 Examinations Examinations

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FINANCIAL ACCOUNTING
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 GENERAL JOURNAL Teacher explains the meaning and uses of general journal, illustrates the layout of a
Meaning and definition typical general journal, illustrates with examples, the opening and closing entries.
Uses of the general journal. Students pay attention to the meaning and uses of general journal, demonstrate the
Advantages of general journal. opening and closing entries.
Opening and closing entries. Resources; chart, receipts, invoice.
2 CORRECTION OF ERRORS Teacher guides students in correcting errors that affect the trial balance.
Errors in accounting Students pay attention and take part in the correction of errors that affect the trial
Meaning balance.
Errors that affect the trial balance Resources; chart.
Errors that do not affect the trial balance
Correction of errors and preparation.
3 SUSPENSE ACCOUNT Teacher explains suspense account, guides the students to prepare suspense account.
Meaning Students observe the preparation of suspense account.
Location and correction of errors Resources; chart.
Preparation of suspense account.
4 CLASSIFICATION OF ACCOUNT - Types Teacher explains to the learners the classes of accounts.
Personal account Students write short notes on the different classes of account.
Impersonal account Give reasons and benefits of classifying accounts.
Real and nominal (explain and give example in each class) Resources; chart.
Reasons and benefits
5 BANK RECONCILIATION STATEMENT Teacher explains the different types of bank document.
Meaning/definitions Students write short notes on dishonoured cheque, uncredited cheque, unpresented
Bank document cheque, commission interest.
Terminologies used in bank reconciliation statement. Resources; bank documents, chart.
6 BANK RECONCILIATION STATEMENT Teacher interprets the bank statement, work some examples, adjustment of cash book,
Interpretation of bank statements. bank reconciliation statement preparation.
Adjustments of cash books. Students prepare adjusted cash book, prepare bank reconciliation statement from a
Preparation of bank reconciliation. given bank statement, standing order, direct payment, observe the various stages of
cash book adjustment, bank reconciliation.
Resources; bank documents, charts, resource person.
7 ACCOUNTING CONCEPTS Teacher guides the students to explain the term accounting concepts, mentions and
Define accounting concept. discusses these concepts.

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Identify and explain the accounting concepts e.g. entity Students write short notes on the accounting concept.
concept, going concept, money measurement. Etc. Resources; chart.

8 TRADING ACCOUNT Teacher explains the items in the trading account.

Meaning/definition Guides the students to prepare trading account.
Terminologies used in trading account Students identify the various terminologies, demonstrate the preparation of trading
Preparation of trading account. account.
Resources; chart.
9 PROFIT AND LOSS ACCOUNT Teacher explains profit and loss account items, draws the format of profit and loss
Meaning and definition account.
Identification of profit and loss account items. Students draw the format of profit and loss account items.
Format or layout – shape and vertical method. Resources; charts.
10 TRADING, PROFIT AND LOSS ACCOUNT Teacher guides the students to prepare profit and loss account.
Preparation of trading profit and loss account. Students demonstrate the preparation of profit and loss account.
Determination of net profit and loss. Resources; charts.
11 Revisions Revisions
12 Examinations Examinations

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FINANCIAL ACCOUNTING
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENT ACTIVITIES
1 TRADING, PROFIT AND LOSS ACCOUNT Teacher guides the students to distinguish between bad debt and provision for bad
Preparation of trading and loss account. debt, guides the learners to solve problem involving bad debts and provision for bad
Adjustments in profit and loss account. debts in ledger and trading profit and loss account.
Bad debts and provision for bad debts, meaning, distinction, posting Students take part in the discussion and activities in the classroom; solve problems
of entries into ledger and final accounts. involving bad debts and provision for bad debts in ledger and trading profit and loss
Payment and accruals; meaning, distinctions between pre-payment account preparation.
and accruals. Resources; charts reflecting account payments, prepayments.
2 TRADING PROFIT AND LOSS ACCOUNT Teacher discusses the differences between pre-payments and accruals, demonstrates
Adjustments in profit and loss account. the posting of pre-payments and accruals to ledger and final account, discusses the
Posting of pre-payments and accruals into ledger. provision for discount allowable, demonstrates the posting into ledger and final
Provision for depreciation on fixed assets; meaning and calculation account, discusses the provisions for depreciation, demonstrates entries into the
of depreciation. ledger of provision for depreciation account, trading, profit and loss account.
Students copy the posting of pre-payment and accruals to the ledger and final
account.
Resources; charts.
3 BALANCE SHEET Teacher guides learners to distinguish between assets and liabilities, discusses the
Meaning/definition different types of assets and liabilities.
Distinguish between assets and liabilities. Students note the differences between assets and liabilities.
Identification of types of assets and liabilities. Resources; charts.
Classification.
4 BALANCE SHEET Teacher draws the format/layout of a balance sheet, using the two methods, prepare
Balance layout/format; -T- shape/conventional method. a balance sheet.
Vertical method Students draw the format/layout of a balance sheet using the two methods, take part
Preparations. in the preparation of a balance sheet.
Exercises on preparation of final accounts.
Resources; charts.
5 CONTROL ACCOUNT Teacher guides the learners to identify sales ledger items, prepare sales ledger
Definition control account.
Features of control account Students listen and take part in the preparation of sales ledger control account.
Uses of control account Resources; a chart.
Terminologies
Preparation of sales ledger control account.

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6 CONTROL ACCOUNT Teacher guides students to identify purchases ledger items, prepare purchases
Preparation of purchases control account. ledger control account.
More exercises on sale ledger control/account and purchases ledger Students listen and take part in the preparation of purchases ledger control account.
control account. Resources; charts.
7 DEPRECIATION ACCOUNT Teacher mentions the various causes of depreciation, discusses the terminologies of
Meaning depreciation.
Reasons for charging depreciation. Students pay attention.
Causes of depreciation Resources; charts.
Methods of depreciation.
8 DEPRECIATION ACCOUNT Teacher discusses the terminologies used in straight line, guides the students
Straight line/fixed installment method through the calculation and posting of straight depreciation of final accounts.
Meaning Students pay attention, participate in the preparation and the calculation, and
Formula for calculating depreciation posting of straight line depreciation.
Preparation of depreciation. Resources; charts.
9 DEPRECIATION ACCOUNT Teacher explains the terminologies of diminishing depreciation, guides the learners
Diminishing or reducing balance method. through the calculation and posting of depreciation to final account.
Meaning Students take part in identifying the depreciation terminologies, demonstrates in the
Formula calculation and posting of depreciation to final account.
Preparation Resources; charts.
10 REVISIT ADJUSTMENT Teacher guides the students to distinguish between bad debts and provision for bad
-Bad and doubtful debts provision. debt, guides the learners to solve problem involving bad debts, and provision for bad
-Discount allowed and recurred pre-payment and accruals. debts in ledger and final account.
Students take part in the discussion and activities in the classroom; solve problems
involving bad debts and provision for bad debt in ledger and final account.
Resources; charts.
11 Revisions Revisions
12 Examinations Examinations

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OFFICE PRACTICE
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 REGISTRATION Students listen attentively and note the explanation. Write down the notes.
Introduction to office practice: Meaning of office practice
Objectives of office practice Importance of office practice.
2 THE OFFICE: Meaning of an office. Students listen to the definition and write down in their notes.
Types of office [open or large, and close or small]. Resources; pictures of different diagrams of office on chalk board, charts
Advantages and disadvantages of small/close office. and large/open offices. VCD showing different office setups. Projector (electronic/OHP).
3 FUNCTIONS OF AN OFFICE Students participate in class discussion, answer teacher’s questions, copy
Receiving, recording, giving, safeguarding processingand storing information. chalkboard summary.
4 SECTIONS OF THE OFFICE Students listen to the definition and write down notes, participate in class
The reception The open registry The store. discussion. Resources; pictures of an office.
5 SECTIONS OF THE OFFICE Students listen to the explanation, write down the meaning pictures of
The general office Mail room and its equipment. office. Resources; envelop sealing machine addressing machine.
6 OFFICE ORGANIZATION Students note teacher’s explanation, ask for classification where necessary.
Meaning of office organization. Objectives of office organization. Resources; pictures, slide show of organization, charts, use projector [with
Smooth operation. Realization of organizational goals accessories].
Sharing responsibilities. Reduction of fatigue.
7–8 ORGANIZATIONAL STRUCTURE; Students listen to explanations, ask questions and jot down notes.
Meaning and types. Resources; use pictures, slide show of organization.
9 PRINCIPLES OF A GOOD OFFICE ORGANIZATION Students listen to explanation, ask questions, participate in the discussion,
- Span of control - Unity of direction/command jot down points.
- Unity of function - Delegation - Specialization Resources; use pictures, charts for illustration.
10 - 11 Revision and Examination

OFFICE PRACTICE
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 TYPES OF OFFICE PERSONNEL; Students note the definitions, participate in the discussion, jot
- Clerical staff, drivers - Confidential secretary - down points.
- Duties of office personnel. Resources; pictures, charts.

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2 TYPES OF OFFICE PERSONNEL Students listen to explanation, jot down points.

Typist / computer operator. Messenger Resources; pictures, charts.
Cleaners. Their duties.
3 FUNCTIONS OF DIFFERENT DEPARTMENTS IN AN ORGANIZATION Students participate in the discussion and jot down points. Visit
Meaning and functions of: organizations, write report on their visit to different
Administration Accounts/finance organizations.
Personnel/human resource Marketing/sales. Resources; use charts, pictures.
4 FUNCTIONS OF DIFFERENT DEPARTMENTS IN AN ORGANIZATION Students listen to explanation, visit an organization, write report
Purchasing department. Transport on your visitation.
Production. Legal and customer service. Resources; use charts, pictures, projectors, (electronic or OH
with accessories).
5 OFFICE EQUIPMENT Identify the various types of office equipment’s, practice how to
Meaning and importance. use some of the equipment’s.
Types of office equipment-; manual and electric Resources; pictures, typewriter, computer, telephone, stapler,
Uses and care of these machines. calculators, perforators etc.
6 MANUAL EQUIPMENT; THEIR USES AND CARE Students identify the various types of office equipment. Put some
Manual typewriter Perforator of the equipment into practice.
Stapler Office pins and clips Resources; use pictures, some office equipment, office pins,
Office cabinet Office stamp Trolleys. trolleys, office cabinet etc.
7 ELECTRIC EQUIPMENT; THEIR USES AND CARE Students identify the various types of equipment, practice how
Electric typewriter (word processor) to use some of the equipment, e.g. electric typewriter,
Computer Fax machine Franking machine. computers, fax machine.
8 OFFICE EQUIPMENT CONT; USES AND CARE Students identify the various types of equipment, practice how
- Photocopier - Scanning machine - Shredding machine - Overhead projector to use the equipment, give example- photocopier, scanning
machine.
9 OFFICE EQUIPMENT CONT; USES AND CARE Students identify the various types of equipment, practice the
- Telephone - Duplicating machine - Calculator use of equipment, e.g. calculator, envelop, sealing machine.
- Dictating machine - Envelop sealing machine.
10 OFFICE EQUIPMENT CONT; USES AND CARE Students put into practice some of the equipment, give example;
- Automated time stamp - Dating machine - Addressing machine addressing machine, laminating, dating machine. Jot down and
- Folding machine - Letter opening machine copy notes on the various types of equipment.
Factors to be considered in selecting office equipment.
11 Revision Revision
12 Examination Examination

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OFFICE PRACTICE
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENT ACTIVITIES
1 THE RECEPTION Students participate in discussion, jot points down, role-
Meaning of the reception and the Receptionist. play on the receptionist.
Job qualities and personal qualities of a Receptionist.
His/her duties/responsibilities.
2 DOCUMENTS HANDLED BY THE RECEPTIONIST; Students enumerate reward for; honesty, truthfulness,
Visitors book/register, visitors slip/form integrity, punctuality, devotion to duty etc. fill request
Telephone message pad, business cards, telephone directory forms, visitors’ book, telephone pad.
Steps in answering telephone calls.
3 OFFICE PROCEDURES Students make and answer telephone calls.
Importance, objectives of office procedures. General office procedures.
4 OFFICE PROCEDURES Diagrams, specimen documents, dummy, telephones,
Booklet/Manual religious publications, film shows, celebrities, books,
Contents Steps in changing office procedures. biographies.
5 OFFICE DOCUMENTS Teacher explains to students and shows them specimen
Types of office documents. documents. Samples and diagrams.
Administrative documents:
- Sales documents - Purchasing/stores documents - Other office documents.
6 SALES DOCUMENTS Students participate in the preparation of office documents.
- Letter of enquiry - Quotation - Catalogue - Price list State the uses of office documents.
7 SALES DOCUMENTS CONT. Students participate in discussion, give examples of
- Order - Delivery notes/consignment note documents.
- Invoice - Pro-forma invoice Resources; delivery note, invoice etc.
8 SALES DOCUMENTS CONT. Examples of; credit note, debit note, receipts.
- Credit note - Debit note - Statement of account - Receipts.
9 PURCHASING / STORES DOCUMENTS; Example of; store records, requisition form.
- Requisition form - Stores record - Types of store record.
10 BANK DOCUMENTS: Example of; cheque book, deposit slip, withdrawal slip, bank
Bank statement Cheque book Deposit slip Withdrawal slip. statement.
11 Revision Revision
12 Examination Examination

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INSURANCE
SSS ONE – FIRST TERM
WEEK TOPICS – CONTENT ACTIVITIES
1 INTRODUCTION TO INSURANCE: - Teacher explains insurance contracts, parties in insurance contracts, essential
i) definition of insurance features students participates
ii) Insurer and the insured (Policy holder) Instructional resources of word cards
iii) Insurance Contract (parties involved in insurance contract)
iv) Essential features of insurance contracts
2 HISTORICAL DEVELOPMENT OF INSURANCE: Teacher gives brief history of insurance.
i) pre-independent insurance market Students narrate the historical development.
ii) Post independent insurance market Instructional resources; magazine, journal.
iii) Local legislator for insurance
RISKS Teachers explain the concepts students participates. Give examples of risks at
3 i)Definition of risk, risks and society. home/roads.
ii) Classification of risk Instructional resources:
iii)Dynamic risk Chart showing road accident victims/other risks.
iv)Static risk
4 CLASSIFICATION OF RISK Teacher states classes of risks.
i)Pure risk Students participates by giving examples of risks at home, on the road and
ii)particular risk institutions
5. HAZARDS Teacher explains the concepts with examples.
i)Definition of physical hazard in property with examples (life, Students participates in describing hazards
motor and liability) Instructional resources: - Use of school environments.
ii) moral hazards: landlessness, dishonesty
6. HAZARDS (cont.) Teacher guides discussion on the concepts.
i)Meaning of peril Students state the differences between these concepts.
ii) relationship between risk and peril Instructional resources: - Tabular presents.
iii) Relationship between peril and hazard. (distinguish between risk
and hazard)
7. INSURABLE AND UNINSURABLE RISKS Teacher states the relationship between peril and risk.
i) meaning if insurable risks Students distinguished between the concepts.
ii)meaning of uninsurable risks with examples- earthquake, war, Instructional resources: - Use of school environments.
bad publicity, natural cause. Etc.
iii) characteristics of insurable and uninsurable risks

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8. FUNCTIONS OF INSURANCE Teacher enumerates and explains benefits of insurance.

I) Primary functions- spreading of insurance risk. Students state with the example is the benefits of each concept.
ii) Secondary functions- loss prevention, security. etc. Instructional Resources: charts.
9. BENEFITS OF INSURANCE Teacher explains with examples.
i)Important of insurance benefits Students participate in the discussion.
ii) Benefit of insurance to the individual, society and business Instructional resources: - Cardboard displaying insurable and uninsurable risk in
organization. a tabular form, characteristic of insurable and uninsurable in a tabular form.
iii)Primary, secondary functions of insurance
iv) Importance of insurance (reasons why insurance should be
encouraged).
10. INSURABLE INTEREST Teacher explains the concepts, state the essentials of insurable interest.
i)Meaning of insurable interest Students give example of insurable interest in life property
ii) Legal requirements of insurable interest. Instructional Resources: -magazine, chart.
iii) Interest (insurable interest in various classes of insurance life Teacher explains the concept and enumerates differences between insurable
assurance, property. contract and wagering contract.
Creation of insurable interest Students listen and take down notes.
ii) Different between insurable contract and wagering contract. Charts.
11. Revision Revision
12 Examination Examination

INSURANCE
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENT ACTIVITIES
1 PRINCIPLES OF INSURANCE Teachers explains the concepts
i) the insured and the insurer duty of disclosure Students identify the differences.
ii) facts required to be disclosed Instructional Resources: - chart.
iii) breaches of utmost good faith, effect of a breach
iv) penalties for breach of duties disclosure
2 PRINCIPLES OF INSURANCE (cont.) Teacher explains with examples
Students itemize the point required.
Instructional Resources charts, magazine, word cards.
3 PROXIMATE CAUSE Teacher explains with examples
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i) Definition of proximate cause, examples. Students itemize the point required.

ii) Determination of proximate cause. Instructional Resources: charts, magazine, word cards.
iii) application of simple claims
iv)effect of proximate cause on claims
4 INDEMNITY Teacher explains with illustrations the concepts.
Definition, method of providing indemnity to insurance contract Students write down the meaning, classifies the insurance peril.
Options available to insurers to execute indemnity (cash, replacement, repair, Teacher explains with examples
reinstatement Students itemize the point required.
Application of indemnity in property and liability, insurance life. Instructional Resources: - charts and journal.
Limitations of indemnity
5 SUBROGATION Teacher explains, gives options/ methods of selling indemnity.
Meaning of subrogation Students state its application to property and life.
ii)subrogation rights Instructional Resources: charts
iii)reasons for subrogation rights
iv)How subrogation rights arise
v) Sources of subrogation (waiver of subrogation rights): knock for – knock
agreements, third party shaving.
6 CONTRIBUTION: Teacher explains the meaning of contribution and describes ways
I definition of contribution contributions can arise.
ii. How contribution may arise (conditions required for contribution to arise.
iii. Application of contribution
Iv. Methods/Example applying contribution in a contract, modification to the
principles of contribution.
7 INSURANCE PRACTICE: Teacher explains the concepts, state how subrogation rights arises
i) Proposal form: Meaning and features of proposal forms. Examples (a company, Students give meaning of concepts.
personal details, property details) Instructional Resources: charts
ii)function and uses of proposal form
iii) Contracts where proposal forms are used: Fire, burglary/theft, personal accident
and sickness, motor insurance
8 COVER NOTES: Teacher explains with examples
i)Meaning of cover note characteristic, functions and uses of cover notes Students mention conditions for contribution to arise.
ii)contracts where cover notes are issued Instructional Resources: - charts/ word card.

10 CERTIFICATE OF INSURANCE: Specimen of proposal form.

Definition of certificate of insurance Teachers explain and students identify the specimen together.
ii)certificate of insurance in

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-motor insurance Instructional Resources: specimen of proposal form from a

-Marine insurance recognized insurance company
-employer liability
11 Revision Revision
12 Examination Examination

INSURANCE
SSS ONE – THIRD TERM
WEEK TOPICS - CONTENT ACTIVITIES
1 INSURANCE PRACTICE: Teacher explains.
i) Cover notes Students identify specimen document.
ii) Certificate of Insurance
iii) Marine Insurance
2 POLICY DOCUMENT : Teacher explains the concepts,
i)Definition of policy document Students identify the component parts of the policy documents.
ii)component parts of a policy documents Instructional Resources: - specimen document
iii) Contraction of a policy, uses of a policy document.
3 REINSURANCE. Teacher explains with examples.
i)Meaning of reinsurance, parties to reinsurance contract Students identify and state two types of reinsurance and its functions.
ii)Forms of reinsurance Instructional Resources: - word card, chart
facultative and treaty
iii) functions of reinsurance
iv)Application of reinsurance
4 REINSURANCE Teacher explains with examples.
Students identify and state two types of reinsurance and its functions.
Instructional Resources: - word card, chart
5 INSURANCE RENEWAL: Teacher explains the concepts
i)Meaning of renewal notice, need for renewal notice Students identify the duties of the parties
ii)Consideration at renewals Instructional Resources: -specimen documents.
iii)Procedure of renewals
iv)Duties of the insurer, insured in processing claims

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6 INSURANCE RENEWAL (CONT) Teacher explains concepts.

i) Legal status of renewal notice. Students state reasons for renewals
ii) long term agreement (LTA) Instructional resources: chart
iii)The use of NCD and LTD to ensure renewal
iv) Reasons for renewal of contracts.
7 INSURANCE CLAIMS: Teachers explains the concepts
i)Meaning of claims notification Students identify specimen.
ii) Duties of the insured and underwriters (insurer) in claims. Instructional resources: -Charts.
8 INSURANCE CLAIMS (CONT.) Teacher explains the concept.
i) Duties of loss Assessors and adjusters. Students list duties of Loss Assessors.
Charts.
9 INSURANCE PREMIUM: Teacher makes use of table to explain the concepts.
i)Meaning of premium, premium in life and non-life Students list factors to be considered before loading a premium.
ii)Premium loading (factor that are considered before loading a premium Use of chart.
iii) How premium can be returned.
10 INSURANCE PREMIUM CONT. Teacher explains the concepts.
i)Total return of premium Student enumerate reasons for partial return of premium
ii) Reason for total return of premium. Use of chart, use of word card
iii)Partial return of premium
iv)Reason for partial return of premium
11 Revision Revision
12 Examinations. Examination

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COMMERCE
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 INTRODUCTION TO COMMERCE Teacher should discuss commerce in detail, identify the differences between
Meaning commerce and e-commerce.
Scope functions Students to participate actively in class discussion from the board.
Characteristics Resources; diagrams/charts.
E- commerce, meaning, and functions
2 HISTORY OF COMMERCE The teacher guides the students’ discussion on evolution of commerce in
Historical background of commerce in Nigeria. Nigeria and leads the discussion on barter system.
Factors affecting the growth of commerce. Resources; cowries and museum materials.
The barter system.
3 OCCUPATION Teacher discusses occupation and types in detail and lists factors affecting
Meaning employment.
Classifications; industrial, commercial and services occupation. Students participate actively in the class discussion.
Factors that determine types of occupation and employment. Resources; a diagram illustrating types of occupation.
4 PRODUCTION Teacher discusses production in details.
Meaning and types of industry (primary & secondary). Students copy notes.
Commerce (aids trade). Resources; illustrate with a diagram.
Services/tertiary (direct & indirect)
5 PRODUCTION Teacher picks a production of simple products like envelop in the class and
Factors determining the volume of production. divides labour amongst the students.
Factors of production; land, labour, capital, entrepreneur. Students participate actively in their groups.
Division of labour; meaning, advantages and disadvantages. Resources; charts, eco-journals.
Limitations to division of labour.
Specialization and exchange.
Interrelationship between production, division of labour, exchange and
specialization.
6 TRADE The teacher uses the diagram to illustrate the different types of trade.
Meaning and types of trade. Students copy the illustration.
Home trade Resources; diagram and chart.
Foreign trade
Entrepot trade
Relationship among the different types of trade.

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7 HOME TRADE The teacher could arrange visit to two or more retail shops and interview the
Characteristics and functions of retail trade, highlight the features, owners.
advantages and disadvantages of retail trade. Students participate actively.
Factors to be considered before setting up retail shop. Resources; charts, journals, pictures.
Small scale retailing; hawking, mobile shops, kiosk etc.
Meaning, characteristics, advantages, and disadvantages of each.
8 SMALL SCALE RETAILING The teacher arranges visit to market shops and interviews the owners.
Store/market trader- meaning, characteristics, features, advantages and Students argue for and against the elimination and survival of retailers and
disadvantages. wholesalers in trade.
Unit/tied shop- meaning, characteristics, features, advantages and Resources; charts, pictures, journals.
disadvantages.
Reasons for survival or small-scale retailers.
Problems of small scale retail business.
9 LARGE SCALE RETAIL TRADE; TYPES Teacher explains the organizational set-up of each of the retail trade.
Super market; meaning, features, advantages and disadvantages. Students participate fully in the discussion.
Departmental store; meaning, features, advantages, and disadvantages. Resources; examples of supermarkets and departmental store in Nigeria.
Multiple/chain store; meaning, features, advantages and disadvantages.
10 LARGE SCALE RETAIL Teacher examines the organizational set up of each type of retail trade, and
Mail order business r firms; meaning, features, advantages and also examines the role of wholesaler in the chain of distribution.
disadvantages.
Hyper market- meaning, features, adv. & disadvantages.
Variety store/one top shop- meaning, features, advantages and
disadvantages.
Retail/whole sale co-operative society; meaning, features, advantages and
disadvantages.
11 Revision Revision
12 Examination Examination

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COMMERCE
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 WHOLESALE TRADE Teacher discusses functions of wholesale in detail.
Meaning and functions to the; Students copy notes from the board.
Manufacture Teacher illustrates with diagram the channels of distribution.
Retailer. Resources; diagram, charts.
Differences between wholesaler and retailer.
Channels of distribution
Factors to be considered before choosing a particular channel of
distribution.
2 MIDDLE MEN Teacher discusses the activities of middlemen in business.
Meaning, elimination and survival of the middlemen. Students participate in argument for and against the elimination of middlemen in
Criticism/reasons that may warrant the elimination of middlemen. the chain of distribution.
Types of wholesalers.
Merchant wholesaler; functions and types.
Agent middlemen; types, brokers, manufacturers, agent and auctioneers.
Commission agent, decreed agent.
3 WARE HOUSING Teacher lists and explains in detail types of warehousing.
Warehousing; - meaning and importance. Students participate actively in discussing of types of warehousing.
Types of warehousing, bonded warehousing.
State/queen’s warehousing
Public warehousing
Manufacturer’s warehousing.
4 FOREIGN TRADE Teacher guides students in class discussion, gives division of foreign trade and
Meaning and types (bilateral and multilateral) lists the barriers.
Advantages and disadvantages of foreign trade. Students writes notes on the topic.
State barriers to foreign trade. Resources; diagram and documents of foreign trade and brochures from custom
Differentiate between export, import and entrepot. and exercise etc.
Procedures for foreign trade.
5 BALANCE OF TRADE AND BALANCE OF PAYMENT Teacher differentiates between balance of trade and balance of payment.
Distinguish between balance of trade and balance of payment. Students participate actively in the discussion.
Reasons for imposing tariffs/restrictions in foreign trade. Resources; documents used in foreign trade (samples)
6 DOCUMENTS USED IN FOREIGN TRADE
Mail transfer, documentary credit, letter of hypothecation.
Foreign bill of exchange, traveler’s cheque, telegraphic transfer, etc.
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Custom and exercise functions.

Nigerian export promotion council; functions.
7 COMMODITY EXCHANGE Teacher guides students to some commodities produced in Nigeria.
Commodity exchange: meaning, types of tradeable commodities, Students differentiates types of commodities, i.e. agricultural produce, solid
agricultural produce, solid minerals, oil and gas. (list commodities and minerals, oil and gas.
classify) Resources; organize excursion to commodity board, etc., use pictures, charts, and
Requirements for trading, grading system, warehousing, clearing system, sample of commodities.
standardizing.
8 COMMODITY EXCHANGE COND Teacher guides students to identify commodities to be exchanged.
Types (spot, forward features), method of trading, open, outcry, Students copy notes on commodity exchange.
electronic. Resources; pictures, charts, samples of commodities.
Benefits of commodity exchange.
Increase in agricultural production.
Stabilization in agricultural product pricing.
Encourage exploration of solid minerals,
Foreign exchange earnings,
Increased agricultural output and quality.
Constraints to commodity trading;
Items traded; tangible and intangible methods of pricing
9 SOLE PROPRIETORSHIP. Teacher leads discussion on sole proprietorship.
Sole proprietorship; meaning, features and sources of capital, advantages Students suggest the advantages, disadvantages and the sources of capital.
and disadvantages. Resources; journals and charts.
10 PARTNERSHIP Teacher leads discussion on partnership and distinguishes between sole
Partnership; meaning, types, formation and agreement. proprietorship and explains different types of partnership.
Sources of capital; advantages and disadvantages. Students participate in class discussion and copy notes.
Dissolution Resources; sample of partnership deed.
11 Revision Revision
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COMMERCE
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 CAREER OPPORTUNITIES The teacher invites a business executive like a banker or insurance
Types of occupation broker, to give a talk on their profession.
Career opportunity Students listen to and ask questions.
Requirements for the various careers, factors to be considered before choosing Resources; pictures of workers at work.
career.
Career hazard
2 CO-OPERATIVE SOCIETIES; Teacher leads students to discuss on co-operative societies.
Definition, formation, characteristics and history of co-operative movement. Students participate actively in the class discussion.
Types of co-operative societies; Resources; co-operative society’s constitution.
Thrift and credit societies
Multi-purpose.
3 CO-OPERATIVE SOCIETIES CONT Teacher leads students to discuss on co-operative societies.
Advantages, disadvantages, and problems of co-operative societies in Nigeria. Students participate actively in the class discussion.
Resources; co-operative society’s constitution.
4 PUBLIC ENTERPRISES Teacher identifies and makes a list of public enterprises in the locality.
Public enterprises; meaning, formation, management and sources of capital. Students identify public enterprises in their locality.
Reasons for government ownership of public enterprises. Resources; memorandum and article of association.
Advantages and disadvantages of public enterprises.
Discuss various types of public enterprises and their methods of formation.
5 LIMITED LIABILITIES COMPANIES Teacher gives examples of private and public limited liability companies
Meaning, in their locality.
Types; private and public Resources; memorandum and article of association, share certificates.
Formation (legal requirement for the formation of a limited liability company),
6 LIMITED LIABILITY COMPANIES CONTD Teacher gives examples of private and public limited liability companies
Sources of capital; in their locality.
Shares, debentures, retained profit, loans, and overdraft, etc Resources; memorandum and article of association, share certificates.
Other sources of capital; trade credits, equipment/leasing.
Advantages and disadvantages of limited companies.
Liquidation/dissolution of a limited liability company.
7 TRADE ASSOCIATION AND OTHER ENTERPRISES Teacher organizes a visitation to local chamber of commerce.
Definition and examples Students participate in the visitation to a local chamber of commerce.
Aims and functions Resources; pamphlets on trade association constitution.

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Chamber of commerce; meaning, aims, functions, and structure.

Consortium, cartel, amalgamation/merger/combine trust holding.
8 MONEY Teacher explains in detail the history and forms of money.
Meaning, history/ evolution of money. Students participate actively in the discussion.
Qualities of money Resources; forms of money, paper, coins etc.
Types and forms of money.
Similarities and differences between money and other communities used for
exchange in trade by barter.
9 TRANSPORTATION - Explains various forms of transportation
Meaning, importance and forms. -discusses the advantages and disadvantages of each forms
Land (road & rail) advantages and disadvantages. Teacher shows different documents used in transportation.
Water (advantages and disadvantages). Students provide some documents too.
Forms of transportation; air transportation; advantages and disadvantages. Resources; delivery notes, advice note etc.
Pipeline; advantages and disadvantages.
Identify documents used in transportation.
10 COMMUNICATION Teacher leads discussion on types of communication.
Definition Students mention and explain types of communication.
Types; oral, written, visual, non-verbal etc. Resources; charts, computer, phones etc.
Advantages and disadvantages of communication.
11 Revision Revision
12 Examination Examination
SENIOR SECONDARY (HUMANITY)

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LITERATURE-IN-ENGLISH
SSS ONE – 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 I Definition of Drama
(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 II Definition of prose
(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 III 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 I Discussion on figures of speech such as: simile, metaphor etc.
Various examples of each
8 LITERARY TERMS II Further discussions on figures of speech such as: Paradox, Irony, Euphemism etc.
Various examples of each
A list of the figures of speech on cardboard sheet.
9 LITERARY APPRECIATION I Definition of Literary Appreciation
Discussions on what to appreciate and how:
10 LITERARY APPRECIATION II Professional Terms used in Literary
Appreciation such as: Themes, style, setting, tone, mood, symbolism, etc.
A list of literary terms on cardboard paper.
11 Revision Revision
12 Examination Examination

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LITERATURE-IN-ENGLISH
SSS ONE – 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 /project work, or pair students up for discussions. Question and answer sessions
NOVEL on the text.
6 INTRODUCTION TO “HARVEST OF Background of the dramatist(playwright)
CORRUPTION” BY FRANK 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
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LITERATURE-IN-ENGLISH
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 INTRODUCTION TO “THE PANIC OF Background and setting of the poet/poem
GROWING OLDER” by Lerrie Peters Background of the poem subject-matter/summary
Effective use of poetic devices/techniques
Effective use of imagery/symbolism
2 THEME(S) AND STYLE Analyze the Theme(s) of the poem
Relate the Themes to personal life encounters
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.
4 THEME(S) AND STYLE Analyze the Theme(s) of the poem
Relate the Themes to personal life encounters
Use portions of the text to explain themes
5 INTRODUCTION TO “THE LAST Background of the Novelist
GOODMAN” by Patience Swit. Background and setting of the 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.
10 GENERAL OVERVIEW CONTD. General overview contd.
11 Revision Revision
12 Examination Examination
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GEOGRAPHY
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 INTRODUCTION TO GEOGRAPHY; - Guide students to explain concepts of geography
Definition and scope of 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 YOUR LOCAL AREA - Draw a sketch map of your locality and insert some major physical and cultural
Location, position and size of features.
Political division, Towns and villages and their headquarters. - Guide discussions on;
Physical setting, Relief and drainage Resources; Pictures, maps, atlas, drawing paper.
3 CLIMATE AND VEGETATION OF YOUR STATE; Guide discussions on:
CLIMATE: Temperature and rainfall, humidity, etc. Climate of your state
Vegetation type; (man and natural vegetation) Vegetation type
Population and people Population
Mineral resources and agriculture
Commercial activities in your state
Carry out a guided field work
4 ECONOMIC ACTIVITIES IN YOUR LOCALITY:
Mineral resources and agriculture
Industries and commercial activities in your state
5 THE SOLAR SYSTEM 1. Guide students to model the solar system
Definition of solar system 2. Uses the model to guide students to identify and describe components of solar system.
Components of the solar system and their characteristics 3. Guides discussions on:
Size and shape of the earth. 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 REVOLUTION. TEACHER: Uses the globe and other models to demonstrate Rotation and Revolution
Evidence of the earth’s sphericity 2. guide discussions on effects of the earth’s rotation and revolution
Meaning of Rotation and its effects STUDENTS: watch demonstrations and ask questions
Meaning of Revolution and its effects INSTRUCTIONAL MATERIALS
DIFFERENCE BETWEEN ROTATION AND REVOLUTION Globe, slide, Torch light and any source of light, diagrams
Eclipse; Dawn and Twilight
7 LATITUDES AND LONGITUDES; TEACHER: uses the globe and map of the world to identify and explain:

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Meaning of Latitudes and important line of latitudes. Latitudes and longitudes

Calculation of distances using lines of latitudes Equator, Meridian, Greenwich mean time, international Date line and grid reference.
Meaning of longitudes, important lines of longitudes and their STUDENTS:
uses Listen to teacher’s explanations, ask questions
Differences and similarities between latitude and longitudes Participate in discussions
Great and small circles. Determine distances, time and time zones from Latitude and Longitude.
INSTRUCTIONAL MATERIALS:
Atlas, globe, illustrative diagrams of positions of major regions of the world etc.
8 Calculation of local time and longitudes TEACHER: - Guides discussions on:
International date line Equator, Relationship with major regions of the world. The meridian and the time zones
Greenwich mean time (GMT), Standard time, local time and time etc.
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
9 THE EARTH’S STRUCTURE: TEACHER: Uses diagrams and sketches to guide students to:
Major spheres of the earth (atmosphere, biosphere, etc.) Identify earth’s major spheres
Interior structure of the earth (crust, mantle and core) Identify the structure of the earth’s crust
Rock types (igneous, sedimentary and metamorphic) and their 2. Initiates and guides discussions on composition of the spheres, characteristics of
characteristics (structure, colour and texture) crust, mantle etc.
explains relationship between 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
10 Rocks contd. TEACHER: Takes students on field work to collect and classify rocks
Mode of formation and uses of rocks -Initiate and guide discussions on: structure, colour, texture, permeability of rock types,
Mountains types: (fold, block, etc.) and their mode of formation - Process of formation of igneous, sedimentary and metamorphic rocks.
Characteristics and uses of mountains - Mode of formation and importance of rock.
STUDENTS: Bring pictures and things made from rock
- Prepare an album of rocks in the locality
INSTRUCTIONAL MATERIALS: Rock samples, Pictures of rock, Illustrative diagram
11 Revision Revision
12 Examination Examination

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GEOGRAPHY
SSS ONE – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 The Environment: Weather and climate: TEACHER:
Meaning of environment, types and importance - Conduct outdoor activities for students to observe the environment
Definition of weather and climate and their differences - Guide class discussions on; classification of environment (physical, social, cultural
Elements of weather and their instruments used in - Recognize components of the environment into 3 major domains
recording them. - Weather elements and their attributes
2 CLIMATE (CONTD.) - importance of weather on physical and human activities
Attribute of climate (variability), aerial extents, decoration, - Guides students to make measurements and keep weather records
etc. - Guides students to discussing factors affecting climate with examples.
Importance of weather. STUDENTS: participate in guided tour to observe mountains, lowland.
3 FACTORS AFFECTING CLIMATE: Make models of mountains, lowlands. Take weather measurements and keep weather
Altitude, Latitude records.
Slope and aspect, continentality etc. INSTRUCTION MATERIALS: Illustrative diagram and sketches, Rain Gauge, Wind Vane,
Barometer, Hygrometer etc.
4 GEOGRAPHY OF NIGERIA: TEACHER:
Location, position, size and distance (Latitudes, longitudes, - Uses maps to help students describe the location and position of Nigeria with respect to
boundaries and neighbours) her neighbours. - Guides students to; - Describe location of states and their capitals with
Political division of Nigeria (states and their capitals, local reference to latitudes and longitudes. - Determine size, area, landmarks of Nigeria
government and their headquarters. - Draw political maps of Nigeria, insert states and their headquarters
5 NIGERIA - Discuss Nigeria’s climate, characteristics of different seasons etc. Discuss drainage of
Relief- Highland and Low Lands Nigeria. - Draw a map of Nigeria showing relief and drainage distribution.
Drainage –Major Rivers and their characteristics STUDENTS: calculate the area of Nigeria
Importance and problems of Nigerians rivers - Draws the political map of Nigeria showing the states capitals and local government
6 NIGERIA headquarters
River Basin- meaning, major basins and uses of basins - Draw relief map of Nigeria and linking it with drainage distribution of Nigeria.
Lakes in Nigeria: Meaning, types, reasons for shallowness INSTRUCTIONAL MATERIALS: Atlas, political maps of Nigeria, Globe, illustrative diagrams
of lake chad. Uses of Lakes. and sketches.
7 POPULATION OF NIGERIA: TEACHER: Guides students to observe population structure and distribution.
Definition, concepts and population distribution Guides class discussions on: Population, size, distribution and structure, Population quality,
Population structure and quality population movement, data and their sources and problems of data
Population movement(migration) and population data STUDENTS: observe distribution of population within the school
(census) 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 to explain quality of population, Maps.
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8 RESOURCES OF NIGERIA: TEACHER: Leads students to identify various minerals on Nigeria

Mineral resources: meaning and types of mineral resources Takes students out to observe mining sites, observe vegetation and water resources within
(petroleum, national gas, tin and columbite, etc. and around community.
Power resources (petroleum, gas, HEP, solar energy, etc. Guides students to Locate where Nigeria’s major resources are found in the map, Discuss
water resources: meaning, types (river lakes, dams, seas, the importance of these resources to Nigeria’s economy
underground water 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 to explain quality of population, Maps.
9 RESOURCES OF NIGERIA CONTD.: TEACHER: Leads discussions on the meaning and types of vegetation and the importance of
Vegetation resources; meaning and types of vegetation vegetation to man
(Man and natural vegetation (e.g. crops, government) STUDENTS: Should be able to differentiate, giving examples, between human and natural
vegetation.
INSTRUCTIONAL MATERIAL: Pictures, slides, Maps
10 MAPWORK/READING TEACHER: -Brings different types of maps to class, Helps the students to identify different
Maps: meaning, types, examples and uses. types of maps, and Guides class discussion on Meaning, types and uses of maps, and map
Scales: definition, types attributes, size (small and large), scales.
merits and demerits. STUDENTS: Identify different types of maps brought to class and convert on type of scale to
Conversion of scales another.
INSTRUCTIONAL MATERIAL: different types of maps, Atlas, Ruler or measuring tape.
11 Revision Revision
12 Examination Examination

GEOGRAPHY
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 Map Distance: Teacher: guides the class discussion on;
Measurement of units and conversion of distance to map distance Measurement of distances and conversions to real distance
Map Reduction Demonstrate map reduction and enlargement
Map enlargement Guide students as they enlarge, reduce maps
Identification of physical and cultural features
2 Interpretation of physical and cultural features: Relationship between physical and cultural features.
Contour lines, definition, intervals etc. Students:
Physical features (ridges, spurs, valleys, hills, rivers etc.) - carry out practical activities on map reduction and enlargement

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Cultural features (road, settlements, schools, communication lines, - Solve problems on how scales of map can change when maps are reduced or
etc. enlarged.
- carry out practical work on map interpretation
Instructional materials:
- Maps, sketches, Ruler, Drawing paper slides
3 Transportation: Teacher:
Definition, types/modern means of transportation (roads, rail, - Uses maps, diagrams, pictures to guide students to identify 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 Industries. (Primary, secondary, tertiary - Locate major industrial regions on a world map
and quaternary. - Identify and describe major 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 information system (GIS) Teacher:
Definition and geographic data (lines for users, roads, rails, etc. - Explains concepts of GIS and Geographic data
points for bore holes, images etc.) - Guides discussions on;
Sources of GIS (maps, fieldwork, satellite, images, etc.) - Sources of geographic data e.g. maps, data from field work, satellite images etc.
Importance of geo-referencing, geographic data and the GIS - Geo-referencing for GIS data
- Importance of GIS
Student: Participate in guided field work
Instructional Materials: Maps, Air photo, computer system with GIS software
installed
6 Components of GIS Teacher: Guides students to;
Hardware (digitizer, global positioning system (GPS), Computer, - identify GIS hardware
printer, scanner, etc. and software (data, impute, storage, retrieval, - identify the various software and their uses
manipulations, etc.) - use GIS hardware e.g. Digitizer, GPS, Computer etc.
Data: Positional and rational - Initiate discussions on data types components of GIS, procedures etc.
Procedures (sets of rules) and people (experts) Students: Manipulate/use the GPS, Digitizer and computer to process geographic
data
Instructional Materials;

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- Sketches showing components of GIS

- Slides, GPS, Printer etc.
7 Earth’s External Processes and Land Form Development: Teacher:
Action of running water: definition and terms associated with - Initiates the discussion leading to;
running water (River) – sources and courses of a river, slope, shape - Definition and explanation of major terms associated with actions of running
of valley, volume of water, size of materials water. - Use of diagrams to explain processes of river erosion; Corrosion, attrition,
Stages of a river development- upper course (characteristics, hydraulic action. - Processes of river transport: use of diagrams to describe landforms
processes and features produced) in various stages of river development.
Middle course of a river (characteristics, processes of river Students: Draw diagrams or models showing various landforms associated with
transportation and features produced) stages of river development
- participate in guided tour to observe some of these landforms
Instructional Materials:
- Pictures, slides, models, illustrated diagrams.
- Drainage Pattern-Dendritic, trellised and radial
8 Stages of River Development Contd. Teacher: uses of pictures, models and sketches to explain
Lower course of a river (characteristics and features) - Processes of wind erosion
Delta: Definition, characteristics, conclusions for formation, types - Formation and characteristics of wind erosion
and importance. - Landforms, mode of formation and characteristics of wind deposition landforms
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,
yardages, etc.
Features of wind deposition (loes, barchans, seif domes) etc.
10 Glacier action: Teacher:
Definition of terms associated with glacier (ice, glacier, glaciations - Uses pictures, models to: - explain characteristics features of landforms in glacier
and features of glacier erosion in the highland areas regions. - Helps students locate the countries/regions where these landforms are
Glacier features in lowland areas roche mountanee, crag and tail, found. - Guides discussions on mode of formation and economic importance.
boulder clay erratic drumlins, eskers etc. Students: Draw annotated diagrams to show the features of various landforms
Economic importance of glacier features Instructional Materials: Films, Models, Annotated diagrams and sketches.
11 Revision Revision
12 Examination Examination

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GOVERNMENT
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 DEFINITION OF SUBJECT MATTER Teacher asks students to identify structures of authority in their family, school, and school clubs.
Government as an institution of state Teacher leads discussion on government as a process.
Government as a process or act of governing Teacher leads discussion on government as a field of study.
Government as an academic field of study.
2 BASIC CONCEPTS OF GOVERNMENT Teacher leads discussion on how power is acquired and exercised.
Power Teacher leads the students to differentiate between political power and authority.
Authority Teacher leads discussion on legitimacy
Legitimacy Teacher leads discussion on the concept of sovereignty
Sovereignty
3 DEMOCRACY Teacher leads discussion on democracy
Meaning of democracy Teacher arrange debate on the attitudes of Nigerians to politics
Political culture Teacher leads students to identify agents of political socialization.
Political socialization
4 BASIC CONCEPTS OF GOVERNMENT Teacher leads discussion on communalism
Political participation Teacher leads discussion on feudalism
Communalism
Feudalism
5 BASIC CONCEPTS OF GOVERNMENT Teacher leads discussion on capitalism
- Capitalism - Socialism Teacher leads discussion on socialism
- Communism - Fascism Teacher leads students to discuss the similarities and differences between capitalism and socialism
- Totalitarianism Teacher leads students to discuss communism, fascism and totalitarianism
6 TYPES AND CHARACTERISTICS OF GOVERNMENT Teacher leads discussion on unitary system of government
Unitary: Teacher mentions countries where unitary system is practiced
- Meaning - Characteristics
- Advantages and disadvantages
7 TYPES AND CHARACTERISTICS OF GOVERNMENT Teacher leads discussion on parliamentary or cabinet system of government
Parliamentary System of Government Teacher mentions countries where the system is practiced
Presidential System of Government Teacher leads discussion on presidential system of government using Nigeria as an example.
Comparison of parliamentary and presidential systems of Teacher leads discussion on the similarities and differences of presidential and parliamentary
government system of government.
8 TYPES OF GOVERNMENT CONTINUED Teacher leads discussion on Confederal system of Government
Confederal System of Government/ meaning Teacher mentions countries where the system is practiced
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Monarchy Teacher leads discussion on Monarch

Comparison of Federalism and Co-federalism Teacher mentions countries where the system is practiced
Teacher leads discussion on the similarities and differences of Feudalism and Confederal system of
government.
9 ORGANS OF GOVERNMENT Teacher leads discussion on legislation
Legislative: Meaning Teacher leads students to state assembly on excursion
Types of Legislature
Functions of legislature
10 ORGANS OF GOVERNMENT Teacher leads discussion on executive organ of government.
Executive: Meaning, Types, Functions 2. Teacher leads students to state secretariat on excursion
Judiciary Teacher leads discussion on Judiciary
Functions of the Judiciary, Independence of the Judiciary Teacher organizes excursion to a law court.
11 Revision Revision
12 Examination Examination

GOVERNMENT
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 CONSTITUTION Teacher leads discussion on constitution as it applies to a country, clubs, and society.
Definition/meaning of constitution
Sources of constitution
2 CONSTITUTION CONTINUED Teacher leads discussion on functions and features of constitution
Functions of constitution
Features of constitution
3 TYPES OF CONSTITUTIONS Teacher leads discussion on types of constitution.
Written and unwritten constitution
Rigid and flexible constitution
Unitary and federal constitution
4 CONSTITUTIONALISM Teacher leads discussion on the importance of constitution to a country, school and school
Meaning /functions of constitutionalism clubs.
Importance of constitutionalism
The relationship between constitution and constitutionalism
5 BASIC PRINCIPLES OF GOVERNMENT Teacher leads discussion Rule of Law – highlighting the interpretation.
Rule of law – Definition Teacher leads discussion on fundamental human rights
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Basic Principles Teacher organizes an excursion to human right commission.

Problems or limitation of rule of law.
Fundamental Human Rights – Meaning/ Definition
Origin and Importance of Human Rights
6 BASIC PRINCIPLES CONTINUED Teacher leads discussion on various ways of safe guarding human rights
Various ways/means of safe guarding human rights
7 SEPARATION OF POWER Teacher organizes drama on how separation of power is practiced.
Meaning of separation of power Teacher demonstrates how checks and balances can be practiced.
Principles of checks and balances Discusses the relationship of both concepts.
Purpose of separation of power
Relationship between separation of powers and check and
balance.
8 REPRESENTATIVE GOVERNMENT Teacher leads discussion on Representative Government
Meaning/Definition of representative government. Teacher leads discussion on advantages and disadvantages of representative government
Features of a representative government
Advantages and disadvantages of Representative Government
9 CENTRALIZATION AND DECENTRALIZATION Teacher leads discussion on centralized and decentralized activities of the State and
Meaning/Definition Federal Government
Differences between centralize and decentralize
10 THEORY OF DELEGATED LEGISLATURE Teacher leads discussion on delegated legislature
Meaning/Definition of delegated legislature Teacher cites example of delegated legislature in school.
Forms of delegated legislature
Control of delegated legislatures
Advantages and Disadvantages of delegated legislature
11 - 12 Revision Revision

GOVERNMENT
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 CITIZENSHIP: Meaning and definition of citizenship Teacher leads discussion on citizen.
- Methods of acquisition of citizenship. - Rights, duties and obligations of a citizen Teacher leads discussion on difference between a citizen and a
Differences between a citizen and a non-citizen. non-citizen.
2 POLITICAL PARTY: Meaning/ Definition of Political Party Teacher leads discussion on Political Parties
Teacher asks students to mention political parties in Nigeria.
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- Organization of Political Party. - Types of Political party (Mass, Elite, Charismatic,

Broker Parties etc.). - Functions of Political Party.
3 PARTY SYSTEMS: Meaning and definition of party system. Teacher leads discussion on Party System
- Types of Party system. - Characteristics of party system.
4 PARTY SYSTEM CONTINUED Teacher leads discussion on advantages and disadvantages of
Advantages and disadvantages of: one, two and multi-party system.
- One-party system - Two party system - Multi-party system
5 PRESSURE GROUPS Teacher leads discussion pressure group.
- Meaning and definition of pressure group. - Types of pressure group Teacher asks students to give examples of pressure group.
- Characteristics of pressure group. - Types of pressure groups
6 PRESSURE GROUPS Teacher leads discussion on functions, problems and difference
Functions of pressure group - Problems of pressure group between a pressure group and political parties.
Difference between pressure group and political parties.
7 PUBLIC OPINION Teacher leads discussion on public opinion
- Meaning and definition of public opinion. - Formation of public opinion. Teacher leads students to express their views on some important
- Measurement of public opinion issues of public interest
8 ELECTORAL PROCESS (ELECTION) Teacher leads discussion on Electoral Process
- Meaning and definition of election. - Purpose of election Teacher embarks on excursion with students to electoral
Organisation of election (features & stages) commission office.
9 SUFFRAGE/FRANCHISE Teacher leads discussion on suffrage/franchise
- Meaning/definition of suffrage/franchise. - Development of suffrage/franchise Teacher leads discussion on types and purpose of
- Types of suffrage/franchise. - Purpose of suffrage/franchise suffrage/franchise.
10 TYPES OF ELECTORAL SYSTEM Teacher leads discussion on types of electoral system
- Simple majority - Absolute majority
Proportional representation. - Direct and indirect system
11 ELECTORAL COMMISSION/ELECTORAL OFFICIALS Teacher leads discussion on the role and functions of an electoral
- Meaning of Electoral Commission - Roles/functions and duties of the commission commission. Teacher leads discussion on the functions of an
- Problems facing Electoral Commission electoral commission. Teacher leads students to discuss
problems facing electoral commission.
12 - 13 Revision Revision

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CHRISTIAN RELIGIOUS STUDIES

SSS ONE – FIRST TERM

WEEK TOPIC – CONTENTS ACTIVITIES

1 JESUS’ TEACHING ABOUT HIMSELF Lead the students to discuss the qualities of a good shepherd. Explain
Jesus as the lamb, the door and good shepherd. (John 1:29-34, John 10:1-8) the significance of Jesus as the door and lamb.
Jesus as the light of the world (John 3:19; 8:12; 9:4-5; 12:35-36; 1 John 1:5-7) Picture of a shepherd and his flock.
Lead the students to discuss their experience of walking in the dark.
Darkroom and torchlight.
2 JESUS AS THE TRUE VINE Lead the students to talk on the living a life outside Christ.
Jesus as the true vine (John 15:1-7) Discuss on value of bread and water.
Jesus as the living bread and water (John 6:1-41; 4:7-15) Bread and water.
3 LOVE Explain types of love and ask students to demonstrate love.
God’s love for man. Meaning of love Love drama
Extent of God’s love for man. Need for man to respond to God’s love (John 3:16-18)
4 LOVE FOR ONE ANOTHER Guide the students to read and identify qualities of love in the scripture.
Types of love for man The Holy Bible and gift items.
Qualities of love (no one can claim to love God without loving his brothers and
sisters. (1 John 4:7-8; 2; Corinthians 13:1-13; John 3:17-18)
Various ways of showing love to one another and to one’s country
5 JUSTIFICATION BY FAITH Use the students to dramatize a law court where an offender is granted
Meaning and need for justification (Rom 3:23, Galatians 3:19-21) an unconditional pardon
Faith in Jesus as a condition for justification (Romans 4:1-5; Galatians 2:16-21;
Romans 1:16-17; 4:1-5; 5). - Fruit of justification. Galatians 2:19-21; 5:22)
6 NEW LIFE IN CHRIST Role play of a harlot and drug addict who received Christ.
Meaning of old life as living in sin. (Galatians 5:19-21, Colossians 3:5-7). Pictures of successful God-fearing man and woman in the society,
Characteristics of old life and need for change (Romans 6:1-4, 15:18-19)
Characteristic of new life in Christ and the need to stick to it (Roman 6:12-19,
Colossians 3:1-6)
7 SONSHIP Lead the student to read the passages and list their rights and duties as
Meaning of being Son of God. children of God.
Jesus as a son of God (Romans 8:3; 17,32) Students as children of God.
8 Christians as Children of God Lead the students to discuss the rights and responsibilities of students
Rights and Responsibilities of Christians as children of God (Ephesians 1:5) as Nigeria citizen.
Rights and Responsibilities of the citizen of Nigeria (the constitution of Nigeria) Copy of the constitution of Nigeria.
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9 Faith and Works. Lead the students in faith works interrelationship.

Definition of faith and work (Hebrew 11:1-3, 6). Concept of faith as requirement for Discuss how faith and works are interrelated.
salvation (Paul’s teaching on faith and work) (Galatians 1:14; Ephesians 2:8; 9)
10 Faith and Works Video clips of the rich young ruler in (Luke 18: 18-27)
James teaching on faith and works. Genuine saving faith manifests itself through Talk on the good works that demonstrates Christian faith.
works James 2:14-26).
Compare and contrast Paul’s and James teaching on faith and works
11 Revision Revision
12 Examination Examination

CHRISTIAN RELIGION STUDIES

SSS ONE – SECOND TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1. THE FRUIT OF THE SPIRIT Lead the students to examine themselves in the light of both the spirit
Definition of “fruit” as in the context. and the flesh.
The fruit of the flesh (Galatians 5:19-21 One good fruit as fruit of the spirit and one bad fruit as fruit of the flesh.
The fruit of the spirit (Galatians 5:22-25
How to bear the fruit of the spirit (Acts 2:38; Romans 10:9-10
2 SPIRITUAL GIFTS Guide the students to read relevant passages give them assignment on
- Definition of spiritual gifts and talents. - Values/Distribution and use of the effective use of spiritual gifts in the Church
spiritual gift. - Differences between spiritual gifts and talents.
3 SPIRITUAL GIFTS List of spiritual gifts
List of spiritual gifts (1 Corinthians 12:4-8, 28, Ephesians 4:11-13, Romans
12:6-8). Hierarchy of spiritual gift. (1 Corinthians 12:28;31; 14:1,4,5)
How to identify and exercise your own spiritual gift(s).
4 FORGIVENESS Lead the students to read the passages.
Meaning of forgiveness Discuss the consequences of unforgiveness
Jesus teaching on forgiveness (Matthew 6:12, 14, 15) Ask the students to make list of their offenders and they should resolve to
How to achieve forgiveness forgive them.
5 FORGIVENESS CONT. Read parable on forgiveness (Matthew 18:21-35)
Effects and consequences of unforgiveness (Matthew 18:21-35)
Rewards of forgiveness
Our sins will be forgiven-we-will have good rapport with others progressing
our community etc.
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6 RIGHTS AND OBLIGATIONS OF FAMILY MEMBERS Students to describe their traditional family set up.
Meaning and types of family Discuss the role of their family members. Read (Colossians 2:18-21)
Rights and duties of family members in the Bible (Colossians 2:18-21) discuss source of conflict in the family.
Rights and duties of family members in our nation Picture of a family
Consequences of failure of family members to perform their duties
7 HUMILITY Share with the students your personal observation of how both the pride
Meaning of humility (Philippians 2:1-11). - Jesus demonstrated humility and humble behave in the society.
(Matthew 26:14-39; Luke 22:24-27, John 13:1-17). Ways of demonstrating
humility solution to pride (Matthew 18:1-4, Luke 1:47-56)
8 HUMILITY CONT. Role plays on the topic. Share personal experience of how humility has
Benefit of humility (James 4:10, 1 Peters 5:6, 1 john 2:15-16). been rewarded.
Consequences of pride (James 4:6-7; 1 Peters 5:5; Matthew 23:12).
9 EFFECTIVE PRAYER Ask the student to explain the meaning of prayer.
Jesus taught his disciples how to pray (Matthew 6:7-13) Explain types of prayer like adoration, meditation, thanksgiving, petition,
James teaching on prayer (James 1:1-8; 4:1-3; 5:12-20) confession and intercession compose a short prayer.
Types of prayer. Reasons for unanswered prayer (Matthew 6:7-13) Picture of Jesus at prayer
Picture of a praying monk in meditation.
10 REVISION Revision
12 EXAMINATION Examination

CHRISTIAN RELIGION STUDIES

SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 LIVING A LIFE OF WITNESSING TO CHRIST Explain the message of being a true witness for Christ, the importance of living through good
Peter’s message on Christian living (1 Peters 1:13-17; 2:9- examples
25: 4:1-15). - Paul’s statement on children of the light Picture of prisoners.
(Romans 13:11-14).
2 SOCIAL VICES AND WITNESSING TO CHRIST. Discuss some bad practices in our nation today.
Social vices and interesting to Christ. Suggest ways to avoid them mention some positive aspects of living a life for Christ.
Importance of tolerance and peaceful co-existence Picture of drugs addicts and alcoholics.
3 CIVIC RESPONSIBILITY Lead student to define civic responsibility and mention some of their civic responsibility.
Meaning of civic Responsibility and Examples.
4 CHRISTIAN ATTITUDE TOWARDS PERSECUTION Explain how Christ our model was persecuted. Mention places in Nigeria where Christians are
denied their rights. Discuss people they know that have survived persecution
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Peters message to Christians under persecution (1 Peters Video film of persecution of early Christians
1:5-9; 4:12-19) Picture of Christ on the cross.
Jesus’ message on love of enemies (Matthew 5;38-48)
5 CHRISTIANS ATTITUDE TOWARDS PERSECUTION
CONT.
Suffering and Christian faith.
Christian attitude towards persecution (Colossians 1:2)
6 IMPARTIALITY Read the passage mention instances of partiality and impartiality in our society today.
Meaning of impartiality Explain the need to treat everyone equally. Video of mother Teresa of Calcutta.
Equality of human beings before God (James 2:1- Picture of Dr. and nurses treating patients in hospitals.
Warning against prejudice (James 2:1-13)
7 IMPARTIALITY CONT. Explain how “Golden rule” can lead to a human and just society. Write short note on nepotism,
“The Golden rule” (Matthew 7;12; Luke 6:31) favoritism and tribalism on the society.
Negative effects of Nepotism, favoritism and tribalism on Outline the negative effects.
society.
8 THE RESURRECTION AND SECOND COMING OF JESUS Explain the significance of resurrection in the life of Christians.
CHRIST
Meaning of resurrection
Paul’s teaching on resurrection and second coming (1
Corinthians 15)
9 PREPARATION FOR SECOND COMING OF CHRIST. Lead the students to need the passages and outline signs of second coming of Christ.
Jesus’ teaching on second coming of Christ (Matthew 25:31-
46)
Jesus talks on the last judgement when he comes Paul’s
teaching on how to prepare for the second coming (1 Thess
4:13-18).
10 RESURRECTION AND CHRISTIAN FAITH. Explain that if Christ did not resurrect, our faith would have been in vain.
The importance of the resurrection of Christ to Christian Picture of resurrected Christ.
faith (1 Corinthians 15:3-8,12-20)
11 REVISION Revision
12 EXAMINATION Examination

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ISLAMIC RELIGIOUS STUDIES

SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES / TEACHING AIDS
1 Revelation, recording and memorisation of the Narration on how the Glorious Qur’an was revealed and identifying the items used for the
Glorious Qur’an during the life time of the Prophet recording of the Glorious Qur’an.
Muhammad S.A.W Names of some Sahabas who memorized the Glorious Qur’an during the life time of the
Definition of the terms. How the Glorious Qur’an was Prophet S.A.W.
revealed, recorded and memorised during the life time of Copies of the Glorious Qur’an, stones, bones and leaves on which the Qur’an was written.
the Prophet Muhammad S.A.W. Items on which the Qur’an
was written
2 Definition and importance of Hadith. Explanation of Hadith with concrete examples on Shari’ah.
Relationship between Hadith and Shari’ah Hadith book.
Meaning and implications of Hadith and Shariah
3 The Arabs before Islam Narration of how Arabian Peninsula is before Islam.
Arabian Peninsula before the coming of Islam. Religious, Map of Arabian Peninsula.
Economic and social life of the Arabs
4 Definition and importance of Kalmatu Shahadah. Reading, meaning and explanation of the first part of Kalmatu Shahadah.
Meaning and implications of Kalmatu Shahadah (1st past)
5 Compilation and standardization of the Glorious Explanation on how the holy Qur’an was compiled and standardized. Pictures, slides.
Qur’an.
Meaning and how the holy Qur’an was compiled and
standardised during the third Caliph.
6 Hadith of the Holy Prophet Muhammad S.A.W. Explanation on how to identify an authentic Hadith and forms of Hadith e.g. Isnad and Matn.
Forms of Hadith, criteria for the authenticity of Hadith.
7 The life of the Holy Prophet Muhammad S.A.W. To explain his life time before revelation and after prophet hood.
His mission.
8 Makkan and Medinan surahs To explain the main difference between surahs revealed in Makka from that of Madinah.
Distinction between Makkan and Medinan surahs
9 Narration of the good qualities of the Prophets S.A.W. That brought people to embrace Islam.
Islamic history books, Hadith and the Glorious Quran.

10 Shirk Explanations of how to identify shirk in actions and sayings. Pictures in cardboard of different
Definition and types of shirk e.g. Hero worship, Ancestral shrines.
worship, Atheism etc.
11 The four rightly guided Caliphs Narration of the life history of the four rightly guided Caliphs.
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Brief history of Abu-Bakr Siddiq, Umar Ibn Al-khattab,

Usman ibn Attan and Aliyu ibn Abutalib.
12 The Concept of Worship (Ibadah) in Islam. Explanation of worship and its forms and implications in Islam e.g. Good intention, salat,
Definition, explanation and mode of ibadah in Islam. How fasting etc.
to identify and apply ibadah in our daily life.
13 Revision. Revision.
14 Examination. Examination.

ISLAMIC RELIGIOUS STUDIES

SSS ONE – SECOND TERM
WEEK TOPICS - CONTENT ACTIVITIES/TEACHING AIDS
1 The Glorious Qur’an. Explanation of the importance of the Glorious Qur’an to the Muslims.
Importance of the Glorious Qur’an. Copies of the Glorious Qur’an.
2 Hadith Identifying, listing the six sound collections of Hadith and their
The six sound collections of Hadith. authors.
3 The four rightly guided Caliphs. Explanation and narration of the life history of Abubakar Siddiq.
The life history of the first Caliph (Abubakar Siddiq) and his contributions to
Islam.
4 Articles of Faith (Iman) Explanation of Iman and its branches e.g. belief in Allah, Angels,
Definition of Iman. Listing of the six articles of faith in Islam and their implications. Prophets etc.
5 Tafsir Explanation of Tafsir, its origin, sources and importance.
Definition, origin, sources and importance of Tafsir.
6 The four rightly guided Caliphs Explanation and narration of the life history of Umar Ibn Al-khattab.
The life history of second Caliph (Umar Ibn Al-khattab) and his contributions to
Islam.
7 The Articles of Faith (Iman) Explanation of belief in Allah, Angels and revealed books. Cardboard
Belief in Allah, Angels, and revealed books. showing the three articles of Iman.
8 The Glorious Qur’an Recitation, writing, translation and explanation of Suratul Fatiha,
Reading, writing and translation of the following; Ayatul Kursiyu and Amanar Rasul in the holy Qur’an.
i. Suratul Fatiha (Q1:1-7)
ii. Ayatul Kursiyu (Q2:225)
iii. Amanar Rasul (Q2:285-286)
9 Hadith Reading, writing, memorization and explanation of the meaning of
Hadith 1 and 2 of An-Nawawi’s collections. Hadith 1 and 2 of An-Nawawi’s collections.
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Reading, writing, memorization and meaning.

10 Hadith To identify the compilers of the six sound collection of Hadith and
Hadith compilation their brief biography. Books of Hadith e.g. Sahih Bukhari, Sahih
Muslim etc
11 Fiqhu Explanation of the meaning, kinds and importance of At-taharah in
At-taharah (Purification). Islam
Definition, kinds and importance.
12 Revision. Revision.
Revision.
13 Examination. Examination.
Examination.

ISLAMIC RELIGIOUS STUDIES

SSS ONE – THIRD TERM
WEEK TOPIC ACTIVITIES/TEACHING AIDS
CONTENT
1 THE GLORIOUS QUR’AN. Reading, writing and commentary of the surah as they appeared in the content table.
Reading, translation and commentary of:
Suratul Shams (Q91)
Suratul Layl (Q92)
Suratul Duha (Q93)
Suratul Inshirah (Q94)
2 AL HADITH Reading, meaning and explanation of the said Hadith.
Hadith no. 3 and 5 of Al-Nawawi collection and lessons
learnt.
3 ISLAMIC HISTORY Explanation on the Islamic political system on the sovereignty of Allah (SWT)
Islamic political system on:
Sovereignty of Allah (SWT)
4 FIQHU Explanation on one of the pillars of Islam.
As-salat (prayer)
Describing the Raka’ah in each prayer.
5 THE GLORIOUS QUR’AN Reading, writing and commentary of the surah as they appeared in the content table.
Reading, translation and commentary of:
Suratul Tin (Q95)

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Suratul Alaq (Q96)

Suratul Qadr (Q97)
6 AL HADITH Reading, meaning and explanation of the said Hadith.
Hadith no. 4 of Al-Nawawi collection and lessons
learnt.
7 FIQHU Explanation on how to acquire Al-Amanah, Adalah and to be involved in shurah. Such things are
The Principles of acquired from the history of the holy prophet’s life history.
Al-Amanah (Trust)
Adalah (justice)
Shinah (Mutual consultation)
8 FIQHU Explanation on zakkat, how it is distributed and those who enjoy it.
The concept of Zakkat
Relevant verses about zakkat
Relevant Hadith about zakkat
9 THE GLORIOUS QUR’AN Reading, translation and commentary of the 3 chapters from the holy Qur’an
Suratul Bayyinah (Q98)
Suratul Zilzalah (Q99)
Suratul Adiyat (Q100)
10 FIQHU Explanation on the six articles of faith as well as their implications.
The implication of the six articles of faith (Iman).
Belief in Prophets, last day and destiny.
11 REVISION. Revision.
12 EXAMINATION. Examination.

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HISTORY
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 MEANING OF HISTORY. Teacher explains and defines what history means, the story of the past- demonstrate before
SOURCES OF HISTORY AND DATING the class. Differentiating between the past and the present.
State and explain the sources e.g. testimonies, archaeological findings like broken old pots-
by the teacher. This can explain how history was obtained.
2 HISTORICAL SKILLS; ANCIENT AND MODERN APPROACH The teacher states and explains the various historical skills using cultural artifacts.
The students explain and mention the various historical skills.
3 PROSPECT FOR ICT IN HISTORICAL STUDIES The teacher explains the meaning of ICT- information communication technology and
enumerates the importance using learning materials like satellite, TV, video recorder.
The students are allowed to touch and practice with the teaching aids.
4 LAND AND THE PEOPLE OF NIGERIA; COASTAL REGIONS, Mention various coastal, forestry and savannah areas using maps that contain these
FORESTRY REGION AND SEMI SAVANNAH regions.
The students are made to point the regions out from the map at or by the end of the lessons
5 LAND AND THE PEOPLE OF NIGERIA CONTINUED; MAIN Features of the main physical areas with mountains and rivers are outlined for the students.
PHYSICAL FEATURES RIVERS/MOUNTAINS The students are taken out to see these various features.

6 LAND AND PEOPLE OF NIGERIA CONTINUED ; CULTURAL Description of Kanem Borno, Hausa states, Igbo, Yoruba, Efik etc.
WAYS OF THE LIFE OF THE PEOPLE Instructional materials: pictures containing different ethnic groups dressing are displayed
before the students
The students are made to differentiate the cultural dressing through the pictures.
Ethnic maps can as well be used.
7 EARLY CENTRES OF CIVILIZATION IN NIGERIA; IGBO Places like Igbo ukwu, Ife and Benin are mentioned and explained by the teacher. The
UKWU, IFE, BENIN. elements of civilization in these areas are indicated with the aids of maps.
8 EARLY CENTRES OF CIVILIZATION IN NIGERIA Description and explanation with teaching aids of charts and maps involving the students
CONTINUED; KANEM AND BORNU(NOK) actively.
9 THE STATES FORMATION PROCESS CENTRALIZED Description of the various states explaining what centralized really means
STATES KANEM/ BORNU
10 THE STATES FORMATION PROCESS CONTINUED EFIK The traditional features, movement and commodities of the various states in Nigeria are
MIGRATION outlined for the students. The processes of their formation are narrated.
ENVIRONMENT AND COMMERCIAL ACTIVITIES OF IGALA,
JUKUN.

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11 THE STATE FORMATION PROCESS Features, description and administration of these regions and their process of formation are
NON – CENTRALIZED STATE; IGBO, ISOBO, IBIBIO ETC enumerated by the teachers using maps as well as demonstrate before the class most of their
cultural differences.
12 THE STATE FORMATION PROCESS CONTINUED; IDO, TIV, The teacher describes and explains these states and makes the student mention and explain
BIROM, ANGAS ETC. them. Items can be gathered for representation of these different cultures.
13 Revision Revision
14 Examination Examination

HISTORY
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 THE HAUSA STATES TO 1800; Teacher identifies the areas of Hausa land for the students using map.
i. Identify areas referred to as Hausa The students by the end should be able to mention and trace Hausa evolution to statehood.
ii. Trace its evolution to statehood.
2 THE HAUSA STATE TO 1800 CONTINUED; Description and explanation pictures /charts.
The economic activities of Kano and Katsina. The students mention, state and describes most of the economic activities of the Hausa land 1800.
Why the Hausa states fought wars among
themselves.
3 THE HAUSA STATES TO 1800 CONTINUED; The teacher explains the terms and identifies the materials – ancient materials of Hausa land
Indigenous technology, craft and industries. The students are assigned to bring these materials as assignment.
4 NUPE: Explanation and description of these activities e.g. fishing trade and craft are duly explained to the
Indigenous technology craft agricultural activities students with maps and physical materials like hoes, Nets and molds pots the students should able
and industry. to explain them.
5 JUKUN; The students should be able to mention the various peculiar places in Jukun.
i. Peculiar places in Jukun Point them out from the maps and explain the Jukun military power.
ii. Basis of their military power.
6 IFE AND OYO; The teacher describes and traces the Yoruba origin in the various tales of origin, political
The theories of the Yoruba origin in political organization, and agricultural activities. The students should be able to tell or say the stories of the
organization/craft and industry. Yoruba origin.
7 BENIN; Teacher explains, describes, and differentiates between its neighbours (Benin).
The stages of its development, rulers and Maps indicating or pointing out the boundaries existing between Benin and its neighbours.
relationship with their neighbours.

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ECONOMY; technology, craft and industry. The students should be able to describe and explain the development stages, and mention the names
of the rulers of Benin kingdom.

8 THE EFIK; factors that led to the rise of Efik political Teacher describes and explains the rise of political organization, contact with Europe, and hinter
organization. land neighbours of the Efik, with pictures and maps.
European contact, economic and hinterland The students listen and identify the location and boundaries of Efik.
neighbours.
9 INTER-GROUP RELATIONS; Comprehensive description of the commercial activities that linked the various kingdoms are tabled
Commercial activities before the students making them remember the boundaries of the states e.g. Nupe, Oyo etc.
Commodities linking across the various kingdoms. Resources; physical and ethnic maps.
The students are given assignment to draw and specify the neighbouring boundaries.
10 INTER-GROUP RELATION CONTINUED; The teacher explains and defines migration, the causes and impacts using the states as example.
Migration causes and impacts. Various reasons for people living where they were to another is explained.
Wars and politics of the ethnic groups, e.g. Benin, The students are made to mention the causes-
Efik. Instructional materials: map/charts.
Teacher describes the nature of political administration of the Benin and Efik etc, cause of war,
(ethnic wars) and the impacts.
Aids; pictures/maps- the students describe and explains them.
11 Revision Revision
12 Examination Examination

HISTORY
SSS ONE – THIRD TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 EARLY EXTERNAL INFLUENCE; CONTACT The teacher describes and explains the nature and the use of the trade routes using maps with bold
WITH THE NORTH – TRANS SAHARAN TRADE drawing makes of its boundaries.
The students should be able to explain the nature/routes of the trade.
2 EARLY EXTERNAL INFLUENCE CONTINUED; The teacher mention and describes the locations involved in the movement e.g. morocco – taodeni,
CONTACT – WITH THE NORTH – TRANS – Timbuktu etc.
SAHARAN TRADE The students with the map tracing aid mention and identify the various locations.

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3 EARLY EXTERNAL INFLUENCES CONTINUED Descriptions and stating the nature of the commodities
- The commodities of the trade. The students should be able to mention and describe the nature of the commodities.
Samples of the goods are brought to the class for teaching.
4 EARLY EXTERNAL INFLUENCE CONTINUED; The teacher states the cause, advantages and disadvantages of the trade
- The causes and impacts of the trade Chats and maps are used.
The students are made to mention and explain the causes and impact of the trade individually.
5 EARLY EXTERNAL INFLUENCES; ISLAM IN The teacher traces the introduction of Islam in early days of Kanem Borno
KANEM BORNU A map before A.D 1800 of the Western Sudan is displayed before the students. The students should be
able to spot them out from the map.
6 EARLY EXTERNAL INFLUENCE CONTINUED The description of Islam in North Africa and Saharan as prelude to the coming. How the influence was
ISLAM - IMPACTS. impactful.
Mai umme and the acceptance of Islam by the kanem court
7 EARLY EUROPEAN CONTACT WITH COASTAL The teacher through the use of maps indentifies the coastal state and describes them individually
STATES; IDENTIFICATION OF THE VARIOUS The students should be able to identify the various coastal areas.
COASTAL STATES.
8 EARLY EUROPEAN CONTACT WITH COASTAL The teacher outlines the advantages and disadvantages of the impact of the contact.
AREAS; IMPACTS The students should be able to outline the various impacts or effects. Picture /maps are used.
9 TRANS – ATLANTIC SLAVE TRADE ORIGIN The teacher defines the origin of slave trade and the causes. The students should identify what was being
AND REASON FOR THE TRADE sold, how and where it was bought and sold. Human being maps containing slave trade are provided with
wooden carves in museums are brought to the students.
10 TRANS—ATLANTIC SLAVE The teacher states and explains the features and nature of Trans – Atlantic slave trade. The students
TRADE CONTINUED; FEATURES AND NATURE should be able to state and explain the features and nature of trans- Atlantic slave trade.
OF THE TRADE The teacher states and explains the advantages and disadvantages of the trade using the old maps
IMPACTS OR EFFECTS OF THE TRADE containing the features of the Trans-Atlantic slave trade.

11 - 12 Revision & Examination

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VISUAL ART
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 NIGERIAN CULTURAL ARTS (200BC – 1900AD) Discuss on the location, origin and characteristic features of Nigerian art cultures.
-Characteristic features location and origin of Nok arts (tera cotta) Resources – photographs of some features and maps, textbooks and illustration from
Igbo Ukwu arts of Benin and Ife art. magazines.
2 CONTINUATION OF NIGERIAN CULTURAL ART -Discussions on the characteristic features, location and origin. -Production and use
-Characteristic features, location and origin of esie soap, stone, of the art works. Participate in class talk.
works, tsode bronze and wood carving of ekpo, ibibios and annangs. -Resources- illustration from books and magazines. Students copy notes.
3 MUSEUMS IN NIGERIA Define museums, history of museums, and location, types of museum and dates of
-Definition of museum, dates of establishment, locations and history. establishment and preservation.
Types of museum and their functions. -Resources- maps o location and photographs, containing illustrations of museums.
- Preservation and antiquities. - For historical research. Set a mini museum in class with historical articles.
- For tourism
4. ART GALLERIES IN NIGERIA Discuss the location of art gallery, establishment and functions.
Definition of art gallery, location, dates of establishment and Discuss how artifacts and artworks of galleries are preserved.
Functions: - For promotion of artists, and their works. Resources- photographs containing art galleries, pictures of local arts and crafts.
-Sales of artworks, preservation and entertainment.
5 VISUAL ARTS Define visual arts; discuss the components of each class of visual arts and the
-Definition of visual art function.
Classification of visual arts Resources- works of art that represent each of the classes. Students copy notes.
- Fine arts; Drawing painting and sculpture.
- Applied art; Graphics, textile, ceramics.
6 VISUAL ARTS Discuss the function of visual arts.
-Functions of visual arts; Resources- pictures of art works and house hold materials.
-Utilitarian (tea cups, clothes, etc.)
-Advert posters, aesthetic (painting etc.)
-Religious (carved images, masks) etc.
Political (chiefly stools). -Symbols, and to educate.
7 PROFESSION AND JOB OPPORTUNITIES Discusses job prospects in visual arts.
Professions of visual artists Mention some of the products from the profession.
Graphic designers e.g. video editors, cartoonists, designers for Dramatise the jobs in visual arts (students participate in drama).
lithographic painting Resources- magazines and newspapers write-ups showing pictures of professionals.
Industrial designers e.g. textile designer.
Painters Sculptors Ceramic
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8 CONTINUATION OF PROFESSIONS AND JOB OPPORTUNITIES Mention some of the products from these professions.
-Photographer, cultural officers, medical illustrators, investigative Resources- magazines and newspaper write ups, showing pictures of professionals.
illustration.
9 VISUAL SENSE Discuss the dynamic of basic shapes in every object.
- The dynamic of basic shapes in every object e.g. cylinder or bottles. Use variety of natural and man-made objects to illustrate the concept.
* The basic shapes of natural and man-made objects. Students identify shapes which objects could be reduced to.
* House hold objects like – bottle, flask etc. Resources: Selected household objects like bottle, flask, fruits, sprays etc.
* Objects in surface likeness (texture)
10 TEXTILE DESIGNS Students participate in drawing the arrange objects on the table by the teacher.
- Practical: Basic shapes in every object Resources: Different types of object from natural and man-made.
* Draw basic shapes of natural and man-made objects.
*Arrange objects on table.
11 THE NUANCE OF COLOUR The teacher discusses colour mixture and explain one colour (tint).
- Colour mixture on surfaces of objects Students participate using colour.
* Using colour on an object that seem to have one colour (tint). Resources: Different objects with one colour.
12 ELEMENTS OF DESIGNED Explains all the elements and principle of design.
- Elements – line, texture, colour, size, shapes, value and space. Uses picture to illustrate the principle of design and when to apply a particular one
- Principle – balance, contrast, proportion, variety, radiation and in Art making.
harmony. Resources: work art portraying elements and principle of design.
Students make works applying the principle of design.
13 Revision Revision
14 Examination Examination

VISUAL ART
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 DRAWING -Discuss the nature, types, and qualities of lines.
1. Concept of lines: -Demonstrate various types of line.
-Type of lines e.g. vertical, horizontal, wavy, spiral zig-zag etc. -Students use line to construct objects.
-Qualities of lines e.g. thick, thin, heavy, flexible etc. RESOURCE:-Different objects e.g. Chairs, pencil and paper
2 DRAWING -State functions of drawing.
1. Functions of drawing. -Leads the class in various exercises involving lines, student observe lines in nature
-Demonstration and description of shapes e.g. Forms, texture, and man-made objects of various shapes.
shapes composition. RESOURCE-Shapes of different object from nature and non-man-made.
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3 CONTINUATION OF DRAWING -Students are directed by teacher outside.

1. Lines as patterns in nature and man-made objects. -Guide students to observe lines in nature and man-made object. Draw lines to form
Man-made object. pattern focuses on the object.
Nature: RESOURCES: Outside objects of man-made and nature pen. (Ball point pen)
-wood land (trees without leaves). -lines on animals e.g. Zebra
Skeleton of animals and veins in leaves
Man –Made
-Power and railway lines, Bridges, Fence and structure of buildings
4. SHADING TECHNIQUES -Mention the various shading techniques on the board and demonstrates the
1. Various shading techniques. various shading techniques.
-Cross hatching -Student practices the various shading techniques.
-Hatching -Pointillism -Blurring RESOURCES: Cardboards, pencil, ball point pen.
5 STILL LIFE DRAWING Explains various inanimate objects using photographs or illustration.
1. Composition of inanimate objects like bottles, table and chair. Arrange composition of related objects for students to draw.
Laying emphasis on proportion, textures and shading. Resources – inanimate objects like table and chair, cups and flask, pencils and
* Lines, qualities direction of shapes and forms and simple cardboard.
perspective.
6 DRAWING FROM NATURE Talk about nature and arrange composition of natural objects for students.
- Study of nature e.g. flowers, rocks, fruits vegetables, insects and Resources: natural objects of different types/kind.
fish.
7 LIFE DRAWING Demonstrate the correct methods of observing the human figure, using pencil for
- Drawing of human figure. measuring. Half-closed eyes for focusing and carrying out the human figure as a
* composition * proportion * tonality silhouette. Students make sketches.
Resources: A model posing before the class.
8 LANDSCAPE DRAWING Discuss and explain with illustrations, what landscape refers to and other scene
- Outdoor scenery made up of grass, (different sizes and colours) shown.
house and hills showing space, composition and perspective Student – observe and draw landscape scenery.
showing: - Resources: - Landscape scene outside.
* Foreground. * Background and middle ground
9 IMAGINATIVE DRAWING Explain imaginative drawing.
- Compositional scene, e.g. festival, accident scene ceremonial Students to recall scene from memory and draw.
scenes. Resources: - showing of drawn composition of scenes.
10 ART TERMINOLOGIES Explains the terminologies in 2-dimensional art as stated. Explains the aspect of 2-D
Terminologies in two dimensional art:- vanishing point, medium Art the terms belong. Students listen and discuss the terminologies, copy notes.
chiaroscuro, foreshortening, aerial view, repeat, motif, etc. Resources: - Different art works of 2 dimension.
1 1 – 12 Revision and Examination Revision
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VISUAL ART
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 ART TERMINOLOGIES -Teacher and students state the terminologies in 3-D art.
-Terminologies of words in (3-D) -Explains the terminologies in 3-D
* Three-dimensional art e.g. Terra cotta, sculpture in the RESOURCE-Art reviews, Art essays chart and 3-D art work
round.
* Green ware, leather hand, Relief etc.
2 INTRODUCTION TO MODELLING _Explains the meaning of ceramics.
-Ceramics (meaning) -State the types of clay and mention ceramic tools and their uses, student mention some uses.
* Types of clay (primary and secondary) RESOURCES-Clay, ceramic tools like-sponge, twine, wheel etc.
* Properties of clay e.g. plasticity
* ceramic tools and equipment’s
* Function of ceramics.
3 METHODS OF MODELLING -Enumerate the different methods and demonstrate various methods of molding. Student
-Different methods of making ceramic works. participates in class demonstration.
* coiling RESOURCES-Clay, table, buckets, sponge, spatula
* slabbing
* pinching
* process of drying and firing

4. SCULPTURE -Discuss the meaning of sculpture and types.

-Meaning of sculpture. -Demonstrates the use of tools in sculpture and some techniques in sculpture.
-Common tools and materials in sculpture -Students practice simple modeling and identify tools.
-Technique of using sculptural tools, and types of -Resources – clay, wood etc.
sculpture e.g. metal, cement, wax, wood tera cotta,
plaster of Paris (POP) etc.
5 INTRODUCTION TO ART APPRECIATION Defines Art Appreciation.
-The analysis and evaluation of works of arts. -Explains the criteria for evaluating art works such as use of element and principles of design.
-Forms and their suggestions. -Copy note
-Use of elements and their principle of design. Resources: - pictures of art works, magazines, newspaper.
-Composition in art work for harmony.

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6 INTRODUCTION TO COMPUTER GRAPHICS Define computer hardware and show the components.
-Computer hardware; the visible and tangible -Students, listen to teacher’s definition, and practice on the computer.
components of the computer, e.g. monitor, system unit, -Resources- computer, scanner, printer, monitor etc.
printer, keyboard, mouse, and scanner.
7 INTRODUCTION TO COMPUTER GRAPHICS. Define computer software and demonstrate the 4 basic mouse techniques.
-Computer software; Students practice the four basic mouse techniques and copy notes.
The intuition that tells your system what to do e.g. - Resources- computer, scanner, digital camera.
coral draw, hardware graphics, Adobe photoshop. The 4
basic mouse techniques are; pointing, clicking, double
clicking, and dragging.
8 INTRODUCTION TO GRAPHICS Discuss different letter chars.
-Block lettering and calligraphic lettering. -Demonstrate using pen to make strokes, curves, spirals etc.
Features- spacing formation of letters streamlining, of -State the different types and faces of block letters.
letters, skills and craftsmanship curves, ascenders and -Students practice the construction of simple letters, practice the use of calligraphic pen.
descenders
9 INTRODUCTION TO GRAPHICS (CONT). -Display and explain various forms, qualities and characteristics of advertisement.
-Forms of graphic advertisement. -Guide students to make cards and posters and visit printing press or T.V houses.
-Newspaper adverts, posters, handbills, invitation cards, -Resources- Newspaper, magazines, colour, pencils, drawing set, ruler.
book cover, etc.
-Advertisement features- suitable design, legibility of
letters, technical proficiency, communication, colour
distribution and harmony.
10 TEXTILE DESIGNS Define motif and their sources.
Textile design on paper. Lead discussion on various arrangements of motif and repeat patterns.
-Motif; A single unit of design. Illustrate examples of motif on board.
-Repeat patterns e.g. block half drop, mirror repeat Students crate various types of motif and create patterns.
diamond etc. Resources: - Board, cartridge paper, Tracing paper, colour, pencil and shells for motif.
PRINTED TEXTILE DESIGN Define printing and the techniques and prepare the motif for printing leads the class in print
-Printing techniques leads the class in print-making and students prints on fabrics.
-Block Resources- printing table, fabric wood block, scissors, paper, squeeze thickener and mesh.
-Screen printing.
11 Revision Revision
12 Examination Examination

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MUSIC
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Notation: Staff and Tonic Solfa Write a melody of not more than 4 bars.
Lines and spaces(stave) Treble and bass clefs On treble staff.
Tonic solfa Melody in C major. In tonic solfa notation.
2- SCALES List 3 types of scales (African and western scales.).
Accidentals. Key signature. Explain the difference between diatonic and pentatonic scales.
Major/minor scales. Tonality. Compose a simple melody of not more than 4 bars using a pentatonic scale.
3- Transcription. Students transcribe the following melody into staff |d:m|r/d:t/d:-||
Pitch differentiation. Punctuations marks.
Rest signs.
4- Intervals. Write the intervals of 6th, 7th and octave (8th).
Random musical notes. Write any intervals on the chalkboard and identify them.
Keyboard.
6- Cadences - Types of cadences. Identify the following cadence:
7- Musical instrument (study skills). Play a given melody or rhythm fragment together.
Skills for playing simple musical instruments (western). Demonstrate the skills they have acquired on their instruments by playing a piece
“All the four families of instruments”. together.
8- Ensemble playing (African dance style). Demonstrate the skills of combining instruments in an ensemble.
Use of different African musical instruments e.g. pot drum, Practice the accompaniment to a given time.
wooden maracas, flute, drums etc. Dance style.
9- Identification of tones / pitches. Write out the tones played by the teacher.
Tonality. Signify by raising their hands to indicate sounds that make an octave.
Rhythm dictation - Rhythmic patterns. Grouping of the notes and clapping.

11- Maintenance and care of tools and pre-colonial African 1-List 4 ways of caring/ maintaining a given traditional musical instrument.
music. 2-Describe the physical features of one or two musical instruments.
Classification of traditional musical instruments. 3-Draw any traditional musical instruments of their choice.
Storage. 4-Try to use the tools to construct any musical instrument of their choice. Write short
Tools for making instruments. History of African music. notes on the music of Africa before the colonial era.
12- Western music Write short notes on the music of the medieval period.
a). Medieval period.
Features of early music.
13 - 14 Revision. Revision.
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MUSIC
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1- Notation Solfa. Write a melody in solfa that draws its notes from any two of three commonly used octaves.
Names of the scale degnees in tonic solfa.
The three commonly used octaves: the unmarked octave(d-t)
the octave below(d,-t,) and the octave above (d’td’) .
2- Transcription. Transcribe the following phrase into solfa notation.
Familiar melodies.
3- Intervals. Write the interval of a major 3rd and perfect 5th.
- Tones and semi-tones. - Major and minor. Explain the differences.
4- Transposition. Transpose any given melody from one key to (e.g. F) another (e .g .F ).
Short familiar. Transpose a given melody up (e.g. a 4th or down e.g. a 5th )
Transpose a short melody into treble stave.
5- Triads. Write the roots of primary & secondary triads of C major e.g. ‘C’ (doh ) for chord 1 (primary)
Identification of the degrees of the diatonic scale with Roman ‘E’ (me) for chord III (secondary).
Numerals. Write the 3rd and 5th above the following as roots. G, A, B,-flat, D.
Primary and Secondary triads in major scales. Describe the resultant triads in 2 above as primary or secondary.
The structures of four types of the triads. Add the 3rd and 5th above the notes below as roots.
C D E F G A B C
I II III IV V VI VII VIII
6- Rhythm. Identify from a group of rhythm patterns, the one played or sung by the teacher.
Rhythm patterns.
7- Sight- reading. Sing a 4-bar folk song in simple duple time.
- Simple melodies. - Dynamic signs.
8- Computer music (soft ware). Recount the procedures in booting and installing of music software.
Operating a computer.
Installing a software into a computer.
9- Western dance styles. Perform a special social dance as directed by the teacher.
Features of social dance, including the kind of music, costumes,
set and so on.
10- Nigerian dance styles. Perform any traditional dance style.
Nigerian traditional dance styles.
11- Revision
12- Examination. Examination.
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MUSIC
SSS ONE – THIRD TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1- Scales. Construct diatonic major and minor scales on given tonics.
Diatonic major and minor (natural scales). Draw the circle of fifth showing the numbers of sharps and flats.

2- Intervals. Students to complete the following statements accurately.

Meaning of intervals. When the lower notes of an interval is placed an octave higher, it is said to be --------------
Table of inversions of intervals. When the upper of an interval is placed an octave lower, it is said to be --------------
When a 3rd is inverted it becomes a -------------
When the lower (or upper) note of an interval is placed an octave higher (or lower) the resultant
interval is --------------
When a perfect 4th is inverted it becomes a ----
Write the inversion of the following intervals.
3- Triads Write the root position, 1st and 2nd inversions of a triad on a given root.
Structures of inverted primary and secondary triads. Name the qualities of the intervals in the root position, 1st and 2nd of a given primary and secondary
triad.
4- Transposition Transpose a given piece of music an octave higher or lower.
Pitch.
G and F clefs.
5- Cadences Explain the term cadence and List the types of cadences.Write a given type of cadence accurately.
Example of semi-cadence and interrupted cadence. Write the root movements of the various types of cadences.
6- Musical instruments (practical). Play a given melody on their instruments.
Percussion. Play as an ensemble.
String.
i). The knowledge of the skills and techniques of playing.
7- Ensemble (African) Perform a folk song together.
Group playing Saltier.
8- Nigerian dance style and western dance style. Perform any traditional dance style.
Nigerian traditional dance styles. Perform a special social dance as directed by the teacher.
Features of social dance, including the kind of music
costumes, set and so on.
9- Pre-colonial African music (Nigerian). List 10 indigenous musical instruments.
Nigerian traditional instruments. Play music in an ensemble as guided by the teacher.

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10- Western music medieval and renaissance periods. Write short notes on the lives and works of one composer from each of the periods.
I). Some named composers and their works.
11 Revision Revision
12- Examination Examination

FRENCH LANGUAGE
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Contrôle continu Le professeur parle de lui-même et invite les élèves tour à tour à parler d’eux-mêmes.
Se présenter en détail Le professeur écrit au tableau différentes formes de présentation.
1ère Épreuve Un élève présente son voisin de table à la classe.
Etude de compréhension orale : je m’appelle John et toi ? (nom). Chaque élève remplit une fiche d’identité.
Je suis Nigérian (nationalité). J’ai 14ans (âge). Je suis professeur Resource pédagogique
(profession). J’habite Abuja (domicile). Textes de lecture facile documents authentiques images, photos, textes
Etude d’expression orale: jeu de rôle. audio/CDs/cassettes audio, cartes, carte d’identité, textes de dialogues adaptés,
Maîtrise de la langue: verbe au présent exemple: s’appeler, être, coupures de journaux, films, textes de production orale.
avoir, habiter. Masculin et féminine des adjectifs qualificatifs
nigérian/nigériane.

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2 Identifier des personnes par profession, titre Le professeur décrit un ou deux élèves. Il demande aux élèves de faire des jeux de
Compréhension écrite : texte de lecture sur des professions rôles.
variées. Les élèves, par petits groupes, créent un personnage en donnant les détails de ce
Maîtrise de la langue : il est professeur, elle est journaliste. Elle personnage. Les élèves regardent l’image des différents professionnels qu’ils décrivent
est étudiante. Il met un pantalon rouge. Question sur la en quelques détails.
compréhension à répondre. Resource pédagogique
Expression orale : jeu de rôle. Choisir parmi les ci-dessus.
3 Identifier des personnes par couleur et habit. Le professeur décrit un ou deux élèves. Il demande aux élèves de faire des jeux de
Compréhension écrite : description d’une personne en détail. rôles.
Maîtrise de la langue. Masculine et féminine, singulier et pluriel Les élèves, par petits groupes, créent un personnage en donnant les détails de ce
de nom personnage. Les élèves regardent l’image des différents professionnels qu’ils décrivent
Compréhension orale : écoute une cassette audio. Questions sur en quelques détails.
la compréhension orale écoutée. Resource pédagogique
Choisir parmi les ci-dessus.
Le professeur décrit un ou deux élèves. Il demande aux élèves de faire des jeux de
rôles.
Les élèves, par petits groupes, créent un personnage en donnant les détails de ce
personnage. Les élèves regardent l’image des différents professionnels qu’ils décrivent
en quelques détails.
4 Exprimer ses goûts et ses préférences. Le professeur donne les mots clés d’une profession et incite les élèves à parler.
Expression orale : j’aime, ҫa me plaît, j’adore, je voudrais, je A tour de rôle, les élèves disent à la classe ce qu’ils aiment et n’aiment pas.
préfère, je déteste. Resource pédagogique
Expression écrite : rédaction sur le repas préféré. Cassettes audio/CDs, textes audio, textes de production orale
Compréhension orale : écoute une cassette audio/CD. Question
sur la compréhension écoutée.
5 Contrôle continu Le professeur donne aux élèves ses opinions sur des sujets divers, il leur propose un
Exprimer son accord. jeu de rôle.
2ème Épreuve Les élèves donnent des raisons pour leurs opinions.
Expression orale : je crois, oui, d’accord, je pense que oui, je suis Resource pédagogique
d’accord avec vous, etc. Cassettes audio/CDs, textes de production orale photos, images.
Maîtrise de la langue : vocabulaire : penser, d’accord, croire etc.
Expression écrite : rédaction sur le professeur et le médecin,
lequel est plus important.
6 Exprimer son désaccord et dire pourquoi. Le professeur note les différentes expressions d’opinions employées par les élèves au
Compréhension orale : texte de lecture facile exprimant cours d’un débat et demandent la classe d’en proposer d’autres.
désaccord.

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Compréhension écrite : rédaction sur un court article. L’étude de Donnez votre opinion sur un livre, un film, un événement, une décision du
français est plus important au Nigéria justifiez pourquoi ? gouvernement etc. et donnez votre opinion.
Maîtrise de la langue : conjonction/expression de : parce que, à Resource pédagogique
cause de, expression orale : expression d’opinion. Vocabulaire : Cassettes audio/CDs. Textes audio, textes de production orale, photos
je pense, je ne pense pas. Je ne suis pas d’accord.
7 Parler des actions quotidiennes. Le professeur dit ce qu’il fait habituellement, tous les jours/mois et demande ce que
Expression orale sur la journée de quelqu’un. Un emploi de font les élèves.
temps. Maîtrise de la langue : jours de la semaine, les mois de Les élèves proposent les activités d’une journée/d’un weekend. Ils font un emploi du
l’année, les saisons, le temps (le matin, le soir) temps où ils marquent ce qu’ils font tous les jours sur un calendrier les fêtes
Les adverbes : tôt, tard, à l’heure, en avance, en retard, importantes.
d’habitude. Resources pédagogique
Verbes : se réveiller, se laver, se lever, s’habiller, aller. Un calendrier, un emploi du temps avec activités.
8 Demander le chemin Le professeur demande aux élèves où ils vont pendant les vacances où après les cours.
Compréhension orale : un texte facile sur demander le chemin. Les élèves choisissent un endroit qu’ils vont visiter. Ils jouent des jeux de rôles.
Exercices oraux. Resource pédagogique
Maîtrise de la langue : verbes : chercher, se trouver, savoir, CDs/cassettes audio.
pouvoir, vouloir, aller, connaître, arriver, tourner, au présent.
Expression orale : où se trouve…, où est… comment peut-on
arriver à … je vais à… les expressions : là-bas, à droit, à gauche,
tout droite etc. tu/vous
9 Contrôle continu Le professeur demande aux élèves où ils vont pendant les vacances et comment ils s’ils
Indiquer le chemin. s’y rendront.
3ème Épreuve Un élève choisit un endroit qu’ils vont visiter et ils indiquent comment y arrivez.
Compréhension écrite : étude d’une carte d’une ville. Les lieux: Un élève explique à un étranger comment arrivez à la poste/au marche.
l’hôpital, le stade, le marché Resource pédagogique
Expression écrite : aller tout droit, là-bas, à côte de, ce n’est pas Carte d’une ville, cassettes audio/CDs, textes audio.
ici, avancez un peu.
Maîtrise de la langue : les prépositions, sur, à côte de, derrière,
près de etc. négation : ce n’est pas ici.
10 Revu : demander et indiquez le chemin. Ecoute les cassettes audio ou CDs.
Expression orale : jeu de rôle compréhension orale : vocabulaire Resource pédagogique
et questions. Cassettes audio/CDs

11 Révision Révision
12 Examen Examen

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FRENCH LANGUAGE
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITES
1 Contrôle continu Le professeur parle de ses intentions pour les vacances prochaines.
Expliquer ses projets et ses intentions Un projet d’avenir et les étapes pour le réaliser.
1ère Épreuve Jeux de rôle.
Expression orale : ce qu’on fera dans l’avenir. Un père/une mère donnes des conseils.
Maîtrise de la langue : être, faire, au futur simple, aimer, vouloir, être Resource pédagogique
au conditionnel. Documents authentiques, cartes, images, photos textes audio, cassettes
Expression écrite : un texte facile sur le sujet. audio/CDs.
2 Expliquer ses projets et ses intentions oralement (suite) Le professeur parle de ses intentions pour les vacances prochaines.
Expression orale : exercice oraux compréhension orale : texte facile. Un projet d’avenir et les étapes pour le réaliser.
Jeux de rôle.
Un père/une mère donnes des conseils.
Resource pédagogique
Documents authentiques, cartes, images, photos textes audio, cassettes
audio/CDs.
3 Donner des conseils et des avertissements. Le professeur parle de ses intentions pour les vacances prochaines.
Compréhension orale : étude d’un document authentique. Jeux de rôle un père et une mère donnent des conseils.
Vocabulaire – l’avertissement, le conseil, un vieux, un jeune, etc. Resource pédagogique
Maîtrise de la langue : je te conseille, il faut que, il ne devrait pas faire Documents authentiques, cartes, images, photos textes audio, cassettes
comme ҫa, audio/CDs.
Expression orale : sinon, autrement dire, il doit faire etc.
4 Exprimer des souhaits. Le professeur demander à chaque élèves de formuler un souhait.
Contrôle continu Les élèves dessinent des cartes ou ils écrivent des vœux/souhaits.
Compréhension orale : étude des images de profession variées. Resource pédagogique
Vocabulaire : souhait, compte, espère, veux, etc. Textes audio, cassettes audio, CDs
Expression orale : je voudrais, j’aimerais, j’espère, etc.
Maîtrise de la langue : verbes au conditionnel et au présent : vouloir,
aimer, espérer, souhaiter etc.
2ème Épreuve

5 Exprimer sa satisfaction. En faisant participer les élèves, le professeur décrit une vie moderne.
Expression orale : je suis contente. Je suis satisfait, je suis heureux, Les élèves font des déclarations telles que : comme je suis triste.
c’est agréable, c’est acceptable. Resource pédagogique
Compréhension orale : l’internet, l’ordinateur, la télé, la piscine. Images de footballers, téléspectateurs et spectateurs
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Expression écrite : rédaction sur la visite au zoo. La visite au stade.

6 Exprimer ses sentiments positifs. Le professeur propose un jeu de rôle.
Expression orale : écoute la cassette audio/CD, je suis Jeux de rôles un élève avec un autre élève.
enchanté/triste. C’est dommage, avec joie/plaisir quelle bonne Resource pédagogique
nouvelle. Textes audio, cassettes audio, CDs
Maîtrise de la langue : plaisir, se plaire, jouir.
Masculin et féminine des adjectifs. Exemple : content/contente,
malheureux/malheureuse.
7 Exprimer ses sentiments négatifs. Le professeur propose un jeu de rôle.
Expression orale : écoute la cassette audio/CD, je suis Jeux de rôles un élève avec un autre élève.
enchanté/triste. C’est dommage, avec joie/plaisir quelle bonne Resource pédagogique
nouvelle. Textes audio, cassettes audio, CDs
Maîtrise de la langue : plaisir, se plaire, jouir.
Masculin et féminine des adjectifs. Exemple : content/contente,
malheureux/malheureuse.
Compréhension orale : c’est dommage, c’est triste, se fâcher, étonner,
surpris, mécontent.

8 Donner les sentiments variés. Le professeur propose un jeu de rôle.

Contrôle continu Jeux de rôles un élève avec un autre élève.
Expression orale : avoir peur/froid/raison/tort. Resource pédagogique
Maîtrise de la langue : être Textes audio, cassettes audio, CDs.
content/mécontent/malheureux/heureux. Test de vrai/faux
Compréhension écrite : écoute une cassette/CD audio.
3ème Épreuve
9 – 12 Révision Révision

FRENCH LANGUAGE
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITES
1 Contrôle continu Le professeur demande ce qu’il faut faire pour être un bon élève.
Exprimer ce qu’il faut faire. Jeux de rôles une mère dit à sa fille ce qui se fait.
1ére Épreuve Resource pédagogique
Textes de dialogues adaptes.
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Compréhension orale : il faut faire des exercices, il faut bien manger, il faut Coupures de journaux films, cassettes audio/CD.
lire, il faut respecter les règlements de l’école, éviter des mauvais amis, il Texte de production orale.
faut travailler dur.
Maîtrise de la langue : l’emploi de, il faut + infinitif.
Expression orale : un dialogue entre professeur et étudiant, étudiant et
étudiant.
2 Exprimer ce qu’il ne faut pas faire. Un dialogue entre professeur et étudiant.
Compréhension orale : il ne faut pas mentir/voler/dormir en classe/se Étudiant et étudiant font un dialogue.
battre en classe/fumer/boire de l’alcool/faire le feu. Resource pédagogique
Maîtrise de la langue : il est interdit de….., il est défense de…., il est CDs/cassettes audio, texte de production orale.
recommandé de. Négation : il ne faut pas.
Expression orale : un dialogue.
3 Donner les raisons des sentiments variés. Le professeur explique une opinion sur un sujet, un sentiment et donne la raison
Expression orale : être fâché/content/fatigué/pourquoi, parce que, a cause pour ce choix.
de, c’est la faute de. Exemple : du riz au gras, je l’adore a cause de…..
Expression écrite : rédaction sur les raisons des sentiments variés. Les élèves à tour de rôle expliquent pourquoi ils sont ou ne sont pas toujours
Maîtrise de la langue : pourquoi, parce que, à cause de, il a froid à cause de ennuyés/en colère.
la pluie. A mon avis, de ma part etc. Resource pédagogique
Textes de dialogues adaptes – coupures de journaux, film, CDs/cassettes audio.
4 Exprimer ses regrets Le professeur décrit la vie moderne tout en insistant sur les aspects de regrets.
Contrôle continu Les élèves s’imaginent dans une situation de tristesse et déclarement.
Compréhension orale : je regrette, malheureusement, regrettablement, je Exemple comme je suis triste.
déteste, etc. Resource pédagogique
Expression écrite : rédaction sur un enfant têtu. Textes de lecture facile, textes de production orale, CDs/cassettes audio.
2ème Épreuve
5 Réagir à une opinion Le professeur décrit la vie moderne tout en insistant sur les aspects de regrets.
Compréhension orale : un texte fascile, Les élèves s’imaginent dans une situation de tristesse et déclamèrent.
Expression orale : un débat sur la telle, la polygame, votre sport préféré etc. Exemple comme je suis triste.
Maîtrise de la langue : qu’est-ce que tu penses ? A mon avis, je suis d’accord, Resource pédagogique
je crois que… c’est sûr que, c’est certain que…. Négative : je ne pense pas Textes de lecture facile, textes de production orale, CDs/cassettes audio.
que…. Ce n’est pas vrai que… etc.
6 Situer une action passée mais récente. Le professeur dit ce qu’il vient de faire et demande aux élèves de répéter.
Compréhension orale : lecture d’un texte. La classe se divise en deux groupes :
Expression orale : tout à l’heure, quand, depuis quand, il n’ya pas Vous avez mangé ?
longtemps, je viens de. Nous venons de manger
Maîtrise de la langue : les verbes au passé récent et au passé composé. Resource pédagogique

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Textes de dialogues adaptes cassettes audio/CDs.

7 Exprimer un état/une action répétée dans la passé. Le professeur demande aux élèves ce qu’ils faisaient quand ils étaient jeunes.
Maîtrise de la langue : l’imparfait Posent des questions sur leurs souvenirs d’enfance.
Compréhension écrite : lecture d’un texte a l’imparfait. Resource pédagogique
Expression écrite ; rédaction sur ce que vous faisiez quand vous étiez Coupures de journaux, films, CDs/cassettes audio
jeune : chaque fois, souvent, de temps en temps, tous les jours, toujours, etc.
8 Exprimer la simultanéité. Le professeur propose des actions que les élèves emploient pour montrer la
Maîtrise de la langue : en même temps; à la fois, au même moment ou, juste simultanéité.
au moment ou, à la même heure que, etc. Les élèves écrivent des phrases où il s’agit d’actions/états qui arrivent au même
Expression écrite : lecture d’un texte et écriture. Elle chante et en même moment.
temps elle danse. Teste audio CDs/cassettes audio
9 Contrôle continu Le professeur demande aux élèves de mettre aux temps nécessaires des phrases.
Situer quelque chose/quelqu’un dans le temps. Font des énoncés logiques a l’aide des expressions telles : c’était hier que, c’est
3ème Épreuve demain que…etc.
Maîtrise de la langue : la date, la durée, la fréquence, les verbes à l’imparfait Resource pédagogique
et au passé composé. Voix passive. Calendrier, cassettes audio/CDs
Expression orale : un dialogue, c’était hier que, c’est avant-hier que, c’est
demain.
Expression écrite, rédaction ; mon projet d’avenir.
10 - 12 Révision Révision

‫المنهج الدراسي للسنة األولى الثانوية‬

SCHEME OF WORK FOR S.S ONE
FIRST TERM ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ألفاظ وعبارات تعطى فكرة متكاملة عن المدرسة‬ ‫مدرستى‬ ‫األول‬
‫النصوص المناسبة التى تتضمن أمثلة الكلمة والكالم‬
.‫والجملة المفيدة‬ .‫الكلمة والكالم والجملة المفيدة‬ ‫الثانى‬
.‫الفقرات تعطى فكرة متكاملة عن حياة األسرة السعيدة‬
‫بيان على بضائع التجارة‬ ‫األسرة السعيدة‬ ‫الثالث‬
‫يختار المدرس نصوصا من الكتب اإلنشائية مشتملة على‬
‫الجملة اإلسمية والجملة الفعلية ويميز خصائص الجملة‬ ‫السوق‬ ‫الرابع‬
.‫اإلسمية والجملة الفعلية‬ ‫الجملة اإلسمية والجملة الفعلية‬ ‫الخامس‬

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‫التعرف على أحوال أسماء اإلشارة فى نهاية الدرس مثل‪:‬‬

‫هذا كتاب‪ ,‬هذه مسطرة‪ ,‬هذان ولدان مهذبان‪ ,‬هاتان بنتان‬
‫مهذبتان‪.‬‬ ‫أسماء اإلشارة‬ ‫السادس‬
‫أنشودة قصيرة المناسبة لمستوى المتعلم والبيئة‪.‬‬
‫التعرف على أحوال األسماء الموصولة مثل‪ :‬سافر المدرس‬
‫الذى كان عندنا‪ ,‬سافرت البنت التى نجحت فى‬ ‫األنشودة‬ ‫السابع‬
‫اإلمتحان‪,‬رجع المسلمون الذين سافروا إلى مكة المكرمة‪.‬‬
‫نصوص تتضمن المذكر والمؤنث‬ ‫أسماء الموصولة‬ ‫الثامن‬
‫أمثلة لهما‪ ,‬زارنى محمد وأكرمنى محمد‪ ,‬مررت على‬
‫محمد‪ ,‬رأيت من أحبه‪ ,‬جاء من أحبه‪ ,‬نظرت إلى من أحبه‪.‬‬
‫األدب هو التراث اللغوى والفكر والثقافى فى األمة‪ .‬وهو‬
‫ثالثة أقسام‪ -١ :‬الشعر ‪ -٢‬النثر ‪ -٣‬المسرحية‬ ‫المذكر والمؤنث‬ ‫التاسع‬
‫من العربية إلى اإلنجليزية‪ ,‬عبارات وقطعات وجمل‬ ‫المعرب والمبنى‬ ‫العاشر‬
‫العربية‪.‬‬
‫من اللغة اإلنجليزية إلى العربية‪ ,‬الجمل وعبارات‬
‫وقطعات‪.‬‬ ‫التعريف باألدب العربى وأنواعه‬ ‫الحادى عشر‬
‫للدروس السابقة‬

‫أ‪ -‬الترجمة‬ ‫الثانى عشر‬

‫ب‪ -‬الترجمة‬
‫المراجعة‬ ‫الثالث عشر الرابع عشر‬
‫اإلمتحانات والتصحيح‬

‫المنهج الدراسي للسنة األولى الثانوية‬

‫‪SCHEME OF WORK FOR S.S ONE‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫قطعة مختارة ومشتملة على الكلمات والعبارات العربية‬ ‫المستشفى‬ ‫األول‬
‫اآلتية‪ ,‬مثل‪ :‬طبيب‪ ,‬ممرضة‪ ,‬معمل‪ ,‬دواء‪ ,‬حقنة‪ ,‬حبوب‪,‬‬
‫جراحة‪ ,‬عالج الخ‬
‫نص مختارة ومشتملة على الكلمات والعبارات‬
‫العربيةاآلتية‪ :‬مهندس‪ ,‬أالت موادٍ‪ ,‬كيماوية‪ ,‬كهرباء‪,‬‬ ‫رحلة إلى مصنع‬ ‫الثانى‬
‫محول‪ ,‬مكتبة‪.‬‬

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 ‫‪NAPPS‬‬ ‫‪NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS‬‬ ‫‪NIGERIA‬‬

‫من العربية إلى اإلنجليزية عبارة‪ ,‬وفقرات‪ ,‬أو الجمل‬ ‫الترجمة‬ ‫الثالث‬
‫العربية‬
‫ألفاظ وأفكار وأسلوب لكتابة اإلنشاء حول الفتاويين اآلتية‪:‬‬ ‫اإلنشاء‬ ‫الرابع‬
‫أ‪ -‬اإلعتناء بالصحة ب‪ -‬فوائد النار ومضارها‪ .‬ج‪ -‬أحب‬
‫الطعام إلى أحب المادة إلى الخ‪.‬‬
‫نموذج الجمل التى تبين أحوال اإلعراب فى اإلسم مثل‪ :‬جاء‬
‫رجل‪ ,‬ضرب المعلم رجال‪ ,‬مـر التاجر بزيد‪.‬‬ ‫أحوال اإلعراب (الرفع والنصب والجر والجزم‪.‬‬ ‫الخامس‬
‫نص مختار ومشتمل على كلمات وعبارات عربية منها‬
‫األخالق الكريمة الصدق واألمانة وإخالص والوفاء بالعهد‪.‬‬ ‫فضائل الصدق‬
‫الترجمة من اإلنجليزية إلى العربية الجمل أو العبارات أو‬ ‫السادس‬
‫الفقرات إو اإلعالنات كتب باإلنجليزية‬
‫أمثلة لجمع المذكر السالم‪ :‬مسلم = مسلمون مسلمين أمثلة‬ ‫الترجمة‬
‫جمع المؤنث السالم‪ :‬مسلمة – مسلمات ‪.......‬‬ ‫السابع‬
‫أمثلة لجمع التكسير‪ :‬كتاب = كتب‪ ,‬قلم = أقالم‪ ,‬جملة =‬
‫جمل‪ ,‬ولد = أوالد‪.‬‬ ‫جمع المذكر السالم وجمع المؤنث السالم‬
‫جمل أو عبارات أو فقرات أو اإلعالنات أو النشرات‬ ‫الثامن‬
‫المكتوبة بالعربية‪.‬‬ ‫جمع التكسير‬
‫أ‪ -‬نبذة عن حياة الخنساء بنت عمرو‪.‬‬
‫ب – نمذوجا من مراثى الندى‪ ,‬نماذج من المية إبن الوردى‬ ‫إمالء‬ ‫التاسع‬
‫(خمسة عشرة بيتا)‬
‫أ‪ -‬نبذة عن حياة حسان بن ثابت‪ ,‬أبيات من شعره فتح مكة‬ ‫رثاء صخر من مراثى الخنساء‬
‫يحتوى أنشودة على األبيات التالية‪:‬‬
‫موالنا موالنا موالنا ‪ #‬إياك نعبد‬ ‫العاشر‬
‫موالنا موالنا موالنا ‪ #‬إياك نعبد‬ ‫أ‪-‬من قصيدة فتح مكة لحسان بن ثابت‬
‫موالنا أنت ربنا موالنا ‪ #‬إياك نعبد‬
‫موالنا اللهم أنت نورنا ‪ #‬موالناإياك نعبد‬ ‫ب‪ -‬أنشودة‬ ‫الحادى عشر‬
‫موالنا موالنا موالنا ‪ #‬إياك نعبد‬
‫عن بعض الدروس السابقة‬

‫المراجعة العامة‬
‫اإلمتحانات والتصحيح‬
‫الثانى عشر‬

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‫المنهج الدراسي للسنة األولى الثانوية‬

‫‪SCHEME OF WORK FOR S.S ONE‬‬
‫الفترة الثالثة‪THIRD TERM‬‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫الفاظ وجمل وفقرات تعطى فكرة متكاملة عن الصدق‬ ‫الصدق الوفي‬ ‫األول‬
‫الوفى‬
‫أنشودة قصيرة مناسبة للطالب‬ ‫األنشودة‬
‫ألفاط وأفكار وأسلوب لتكوين الموضوعات اآلتية‪-١ :‬‬ ‫اإلنشاء‬ ‫الثانى‬
‫الرحلة ووسائلها ‪ -٢‬مضار الكذب ‪ -٣‬وطنى نيجيريا ‪-٤‬‬
‫اإلتحاد قوة‪.‬‬
‫وكتب العربية إلى اإلنجليزية‬ ‫الترجمة من العربية إلى اإلنجليزية‬ ‫الثالث‬
‫الجمل أوالفقرات أواإلعالنات‬ ‫اإلمالء‬ ‫الرابع‬
‫عـدة جمل تتضمن اإلضافة من كتاب المقرر‬ ‫اإلضافة‬ ‫الخامس‬
‫نماذج من مـدح سيف الدولة للمتنبى‬
‫تدريس من أخالق الرسول (صلى هللا عليه وسلم‬ ‫مـدح سبف الدولة‬ ‫السادس‬
‫الجمل أمثلة تتضمن الضمائر المتصلة والمنفصلة‪ - :‬أنا‬ ‫أخالق الرسول (صلعم)‬ ‫السابع‬
‫سامع ‪ -‬أنت سامع ‪ -‬نحن سامعون ‪ -‬أعطان المدرس‬
‫كتابا ‪ -‬سافرنا إلى كدونا‬ ‫الضمائر المنفصلة والمنتصلة‬ ‫الثامن‬
‫من اإلنجليزية إلى العربية‬
‫نماذج من المية إبن الوردى (خمسة عشر بيتا)‬
‫أمثلة تتضمن النعت والمنعوت نحو‪ -١ :‬قرأنا كتابا مفيدا‬
‫‪ -٢‬جريت فى ميدان فسيح ‪ -٣‬هذا كتاب مفيد‬ ‫أ‪ -‬الترجمة ب‪ -‬من المية ابن الوردى‬ ‫التاسع‬
‫مقالة تاريخية عن أبطال نيجيريا‪ -١ :‬الحاج أحمد بللو‬
‫‪٢‬الحاج أبوبكر تفاوا بليوا ‪( -٣‬الجنرال) مرتضى محمد‬ ‫النعت والمنعوت‬
‫جمل وفقرات أوالعبارات عن اإلخالص فى العمل‪.‬‬ ‫العاشر‬
‫عن بعض الدروس السابقة‬
‫ذكر أبطال نيجيريا‬
‫الحادى عشر‬

‫اإلخالص فى العمل‬
‫الثانى عشر‬
‫المراجعة العامة‬
‫اإلمتحانات والتصحيح‬ ‫والثالث عشر‬

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 NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

ECONOMICS
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 MEANING OF ECONOMICS AND RELATED CONCEPTS Teacher to arrange group discussion to relate these concepts to the daily activities of
Definitions, scope, importance and methodology of individuals, firms and government.
economics. Learning material; tables.
Economics as a science
Basic concepts of Economics - wants, scarcity, scale of
preference, choice and opportunity cost
2 BASIC TOOLS OF ECONOMIC ANALYSIS Teacher to arrange group discussion on how the knowledge of these concepts influence our
Graphs, charts and table with relevant examples daily choice of individuals, firms and government
Construction of frequency distribution Learning material; tables, graphs, charts etc.
3 BASIC TOOLS OF ECONOMIC ANALYSIS Teacher to display various charts relating to the topic and solve practical problems.
Measures of central tendencies – Meaning Learning material; tables, graphs, charts etc.

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Types (mean, mode, median) merits and demerits and

simple application
4 CONCEPTS OF DEMAND AND SUPPLY Teacher to guide and share experiences with students that relate to demand and supply
Demand – meaning, schedules, curves, laws. gathered on routine visits to shops and markets.
Factors affecting demand. Learning materials; display pictures of people in markets places or shops.

5 CONCEPTS OF DEMAND AND SUPPLY Teacher to guide and share experiences with students that relate to demand and supply
Meaning of supply, schedules, and laws. gathered on routine visits to shops and markets.
Factors affecting supply Learning materials; display pictures of people in markets places or shops.
6 CONCEPTS OF DEMAND AND SUPPLY Teacher to guide and share experiences with students that relate to demand and supply
Determinants of equilibrium price, quantity and point gathered on routine visits to shops and markets.
with simple applications. Learning materials; display pictures of people in markets places or shops.

7 THEORY OF PRODUCTION Teacher to demonstrate the importance of division of labour with students by assigning aspects
Meaning of Production of a given task to different groups within a class and monitor time of completion by each group.
Types of Production Learning materials; charts and manufactured products.
Factors of Production
8 THEORY OF PRODUCTION Teacher to demonstrate the importance of division of labour with students by assigning aspects
Meaning of division of labour of a given task to different groups within a class and monitor time of completion by each group.
Specialization Learning materials; charts and manufactured products.
Advantages and disadvantages and limitations of division
of labour
9 THEORY OF PRODUCTION Teacher to demonstrate the importance of large scale production to the class.
Scale of production Learning materials; charts and manufactured products.
Advantages and disadvantages of large scale production

10 ECONOMICS SYSTEMS Teacher to guide the students and discuss these economic systems.
Definition of economic system Learning materials: Relevant textbooks.
Types of economic system (Capitalism)
Advantages and disadvantages of capitalism Teacher to guide and discuss these economic problems with students and discover ways of
ECONOMICS SYSTEM II Types of economic system solving them.
(Socialism, Mixed economy) Learning materials: Relevant textbooks.
Advantages and disadvantages of the above economic
systems
11 Revision Revision
12 Examination Examination
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ECONOMICS
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 FIRMS AND INDUSTRY Teacher to guide students to identify the different types of business organisations outfits
Definitions of firms and industry within the society by giving examples.
Types and basic features of business enterprises/organisations. Learning material; teacher to arrange a visit to any business location within the locality
2 FIRMS AND INDUSTRY Teacher to emphasize the issue of corruption, fraud and embezzlement of public fund.
General and specific problems of business enterprises (e.g. Learning material; teacher to arrange a visit to any business location within the locality
inadequate capital, location, inflation, government policy, seasonal
changes etc.)
3 FIRMS AND INDUSTRY Teacher to illustrate with examples from local economy differences between types of
Definitions of private and public companies business organisations.
Characteristics Learning material; teacher to arrange a visit to any business location within the locality
Distinction between private and public companies.
4 FIRMS AND INDUSTRY Teacher to illustrate with examples from local economy quoted and unquoted business
Definitions of quoted and unquoted companies and distinctions organisations.
Shares, debentures and bonds. Learning material; teacher to arrange a visit to any business location within the locality
5 POPULATION Teacher to guide students to compare the populations of different countries within and
Meaning of population in economics outside Nigeria.
Determinants and implication of population, size and growth Learning materials; charts and other relevant materials showing people, county, sex and
Theories of population e.g. Malthusian Theory, Demographic occupation.
Transition theory etc.
6 POPULATION Teacher to guide students to compare the populations of different countries within and
Distribution of population: Geographical, Age, Sex and outside Nigeria.
Occupational. Learning materials; charts and other relevant materials showing people, county, sex and
occupation.
7 POPULATION Teacher to discuss the problems of conducting population census in Nigeria.
Importance and problems of census Learning materials; Teacher to present census figures from the National population office
Rural – Urban migration to students.

8 LABOUR MARKET Teacher to plot the labour participation rate against the growth rate of the population.

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Concept of labour force Learning materials; Teacher to present census figures from the National population office
Efficiency and mobility of labour force to students.
Factors affecting the size of labour force particularly the
population characteristics (age, sex, occupation, education)
9 THE NATURE OF THE NIGERIAN ECONOMY Teacher to explain the various economic activities of the six geo-political zones of the
General overview and structure of Nigerian economy and its country with regards to agriculture and mining. Students should mention various products
economic potentials produced in different zones of the economy.
Nature and structure of industries in Nigeria. Learning materials; Economic map of Nigeria.
Contributions of the primary, secondary and tertiary sectors.
10 AGRICULTURE Teacher to encourage students to visit farms in their locality and be asked to discuss the
Meaning of agriculture system of agriculture that is prevalent there. Encourage students to participate actively in
Components of agriculture, crop production, livestock, forestry, form work in the school and at home.
fishing. Learning materials: Visit farms in their locality to observe the practice of agriculture.
Systems of agriculture (Cultivation methods)
Importance of agriculture to Nigeria economy
11 Revision Revision
12 Examination Examination

ECONOMICS
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 AGRICULTURE Teacher to highlight some government agricultural reform programmes such as:
i). Activities of marketing boards in Nigeria. OFN: Operation Feed the Nation
Establishment of ADB (African Development Bank) RBDA: River Basin Development Authority
Provision of fertilizers, improved seedlings, formation of NAFPP: National Accelerated Food Production Programmes
cooperative societies, improved storage facilities and GRP: Green Revolution Programme
provision of extension services. Learning materials: Visit
farms in their locality to observe the practice of
agriculture.
2 MINING Teacher to display maps showing the location of mineral deposits in Nigeria. Organise a
Components of the Nigerian mining industry visit to a mining or quarry site in the locality.
Minerals, types, use and locations. Learning material; charts and maps.

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3 MEANING OF FINANCIAL INSTITUTION Teacher to organise an excursion to commercial banks, development banks and the stock
Meaning and segments of financial system exchange within their locality.
Features of banking and non-banking financial institutions. Learning material; pass books, withdrawal booklets, share certificates, dividend warrants,
Functions of each institution and its importance. prospectus of quoted companies etc.
4 MEANING OF FINANCIAL INSTITUTION Teacher to organise an excursion to commercial banks, development banks and the stock
Money and capital markets exchange within their locality.
Benefits of capital markets Learning material share certificates, dividend warrants, prospectus of quoted companies
etc.
5 MONEY Teacher to guide students to discover the functions and qualities of a good money.
Definition of money Learning materials; coins, bank notes, cowries, commodity money etc.
Historical development of money
Functions of money
6 MONEY Teacher to guide students to discover the qualities of good money and benefits of a cashless
Types of money (including credit card, valve card, other economy over money and barter economies.
ICT aided payment instruments) Learning materials; ATM cards, Credit cards etc.
Characteristics of money
Qualities of a good money
7 CHANNELS OF DISTRIBUTION Teacher to introduce the various channels of distribution and their roles to students within
Channels and process of distribution their locality.
Roles of Wholesaler Learning materials; charts showing channels of distribution.
Roles of Retailer

8 CHANNELS OF DISTRIBUTION Teacher to guide students in discovering the roles played by cooperatives and government
Roles of Cooperatives agencies in the various channels of distribution.
Roles of Government Agencies in product distribution Learning materials; charts showing channels of distribution.
Problems of distribution and ways of improvement.
9 INSTRUMENTS OF BUSINESS FINANCE Teacher to guide students to identify different ways money can be raised to start a business.
Sources of funds for businesses Learning materials; Inspection of some money instruments e.g. share certificates.
Basic instruments for business financing (shares,
debentures and bonds)
10 INSTRUMENTS OF BUSINESS FINANCE Teacher to guide students to suggest various ways of financing business
Meaning and types of shares, debenture and other Learning materials; Inspection of some money instruments e.g. share certificates.
securities. Teacher to guide students to suggest various ways of financing business
INSTRUMENTS OF BUSINESS FINANCE Learning materials; Inspection of some money instruments e.g. share certificates.
Problems of business financing in Nigeria

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11 Revision Revision
12 Examination Examination

HAUSA LANGUAGE SS 1 FIRST TERM

ZANGO NA DAYA AJI DAYA
MAKO JIGO/MAKASUDI AYYUKA
1 Ƙa’idojin Rubutu:
A sanar da ɗalibai ma’anar ƙa’idojin rubutu .
A koyar da darasi kan rabawa da haɗa kalmomi msl: Ali ne, Motar baƘa ce, ya ci, ds.
Koyar da haɗa kalmomi. Msl’’ saboda’, ba ‘’sabo da’’ ba, ds.
2 Ci gaba da ƙa’idojin rubutu
Gajeruwar mallaka- misali ‘’rigarsa’’ ba ‘’rigar sa’’ ba ‘’gidanmu’’ ba ‘’gidan mu ba’’. A koyar da ɗaurin /m/ ko /n/ da baƙaƙe masu goyo. Msl
/m/ ”tambaya’’ ba ‘’tanbaya’’ ba.
/n/ za a yi ɗauri duk wuraren da baƙaƙe /b/, /m/ da /f/ ba su zo cikin kalma ba. Msl: /tinya/, ba timya ba. Ds.
Ɗaurin baƙaƙe masu goyo msl: gyaggyora, shasshare, fyaffyace ds.
3 Sassan jimla:
i. Ɗalibai su san ma’anar jimla
ii. A koyar da sassan jimla.
a. Yankin suna.
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b. Yanki aikatau
4 Fayyace abubuwa da ke sashen suna da aikatu:
Yankin suna Suna Amsa Kama W/Suna Sifa Mafayyaci Ma’auni Nunau Yankin aikatau
Lamirin suna Manunin lokaci Karɓau Bayanau Amsa kama Aikatau
5 Insha’i: Ya kasance ɗalibai sun iya
Fadar ma’anar insha’I Ire-iren insha’i msi: Labari Siffantawa Muhawara
Tattaaunawa Fayyacewa Rubutun wasiƙa
6 Fadar ire-iren sigar insha’i:
-Siffoffin insha’i
Gabatarwa Gundarin labari Kammalawa
-A san matakan fitar da siffofin insha’i.
Jeranta tunani Kyawun salo Amfani da kalmomi inda suka dace Amfani da gajerun jimloli
Sakin layi Dasa aya ko wakafi inda ya dace Ƙa’idojin rubutu
7 Rabe-rabe adabin baka:
Koyar da ma’anar adabin baka dangane da sigoginsu. Misali.
Zobe: - Tatsuniya
Almara
Hikaya
Labarai ds.
A duba Rebe-raben Adabi Da Muhimmancinsa, Na Dangambo A. Aimana Publishers.
8 Ci gaba da Adabin Baka:
A koyar da waƙoƙin makaɗa:
Makaɗan Fada (Sarkin Taushin S/Katsina)
Makaɗan Jama’a (Mamman Shata)
Makaɗan Sana’a (Illori Kalgo)
Makaɗan Maza (Gambu (Wakan barayi)
9 Nazari Zobe:
Ɗalibai su iya karantawa da nazarin littafin Ƙagaggen labari (Zobe) ta gano
Jigo
Salo
Salon sarrafe harshe ds.
10 Malami ya koyar da:
Bayanin salon sarrafa harshe
Amfani da kalmomi
Dabarun jawo hankali
Sakin layi
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Babi-babi
Tsara jimloli
11 Muhimmancin adabin baka wajen gane tarihin al’umma:
Malami ya sanar da ɗalibai tarihin kafuwar al’ummar Hausawa ta hanyar Adabin baka
Kafuwar garuruwan Kano, da Barbushe, Tsumburbura.
Durɓi ta kusheyi
Bayajida, kafuwar Hausa Bakwai da Banza Bakwai

12 Jihadin Shehu Danfodio:

Ɗalibai su sani
da Bawa Jangwarzo
Zuwan Turawa
Yaƙe-yaƙen Sarakunan Hausawa
13 Maimaitawa Maimaitawa
14 Jarabawa Jarabawa

HAUSA LANGUAGE SS 1 SECOND TERM

ZANGO NA BIYU AJI DAYA
MAKO JIGO/MAKASUDI AYYUKA
1 Ire-iren jimloli:
A tabbata ɗalibai sun iya tantance ire-iren jimloli. Msl
Jimla mai aikatau Bala ya ci tuwo Binta ta sha ruwa ds.
Jimla marar aikatau Akwai ruwa Babu tuwo ds.
2 Rabe rabe Rubutaccen Adabi:
Malami ya koyar da ɗalibai. Ma’anar/rubutaccen adabi Da rabe-rabensa; kamar
Adabin zamani (rubutacce) Abin lura wajen rarraba shi
3 Ci gaba:
Abubuwa da ake maida hankali Wajen rarraba rubutaccen Adabi
Tarihin shigowar Ajami da na Boko Manufofin rubuce-rubuce. Zubi da tsarinsa.
4 Ci gaba:
Rubutattun waƙoƙin:
ƙarni na 19 ƙarni na 20 Zube (ƙagaggen labari) Wasan ƙwaikwayo
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-Na talbijin: -Na radiyo -Na dandamali

5 Nazarin littafin rubutacciyar waƙa:
Malami ya koyar da yadda ɗalibai za su gane saƙon da waƙa ta ƙumsa, kamar su
Zubi Tsari Salo Jigo
6 Zubi da tsari:
A koyar da waɗannan:
Tsarin baitoci – Ƙwar-biyu, uku
Yawan baitoci
Buɗewa da rufewa
Salon sarrafa harshe aron kalmomi, dabarar jan hankali
7 Abubuwan tarihi a Adabin baka;
Ɗalibai su iya fito da abubuwan tarihi daga Adabin baka. Ire-iren Adabi baka da ya kunshi
Waƙoƙin mata Waƙoƙin makaɗa
Tarihin (Yadda mutuwa ta zo)
8 Ci gaba:
Wasanni tsakanin ƙabilu
Wasanni tsakanin garuruwa
Sara ds.
9 Wasa ƙwaƙwalwa:
Yara su san
Ma’anar wasa ƙwaƙwalwa
Ire-iren wasa ƙwaƙwalwa
10 A koyar da:
Hikimomin wasa ƙwaƙwalwa
11 Maimaitawa Maimaitawa
12 Jarabawa Jarabawa

HAUSA LANGUAGE SS 1 THIRD TERM

ZANGO NA UKU AJI DAYA
MAKO JIGO/MAKASUDI AYYUKA
1 Nazarin littafin wasan kwaikwayo:
A koyawa ɗalibai ma’anar wasan kwaikwayo, da rubutaccen wasan kwaikwayo, dangane da la’akari da:
Jigo Wayar da kai Gyaran hali

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Nasiha Nishadi
2 Ci gaba da nazarin:
Malami ya koyar da ɗalibai so littafin wasan kwaikwayo kamar:
Zubi da tsarin wasa
Kashi Fitowa Maganar ɗan wasa Sakin layi
3 Ci gaba da nazarin:
Ɗalibai su iya laƙantar littafin wasan kwaikwayo:
Sarrafa harshe Dacewar Magana Yin maganar Kurma Yin maganar Dandaudu Yin maganar Mata ds
4 Zamantakewar al’ummar Hausawa:
Ya kasance malami ya koyar da. Matsayi da ƙimar Hausawa. Yadda Hausawa suka karkasa kansu
Fahimci ɗabi’u da aikin ko wane rukuni. Ma’anar zamantakewa. Rukunin jama’a da shekaru: yara, matasa, manya, ds.
5 Ci gaba da zamantakewar al’umar Hausawa:
Fayyace ko wanne rukuni da aikinsa msl: Yara, Reno, aikin gida, gona, tallace-tallace, girmama na gaba.
Matasa – aikin gayya, gida, niƙa
6 Tufafin Hausawa da kayan ado:
Ɗalibai su san. Ire-iren tufafin Hausawa. Hula: Dara, Zanna habal-kada, ƙube, malfa,
ɗankwara ds Riga: alkyabba. Kaftani, Jamfa, Jallabiya, malunmalun, Yar shara ds.
Wando: Tsala, Kafi shanu, Buje, Ture
Takalma: Fed, kafi-katifa, gwandola ds.
Shimi, ɗantofi, ɗanfatari, ɗankwali, gyale ds
7 Ci gaba da:
A tantace na sarauta:
Alkyabba Rawani Kufta Abaya
Shure Yartofa dss.
8 Auna fahimta:
Malami ya tabatar yara sun
Kaifafa fahimtarsu game da labari ko waƙa.
Da kuma su iya kawo ma’anar kalmomin Hausa
9 Malami ya kuma haƙiƙance cewa ɗalibai za su:
Iya amsa tambayoyi na Jawabi. Waƙa
A koyar da ma’anar auna fahimta da sigoginsa
10 Dabarun fassara:
A koyar da yadda ɗalibai za su:
San ma’anar fassara Naƙalci dabarun fassara Fassara ta’kaitattun bayanai
ire-iren fassara Baƙi da baƙi Kalma da kalma Mai ‘yanci
11 Ci gaba da fassara:
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A koyar da takaitacciyar fassara bayanai dangane da:

Ƙanjamau
Yoyon fitsari
Shan miyagun ƙwayoyi
Dangantakar maza da mata
12 Maimaitawa Maimaitawa
13 Jarabawa Jarabawa

ASỤSỤ IGBO
SSS ONE – FIRST TERM

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

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

2. ỤTỌASỤSỤ: IHE ỤMỤAKWỤKWỌ GA-EME:

Nkọwa ụdaume Igbo na nkewa ya (ụdamfe na ụdaarọ) 1. Ịkọwa ụdaume 2. Ikewapụta ụdaume
OMENALA: Ụdị ezinụlọ dị iche iche (dk. mkpuke, mkpuke ụbara, 3. Ịkọwa ezinụlọ 4. Ịkposịta ụdị ezinụlọ e nwegasịrị
mbisa) 5. Ịkọ akụkọ ọdịnala ndị ha maara 6. Ịjụ na ịza ajụjụ
AGỤMAGỤ: Ọmụmụ akụkọ ọdịnala NGWA NKỤZI
(Dịka: akụkọ nkọkịrịkọ, okike, ihe mere) Ụgbọ ọjii, akwụkwọ ọgụgụ, chaatị, kaadị mgbubam, foto/eserese, dgz.
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3. ỤTỌASỤSỤ: Nkewa Mgbochiume : Nge, mkpị, myiriụdaume, ndagba IHE ỤMỤAKWỤKWỌ GA-EME:
myiri-ụdaume 1. Ime nkewa mgbochiume 2. Ịrụgọsị ha n’ahịrịokwu
OMENALA: Ekwumekwu- Ọrụ nne, nna, ụmụaka n’ezinụlọ 3. Ikwupụta ọrụ nke onye ọ bụla n’ezinụlọ. 4. Ịgụ abụ ọdịnala dị iche iche
AGỤMAGỤ: Abụ Ọdịnala dk: Abụ nwa, abụ ejije, dgz. NGWA NKỤZI: Akwụkwọ ọgụgụ na akwụkwọ abụ a họọrọ, chaatị, ụgbọ ojii, dgz.

4. ỤTỌASỤSỤ: Mmụba Mkpụrụokwu: Nkejiokwu – Nkọwa na usoro IHE ỤMỤAKWỤKWỌ GA-EME:

ya (Dịka: v, vc, cvc, vcv, dgz). 1. Ige ntị 2. Ịrụgosị usoro mkpụrụokwu
OMENALA: Nrubere Onye N’ezinụlọ - nne, nna, ụmụaka. 3. ikwupụta nrubere onye ọ bụla n’ezinụlọ 4. Ijepụta ejije ọdịnala dị iche iche
AGỤMAGỤ: Ejije Ọdịnala dk: Oro, 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 ndụndị Igbo (dk; n’ọchịchị ebe 1. Ịgụ ọnụọgụgụ 2. Ịrụgosi ọnụọgụgụ
ezinụlọ na-enye aka na nzụlite ndị bara uru n’obodo 3. Idepụta ọnụọgụgụ n’Igbo 4. Ikwupụta uru ezinụlọ bagasịrịndị Igbo
AGỤMAGỤ: Agụmagụ ụgbu a na 5. Ịkọwapụta agụmagụ ugbu a na ikewagasị ya.
ụdị ya (Iduuazị, abụ, ejije) na ọmụmaatụ ha dị iche iche. NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, tapụ rekọda, chaatị, kaadị mgbubam, dgz.

6. ỤTỌASỤSỤ: Ọnụọgụgụ: Nọmba mpekele ½, nọmba ọgwa 4 ½, IHE ỤMỤAKWỤKWỌ GA-EME

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

7. ỤTỌASỤSỤ: Nkọwa Ahịrịmfe Igbo na Nkenụdị ya. IHE ỤMỤAKWỤKWỌ GA-EME

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

8. ỤTỌASỤSỤ: Ọmụmụ Ahịrịmfe na Ahịrịukwu IHE ỤMỤAKWỤKWỌ GA-EME

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

9. ỤTỌASỤSỤ: Ọmụmụ Ahịrịnha na Ahịrịokwu ndị ọzọgasị. IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ahụike Ntorọbịa: Omume na-ebute ọrịa dịka adịghị 1. Ige ntị 2. Ịkọwa na imepụta ụdị ahịrị-okwu na ahirịnha dị iche iche
ọcha. 3. Ikwupụta omume ufọdụ gasị ndị na-ebute ọrịa 4. Ịgụ na ime nnyocha abụ
AGỤMAGỤ: Nnyocha otu abụ a họọrọ dk: Aha abụ, aha odee abụ, NGWA NKỤZI: Akwụkwọ ọgụgụ klasị na akwụkwọ abụ, ụgbọ ojii, kaadị mgbubam, dgz.
isiokwu na ndịna isiokwu abụ, Nhazi abụ, asụsụ nka ode webatara
n’abụ.

10. ỤTỌASỤSỤ: NKEJI ASỤSỤ IGBO – IHE ỤMỤAKWỤKWỌ GA-EME:

Nkọwa na Ụdị ya dị iche iche 1. Ige ntị 2. Ikwupụta ụdị nkejiasụsụ dị iche iche.
OMENALA: Ọmụmụ agwa (kọlọ) dị iche iche dịka oji, odo, ọcha, dgz. 3. Ikwu na ịrụgosi ụdị kọlọ dị iche iche 4. Ịgụ akwụkwọ iduuazị na ide ihe odide
AGỤMAGỤ: Ọmụmụ otu akwụkwọ iduuazị a họọrọ NGWA NKỤZỊ:
Akwụkwọ ọgụgụ na akwụkwọ iduuazị a họọrọ, ụgbọ ojii, kaadị mgbubam, dgz.

11. ỤTỌASỤSỤ: Ọmụmụ Mkpọaha (Aha dị iche iche) IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Njirimara ndị Igbo, nkọwapụta ụzọ dị iche iche e ji ama 1. Ige ntị 2. Ikwu njirimara ndị Igbo
ndị Igbo (dk ejiji, asụsu, nri, steeti, dgz). 3. Ịrụgosi mkpọaha n’ahịrị-okwu 4. Ịgụpụta akwụkwọ iduuazị na ide ihe odide
AGỤMAGỤ: Ọmụmu otu Iduuazị a họọrọ NGWA NKỤZỊ:
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
SSS ONE – TAM NKE ABỤỌ

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IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME Na NGWANKỤZI

1. ỤTỌASỤSỤ: Ọmụmụ Mkpọaha – Nnọchiaha na Nnọchimpesịn, Iji IHE ỤMỤAKWỤKWỌ GA-EME:

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

2. ỤTỌASỤSỤ: Ọmụmụ Mkpọaha – Njụajụjụ na ọnụọgụgụ IHE ỤMỤAKWỤKWỌ GA-EME:

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

3. ỤTỌASỤSỤ: Ọmụmụ Ngwaa na ụdị ya dị iche iche IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Ọchịchị Ọdịnala Igbo – Nkọwa ya, mgbe ọ malitere, 1. Ige ntị 2. Ịkọwa ihe ngwaa pụtara 3. Ịrụgọsị ngwaa n’ahịrịokwu
usoro, njirimara na uru ya. 4. Ikwupụta uru dị n’ọchịchị ọdịnala. 5. Ịgụ abụ a họpụtara.
AGỤMAGỤ: Ọgụgụ abụ ọzọ a họọrọ NGWA NKỤZI: Akwụkwọ abụ a họọrọ, chaatị, akwụkwọ ọgụgụ, ugbo ojii, dgz.
4. ỤTỌASỤSỤ: Ọmụmụ Nkọwaaha na Nkenụdị ya. IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Ọchịchị Ọdịnala Igbo: 1. Ikwupụta nkeụdị nkọwa aha 2. Ịrụgosị nkọwaha n’ahịrị-okwu
Ò tù dị iche iche ndị ọnụ na-eru n’okwu n’ọchịchị obodo. 3. Ikwu ọrụ na uru ò tù ọgbọ dị iche iche 4. Ikwupụta usoro e si aba ò tù nke ọ bụla.
(1) ọgbọ/uke/ebiri, usoro abamaba, ọrụ na uru ha. 5. Ịgụ akwụkwo ejije.
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họpụtara NGWA NKỤZI
Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, tiivi, redio, tepụrekọda, dgz.

5. ỤTỌASỤSỤ: Ọmụmụ Nkwuwa IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ọchịchị ọdịnala (2) Nze na ọzọ, usoro echichi, ọrụ na 1. Ikọwa na inye omụmaatụ nkwuwa n’Igbo 2. Ikwu usoro echimechi nze na ọzọ
uru ha. 3. Ikwupụta uru na ọghọm na-eso echimechi ndị a
AGỤMAGỤ: Nkọwa atụmaatụokwu na ụdị ya dị iche iche, uru ha 4. Inye ọmụmaatụ ụdị atụmatụokwu ndị nwegasịrị.
bara n’edemede. NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese

6. ỤTỌASỤSỤ: IHE ỤMỤAKWỤKWỌ GA-EME

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

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

8. ỤTỌASỤSỤ: Ọmụmụ Njikọ IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Obodo dị iche iche na ọrụ aka e jiri mara ha n’ala Igbo 1. Ịkọwapụta ihe bụ njikọ 2. Ịrụgosị mkpụrụokwu e ji ezipụta njiko
AGỤMAGỤ: Ọmụmu ụkabụilu. 3. Inye ọmụmaatụ ahịrị - 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. ỤTỌASỤSỤ: Ọmụmụ Mgbakwụnye - Ndịnihu, ndịnazụ, na nọnetiti. IHE ỤMỤAKWỤKWỌ GA-EME

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

ỤTỌASỤSỤ: Ọmụmu Ntimkpu na olundị pụtara ihe na ya dịka

10. ọkọọ, ihiyee, Ewooh, dgz. IHE ỤMỤAKWỤKWỌ GA-EME
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họọrọ 1. Ịkọwa ntịmkpu na olundi 2. Irugosi ha n’ahịrịokwu
3. Inye ọmụmaatụ ha gasị 4. Ịgụ akwụkwọ ejije
NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ ejije, ụgbọ ojii, kaadị mgbubam

MMỤGHARỊ IHE A KỤZIRI NA TAM

11.

ULE
12.
ULE NA MMECHI
13.

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ASỤSỤ IGBO
SSS ONE – TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. ỤTỌASỤSỤ: Nkọwa ihe bụ edemede na ụdị yagasị IHE ỤMỤAKWỤKWỌ GA-EME:

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

ỤTỌASỤSỤ: Odide edemede mkparịta- ụka IHE ỤMỤAKWỤKWỌ GA-EME:

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

ỤTỌASỤSỤ: Ọdịdị edemede akọmakọ IHE ỤMỤAKAWỤKWỌGA-EME:

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

4. ỤTỌASỤSỤ: Odide edemede ekwumekwu IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Ọmụmụ usoro ihe ọjị/nzu na ihe ndị ọzọ na-anọchite anya ọjị. 1. Ide edemede 2. Ịkọwa ọbịa na ụzọ e si anabata ya.
AGỤMAGỤ: Nnyocha akwụkwọ iduuazị na agwa dị na ya. 3. Ịgụ na ịtụle akwụkwọ iduuazị ha gụrụ

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NGWA NKỤZI
Akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị a họọrọ, ụgbọ ojii, tiivi, redio,
tepụrekọda, dgz.

5. ỤTỌASỤSỤ: Odide edemede nkọwasị IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Ọmụmụ omenala: Ịnabata ọbịa 1. Ige ntị 2. Ide edemede nkọwami 3. Ịgụ izu na izuụka n’Igbo
AGỤMAGỤ: Nnyocha akwụkwọ iduuazị na omenala pụtara ihe na ya. 4. Ịgụ akwụkwọ iduuazị 5. Ịchọpụta omenala ndị gbara elu na ya
NGWA NKỤZI
Akwụkwọ ọgụgụ klasi , akwụkwọ iduuazị, ụgbọ ojii, foto/eserese

6. ỤTỌASỤSỤ: Odide edemede nkọwami IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Ọmụmụ izu na izuụka 1. Ige ntị 2. Ịkọwapụta olilo ụdaume na ụdị ya
AGỤMAGỤ: Nnyocha akwụkwọ iduuazị na omenala pụtara ihe na ya. 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.

7. ỤTỌASỤSỤ: Olilo ụdaume- Ọmụmụ Olilo ihu na ọlilo azụ IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Usoro ọgụgụ ọnwa na afọ 1. Ige ntị 2. Ikwu na inye ọmụmaatụ ụdị olilo dị iche iche
AGỤMAGỤ: Ọgụgụ na aghọtazaa sitere n’akwụkwọ ejije a họọrọ 3. Ikwu nrubere diokpara 4. Ịgụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ
iduuazị, ụgbọ ojii, kaadị mgbubam, chaatị ụdaume, dgz.

8. ỤTỌASỤSỤ: Olilo ụdaume - ọmụmụ olilo nlofo, mmakọ na nlocha IHE ỤMỤAKWỤKWỌ GA-EME
OMENALA: Nrubere onye diọkpara n’ezinụlọ. 1. Ịkọwa ndapụ ụdaume na mgbochiume
AGỤMAGỤ: Ọgụgụ na aghọtazaa sitere n’akwụkwọ iduuazị a họpụtara. 2. Inye ọmụmaatụ ndapụ ụdaume na mgbochiume
3. Ikwupụta nrubere onye ada n’ezinụlọ
4. Ime ntụgharị
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ ejije a họọrọ, ụgbọ ojii, kaadị mgbubam, dgz.

9 ỤTỌASỤSỤ: Ọmụmụ ndapu udaume na ndapu mgbochiume IHE ỤMỤAKWỤKWỌ GA-EME

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OMENALA: Nrubere onye ada n’ezinụlọ 1. Ige ntị 2. Ịjụ na ịza ajụjụ. 3. Ịkparịtaụka gbasara nsogbu
AGỤMAGỤ: Ntụgharị akpaalaokwu na-apụta n’ịṅụ ọgwụ aghara aghara. 4. Ime ntụgharị
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, tepurekoda, redio, dgz.

10. ỤTỌASỤSỤ: Nkọwa ihe bụ aghọta-azaa na usoro ọzịza ajụjụ ya

OMENALA: Nsogbu na-esite n’ịṅụọgwụ aghara aghara
AGỤMAGỤ: Ntụgharị ilu

11. MMỤGHARỊ IHE A KỤZIRI NA TAM

12. ULE
13. ULE NA MMECHI

YORÙBÁ
SSS ONE – TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1 ÀŚÀ: Êkö Ilé OLÙKÖ:
sô oríkì êkö ilé
ÀKÓÓNÚ IŚË śàlàyé ní kíkún lórí oríśiríśi êkö ilé àti pàtàkì wôn láwùjô
Oríkì êkö ilé d. śàlàyé ìkíni lóríśiríśi õnà
Ìkíni ní oríśiríśi ônà e. śàlàyé oríśiríśi õnà tí à ń gbà töjú ilé
d. Iśë ilé śíśe ç. kô àwôn õrõ tó súyô sójú pátákó
e. Ìbõwõ fágbà AKËKÕÖ: Tëtí sí àlàyé olùkö. Śe àfihàn ìkíni lóríśiríśi õnà, ìwà ômôlúàbí, ìtöjú ilé.
ç. Ìmötótó OHUN-ÈLÒ ÌKÖNI:
f. Ìbömôwí abbl Pátákó ìkõwé Àwòrán Téèpù Tçlifísàn/ Rédíò Fíìmù

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2. LÍTÍRÈŚÕ: OLÙKÖ:
Ìwé Kíkà: Ìtàn Àròsô Ôlörõ Geere Jë kí akëkõö ka ìwé ìtàn àròsô ôlörõ geere
śàlàyé kíkún lórí kókó àkóónú iśë bí ó ti jçyô nínú ìtàn àròsô.
ÀKÓÓNÚ IŚË ìsônísókí àhunpõ ìtàn
Kókó Õrõ êdá ìtàn
Àhunpõ Ìtàn ôgbön ìsõtàn
d. Ôgbön ìsõtàn ìwúlò èdè
e. Ibùdó ìtàn ìjçyô õrõ
ç. Êdá ìtàn àti ìfìwàwêdá àmúyç àti àléébù
f. Lílo èdè kô àwôn õrõ tí ó súyô sí ojú pátákó
g. Ìjçyô àśà AKËKÕÖ: a. Ka ìwé b. Tëtí sí àlàyé olùkö. d. Kô àwôn õrõ tó súyô pêlú ìtumõ wôn
gb. Àmúyç àti àléébù OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé Ìwé ìtàn àròsô tí a yàn
3. ÈDÈ: Álífábëtì Èdè Yorùbá OLÙKÖ:
kô álífábëtì yorùbá lápapõ sára pátáko fún akëkõö
ÀKÓÓNÚ IŚË kô àwôn lëtà tí ó dúró fún ìró köńsónáýtì àti ìró fáwëlì
Álífábëtì: d. pe wön lökõõkan fún akëkõö.
a, b, d, e, ç, f, g, gb, h, i, j, k, l, m, n, o, ô, p, r, s, ś, t, AKËKÕÖ:
u, w, y fetí sí bí olùkö śe pe àwôn ìró köńsónáýtì àti fáwëlì náà.
Köńsónáýtì: pe àwôn ìró köńsónáýtì àti fáwëlì náà bí olùkö ti pè wön
b, d, f, g, gb, h, j, k, l, m, n, p, r, s, ś, t, w, y d. śe àdàkô àwôn lëtà ìró köńsónáýtì àti fáwëlì naa
d. Fáwëlì: a, e, ç, i, o, ô, u OHUN-ÈLÒ ÌKÖNI: kádíböõdù ńlá tí a kô álífábëtì Yorùbá sí.
kádíböõdù ńlá tí ó ń śe àfihàn àwôn ìró Köńsónáýtì àti fáwëlì lötõõtõ.
káàdì pélébé pélébé tí a kô àwôn lëtà náà sí.
4. ÀŚÀ: Àwôn oúnjç ilê Yorùbá OLÙKÖ:
sô oríkì oúnjç
ÀKÓÓNÚ IŚË sô oríśìí oúnjç
a. Oríkì oúnjç d. śàlàyé bí a śe ń śe oúnjç kõõkan
b. Oríśiríśi oúnjç e. kô àwôn oúnjç tí ó bö sí ìsõrí kan náà sára pátákó
d. bí a śe ń śe oúnjç kõõkan ç. sô bí a śe ń śe ìtöjú oúnjç tí ó bá sëkù
e. ìpín sí ìsõrí àwôn oúnjç ilê Yorùbá bí i: f. sõrõ lórí àýfààní oúnjç láti oko àti ewu oúnjç inú agolo
sêmíró, ôlöràá, afáralókun, amáradán abbl g. Ya àtç oúnjç ti ìlú/ agbègbè kõõkan fëràn sórí pátákó.
ç. ìtöjú oúnjç àjçsëkù AKËKÕÖ:
f. àfiwé oúnjç àtijö àti ti òde òní. Tëtí sí àlàyé olùkö
g. oúnjç tí ìlú/ agbègbè kõõkan fëràn Sô èrò tiwôn lórí oúnjç
d. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé.
e. Ya àtç tí olùkö yà sójú pátákó.
OHUN-ÈLÒ ÌKÖNI: Oríśìíríśìí oúnjç tútù. Àwòrán. Ohun èlò oúnjç:
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Ìkòkò, epo, iyõ irú, ewébê, sítóófù abbl

5. ÈDÈ: Sílébù èdè Yorùbá OLÙKÖ:
sô oríkì sílébù
ÀKÓÓNÚ IŚË śàlàyé ìhun sílébù
Oríkì sílébù d. śe õpõlôpõ àpççrç pínpín õrõ sí sílébù sójú pátákó
Ìhun sílébù [F, KF, N] AKËKÕÖ:
d. pínpín õrõ sí sílébù Tëtí sí àlàyé olùkö
Śe àpççrç pínpín õrõ sí sílébù fúnra rê
d. kô ohun tí olùkö kô sí ojú pátákó sínú ìwé.
OHUN-ÈLÒ ÌKÖNI: pátákó ìkõwé kádíböõdù tí ó śe àfihàn àwôn õrõ oní sílébù méjì, mëta abbl
6. LÍTÍRÈŚÕ: Lítírèśõ èdè Yorùbá OLÙKÖ:
śe àlàyé àwôn àbùdá pàtàkì lítírèśõ
ÀKÓÓNÚ IŚË śe àfiwé lítírèśõ àpilêkô àti alohùn
Oríkì lítírèśõ kô àpççrç lítírèśõ àpilêkô fún àwôn akëkõö.
Êka lítírèśõ èdè Yorùbá śàlàyé àwôn ìsõrí mëtêêta lítírèśõ àpilêkõ láti fi ìyàtõ wön hàn.
Alohùn sô àpççrç õkõõkan àwôn ìsõrí náà fún akëkõö.
Àpilêkô AKËKÕÖ:
d. Àwôn ohun tí a lè fi dá ewì kõõkan mõ: Tëtí sí gbogbo àlàyé olùkö dáradára
sísun, dídá, kíkô, pípa, pípè Ya àtç láti fi ìyàtõ lítírèśõ àpilêkô àti alohùn hàn.
e. Ìlò èdè inú ewì kô àpççrç mìíràn fún ìsõrí kõõkan lítírèśõ àpilêkô.
OHUN-ÈLÒ ÌKÖNI: Ìwé oríśiríśi Lítírèśõ àpilêkô: eré-oníśe, ewì àti ìtàn àròsô

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7. LÍTÍRÈŚÕ: Ìtúpalê ewì alohùn (Àsàyàn ìwé kan) OLÙKÖ:

jë kí akëkõö ka ewì alohùn löpõlöpõ ìgbà
ÀKÓÓNÚ IŚË śe àlàyé lórí kókó õrõ êkö, ìlò èdè, àmúyç àti àléébù inú ìwé àsàyàn ewì alohùn.
a. Àkóónú AKËKÕÖ:
kókó õrõ àśà tó súyô fi etí sí ewì tí olùkö ń kà fún wôn.
ìhun Gbìyànjú láti kéwì tí ó bá mõ
lílé/ gbígbè, àdákô, àjùmõkô d. ka ìwé àsàyàn yìí
ìlò èdè: ônà èdè àti ìsôwölo-èdè OHUN-ÈLÒ ÌKÖNI:
ìjçyô àśà Ìwé tó jçmö ewì alohùn
b. Lítírèśõ alohùn mìíràn Àwòrán tó bá ewì yìí mu
d. õgangan ipò àwôn akéwì: êśìn wön/ ìśe wôn, àkókò Pátákó ìkõwé
ìkéwì abbl
8. ÌHUN ÕRÕ: OLÙKÖ:
a. Möfíìmù ní èdè Yorùbá Śàlàyé oríśìí ìhun õrõ
b. Õnà tí a ń gbà śêdá õrõ-orúkô Śàlàyé ìśêdá àwôn õrõ
ÀKÓÓNÚ IŚË d. Kô õpõlôpõ àpççrç oríśiríśi õrõ sórí pátákó.
oríkì möfíìmù AKËKÕÖ:
ìśêdá õrõ-orúkô –àfòmö ìbêrê (a-, on-, o, oní-, àì-, àti-, Sô oríśiríśi ìhun õrõ
àfòmö àárin àpètúnpè (kíkún, çlëbç) Sô bí a śe śêdá àwôn õrõ
d. Da õrõ-orúkô ìśêdá tí olùkö kô sójú pátákó kô sínú ìwé.
OHUN-ÈLÒ ÌKÖNI:
Śe àlàyé ìlò àfòmö ìbêrê onísílébù méjì láti śêdá õrõ-orúkô pêlú àpççrç.
Kô õrõ ìpìlê mëta sílê
d. Kô àpççrç õrõ ìśêdá alápètúnpè kíkún mëta àti alápètúnpè çlëbç
9. IŚË ABÍNIBÍ OLÙKÖ:
i. Onírúurú iśë ilê Yorùbá bí i àgbê, alágbêdç, onídìrí, aśô Sô oríkì àti ohun tí iśë abínibí jë
híhun, aró dídá, awakõ abbl Tö akëkõö sönà láti mô pàtàkì iśë śíśe àti bí a śe ń kö iśë kõõkan.
ii. Ìkíni àti ìdáhùn fún onírúurú iśë. d. Sô àýfààní iśë kíkö
ÀKÓÓNÚ IŚË e. Kô ìjôra àti ìyàtõ tó wà nínú iśë abínibí àti tòde òní sójú pátákó
oríkì iśë abínibí àti àpççrç iśë: àgbê, ôdç, aśô híhun, aró AKËKÕÖ:
dídá, epo fífõ, irun dídì, àyàn, olóólà, alágbêdç Sô ohun tí o mõ nípa iśë śíśe àti ìdí tí ó fi yç kí ènìyàn śiśë
Bí a ti ń kö iśë Kô ohun tí olùkö kô sójú pátákó sínú ìwé rç.
d. ìwúlò iśë kíkö d. Śe àfiwé iśë abínibí àti tòde òní.
e. iśë ôkùnrin, obìnrin, tôkùnrin-tobìnrin ní àtijö àti lóde OHUN-ÈLÒ ÌKÖNI:
òní. Àwôn ohun-èlò iśë abínibí bí i: àdá, àkàtàýpò, ômô-owú, êmú, ôkö abbl
Àwòrán çbu àti àwôn òśìśë.

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10. ÀŚÀ: ÌGBÉYÀWÓ OLÙKÖ:

Àkóónú iśë Śe àlàyé fún akëkõö lórí àýfààní tí ó wà nínú śíśe ìgbéyàwó
ìdí tí a fi ń gbéyàwó/ lökô Jë akëkõö jíròrò/ sô ìrírí rê;
oríśiríśi ìgbéyàwó tí ó wà láyé àtijö àti lóde òní, ìfômôtôrô, d. kô àwôn õrõ pàtàkì pàtàkì sí ojú pátákó pêlú ìtumõ wôn
fífë níśulökà, àśàýte, śöõśì, kóòtù, mùsùlùmí, ôkô kan aya AKËKÕÖ:
kan, aláya púpõ abbl Tëtí sí olùkö
d. Ìgbésê inú oríśi ìgbéyàwó kõõkan láyé àtijö Jíròrò ní kíláásì/ sô ìrírí rç
e. ìgbésê inú oríśi ìgbéyàwó kõõkan lóde òní. d. Da àwôn õrõ tí olùkö kô sójú pátákó kô sínú ìwé
ç. Àýfààní àti ìśòro inú irú ìgbéyàwó kõõkan látijö àti OHUN-ÈLÒ ÌKÖNI: Àwòrán ìgbéyàwó. Fídíò. Téèpù. Tçlifísàn
lóde òní.
11. ÈDÈ: ÒWE OLÙKÖ:
i. Oríśiríśi òwe Sô ìtumõ òwe
Ìtándòwe, òwe ajçmësìn, ìrírídòwe Jë kí akëkõö pa oríśiríśi òwe bí àpççrç: ìbáwí, ìkìlõ, ìmõràn abbl
ii. ìwúlò òwe d. Kô ìbêrê àwôn òwe kan sójú pátákó fún akëkõö láti parí wôn
ÀKÓÓNÚ IŚË e. Sô ìwúlò òwe
Oríkì òwe AKËKÕÖ: Tëtí sí àlàyé olùkö. Pa oríśiríśi òwe gëgë bí olùkö śe darí.
Oríśiríśi òwe d. kô ìparí àwôn òwe tí olùkö kô sí ojú pátákó sí inú ìwé wôn.
d. Ìlò òwe/ ìwúlò òwe OHUN-ÈLÒ ÌKÖNI: Ìwé òwe pêlú ìtumõ wôn Pátákó ìkõwé
12. ÀŚÀ: Oyún níní, ìtöjú oyún àti ìtöjú ômô láyé àtijö àti lóde OLÙKÖ:
òní. a. Śàlàyé kíkún lórí ìgbàgbö Yorùbá nípa oyún níní, ìtöjú oyún àti àsìkò tó tö láti lóyún.
ÀKÓÓNÚ IŚË b. Sõrõ lórí onírúurú jënótáìpù tó wà àti ìdí tí akëkõö fi gbôdõ mô tirê.
a. Ìgbàgbö nípa ômô bíbí àti àbíkú. d. La akëkõö lóye lórí jënótáìpù tó bá ara mu àti àwôn tó lè fëra wôn.
b. Ohun gbogbo ló ní àsìkò, tôkô-taya ni oyún wà fún kì í e. Kô àwôn oúnjç asaralóore tí aláboyún lè jç sójú pátákó ìkõwé.
śe àpön àti wúndíá. AKËKÕÖ:
d. Õnà tí a lè gbà dín bíbí àbíkú kù láwùjô; b.a òye lórí a. Jíròrò nípa àwôn tóyún wà fún
onírúurú jënótáìpù êjê tó wà àti àwôn tó fë fëra wôn b. Sô ohun tí ó nípa oyún níní
e. Aájò láti lè tètè lóyún: àýfààní kíkó ara çni ní ìjánu nípa d. Sô jënótáìpù tìrç
ìbálòpõ, yíyçra fún ìlòkulò oògùn ìsëyún abbl e. Dárúkô díê lára àwôn oúnjç aśaralóore
ç. Bí a śe ń töjú aboyún ç. Dárúkô díê lára àwôn õnà tí a fi ń töjú aláboyún
f. Oúnjç aśaralóore OHUN-ÈLÒ ÌKÖNI
g. Lílô fún ìtöjú ní ilé ìwòsàn (ìbílê/ ìjôba) Àwòrán díê lára ohun èlò tí a fi ń töjú aláboyún ní ìlànà ti ìbílê: ìkòkò àgbo, ìsáàsùn, àśèjç, ìgbàdí
gb. Oyún dídè abbl. Àwòrán díê lára ohun tí a fi ń töjú aláboyún ní ìlànà Òyìnbó.
h. Àwêbí Àtç tó ń fi oúnjç aśaralóore hàn.
13. ÀTÚNYÊWÒ ÊKÖ
14. ÌDÁNWÒ

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YORÙBÁ
SSS ONE – TÁÀMÙ KEJÌ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1 ÈDÈ: Àkàyé: OLÙKÖ:
Śe àwárí àwôn àyôkà tó jçmö õrõ tó ń lô. Irú àyôkà bëê gbôdõ ní ìlò èdè tó dára.
ÀKÓÓNÚ IŚË Jë kí akëkõö ka àyôkà náà dáradára
a. Ôgbön tí a ń ta fún àśeyege lórí àkàyé d. Tö akëkõö sönà láti dáhùn ìbéèrè nípa àyôkà
b. Kíka àyôkà e. Tö akëkõö sönà láti sô ìtumõ òwe
d. Títúmõ àkànlò èdè, òwe àti ônà èdè tí ó jçyô nínú AKËKÕÖ:
àyôkà ní ìbámu pêlú bí a ti lò ó. Tëtí sí àlàyé lórí àkàyé
e. Dídáhùn ìbéèrè lórí àkóónú àyôkà Ka àyôkà, dáhùn àwôn ìbéèrè lórí rê
d. śe àlàyé ìtumõ òwe, àkànlò èdè tí ó súyô ní ìbámu pêlú bí a śe lò wön.
OHUN-ÈLÒ ÌKÖNI:
Àyôkà oríśiríśi tí ó dá lé ìśêlê àwùjô.
2. LÍTÍRÈŚÕ: Àtúpalêàsàyànìwé eré-onítàn (ìwé méjì) OLÙKÖ:
a. jë kí akëkõö ka ìwé ìtàn eré-onítàn
ÀKÓÓNÚ IŚË Śe àlàyé kíkún lórí ìjçyô àkóónú iśë nínú eré-onítàn àsàyàn:
a. Kókó Õrõ Kókó õrõ
b. Àhunpõ Ìtàn ii. Êdá ìtàn àti ìfìwàwêdá
d. ibùdó ìtàn ibùdó ìtàn
e. Êdá ìtàn àti ìfìwàwêdá ìlò èdè
ç. Ìlò èdè ìjçyô àśà abbl
f. Àmúyç àti àléébù d. kô àwôn õrõ pàtàkì tí ó súyô sórí pátákó, kí o sì śàlàyé ìtumõ wôn.
e. Béèrè ìbéèrè löwö akëkõö
AKËKÕÖ:
a. Ka ìwé eré-onítàn wá láti ilé àti nínú kíláásì
b. Tëtí sí àlàyé olùkö
d. Kô àwôn õrõ tí olùkö kô sí orí pátákó sínú ìwé.
e. Dáhùn ìbéèrè olùkö
OHUN-ÈLÒ:
Ìwé eré-onítàn

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3. ÀŚÀ: Àśà ìsômôlórúkô ní ilê Yorùbá OLÙKÖ:

Kô oríśiríśi orúkô sí ojú pátákó
ÀKÓÓNÚ IŚË Śàlàyé pàtàkì orúkô àti oríśiríśi orúkô
a. Ìgbàgbö Yorùbá nípa pàtàkì orúkô (orúkô ômô ni ìjánu d. Śàlàyé orúkô òde oni
ômô) e. Darí àwôn akëkõö láti śe ìjìnlê eré ìsômôlórúkô.
b. Ètò ìsômôlórúkô b.a ifá lômô AKËKÕÖ:
d. Oríśiríśi orúkô àti ìtumõ wôn. a. Tëtí sí àlàyé olùkö
i. Àbisô b. sô ohun tí wôn mõ nípa ìsômôlórúkô sáájú ìdánilëkõö
ii. Àmútõrunwá d. sàwòkô orúkô tí ó wà lára pátákó
iii. Oríkì e. kópa nínú ìśeré, ìsinjç ìsômôlórúkô.
iv. Ìnágijç ç. śe àdàkô àwôn lëtà ìró köńsónáýtì àti fáwëlì naa.
v. Ìdílé OHUN-ÈLÒ ÌKÖNI:
vi. Òde-òní abbl 1. Ohun èlò ìsômôlórúkô: oyin, atare, orógbó, obì, çja, omi
2. Kádíböõdù tí a to orúkô ômô àti ìtumõ wôn sí.
4. ÈDÈ: Aáyan Ògbufõ OLÙKÖ:
a. Śàlàyé bí a śe ń śe aáyan ògbufõ
ÀKÓÓNÚ IŚË b. Túmõ àwôn gbólóhùn láti èdè Gêësì sí Yorùbá
a. Ìtösönà lórí bí a śe ń śe aáyan ògbufõ d. Kô àwôn gbólóhùn àti àkànlò èdè tí a túmõ sí orí pátákó.
b. Túmõ àwôn gbólóhùn kéékèèké láti èdè Gêësì sí AKËKÕÖ:
Yorùbá a. Tëtí sí bí olùkö śe ń túmõ àwôn gbólóhùn
b. Kô àwôn gbólóhùn àti àkànlò èdè tí olùkö kô sí ojú pátákó sí inú ìwé wôn.
OHUN-ÈLÒ ÌKÖNI:
Pátákó ìkõwé
5. LÍTÍRÈŚÕ: Àtúpalê ìwé ìtàn àròsô (ìwé méjì) OLÙKÖ:
a. Jë kí akëkõö ka ìwé ìtàn àròsô.
ÀKÓÓNÚ IŚË b. Śe àlàyé ní kíkún lórí ìjçyô àkóónú iśë lórí ìwé ìtàn: kókó õrõ, ìfìwàwêdá, àhunpõ ìtàn, ibùdó ìtàn,
a. kókó õrõ ôgbön ìsõtàn, àmúyç àti àléébù.
b. ìfìwàwêdá d. Kô àwôn õrõ pàtàkì pàtàkì tó súyô sójú pátákó kí ó sì śàlàyé ìtumõ wôn.
d. Àhunpõ ìtàn AKËKÕÖ:
e. Ibùdó ìtàn a. Ka ìwé ìtàn àròsô wa láti ilé àti nínú kíláásì.
ç. ôgbön ìsõtàn b. Tëtí sí àlàyé olùkö
f. êdá ìtàn d. Kô àwôn õrõ tí olùkö kô sí ojú pátákó sínú ìwé.
g. ìlò èdè OHUN-ÈLÒ ÌKÖNI:
gb. Ìjçyô àśà Ìwé ìtàn àròsô
h. Àmúyç àti àléébù
6. ÈDÈ: Àkànlò Èdè OLÙKÖ:

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a. Sô ìtumõ àkànlò èdè

ÀKÓÓNÚ IŚË: b. Jë kí akëkõö sô ìtumõ àwôn àkànlò èdè.
a. Oríkì àkànlò èdè AKËKÕÖ:
b. Oríśiríśi àkànlò èdè a. Tëtí sí àlàyé olùkö
d. Ìlò Àkànlò èdè b. Sô oríśiríśi àkànlò èdè
d. Sô ìtumõ àkànlò èdè
OHUN-ÈLÒ ÌKÖNI:
Ìwé àkànlò èdè pêlú ìtumõ wôn
Pátákó ìkõwé
7. ÈDÈ: OLÙKÖ:
a. Àròkô kíkô a. Sô ìtumõ àròkô
b. Ìgbésê fún àròkô kíkô b. Śàlàyé ìlapa èrò lórí àròkô kíkô
d. Tö akëkõö sönà láti kô àròkô
ÀKÓÓNÚ IŚË e. Yç ìśe akëkõö wò
a. Oríkì àròkô AKËKÕÖ:
b. Àwôn ìgbésê tí a ń têlé láti kô àròkô kíkô a. Tëtí sí àlàyé olùkö
d. Oríśiríśi àwôn àròkô: b. Kô àwôn àlàyé ojú pátákó sílê
i. Àròkô aláríyànjiyàn OHUN-ÈLÒ ÌKÖNI:
ii. Àròkô oníròyìn/ asõtàn Pátákó ìkõwé
iii. Àròkô alálàyé
iv. Àròkô ajçmö-ìsípayá
v. Àròkô onísõrõýgbèsì
vi. Àròkô asàpèjúwe
vii. Lëtà Kíkô:
a. Lëtà gbêfê
b. Lëtà aláìgbagbêfê
8. LÍTÍRÈŚÕ: OLÙKÖ: Jë kí akëkõö ka ìwé àsàyàn ewì àpilçkô
Àtúpalê àsàyàn ewì àpilêkô (ìwé méjì) Śe àlàyé ní kíkún lórí ìjçyô àkóónú iśë nínú ìwé àsàyàn ewì àpilêkô:
Kókó õrõ
ÀKÓÓNÚ IŚË Ìhun ewì
a. Kókó oro Ìlò èdè
b. Ìhun ewì (ètò) Ìjçyô àśà
d. Ìlò èdè Àmúyç àti àléébù
e. Ijçyô àśà d. Kô àwôn õrõ pàtàkì pàtàkì, kí o sì śàlàyé ìtumõ wôn.
ç. Àmúyç àti àléébù AKËKÕÖ: a. Ka ìwé àsàyàn ewì àpilêkô wá láti ilé àti nínú kíláásì. b. Tëtí sí àlàyé olùkö
d. Kô àwôn õrõ tí olùkö kô sí ojú pátákó sínú ìwé.
OHUN-ÈLÒ ÌKÖNI: Ìwé àśàyàn ewì àpilêkô
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9. ÀŚÀ: OLÙKÖ:
Àśà ìtöjú ara lóde òní àti ewu tí ó rõ mö ô. Darí akëkõö láti sô õnà tí a lè gbà śe ìtöjú ara
Śàlàyé ewu tó wà nínú àsìlò oògùn àti lílo oògùn olóró
ÀKÓÓNÚ IŚË d. Darí àwôn akëkõö láti kô orin/ ka ewì nípa pàtàkì ìmötótó
Ìtöjú ara çni b.a irun, èékánná, eyín, aśô: AKËKÕÖ:
Ewu ìlòkulò oògùn olóró Sô ìrírí rç nípa ewu tí àìtöjú ara lè fà.
d. ìtöjú ara lóde òní, àýfààní àti àléébù rê b.a Kô orin tàbí ka ewì tí ó dá lórí pàtàkì ìmötótó
i. Ètè kíkùn d. Śe àpççrç àwôn tí ó ti lo ìlòkulò oògùn olóró pêlú àyôrísí rê.
ii. irun díndín OHUN-ÈLÒ ÌKÖNI:
iii. Ihò méjì lílu sí etí kan 1. Pákò, búröõsì àti ôsç ìfôyín
iv. imú lílu 2. Àwòrán õmùtípara, wèrè/ asínwín
v. orin/ ewì nípa ìmötótó 3. Fíìmù tó śe àfihàn àtubõtán ìlòkulò oògùn àti oògùn olóró.
10. ÈDÈ: OLÙKÖ:
Àwôn ìsõrí õrõ nínú èdè Yorùbá Sô oríkì ìsõrí õrõ
Śe àlàyé bí a śe lè dá ìsõrí õrõ kõõkan mõ nínú gbólóhùn.
ÀKÓÓNÚ IŚË d. Kô àwôn ìsõrí õrõ náà sí ojú pátákó.
Õrõ-orúkô AKËKÕÖ:
Õrõ-ìśe Tëtí sí àlàyé olùkö
Õrõ-aröpò orúkô Kô àwôn ìsõrí õrõ tí olùkö kô sí ojú pátákó sínú ìwé wôn
Õrõ-aröpò afarajorúkô OHUN-ÈLÒ ÌKÖNI: Ìwé girama òde òní. Ìwé èdè-ìperí Yorùbá.
Õrõ-àpönlé Àwòrán àtç aröpò-orúkô àti afarajorúkô
Õrõ-atökùn
Õrõ-àsopõ
11. ÀŚÀ: OLÙKÖ:
Àwôn òrìśà ilê Yorùbá a. Śe àlàyé lórí àwôn òrìśà gëgë bí asojú Olódùmarè:
ÀKÓÓNÚ IŚË b. Śàlàyé kíkún nípa: ìgbàgbö oríkì olùsìn àti abôrê ìsìn (ojoojúmö, õsõõśê, ôdôôdún)
Àwôn òrìśà ilê Yorùbá: ohun èlò èèwõ ìmúra/ aśô abbl
Ôbàtálá d. Kô àwôn õrõ pàtàkì pàtàkì sí ojú pátákó
Õrúnmìlà AKËKÕÖ: a. Tëtí sí àlàyé olùkö nípa àwôn òrìśà. b. Kô àwôn õrõ tí olùkö kô sí ojú pátákó sínú
Ògún ìwé
Èśù d. kô ìparí àwôn òwe tí olùkö kô sí ojú pátákó sí inú ìwé wôn.
Śàngó OHUN-ÈLÒ ÌKÖNI: a. Àwòrán ojúbô àti abôrê.
Egúngún b. Àwôn ohun ètò fún ìsìn òrìśà b. a; aaja, kele Śàngó, ère òrìśà abbl
12. ÀTÚNYÊWÒ ÊKÖ
13. ÌDÁNWÒ

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YORÙBÁ
SSS ONE – TÁÀMÙ KËTA
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1 ÀŚÀ: Oge Śíśe ní Ayé Àtijö àti Òde Òní OLÙKÖ:
a. Tö akëkõö sönà nípa ìdí tí àwôn Yorùbá fi ń śoge.
ÀKÓÓNÚ IŚË b. Śe àfihàn ohun èlò oge śíśe
a. Pàtàkì oge śíśe d. Tö akëkõö sönà láti dárúkô irúfë oge śíśe tí ó wà ní òde òní àti àléébù tí ó wà níbê fún
b. Oríśiríśi õnà tí a ń gbà śoge ní ayé àtijö. ôkùnrin àti obìnrin.
Ara fínfín AKËKÕÖ:
Eyín pípa a. Sô ohun tí o ti śàkíyèsí nípa oge śíśe ní àwùjô àti ìdí pàtàkì tí àwôn ènìyàn fi ń śe oge.
Tìróò lílé b. Sô irúfë oge śíśe tí wön mõ mö obìnrin śáájú ìdánilëkõö
Làalì/ osùn kíkùn OHUN-ÈLÒ ÌKÖNI:
Irun dídì Ohun èlò gidi tìróò, bèbè ìdí, ìlêkê, làálì, osun, wíìgì, lëêdì, èékánná
Ilà kíkô àti bëê bëê lô Àwòrán oríśiríśi irun dídì, irun gígé àti bëê bëê lô.
d. Irun fífá: irun gígê, irun dídì, irun kíkó
e. Bàtà wíwõ lóríśiríśi
ç. Ìyípadà tó dé bá àśà oge śíśe ní òde òní:
Ètè kíkùn
Irun díndín
Ihò méjì lílu sí etí kan
Imú lílu
Aśô tó fara sílê
Bàtà gogoro àti bëê bëê lô
2. ÈDÈ: Àròkô Ajçmö-Ìśípayá OLÙKÖ:
a. Śe àpççrç ìlapa èrò àkôlé àròkô ajçmö-ìsípayá kan lójú pátákó ìkõwé
ÀKÓÓNÚ IŚË b. Mú kí akëkõö śe ìlapa èrò àkôlé àròkô ajçmö-ìsípayá mìíràn
a. Kíkô àwôn ìlànà tí à ń gbà kô àròkô ajçmö-ìsípayá d. Tö akëkõö sönà láti kô àròkô nípa lílo àwôn ìlapa tí ç śe ní kíláásì.
b. Ìlapa èrò àròkô ajçmö-ìsípayá e. Yç iśë akëkõö wò.
AKËKÕÖ:
a. Kíyèsí àpççrç ilapa èrò tí olùkö śe dáradára, sì dà á kô sínú ìwé rç
b. Śe ìlapa èrò tìrç mìíràn
d. Lo ìlapa méjèèjì tí ç śe ní kíláásì láti kô àròkô.
OHUN-ÈLÒ ÌKÖNI:
Pátákó ikõwé

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3. ÌWÉ KÍKÀ: Àtúpalê Ìwé Eré-Onítàn OLÙKÖ:

a. Jë kí akëkõö ka ìwé eré-onítàn
ÀKÓÓNÚ IŚË b. Śàlàyé ní kíkún lórí ìjçyô àkóónú iśë nínú ìwé eré-onítàn
a. Kókó õrõ: Kókó õrõ
b. Àhunpõ ìtàn Àhunpõ ìtàn
d. Ibùdó ìtàn AKËKÕÖ:
e. Êdá ìtàn àti ìfìwàwêdá a. Ka ìwé eré-onítàn wá láti ilé àti nínú kíláásì.
ç. Ìlò èdè b. Tëtí sí śàlàyé olùkö
f. Ìjçyô àśà d. Kô àwôn õrõ tí olùkö kô sí ojú pátákó sínú ìwé
g. Àmúyç àti àléébù OHUN-ÈLÒ ÌKÖNI:
Ìwé eré-onítàn
4. ÌSÕRÍ ÕRÕ: Õrõ-orúkô OLÙKÖ:
a. Kô àpççrç àwôn õrõ tí à ń pè ní õrõ-orúkô, õrõ-orúkô bí i ilé, igi, ojú, Ayõ.
ÀKÓÓNÚ IŚË AKËKÕÖ:
a. Oríkì õrõ-orúkô a. Tëtí sí àlàyé olùkö lórí õrõ-orúkô
b. Oríśi õrõ-orúkô bí i: orúkô àdájë, orúkô àśeékà, orúkô b. Kô àwôn àpççrç tí olùkö kô sókè
aláìśeékà, orúkô afoyemõ àti bëê bëê lô. d. Pe àwôn õrõ náà bí olùkö śe pè é.
OHUN-ÈLÒ ÌKÖNI:
Kô àwôn àpççrç ìsõrí õrõ sí ojú pátákó/ kádíböõdù
5. ÈDÈ: Ìhungbólóhùn nínú àpólà-orúkô, àpólà-ìśe, àpólà-atökùn OLÙKÖ:
a. Àlàyé lórí oríśiríśi àpólà tí ó wà
ÀKÓÓNÚ IŚË b. Fi iśë àpólà hàn nínú gbólóhùn
a. Ìhun àpólà d. Śe àfihàn àpólà àti awë-gbólóhùn
b. Iśë tí àpólà ń śe nínú gbólóhùn AKËKÕÖ: a. Fi àpólà gbólóhùn wé awë-gbólóhùn láti lè mô ìyàtõ tó wà láàrin wôn
d. Àlàyé lórí oríśi àpólà tí ó wà: àpólà-orúkô, àpólà-ìśe, àpólà- b. Śe àpççrç àpólà oríśiríśi tí ó wà.
atökùn OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé
Kádíböõdù tí ó ní àkôsílê àpólà õrõ-orúkô, àpólà atökùn, àpólà-ìśe.
6. ÌSÕRÍ ÕRÕ: Õrõ-Ìśe OLÙKÖ:
Kô àpççrç àwôn õrõ tí ó wà lábë ìsõrí õrõ kõõkan. Bí àpççrç:
ÀKÓÓNÚ IŚË: Õrõ-orúkô: ilé, igi, ojú, ayò, Akin, Adé.
Ìsõrí õrõ: õrõ-orúkô, õrõ-aröpò orúkô, õrõ-ìśe, õrõ-àpèjúwe, õrõ- Õrõ-aröpò orúkô: mo, ó, a, mi, wa, wôn.
atökùn, õrõ-asopõ AKËKÕÖ: Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan
Kô àwôn àpççrç tí olùkö kô sókè
d. pe àwôn õrõ náà bí olùkö śe pè é fún wôn
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé. Fídíò Kádíböõdù
7. ÌSÕRÍ ÕRÕ: Õrõ-Aröpò Orúkô OLÙKÖ:

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a. Kô àwôn õrõ aröpò orúkô sílê bí i: a, mo, ç, wôn, yin, ìwô àti bëê bëê lô.
ÀKÓÓNÚ IŚË b. Kíkô õrõ aröpò orúkô afarajorúkô sílê, àwa, èmi, àwôn,êyin ati bëê bëê lô.
Õrõ-aröpò orúkô d. Kô ipò tí a ti lè lo ìkõõkan àpççrç ipò çni kìn-ín-ín çyô tàbí õpõ.
Õrõ-orúkô afarajorúkô AKËKÕÖ:
a. Ka àwôn õrõ aröpò orúkô àti ti afarajorúkô sílê.
b. Gbìyànjú láti mô ipò çnìkejì tàbí ìkëta çyô tàbí õpõ.
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé. Kádíböõdù
8. ÀWÔN ÊYÀ ARA FÚN ÌRÓ ÈDÈ PÍPÈ OLÙKÖ:
a. Mënuba àwôn êyà ara tí ó wà.
ÀKÓÓNÚ IŚË b. Sô ní sókí nípa êyà ara yòókù kí o sì śàlàyé lórí àwôn èyí tí à ń lò fún pípe ìró.
a. Kín ni àfipè? d. Pín àwôn êyà ara tí a fi ń pe ìró náà sí ìsõrí wôn gëgë bí i; àfipè àsúnsí àti àfipè àkànmölê.
b. Oríśi àfipè tí ó wà e. Bákan náà ni olùkö yóò sô nípa àwôn àfipè tí a lè fojú rí àti èyí tí a kò lè fojú rí .
d. Êyà ara àfipè àkànmölê àti àsúnsí AKËKÕÖ:
e. Êyà ara àfipè tí a lè fi ojú rí àti èyí tí a kò lè fojú rí. a. Akëkõö yóò kô ohun tí olùkö kô sójú pátákó sílê
b. Yóò béèrè ìyàtõ tí ó wà nínú àfipè àsúnsí àti àkànmölê, àfipè tí a lè fi ojú rí àti èyí tí a kò le
fojú rí.
OHUN-ÈLÒ ÌKÖNI: Pátákó ìköwé. Kádíböõdù. Àwòrán ènìyàn tí ó fi àwôn ibi ìpè ìró hàn.
9. ÌWÉ KÍKÀ OLÙKÖ:
Olùkö yóò jë kí àwôn akëkõö ka ìwé eré-onítàn
ÀKÓÓNÚ IŚË Sô díê nínú ìlò èdè àti çwà èdè tí ó súyô
a. Śíśe àtúpalê ìwé eré-onítàn AKËKÕÖ:
b. Wíwá àśà àti ìśe ilê Yorùbá jáde nínú ìwé náà. a. Àwôn akëkõö yóò ní òye ohun tí ìtàn inú ìwé dálé.
d. Śíśe àfihàn àwôn ìlò èdè àti çwà èdè inú ìwé náà. b. Wôn yóò lè dá çwà èdè mõ
d. Wôn yóò sì lè töka sí àwôn àśà àti ìśe ilê Yorùbá.
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé. Ìwé eré-onítàn tí a yàn.
10. ÊSÌN ÒDE ÒNÍ OLÙKÖ:
a. Sísô nípa êsìn àbáláyé
ÀKÓÓNÚ IŚË b. Àwôn òrìśà ilê Yorùbá àti bí a śe ń bô wön.
a. Oríśiríśi êsìn tí a ní nílê Yorùbá – êsìn àbáláyé d. Àwôn oríśi êsìn tí a ní lóde òní.
b.Oríśiríśi êsìn òde òní bí i Kìrìsítíënì, Mùsùlùmí, Êkáńkà, AKËKÕÖ:
Gúrúmàrajì, Búdà àti bëê bëê lô. a. Àdàkô ohun tí olùkö kô sójú pátákó.
d. Õnà ìjösìn fún àwôn çlësìn. b. Mô àwôn õnà tí çlësìn kõõkan ń gbà jösìn.
d. Béèrè ìbéèrè lórí ohun tí a kö.
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé. Àwòrán tí ó fi ìlànà êsìn kõõkan hàn.
11. ÀTÚNYÊWÒ ÊKÖ
12. ÌDÁNWÒ

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TECHNICAL DRAWING
SSS ONE – FIRST TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 DRAWING MATERIALS AND EQUIPMENT Teacher explains the term technical drawing.
Definition of Technical drawing, Identification and -Show and identify drawing materials and equipment e.g. Protractor, compasses, set – square
uses of drawing method and equipment e.g. protractor, drawing sheets. Etc.
compasses, set – squares, Tee – square, drawing board -Demonstrates how these materials and instruments are used.
etc. Identify drawing materials and equipment
-Use drawing materials and equipment to draw.
Drawing Instrument.
2 BOARD PRACTICE -Demonstrates how to fix the drawing sheet to the board
Technique of fixing drawing sheet to the drawing - Demonstrate the techniques of drawing boarder line and title block.
board, boarder line, title block and free hand lettering -Demonstrate the techniques in lettering; e.g. Gothic, italic etc.
(lower and upper-case letters). Fixing drawing sheets to the board
-Drawing bounder line and writing letters.
Drawing board, tee – square, pencil and sharpeners.
3 SAFE WORKING HABITS - Demonstrate safe handling of drawing instruments and materials e. g Board, Tee – square,
Safe use and care of drawing instruments and Pencils etc.
materials, clean habits, proper lighting and ventilation. -Demonstrate healthful habits in the drawing studio, such as,
(a) No horse plays
(b) No throwing of instruments, (Compasses and divides)
Observe and practice self-handling of drawing instruments and materials
-Practice health habits in the drawing studio
Drawing instruments, Videos chips, posters and charts.
4 LINES AND LINE WORK. -Teacher displays types of lines and explains their uses e.g. (a) thin long chain line for center line
Types and uses of line (thin continuous line, thick (b) Thin continuous line for projection, construction and dimension line.
continuous line, thin long – chain line, thick long drain (c) short dashes for hidden details
line etc.) Drawing of parallel and unchained lines. -Draw types of line
Construct parallels indeed lines using Tee – square and set square
Tee – square drawing bound, set square straight edge, pair of compasses, pencil. etc.
5 LINES AND LINE WORK - Demonstrate how to bisect a given line
Bisection and division of lines - Demonstrate how to divide a given line into a number of equal parts.
- Demonstrate how to draw a parallel line using a pair of compasses.
Bashed a given line
Pencils, paper compasses etc.
6 ANGLES AND TRIANGLES -Displays and describe types of angles
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Types of angles construction and division: - Demonstrate how to construction various types of angles using compasses.
(a) acute - Demonstrate how to bisect angles.
(b) obtuse Constitution angles acute, reflex, obtuse.
(c) reflex etc. Etc.
Models, posters charts, drawing instruments and materials.
7 ANGLES AND TRIANGLES -State types of triangles and demonstrate their construction.
Types of triangles and their construction such as: - -construction of triangles when: -
isosceles, equilateral, scalene and right-angled triangle. (a) given two sides and one angle
(b) two angles and one side
(c) three sides.
Identify triangles
-constitution triangles
Models, charts posterns and drawing instruments.
8 CIRCLE AND TRIANGLES -Describes the term circle and nit’s parts
Circle and its parts. -using chart, illustrate eccentric and concentric circles.
e.g. chord, tangent, sector quadrant, radius etc. Draw a circle and label its parts.
Drawing instruments and materials.
9 CIRCLE AND TRIANGLES Describes the construction of
Inscription, circumscription and ascription of triangles (a) inscribed circle to a given triangle
(b) circumscribed circle to a give triangle
(c) ascribed circle to a given triangle
inscribed, circumscribed and ascribed circles
10 QUADRILATERALS -Explain properties and types of quadrilaterals
Definition, types and properties e.g. square, rectangle Demonstrate construction of various quadrilaterals.
kite, parallelogram etc. Participate in class discussion
Construction of quadrilaterals -construction different types of quadrilaterals.
e.g. square, rectangle, kite, parallelogram etc. Pair of compasses, tee- square drawing bound, straight edge, models charts and posters.
11 Revision Revision
12 Examination Examination

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TECHNICAL DRAWING
SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 POLYGONS DEFINITION TYPES AND PROPERTIES -The Teacher explains the term polygon and their properties (regular and irregular)
(a) Regular and triangular -Heptagon seven sides, hexagon – six etc.
(b) Pentagon, hexagon heptagon etc. Student participate activity in class discussion
Teaching Materials: Models, chants, pastes and drawing materials.
2 POLYGONS -Demonstrates the construction of
Construction of various types of polygons. Using -a regular polygons using different methods e.g. (a) Square Method (b) circle Method (c) Diagonal
different methods Method etc.
Construct polygons using different methods
Models, Charts, posters and Drawing Instrument.
3 SCALES AND ITS USES: - construction of scales Explain the use and types of scales
(plain and diagonal) -illustrates the constriction of scales
-Explain how to road plain and diagonal scales
-participate in the discussion
-observe and construct plain and diagonal scales.
-Read illustrated plain diagonal scales
Scale, Drawing bound and tee – square.
4 ENLARGEMENT AND REDUCTION Explains the concept of enlargement and reduction of plane figure
The concept and application of enlargement and -explains the application of enlargement and reduction.
reduction. Participate in class discussion
Charts, posters and models
5 ENLARGEMENT AND REDUCTION Demonstrates the conduction of reduction and enlargement of an object to a given ratio.
Enlargement and reduction of regular and irregular Carry out excise on enlargement and reduction of give figures
plane figures: - in style, quadrilaterals polygons etc. Drawing board, tee square, fair of compasses charts, posters and models.
6 EQUAL AREAS OF SIMILAR FIGURES Theorems of equal areas.
E.g. triangles on the same base and between parallel line have equal areas
-Explains the theorems of equal areas using triangles on the same base and between parallels have
equal areas.
Discuss theorems of equal areas
Charts and posters
7 EQUAL AREAS OF SIMILAR FIGURES Constitution plane figures of equal area e.g. triangles, quiche laterals and polygons
Demonstrates the constriction of plane figures of equal areas
Construct plane figures of equal areas

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Drawing instrument, charts, and posters.

8 TANGENTS AND TANGENCY The teacher explains the principles and application of tendency.
Principles and application of Tangency. Demonstrates the construction of tangents of arcs to straight line.
Construction
of talents to: -
(a) point on the circumference of the circle
(b) two equal and unequal circles
9 – 10 TANGENTS AND TANGENCY Demonstrates the construction of tangents e.g. arcs touching internally and externally.
Construction of tangents involving arcs (internal Conspired tangents involving touching
and external) Internally and externally
Drawing instruments and materials
11 Revision Revision
12 Examination Examination

TECHNICAL DRAWING
SS 1 THIRD TERM
WEEK TOPIC - CONTENT ACTIVITY
1 SPECIAL CURVES: Locus, definition (eclipse, Teacher defines; i) eclipse ii) cycloids iii) trochoids etc.
cycloid, trochoids etc.) The teacher demonstrates various method of constructing special curves:
Construction of special curves using different Participate actively in the definition of special curves
methods Construct eclipse, cycloids and trochoids using different methods:
Models, chart, posters and drawing instrument.
2 TRUE LENGTH AND SURFACE Development: Explains development and its applications
-Meaning and applications of development Demonstrates how to determine true lengths of full and truncated solids:
-Determination of true lengths. Discuss the meaning and application of development. Determine true lengths:
Models, charts, posters, drawing instrument, card board, pair of scissors/knife
3 TRUE LENGTHS AND SURFACE DEVELOPMENT: Demonstrate the surface development of full and truncated solids using parallel lines, radial lines
Surface developments of fill and truncated solids, and triangulation method: -
e.g. a) cones b) pyramids c) prisms d) cylinders Develop the surface of full and truncated cones, pyramids and cylinders: -
Drawing instrument
4 TRUE LENGTHS AND SURFACE DEVELOPMENT: Demonstrates the methods of producing models of geometrical solids: -
Production of models of geometrical solids e.g. Develop models of geometrical solids: -
a) prisms Drawing instrument, card boards, pair of scissors/knife
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b) cones
c) cylinders etc.
5 METHODS OF DIMENSIONING: Demonstration methods of placing dimensions on drawing e.g.
i) circles ii) arcs iii) chamfers iv) vertical i) datum and
v) horizontal and angular shapes ii) chair dimensioning:
dimension drawing:
drawing instruments
6 ISOMETRIC DRAWING: Explains isometric axis and drawing, (30o): -
Concept of isometric drawing Participate actively in class discussion: -
a) definition Models, charts, posters, 30o/60o set square, drawing materials
b) isometric axis
c) three-dimensional drawing etc.
7 ISOMETRIC DRAWING: Demonstrate the drawing of isometric square, using 30o/60o set –square and drawing instrument
construction of isometric square, rectangle, and Draw isometric squares, rectangle and circles: -
circle Models, charts, posters, 30o/60o set-square drawing materials and instruments.
8 ISOMETRIC DRAWING: Demonstration of isometric circles and simple blocks
Construction of simple blocks in isometric Draw isometric block involving lines, arcs and circles: -
drawing Drawing instruments and materials.

9 OBLIQUE DRAWING: Explain oblique drawing

Meaning of oblique drawing, oblique drawing of Demonstrate the drawing of shaped blocks and geometrical solids in oblique using
shaped and geometrical solids a) cabinet and
b) cavalier methods: -
differentiate between isometric and oblique drawing
draw shaped blocks and geometrical solids in oblique: -
drawing instruments and materials.
10 INTRODUCTION TO COMPUTER GRAPHICS: the Demonstrate the use of computer for lettering, drawing lines, angles, planes figures, pictorial
use of computer in lettering and drawing drawings, enlargement and reduction of figures: -
The use of computer in lettering and drawing: -
Corel draw and Harvard graphics
11 Revision Revision
12 Examination Examination

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BASIC ELECTRICITY
SSS ONE – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 STRUCTURE OF MATTER The teacher uses diagram and model of atomic structure to explain.
Definition of matter, atom, electron, and electric circuit.
2 CONDUCTORS AND INSULATORS. The teacher displays samples of conductors and insulators, e.g. copper wire,
Definition of conductors and insulators. aluminum, steel, wood, rubber, glass, etc.
The differences between conditions and insulators, with
examples of each.
Uses of conditions and insulators.
3 OHM’S LAW The teacher performs experiments to determine ohm’s law using power supply unit,
Ohm’s law. ammeter, and voltmeter.
The mathematical relationship between current, voltage, and
resistance using the mathematical relationships.
4 ELECTRIC POWER Teacher will calculate electric power in a given circuit usingP=VI.
Definition of electric power, symbol and unit of measurement.
The relationship between power, voltage and current; P=VI.
State the other formula for finding power; P=I2R. P=V2/R
5 ELECTRIC POWER Perform an experiment to verify Joules law.
The other formulae for calculating electric power.
Calculation of power dissipated in circuits using the formulae.
Relate power to work and energy.
Calculation of energy in KWH.

6 RESISTORS Identify various electric circuit components.

The different electrical circuit components and their symbols.
Identification and definition of resistor.
The circuit symbols of resistors (fixed and variable)
7 RESISTOR COLOR CODING AND APPLICATION OF RESISTORS. Draw the color code table, calculate the value of a given color coded resistor,
Resistor color code table determine the color code of a given value of resistance.
Calculation of resistance using color code table
Uses of resistors.
8 CAPACITORS Display various types of capacitors, guide in the discussion on the uses of capacitors.
Definition of capacitor
Types of capacitors
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Circuit symbols and application

9 CAPACITOR COLOR CODING. Draw the color code table, calculate values of a given capacitor from its color code.
-Capacitor color code table.
-Calculation of capacitance values using the color code.
10 INDUCTORS Display various types of inductors, make a simple inductor.
Identification and definition of inductors.
Circuit symbol of inductors—air and code
Uses of inductors.
11 Practical Practical
12 Examination Examination

BASIC ELECTRICITY
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 RESISTANCE Demonstrate different connection of resistors, compute values of voltage across
-Definition of resistance current flowing, and total resistance for each connection type.
-Connection of resistors in series
-Connection of resistors in parallel
-Connection of resistors in series-parallel
2 RESISTIVITY AND CONDUCTIVITY Carry out experiment to demonstrate resistivity and conductivity
-Definition of resistivity and conductivity, symbols and units.
-Verification of resistivity and conductivity by experiments.
3 CAPACITANCE Illustrate different connection of capacitors, demonstrate the different connections of
Definition of capacitance, unit and symbol. capacitors.
Connection of capacitance in series, parallel and series-parallel.
4 INDUCTANCE Illustrate different connection of inductors, demonstrate different connection of
Definition of inductance, unit and symbol inductors.
Connection of inductors in series, parallel and series-parallel.
5 REACTANCE AND IMPEDANCE Interrelate impedance with inductive capacitive reactance.
. Definition of capacitive
. Definition of inductive reactance
. Definition of impedance

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6 ALTERNATING CURRENT TERMINOLOGIES Draw AC waveform and indicate the position of the related term, produce
-Explanation of term associated with alternating current e.g. peak experimentally alternating current waveform.
value, RMS and average.
-Waveforms of alternating currents
-Calculation of RMS values from peak values.
7 KIRCHHOFF’S CURRENT LAW Carry out experiment to verify Kirchhoff’s current law.
-Kirchhoff’s current law.
-Application of Kirchhoff’s current law to solve simple network
equations.
8 KIRCHHOFF’S VOLTAGE LAW Carry out experiment to verify Kirchhoff’s voltage law.
-Kirchhoff’s voltage law
-Application of Kirchhoff’s voltage law to solve simple network
equation.
9 MAGNETS Demonstrate the drawing of magnetic lines of flux.
-Origin of magnets. -Description of magnets.
-Properties of magnets.
10 MAGNETS Use magnets to generate EMF, calculate the distance between the poles of a magnet.
-Characteristics of magnets - Application of magnets
Utilization of magnets to generate EMF.
11 Revision Revision
12 Examination Examination

BASIC ELECTRICITY
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ELECTRO-MAGNETISM Demonstrate Faraday’s law using finger and a conductor.
-Concept of electromagnetism
Faraday’s laws of electromagnetism.
2 ELECTROMAGNETISM Verify the laws of electromagnetic induction by experiments, produce a prototype of a motor using
-Lenz’s law of electromagnetism induction. an electromagnet.
-Application of electromagnetism
3 TRANSFORMERS Illustrate the operational principles of transformers.
-Definition of transformer
-Classification of transformers
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-Operational principles of transformers.

4 TRANSFORMERS Produce a working prototype of a transformer.
Constructional features of transformer.
5 TRANSFORMERS Compute transformer turn ratio, carry out stepping down, and stepping up of transformers.
-Transformer efficiency
-Transformer loss
Application of transformers.
6 POWER SUPPLIES Demonstrate the use of DC power supply.
-Definition of power supply
-Component parts of power supply unit.
Functions of power supply unit.
7 CONVERTERS Illustrate various types of converters.
-Definition of converter
-Types of converter
8 INVERTERS Demonstrate the use of inverter.
-Definition of inverters
-Function of inverter.
-Differences between inverters and converters.
9 RECTIFICATION Draw the diagram of various rectifier circuits.
-Definition of rectification.
-AC to DC rectification.
-Types of rectifier circuit
10 FILTRATION Conduct experiment to demonstrate the operations of rectifier/filter circuits.
-Definition of filtration
-Types of filter circuits
-Uses of filters.
11 Revision Revision
12 Examination Examination

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BASIC ELECTRONICS
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ELECTRIC CURRENT Teachers explain the structure of atom. Students draw the structure of atom chart showing
Structure of atom structure of an atom.
2 CONDUCTORS AND INSULATORS Teacher; defines and explains conductors and insulators. List examples of conductors and
insulators.
Students; draw the structure of an atom in conductors and insulators.
2. Distinguish between conductors and insulators, participate in class discussion.
Instructional Materials; Copper, wire, pieces of wood or rubber.
3 APPLICATION OF CONDUCTORS AND Teacher leads the discussion on various uses of conductors and insulators. Students identify
INSULATORS. various objects made of conductors and insulators or charts showing materials made of insulators
and conductors.
4 ELECTRIC CURRENT Teacher; defines and explain with relevant diagrams, direct and alternating current (Arcade).
Direct and alternating current. Students to distinguish between asking and answering question.
Instructional Materials; Dry cells, battery charts showing various sources of alternating current.
5 ELECTRIC CURRENT Teacher; guides the students to distinguish between direct and alternating current.
Differences between current (D.C) and alternating Students; state the difference between direct and alternating current.
current Instructional Materials; dry cells, batter, charts, showing various sources of alternating current.
6 ELECTRIC CURRENT Teacher; explains sources of direct and alternating current.
Sources of direct and alternating current. Students; mention two sources of alternating current.
Instructional Materials; Dry cells, battery, charts, showing various sources of alternating current.
7 RELATIONSHIP BETWEEN VOLTAGE CURRENT Teacher; defines and explains current, voltage and resistance. Students; define current voltage
AND RESISTANCE. and resistance.
Current, voltage, and resistance
8 RELATIONSHIP BETWEEN VOLTAGE, CURRENT Teacher; state units, symbols, and instruments for measuring voltage, current, and resistance.
AND RESISTANCE Demonstrates using instrument to measure voltage, current and resistance (practical).
Measurement of voltage, current and resistance. Students; to measure current, voltage and resistance.
Instructional Materials; resistors, resistor boxes, connecting wires, circuit boards, dry cells,
ammeter, ohmmeter, and voltmeter.
9 RELATIONSHIP BETWEEN VOLTAGE CURRENT Teacher; states and explains ohm’s law.
AND RESISTANCE Students; state ohm’s law. State the mathematical expression for ohm’s law.
Ohm’s law Instructional Materials; calculator, charts on ohm’s law.
Definition of ohm’s law.
Mathematical expression for ohm’s law.
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10 RELATIONSHIP BETWEEN VOLTAGE, CURRENT, Teacher; performs an experiment to demonstrate ohm’s law.
AND RESISTANCE Students; perform experiment on ohm’s law. Take readings and draw graph to determine voltage,
Simple experiment to determine ohm’s law current and resistance.
Instructional Materials; resistors, resistor boxes or variables resistors, connecting wires, dry
cells, ammeter, ohmmeter, and voltmeter, graph sheet and calculator.
11 RELATIONSHIP BETWEEN VOLTAGE, Teacher; calculates current, voltage and resistance in a given circuit.
RESISTANCE AND CURRENT Students; calculate voltage in a circuit where current of 5A flows and the circuit resistance is 10
Simple calculation of current, voltage and resistance ohms
in a given circuit. Instructional Materials; calculators, circuit diagrams.
12 Revision Revision
13 Examination Examination

BASIC ELECTRONICS
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ELECTRIC POWER Teacher; defines and explains electric power.
Concept of electric power
2 ELECTRIC POWER Teacher; states the relationship between power, current and voltage (P=IV).
Relationship between power, current and voltage. Students; state the formula for guiding power. Calculate power in given circuit.
Instructional Materials; Calculator, charts containing power formulas.
3 ELECTRIC POWER Teacher; derives other formula for finding power. E.g. P=I2 R, etc., units.
Deriving power for electric power, and calculation of Students; calculate power in given circuits. E.g. calculate power expanded in a circuit of voltage
power in given circuits. 240V and current 10 Amps. Calculator, chart containing power formulas.
Teacher; calculate power in given circuits.
Students; calculates power in given circuits.
Instructional Materials; Calculator, charts containing power formulas, circuit diagrams.
4 CIRCUIT COMPONENTS Teacher explains the concepts of resistors, types of resistors.
Concept of resistors. Students listen attentively.
Symbols, sign and unit of resistance. Identify various types of resistors.
Instructional Materials; Assorted resistors. Draw symbols and sign of resistance.
5 CIRCUIT COMPONENTS Teacher; explains resistors, colour coding and rating. Calculate resistance from resistor colour
Resistance colour coding and rating. Calculation of coding.
resistance. Students; calculate value of resistance from given resistor colour codes.
Instructional Materials; Assorted resistors, charts showing resistor colour codes.

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6 CIRCUIT COMPONENTS Teacher; explains capacitors and inductors. Students state the types of capacitors and inductors.
Capacitors and inductors. Draw the symbols and signs of capacitors and inductors.
Instructional Materials; Assorted capacitors and inductors.
7 CAPACITOR COLOUR CODING AND CALCULATION. Teacher; explains capacitors colour coding and rating, inductor rating. Calculation of capacitors
INDUCTOR CALCULATION in series, parallel and series parallel. Calculation of inductors in series, parallel and series-
parallel. Students assisted to calculate values for capacitance and inductance.
Instructional Materials; Assorted capacitor, inductors circuit diagram.
8 ELECTRIC CIRCUIT Teacher; explains electric circuit, different circuit boards, (e.g. veroboard, printed circuit board
ELECTRIC CIRCUIT- BASIC COMPONENTS OF (PCB). Students; identify electric circuit, and different types of circuit board. Identify basic
ELECTRIC CIRCUIT. (RESISTANCE, VOLTAGE AND components of electric circuit.
CURRENT). Instructional Materials; Different circuit boards, circuit diagrams.
9 ELECTRIC CIRCUIT Teacher; explains each circuit arrangement. Students; identify the three circuit arrangements.
CIRCUIT ARRANGEMENT Carryout practical wiring of different circuit arrangement.
Series, Instructional Materials; Assorted resistors, cells, connecting wires, circuit boards, voltmeter,
Parallel, and Ammeter, Ohmmeter, etc.
Series- parallel.
Wiring of the different circuit arrangements.
10 SIMPLE CALCULATION ON CIRCUIT Teacher; performs simple calculations for different circuit arrangements. Students calculate
ARRANGEMENT. resistance in series, parallel, and series-parallel arrangement.
Calculation involving series arrangement. Instructional Materials; Charts showing different circuit arrangements.
Calculation involving parallel arrangement.
Calculation involving series parallel.
11 Revision Revision
12 Examination Examination

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BASIC ELECTRONICS
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 MAGNETS AND MAGNETIC FIELD Teacher; explains the meaning of the following terms;
Definition of terms, magnetism, magnetic poles, magnetic Magnetism
field and magnetic materials. Magnetic poles
Temporary and permanent magnets. Magnetic field
Magnetic materials.
Students participate in class discussion.
Instructional Materials; Magnetic materials.
2 MAGNETIC AND MAGNETIC FIELD Teacher leads discussion on the differences between permanent and temporary magnets.
Temporary and permanent magnets. Instructional Materials; Bar magnets, iron fillings, zip drive, magnetic tapes, floppy disk.
Differentiate between temporary and permanent magnets.
3 MAGNETS AND MAGNETIC FIELD Teacher explains the laws of attraction and repulsion.
The law of attraction and repulsion. Directs students to state the law of attraction and repulsion.
Students to demonstrate law of attraction and repulsion using two bar magnets, and iron
fillings.
Instructional Materials; Bar magnets, iron filling, etc.
4 MAGNETS AND MAGNETISM Teacher states the application of magnetism. Students identify application areas of
Application of magnetism (zip-disk, floppy disk, hard disk, magnetism (appliances and equipment). Instructional Materials; Appliance and
etc.). equipment.
5 MAGNETS AND MAGNETISM Teacher to guide students on demonstration of laws of attraction and repulsion.
Demonstration of law of attraction and repulsion. Instructional Materials Bar magnets, iron filling.
6 ELECTRO-MAGNETISM Teacher explain the terms; electric field, electro-magnet, electro-magnetism, inductance.
Explanation of terms; Students define terms; electric field, electro-magnet, electro-magnetism.
1 Electric field. Instructional Materials Charts showing electro-magnetism diagrams.
2 Electro-magnets.
3 Electro-magnetism
4 Inductance.
7 Application of electro-magnetism (e.g. electric bell, relay Teacher explains application areas of electro-magnetism. Students list the applications of
transformer, etc.). magnetism chart showing application areas of electro-magnetism.
Construction of any of the following, (electric bells, relays, Teacher shows the construction of electric bells, relays, transformer etc. students practice
and transformer). the construction of an electric bell, relay and transformer.
8 ELECTRIC EMISSION Teacher explains the different types of electron emission. Students listen attentively.
Instructional Materials; Pictures showing the different types of emission.
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Concepts of thermionic emission, photo electric emission,

secondary and field emission.
9 ELECTRIC EMISSION Teacher discusses the application of electron emission. The different types of electron
Application of electronic emission. Differences between the emission.
types of electron emission. Students differentiate the four types of electron emission. Instructional Materials;
Different types of thermionic values, charts, software.
10 SEMI - CONDUCTORS Teacher explains the concept of semi- conductor, guides the students to identify semi-
Concept of semi-conductor, semi-conductor materials conductor materials, explains how doping of semi-conductor is achieved.
(silicon germanium etc.) Students participate in class, ask and answer questions.
Doping of semi-conductor material. Formation of Explain concept of semi-conductor.
List the types of semi-conductor.
Explain how doping of semi-conductor is achieved.
Instructional Materials; Pictures of semi-conductor materials, software.
11 SEMI-CONDUCTORS. Teacher discusses the process the process of P-type and N-type semi-conductor.
Forward and reverse bias of semi-conductors. Concepts and Explain the forward and reverse biasing of semi- conductor.
principle of operation of diode (forward and reverse bias). Students explain the process of formation of P-type and N-type semi-conductor.
Types of diodes and rating. Explain the forward and reverse biasing of semi-conductor.
Identification of the following; Instructional Materials; Picture of semi-conductor materials, software.
P-N junction diodes.
Zeior diodes, tunnel diodes, light emitting diodes (LED
diodes).
12 Voltage, current and power rating of diode. Application of Teacher explains the concept of diodes. Guide students to differentiate the types of diodes.
diodes (rectification, detection and instrument protection). Directs discussion on the operational principles of semi-conductor diodes. Explain the
Construction of simple circuit using semi-conductive rating of diode.
diodes. States the application of the different types of diodes.
Constructs simple circuits using semi-conductor diodes.
Assorted kinds of semi-conductor diodes, chart containing pictures of different diodes.
Instructional Materials; Software on semi-conductor diodes.
13 Revision Revision
14 Examination Examination

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HOME MANAGEMENT
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Meaning and Importance of home management. Explain the meaning, importance and steps in home management.
Meaning of home management. Students ask and answer questions
Importance of home management. Instructional resources
Steps in home management, planning, organizing, importance Pictures of home management in activities charts
and evaluating.
2- Decision making Explain the meaning and importance of decision making.
Meaning of decision. Lead students into discussion on types of decision.
Importance of decision making. Listen attentively participate in discussion.
Types of decision making Chart on steps in decision making and family decision.
Steps in decision making e.g. Personal decision, family decision.
3- Motivation for home management. Explain the meanings and types of motivation for home management.
Meaning of motivations for home management. Guide students to identify and discuss the motivations for home management.
Types of motivations for home management –goals, values, Students. I- Listen attentively to the teacher. II- Participate in discussion. III- Identify
standards, needs, like and dislike. personal motivation for home management.
Relationship between goals, values and standard. Instructional resources chart for the motivation for home management
Explanation and examples of each motivation for home
management.
4- Family Resources Explain the meaning, characteristics, importance and classification of resources.
Meaning and importance of family resources Guide students in discussion of family resources.
Characteristics of resources Students: I- Listen to teacher’s explanation and ask questions. II- Participate in discussion.
Classification of resources-human, material and environment. Instructional materials: chart.
5- Family living Explain the meaning, types and roles of the family.
Meaning, types of family-nuclear, polygamous, extended. Guide students’ discussion.
Advantages and disadvantages of each type of family. Display pictures types of family.
Students. I- Listen to teacher’s explanations and ask questions. II- Participate in discussions.
Iii-Collect pictures of different types of family.
Instructional materials: Charts and pictures of different types of families.
6- Functions of family as a single unit. Charts and pictures
Functions of family as a single unit. Explain functions of family as a single unit.
Functions of each member of family e.g. father, mother and Guide student’s discussion.
children Display pictures of different types of families.
Students: I- Listen to teacher ‘s explanation and ask questions.
II- Participate in discussion.
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III-Collect pictures of different types of families.

-Learning materials: Charts and pictures of different types of families.
7- Family Relationships Explain the different types of family relationships, factors affecting them and ways of
Meaning of family relationship. enhancing them.
Types of relationships existing in the family- husband and wife, Guide student’s discussion on family relationships
parents/child and sibling/sibling relationships Students: I- Participate actively in classroom discussion. II- collect pictures showing different
types of family relationships.
Learning materials: charts and pictures of different types relationships in the family.
8- Factors influencing different types of relationships. Explain factors affecting relationships and ways of enhancing them.
Explain factors influencing family relationships. Guide students’ discussion on family relationships.
Ways of strengthening family. Students: I- Participate in discussion on family relationships.
Learning materials: charts.
9- Family Life Cycle Explain the various types family life cycle.
Meaning of family life cycle. Guide students’ discussion.
Stages of family life cycle-beginning, expanding, contracting. Students: Listen and ask questions.
Characteristics and problems of each stage of family life cycle. Learning materials: charts
10- Family Values Explain the meaning and types of value.
Meaning of family values. Explain the importance of values and how to teach values in the family.
Types of family values e.g. Education, shelter, foods etc. Students: Participate in class discussion.
Teaching materials: charts.
11 Family crises and conflicts Explain the various types of family crises.
Meaning of family crises Teaching materials: charts and pictures showing family crises.
Types of family crises-arrival of a new born baby, divorce, death
etc.
Ways of handling family crises: meaning of conflict, causes and
ways of resolving.
Meaning of conflicts
Causes of resolving conflicts.
12 Revision Revision
13 Examination. Examination.

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HOME MANAGEMENT
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Communication in the family Explain the meaning, roles and components of communication in family-
Meaning of communication. gives an assignment on internet use.
Component of communication(procedures) healthy, respect etc. Discuss on communication in the family.
Roles of communication in the family- expression of love, behavior, avoid stressful Students: participate in discussion.
condition etc. Instructional resources: chart and communication on gadgets.
Factors that hinder communication in the family.
Ways of strengthening communication in the family and communication gadgets.
Uses of ICT (information communication technology)
Communication devices e.g. computer, G.S.M etc.
2- Food Nutrients Teacher guides on discussions on types food nutrient.
Meaning of food nutrients Students answer questions.
Types of Nutrient Charts, pictures, real objects.
Sources of nutrient
Functions of Nutrients
Deficiency of each Nutrients
3- Nutritional Needs of the family. List different groups in the family.
Different group of people in the family. Explain the characteristics of different groups in the family.
Characteristics of different groups in the family. Explain importance of meal planning.
Nutritional needs of the different groups in the family. Students: answer and copy notes
Meal planning (meaning)
Meaning of balance diet
Factors influencing meal planning.
Guidelines for meal planning and menu writing
4- Cooking equipment, utensils and table ware Discussion on type, selection, uses and care of cooking equipment, utensils
Meaning of utensils and cooking equipment and table ware.
Types of utensils and cooking equipment. Demonstration on cleaning of cooking equipment, utensil and table ware.
Factors to consider when choosing / selecting cooking equipment, utensils and Students: participate in discussion and practical.
table ware. Instructional resources: pictures of cooking equipment, utensil and table
Uses and maintenance of cooking equipment, utensils and table ware. ware.
Cleaning of cooking equipment, utensil and table ware. Abrasive: scouring powder.
Practical (cleaning of cooking equipment and utensils)
5- Cooking terms and techniques/ methods
Cooking terms-dice, chop, shredding, blanching, filleting etc.
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Cooking methods- boiling, frying, stewing etc.

Advantages and disadvantages of each method.
Guidelines for using various methods.
Practical (preparation of simple dishes using different techniques/ method
6- Family Clothing Discuss on meaning, types and functions clothing.
Meaning of clothing, types and functions of clothing. Students: collect pictures of different types of clothing and make albums.
Household linen-meaning, types (bed sheets, kitchen nap clean and table nap Instructional resources: charts, real objects.
clean) etc.
Functions of household linen.
Guidelines for choosing and selection of household linen.
Textiles types and their origin.
Characteristics or properties of different types of textiles.
Practical test for identification of fibers
7- Fabric construction Discussion on fabric construction methods.
Methods of fabric construction (weaving), braiding, knitting and crocheting, Demonstrate how to
felting. weave, knit and crochet.
Practical to demonstrate skills in fabric construction Students: produce albums of different fabrics.
Album showing different Instructional resources: charts, instruments and tools for production of
Fabrics. different fabrics.
8- Wardrobe planning Discussion on functions of a wardrobe.
Meaning of wardrobe Steps involved in planning a wardrobe.
planning, functions of wardrobe. Students: participate in the discussion.
Steps involved in wardrobe. -Ask questions on the topic.
Guidelines in the use of wardrobe Learning materials: pictures of wardrobe.
Storage of clothing and household linen
Reasons, storage facilities.
Guidelines for storage of clothing.
9- Family house Discussion on family house.
Functional areas of a house – bedroom, sitting room, dinning room etc. Students: participate actively in the discussion.
Factors influencing the choice of a home. Learning materials: picture, chart of different types of houses.
Factors influencing the designing of family house.
Ways of securing a family house.
Guidelines for choosing a family house.
Types of house and importance.
10- Setting up a home Explain what a home is and difference between a home and a house.
Differences between a house and a home. Types of furniture and fixtures.

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Types of furniture a fixture in different functional areas of a home. Students: listen attentively.
Guidelines for arranging fixtures and furniture in different functional areas. Learning materials: pictures showing different types of houses.
Arrangement of furniture and fixtures in different functional areas (practical).
11- Consumer Education Explain meaning of consumer education.
Meaning and importance of consumer education. Discussion on the importance of consumer education.
Right of a consumer. Students: Ask and answer questions.
Responsibilities of a consumer –Be informed, -Consume wisely, invest wisely. Learning materials: charts.
– Creating awareness through giving information to others, - Protects their right
(by alerting government agency of fake products they consume ).
12- Revision Revision
13 Examination. Examination.

HOME MANAGEMENT
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Consumer Information Discuss sources of consumer information and give appropriate assignment.
Sources of consumer information. Use of consumer information. Students: Listen attentively and take part in class discussion.
Consumer agents meaning and types. (wholesales, retails etc.) Instructional Resources: chart
Functions of consumer agents.
2- Consumer Legislation Explain the various consumer agencies / regulations and their functions.
Types of consumer legislation and agencies SON (standard organization of Students: Listen attentively, ask and answer questions.
Nigeria), price control- board, the food and drug department (NAFDAC), Price Instructional Resources: chart
Intelligence Agency and Post Office.
Functions of Consumer Agencies and legislations
Regulations of agencies.
3- Time Management Explain the process of time management.
Meaning of time management and time planning. Students: Listen to teacher ‘s explanation and ask questions.
Time as a resource material. Pattern of time use. Instructional Resources: charts.
Guidelines for time management.
4- Time Planning (continued) Gives illustration of good
Steps in making time plan. use of time.
Make a time plan for a given activity. Students: Listen to teacher’s explanations and questions.
Factors that affect or hinder the use of time plan e.g. accident, interruption. Instructional Resources: charts.
5- Sewing Equipment and tools Display sewing machine and sewing tools and the uses of each sewing tools.

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Identification of sewing equipment and tools. Students: Use the equipment and tools, ask and answer questions.
Classification. Uses of sewing tools. Instructional resources: 1-Real object
Guidelines for using sewing equipment and tools. 2-Charts.
Guidelines for care.
6- Sewing Processes Guides students on how to differentiate between temporary and
Processes involved in sewing. permanent stitches.
Temporary stitches. Students: construct samples of temporary, permanent and seam stitches.
Permanent stitches. Instructional Resources: pieces of materials thread and needles.
7- Sewing processes (continued) Album of basic processes.
Practical (sewing of simple household articles e.g. apron, pillow cases, bed Students: Make an album of the samples and simple household articles.
sheets, dresses, etc. Instructional Resources: thread and needles.
8- Renovation and repairs of family clothing and household linen Explains different methods used to repair and renovate some clothes and
Darning an article. Patching an article. household articles.
Repair of zippers, button holes, elastic, household articles. Students: Listen and watch attentively.
9- Renovation and repairs of family clothing and household linen Demonstrate how to repair and renovate some articles e.g. zips, buttons
and buttonholes, patch and darn some articles and also supervises
Contents student’s practices.
Patching an article and repair of zippers, buttonholes, elastic, household articles Students: Students practice how to fix buttons, repair zips and replace
(continued). elastics, darn and patch household articles and clothes.
Practical on how to repair and renovate some clothes and household articles Instructional Resources: fabric with cuts (woven), cloth with spoilt zippers
e.g. zips, buttons and button holes, patch and darn some articles. etc.
10- Simple home maintenance and repairs Discusses on simple home maintenance and repair and also carry out the
Simple home maintenance and repairs. repairs
Types e.g. blocked gutters and sinks/ wash hand basins, replacing electric Students: Participate in the discussion.
bulbs, socket. Importance. Performance. Instructional Resources: Pictures, toolbox, other objects.
11- Simple home maintenance Discuss on simple home maintenance and repairs.
Types of maintenance e.g. wash hand basins, replacing electric bulbs. Students: Listen attentively.
Importance of home maintenance (continued). Instructional Resources: Pictures, toolbox, other objects.
12- Home repair and maintenance Discuss on importance of home repair and maintenance.
Importance of home repair and maintenance. Students:
Listen attentively and ask questions.
Instructional Resources: Toolbox, other objects.
13- Revision and Examination. Revision and Examination.

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FOOD AND NUTRITION

SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Introduction to foods and Nutrition Teacher:
Definition of Nutrition - Leads the discussion on the definition of Nutrition, it’s importance and factors affecting
Importance of human nutrition e.g. maintenance good health food Nutrition
Factors affecting foods and Nutrition e.g. availability of foods; - Write out the storage facilities available
income, food in season, ignorance, storage/preservation facilities - Practical work on preservation
etc. Students:
Advantages and Disadvantages of preservation - Participate in the discussion
- Write down the chalk/white board summary in their note books
- Submit notes for necessary correction.
Instructional Materials:
- Pictures on flipchart of well-nourished individuals and families
- Pictures on flipcharts of malnourished individuals and families
2 Careers in Foods and Nutrition Teacher:
List the careers of study in foods and nutrition e.g. Teaching - Leads the discussion on the career of study in foods and Nutrition.
Dietetics - Draws a chart on the careers associated with foods and Nutrition
Hotel and catering management - Makes a list of subjects related to foods and Nutrition
Community Nutrition etc. Students:
Relationship between foods and Nutrition and other subjects e.g. - Draw the chart on foods and Nutrition careers
Agriculture, Biology, Chemistry etc. - Express desirable interest on any of the careers
Instructional Materials:
- Charts on careers on Foods and Nutrition
- Gender sensitive photograph on foods and Nutrition related careers e.g. chef etc.

3 Careers in Foods and Nutrition Teacher:

Setting up restaurant - Plan an excursion to a standard restaurant
Restaurant personnel/safety and hygiene - Practice work on hygiene
Equipment available - Make a list of restaurant equipment
A visit to a standard restaurant Students:
- Write an application for job based on chosen career
Instructional Materials:
- Charts on restaurant personnel and equipment

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4 Basic Food Nutrient Teacher:

Definition of food - Discussion on food in the locality, classes of foods
Classes of food nutrients - List some local food items
Foods in the locality (local food/staff) Students:
- Make a chart showing various food items in the locality
Instructional Materials:
- Samples of various food stuffs
5 Basic Food Nutrients: Teacher:
Classification of food - Using a food table, give the classes, sources and functions of foods
Sources of food Students:
Functions of food - Arrange the foodstuffs according to their nutrients (Food groups)
Instructional Materials:
- Charts showing class, source and functions of food
6 Various Food Nutrients E.g. Carbohydrate Teacher:
Types and chemical structure - Display foods containing carbohydrate and explains the digestion of carbohydrates
Functions, sources - Discuss the deficiency of fats and oil
Digestion and absorption Students:
Metabolism and dietary deficiency - Identify the food stuffs on display
Fats and Oil (Lipids) - Arrange the food stuffs according to their nutrients
Types and sources - Participate in the discussion
Functions Instructional Materials:
Digestion and absorption - A chart showing various food items
Metabolism and dietary deficiency - A chart showing foodstuffs, nutrients and their functions
7 Protein “
Types and sources
Functions Discuss the dietary deficiency of protein
Digestion and absorption
Metabolism and dietary deficiency
8 Scientific Study of Foods “
Measurements, units and accuracy (use of scale, cups,
tins, bottles and measuring spoons)
Practical on the use of measuring equipment
9 Scientific study of foods: Teacher:
Measurements, units and accuracy (use of scale, cups, - Demonstrates weighing some food stuffs
tins, bottles and measuring spoons) - Stress the importance of accurate measurement in weighing food stuffs
Practical on the use of measuring equipment Students:
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- Practice weighing foodstuffs

- Record the weight of the measured foodstuffs
Instructional Materials:
- Various foodstuffs
- Weighing scale, graduated measuring cups, milk tins, bottles, spoons etc.
10 Scientific –Study of Foods Teacher:
Action of heat on various food nutrients - Demonstrate the test for; protein, carbohydrate etc.
Test for food nutrients Students:
Protein - Observe the demonstrations and record their observations
Carbohydrates Instructional Materials:
Fats and oil - Raw samples of various food stuff.
11-12 Revision and Examination Revision and Examination

FOOD AND NUTRITION

SSS ONE – SECOND TERM
WEEK TOPIC - CONTENT ACTIVITIES
1 Digestive System Teacher:
Meaning of digestion - Defines “Digestion, absorption and metabolic terms.
Definition of absorption and metabolic terms e.g. Enzymes, - Discussion on the digestive processes in the mouth, esophagus, stomach
absorption etc. Students:
Digestion and absorption of nutrient (carbohydrates, - Participate in the discussion
protein etc.) in the mouth and stomach - Copy the digestive process summary on the chart
Instructional Materials:
A chart showing a summary of digestive process
2 Digestive system Teacher:
Functions of enzymes e.g. ptyalin, amylase, hyping etc. - Discussion on the functions of the enzymes and the importance of water in the digestive
The role of water in digestion and absorption. process
Students:
- Write down the chalk/white board summary in their note books
Instructional Materials:
A chart showing a summary of digestive process
3 Reproductive Health Teacher:
Definition of reproductive health - Discussion on reproductive health, explanation on male and female organs
Identification of male and female organs Students: - Participate in the discussion
Functions of the parts Instructional Materials:
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Chart showing male and female reproductive organs

4 Reproductive Health Cont. Teacher: - Discussion on the relationship between nutrition and reproductive health
The relationship between nutrition and reproductive health Students:
Dietary deficiency diseases, e.g. kwashiorkor, obesity, - Point at the parts on the chart
marasmus etc. Instructional Materials:
- Chart showing food that enhances reproductive health
5 Reproductive Health Cont. Teacher:
Sign and symptoms, causes of dietary deficiency diseases - Discussion on the dietary deficiency diseases, including signs, symptoms and causes/cure.
Students:
- Describe the pictures on display
Instructional Materials:
- Pictures of obese persons, kwashiorkor children
6 Kitchen Plans Equipment and Tools Teacher:
Kitchen plans – Types of kitchen (Modern and Traditional) - Explains different types of kitchen.
Selection, uses and care of kitchen equipment. - Discusses the election, uses and care of kitchen equipment and fools
Factors to consider in choosing kitchen equipment e.g. - List factors to consider when purchasing kitchen equipment
Affordability, need for equipment Students:
- Participate in the discussion on kitchen plans
Instructional Materials:
- Charts showing kitchen layouts
7 Kitchen Plans Equipment and Tools Teacher:
Use of different cleaning agent and abrasives (Commercial - Demonstration of the cleaning of the kitchen equipment using local/commercial cleaning
and local) e.g. Vim, eggshell, fine sand, paw-paw leaves, etc. agents
Practical on local Cleaning Agents. Students:
- Practice cleaning some kitchen equipment
Instructional Materials:
- Display of abrasive local and commercial
8 Kitchen Safety and Hygiene Teacher:
Methods of handling kitchen equipment properly - Labels the kitchen equipment and tools on display
Reasons for maintaining safety in the kitchen. - Highlights the importance of kitchen hygiene
Kitchen waste and disposal measures Students:
- Identify the kitchen equipment on display
Instructional Materials:
- Display of kitchen equipment and tools.
9 Kitchen Safety and Hygiene Cont. Teacher:
Kitchen pests - Practical work on cleaning of the kitchen

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Preventive measures e.g. fumigation Students:

Netting of doors and windows- regular cleaning. - Observe the demonstration on cleaning of the kitchen
Rules for personal hygiene. Instructional Materials:
- Chart showing kitchen fumigants and cleaning equipment

10 Kitchen Safety and Hygiene Teacher: - Demonstrates the treatment of a minor cut or burn using some items from the
Content and use of First -Aid box first–aid box.
- Simple first aid treatment e.g. cuts, burns and scalds etc. Students:
- Role-play a fall with a cut on student leg and administer treatment from a First-Aid box.
Instructional Materials: - First- Aid box
11 Revision Revision
12 Examination Examination

FOOD AND NUTRITION

SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 KITCHEN Safety and Hygiene (Cont.) Teacher: - Discusses reasons for proper handling of kitchen equipment, personal hygiene, food
Food handling practices hygiene and waste
Food borne diseases Students: - Participate in the discussion. - Clean a kitchen under teacher’s supervision
Food sanitation laws e.g. NAFDAC, SON (Standard Instructional Materials: - First Aid box, chart showing some kitchen pests.
Organization of Nigeria) - Fumigants e.g. raid, mortein etc.
2 ICPC Teacher:
Definition, function of ICPC - Explains consequences of family food budget misappropriation
Penalties for such offences Students: Participate in the discussion, ask and answer questions
Misappropriation of family food budget e.g. diversion of Instructional Materials:
food budget to personal usage - Photography of a criminal in handcuffs
3 Food Study Teacher:
Main food e.g. cereal/grains - Display the cereal and grains
Types of cereal/grains Students:
Nutritive value of cereal or grains - Identify the cereal and grain
Instructional Materials:- Samples of cereal and grains e.g. Rice, Wheat, maize, cereal
4 Food Study Teacher:
Main foods e.g. cereal/grains - Processes flour from different cereal and grains.
Students:

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Processing, uses and choice of cereal/grains e.g. process - Identify processed flour on display
cereal/grain into flour. Instructional Materials: - Processed flour from different cereal and grains
Practice photo album on different cereal.
5 Food Study Teacher:
Main foods e.g. cereal / grains - Demonstrates the cooking methods for cereal and grains
Different cooking method of cereal and grains e.g. Students:
boiling, roasting frying - Observe the cooking demonstration.
Practical - Practice in groups the preparation of meals from cereal and grains.
Instructional Materials:
- Pictures of cereal and grains
6 High/Low Extraction Rate – Flour Teacher: - States the difference between high extraction rate flour and low extraction rate flour
Differentiate between high extraction rate flour and low Students: - Utilize the low extraction rate flour in cookery
extraction rate flour Instructional Materials: - Display of both low and high extraction rte. flour
Usefulness of low extraction rate flour
7 Legumes Teacher:
Types of legume - Leads the discussion on legumes
Importance of legume Students: - Participate in the discussion. - Identify the legumes
Nutritive value of legumes Instructional Materials: - Samples of legumes e.g. beans, Bambara nuts, groundnuts, soybeans, etc.
8 Legumes Teacher: - Demonstrates preparation of meals from legumes.
Cooking methods for legumes Students: - Observe the demonstration.
Practical - Practice in groups the preparation of meals from legumes
Instructional Materials:
- Samples of legumes e.g. beans, Bambara nuts, groundnuts, soybeans, etc.
9 Fruits Teacher: - Displays fruits in season. - Guides the discussion on the topic.
- Types of fruits - Nutritive value of fruits - Demonstrates the preparation and service of some fruits
- Factors affecting the choice of fruits. Students: - Identify the fruits on display. - Participate in the discussion
- Preparation and serving fruits e.g. drinks, juice, salad, - Practice the preparation and service of some fruits
whole, jam. - Practical work Instructional Materials: - Samples of different fruits. - Chart showing different fruits
10 Vegetables Teacher: - Displays various vegetables. - Leads the discussion on vegetable.
Types, Nutritive value - Demonstrations of cooking method of vegetables.
Factors affecting choice of vegetables Students: - Identify the vegetables on display. - Observe the demonstration.
Cooking method for vegetable - Practice cooking of some vegetables
Methods of serving salad, garnishing Instructional Materials: - Samples of vegetables. - Chart showing some drawing of vegetables.
11-12 Revision and Examination Revision and Examination

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CLOTHING AND TEXTILES

SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 INTRODUCTION TO CLOTHING AND TEXTILES Teacher: Defines clothing, textiles and discuss the importance of clothing to man.
Definition Resources: Charts
Importance/functions of clothing

2 CAREERS IN CLOTHING AND TEXTILES Teacher: leads discussion on job opportunities.

Job Opportunities in clothing and textiles e.g. tailoring, dress Resources: Charts
designing, teaching etc.
3 CAREERS IN CLOTHING AND TEXTILES Teacher: Guides students to tabulate the differences between formally trained and
Differences between a formally trained and roadside tailor or roadside tailor or seamstress
seamstress Resources: Field trip to a garment making factory or shop.
Field trip to a garment making factory or shop.
4 TEXTILES Teacher: Explains the meaning of fibres and fabric, their characteristics and differences.
Meaning of fibre and fabric Resources: Samples of different types of fabric.
Types of fibre and their characteristics e.g. staple, filament etc.
Differences between fibre and fabric.
5 ORIGIN OF FIBRES Teacher: Leads discussion on the origin of natural fibres.
Natural fibres Resource: Chart
Animal and vegetable fibres
6 ORIGIN OF FIBRE Teacher: Leads discussion on the origin of man-made fibres.
Artificial/synthetic/man-made fibre Resource: Chart
Term project – A fabric album
7 MANUFACTURING AND PROPERTIES OF FIBRES Teacher: Discusses the manufacturing process of cotton and its properties. Resources:
Manufacturing process and properties/characteristics of cotton Video clips
8 MANUFACTURING AND PROPERTIES OF FIBRE Teacher: Discusses the manufacturing process of linen and its properties. Resources:
Manufacturing process and properties/characteristics of linen Video clips
9 MANUFACTURING AND PROPERTIES OF FIBRE Teacher: Discusses the manufacturing process of silk and its properties. Resources:
Manufacturing process and properties/characteristics of silk Video clips
10 MANUFACTURING AND PROPERTIES OF FIBRE Teacher: Discusses the manufacturing process of silk and its properties. Resources:
Manufacturing process and properties/characteristics of wool Video clips
11 MANUFACTURING AND PROPERTIES OF FIBRE Teacher: Discusses the manufacturing process of artificial fibres and their properties.
Manufacturing process and properties/characteristics of artificial Resources: Field trip to a textile industry
fibres – rayon, nylon, polyester (terylene) etc.
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12 TEST FOR FABRIC IDENTIFICATION Teacher: Leads discussion and demonstrate the procedures for different tests for the
Fabric identification – handling, burning, /flame identification of different fabrics.
Chemical and microscopic test (practical) Resources: Samples of different types of fabrics, matches etc.
13 Revision Revision
14 Examination Examination

CLOTHING AND TEXTILES

SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 FABRIC FINISHES Teacher: Leads discussion on fabric finishes and their importance.
Definition of fabric finishes Resources: Samples of fabrics with different finishes.
Types of fabric finishes - mercerized, sulfurized, crease resistance etc.
Importance of fabric finishes
2 LOCALLY MADE FABRICS Teacher: Leads discussion on the local fabrics made in Nigeria, their uses and
Uses and importance of local fabrics. importance. The communities where they are made and the differences between them
Types – Aso-oke, okene cloth etc. and the imported fabrics.
Local communities where local fabrics are made e.g. Aso-oke in Resources: Samples of local fabrics made in Nigeria and imported ones.
Western States, Akwete in Rivers and Eastern States, Akwuocha in
Delta state etc.
Differences between imported and locally made fabrics.
3 DYEING AND PRINTING Teacher: demonstrates how to tie and dye and screen print.
Types – tie and dye, batik, screen printing etc. Resources: Fabrics, dyes, dyeing materials etc.
4 SEWING TOOLS – TYPES, USES AND CARE Teacher: Displays the sewing tools used in garment construction and guide the
Sewing accessories e.g. needles, thimbles etc.] students to identify them.
Measuring tools e.g. tape measure etc. Resources: Samples of sewing tools.
Cleaning tools e.g. brush, duster etc.
Cutting tools e.g. scissors, pinking shears etc.
Fitting tools e.g. standing mirror, dummy etc.
Processing tools e.g. iron, ironing board etc.
5 SEWING EQUIPMENT (THE SEWING MACHINE) Teacher: Guides the students to identify the parts of the sewing machine and their
Parts of the sewing machine and their functions. functions.
Care of the sewing machine – oiling, dusting, servicing etc. Resources: The sewing machine
Operating the sewing machine

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6 SEWING EQUIPMENT Teacher: Leads the students to identify other machines like embroidery and
Other machines – embroidery machine, interlocking machine etc. interlocking machines, their uses and the factors that influence the choice of sewing
Uses of each equipment tools and equipment.
Factors that influence the choice of tools and equipment e.g. money, Resources: Charts
space etc.
7 GENERAL SAFETY PRECAUTIONS IN CLOTHING AND TEXTILES. Teacher: Leads the discussion on the proper handling of tools, equipment and
Safety Precautions in laboratory.
Use of tools Resources: Instructional manual.
Use of equipment
Use of the laboratory
Use of instructional manual for tools and equipment.
8 ESSENTIALS OF GARMENT CONSTRUCTION Teacher: Demonstrates how to take body measurements and leads discussion on the
Basic body measurement study of figures, types and its influence on the selection of styles.
Study of figure types Resources: Collection of pictures of different styles and figure types.
Influence of figure types on the selection of styles.
9 ESSENTIALS OF GARMENT CONSTRUCTION Teacher: Guides the students to list the factors that influence the selections and
Uses of different styles purchase of materials for garment construction.
Factors that influence the quantities of fabric to buy Resources: Tape measure, note book etc.
Estimating the quantity of fabric to buy
10 SIMPLE PATTERNS Teacher: Leads discussion on the uses, choice and alteration of commercial pattern.
Types of commercial patterns – printed, perforated etc. Resources: Samples of commercial patterns.
Trade mark for commercial patterns e.g. vogue, butte rick etc.
Commercial patterns – choice, alteration and uses.
11 Revision Revision
12 Examination Examination

CLOTHING AND TEXTILES

SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 DRAFTING SIMPLE PATTERNS Teacher: Discusses the different pattern markings and their uses
Pattern symbols and their meanings – drafts, notches etc. Resources: Sample pattern with symbols
Simple patterns – apron, pillow case, school bags etc.
2 MAKING SIMPLE GARMENTS Teacher: Demonstrates the steps in pattern laying and cutting out.
Pattern Laying and Cutting out Procedures. Resources: Pattern pieces and fabric
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Preparation of fabric. Laying out of pattern pieces

Transferring pattern markings
Cutting out.
3 MAKING SIMPLE GARMENTS Teacher: Demonstrates how to tack garment for first fitting.
Tacking of garment pieces for first fitting Resources: Garment pieces and sewing tools.
4 BASIC STITCHES Teacher: Demonstrates how to make the basic stitches.
Temporary stitches. Permanent stitches Resources: Pieces of fabrics, sewing thread needles etc.
Decorative stitches – (Practical)
5 GARMENT MAKING PROCESSES Teacher: Demonstrates how to make different types of seams and edge finishing
Seams – open/plain, French, run and fell etc. Resources: Pieces of fabric, sewing thread and needles, thimble etc.
Edge finishing – hemming, lace attachment etc.
6 GARMENT MAKING PROCESSES Teacher: Demonstrates how to make opening and fastening.
Openings – faced, bound etc. Resource: Pieces of fabric, zippers, press stud, thread, needle, etc.
Fastenings – zippers, press stud etc.
7 GARMENT MAKING PROCESSES Teacher: Demonstrates how to cut and apply cross way strips and guide the students to
Cross-way strips – cutting and application make the photo album.
Photo album of basic stitches and garment making processes. Resources: Fabric and Sample of photo album
8 HOUSEHOLD LAUNDRY Teacher: Defines laundering and leads the discussion on the processes of laundering.
Definition and importance of laundering. Lead discussion on the types and functions of care label symbols.
Preparation of garments for washing – sorting, mending, steeping etc. Resources: Charts of the process of laundering. Samples of care labels.
Methods of hand washing; friction, kneading and squeezing etc.
Other laundry processes; bleaching, blueing etc.
Care label symbols e.g. water temperature
9 LAUNDRY FINISHING Teacher: Leads discussion on types of finishing in laundering and the rules to observe
Types and methods of finishing of clothes e.g. ironing, pressing, airing when ironing and storing clothes.
etc. - Machine wash and dry cleaning. Resources: Charts on laundry finishing.
10 STAINS Teacher: Leads discussion on identifying types of stain and their origin.
Definition and types of stain – animal, vegetable etc. Resources: Stain album.
General guidelines for stain removal.
11 STAIN REMOVAL Teacher: Discusses and lists the stain removing agents and guidelines for removing
Stain removing agents – e.g. kerosene, bleaches etc. stains. Explains step by step the procedures for removing different stains.
Removal of specific stains – fruit juice, blood, ink etc. Resources: Samples of stains and stain removing agents.
(Practical Lesson)
12 Revision Revision
13 Examination Examination
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DATA PROCESSING
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 History of computing Mention concrete device used in computing e.g. tally stick, coins, rope etc.
Concrete devices Identify concrete devices used in computing
2 History of computing Explain number systems (binary, octal, decimal and hexadecimal number systems)
Numbering system Change from one number system to another
Conversion from one number
system to another
3 Digitalization of data Definition of digitalization
Definition Explain process of digitalization (how data is changed to machine code)
History of computer development Explain history of computer development e.g. Abacus, Pascal, Babbage, Hotterith and Eniac.
4 Digitalization of data List and explain types of computers e.g. mainframe, laptops etc.
Types of computers Name and explain computer components
Components of computers Input devices e.g. keyboard
Processing device e.g. CPU
Output device e.g. Visual Display Unit (VDU)
Identify components of a computer

5 Data and information Definition of data

Data State types of data e.g. strings, numbers etc.
Data types Definition of information
Information
6 History of computer Mention the generation of computer
Generations of computer Describe each generation of computer in terms of year of development, the technology speed of operation storage
Characteristics features of each capacity etc.
generation Identify the generation of computer and match each with its characteristics features
7 Classification of computers List classification of computer by size e.g. supercomputer
By type By type e.g. digital
By size By function e.g. general-purpose computer
By functionality
8 ICT Application in everyday life Explain the uses of ICT
Uses of ICT Explain and leads discussion on the importance of ICT in the society
ICT and the society

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9 The art of information Definition of information processing

processing State the procedures for information processing
Information processing procedures Collation of information
Organization of information
Analysis of information
Interpretation of information
10 Process of information Definition of information transmission
transmission List and explain method of transmitting information e.g. newspaper, radio, telephone, television etc.
Method of transmission
information
Method of transmitting information
11 Medium of information Name types of medium of information transmission
transmission Wireless e.g. Bluetooth, infrared
Types of medium for transmission Satellite e.g. internet
and receiving information Cable e.g. cable TVs
Classify information by means of Radio waves e.g. Radio station
transmission and mode of receiving
12 Medium of information Classify means of transmitting information
Transmission Electronic
Classification of means of Tran Non – electronic
13 Revision Revision
14 Examination Examination

DATA PROCESSING
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Operation system Definition of operating system
Types of operating system States types of operating system
2 Operating system Gives example of operating system
Examples of operating system Outlines the function of an operating system
Function of operating system Listen to teacher explanation
3 Word processing Define word processing
Uses of word processing software State the uses of word processing software
Example of word processing software List the examples of word processor (micro soft word)

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4 Exploring the word window Start Microsoft word

Load and exit MS word Name the components
Component of the word window Create a new document and save it.
Create and save new document Instructional Resources
Computer set, MS office software
5 Editing a document Open an existing document
Open an existing document Correct typing errors using arrow, delete and backspace keys
Correct errors Correcting document using copy, cut and paste facilities
6 Formatting texts Modifying text font and size
Modify text font and size Aligning text in document
Align text Indenting paragraph and modifying line spacing
Indent paragraph Inserting headers and footers
Insert headers and footers Instructional resources
Computer system, projector with screen, MS office software.
7 Working with table Define tables and states its functions
Tables and its functions Create table using insert and draw method
Create tables Formatting tables
Format tables Instructional resources
Computer system, projector with screen, MS Office Software
8 Working with graphics Inserting pictures, clip art, Word Art and charts using the insert tab
Using insert tab Inserting shapes and working with Smart Art graphic
Working with shapes and Smart Art Instructional resources
Computer system, projector with screen, MS Office Software
9 Spreadsheet Definition of spreadsheet
Uses of Spreadsheet States the uses of spreadsheet
Examples of Spreadsheet Give the examples of spreadsheet package
Instructional resources
Computer set, interactive training CD
10 Spreadsheet Load MS – excel software
Component of spreadsheet 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

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DATA PROCESSING
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Inserting formulas and using functions Write simple formulas of addition, subtraction, multiplication and division
Writing simple formula Use auto sum, average, product and quotient functions
Writing complex formula Total rows and columns
Instructional resources
Computer set, MS excel software
2 Formatting the worksheet Type in a range of cells and align the content
Align cells Select column, rows and entire worksheet
Selecting columns, rows and entire worksheet Insert and delete rows and columns
Inserting and deleting rows and columns Adjust columns width and rows height
Adjust column width and row height Change vertical alignment and rotate all content
Changing vertical alignment and rotating cell content Instructional Resources
Computer set, MS excel software
3 Formatting the worksheet Transfer data from one worksheet to another workbook
Transferring data Merge cells
Merging cell Insert and removed borders and gridlines
Inserting and removing borders and gridlines Instructional resources
Computer set, MS excel software
4 Managing data in spreadsheet Create cell references (BIO, C2 : H2)
Creating references Use built in functions common to financial and statistical applications. Sum, average,
Using built in function product, cumulative frequency etc.
Guide the students to Sort data in ascending or descending order
Filter data using auto filter and custom filter
5 Managing data in spread sheet Sort data in ascending or descending order
Sorting data Filter data using auto filter and custom filter
Filtering data
6 Creating charts ion spreadsheet Create different types of chart, pie, line, column and bar chart
Creating different types of charts Guide students to create their own chart
7 Introduction to Database Management System (DBMS) Define database, and database management system
Uses applications of Database State uses or application areas of database
Components of DBMS List and explain components of DBMS
Examples of DBMS Software
Hardware

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Data
Procedure
Access language
Users
Give examples of Database Management System oracle, access, SQL server etc.
Instructional resources
Computer set, interactive training CD
8 Database working environment Open MS access and navigate the environment to show different components
Load access Name and explain all the data types: text, memo etc. open north wind in local template
Data types practice loading and exiting MS access
Samples of DBMS in local template Instructional resources
Computer set, MS access software
9 Database objects Define all the access object and show them samples from the system
Table Create access table in design view inserting fields and declaring their data types
Forms Students should practice creating table
Report Instructional Materials
Query Computer set, MS access software
Macro
Creating table in design view
10 Computer ethics Explain computer room management ethics.
Computer room management ethics List and explain laboratory rules and regulations
Laboratory rules and regulations Instructional Materials
Charts of an ideal computer room / laboratory
11 Safety measures State adequate sitting arrangement in a computer room
Sitting arrangement Demonstrate how to position the monitor base
Positioning of monitor base Explain the necessity of illuminating the computer room and keeping liquid away from the
Illuminating the computer room computers
Maintaining adjust free environment Explain how to maintain dust free environment
Keep liquid away from the computers Instructional resources
Charts, pictures
12 Revision Revision
13 Examination Examination

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FISHERIES
SSS 1 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Introduction of fisheries Define fishery and fisheries.
Definition/meaning of fisheries & fishery. Meaning of processing. Processes of fish processing.
2 Introduction to fisheries Define Marketing
- Meaning of marketing. - Types of markets. - Location of the market.
3 Introduction of fisheries Definition of production
Definition/Meaning of production. - Types of production in fisheries
4 Introduction of fisheries Explanation if distribution
Meaning of distribution. - Types of distribution.
5 Sub-division of fisheries Demonstration
Meaning of capture fisheries(fishing).
Types of capture: -Subsistence fisheries; artisanal fisheries, industrial fisheries
6 Sub-division of fisheries continues Demonstration
Culture fisheries (aquaculture) - The various types of aquaculture.
7 Sub-division of fisheries cont. Picture or video tapes, projectors
Meaning of industrial fisheries. - Types of industrial fisheries
8 Importance of fish Visit to a standard fish farm
Importance of fisheries;
Food, employment, income generation, social cultural life, aesthetic, foreign exchange etc.
9 Importance of fisheries Demonstration
Learning/ Research, recycling
10 Importance of fisheries A visit to a fish festival- Yabba etc.
Sporting of activities e.g., argentum fishing festival, Angling etc.
Leather e.g. from sharks and electric fish
11 Practical’s Practical
Practical’s
12 Revision Revision
Revisions
13-14 examination examination
examination

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FISHERIES
SS1 SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Capture of fishery Visit to any nearby river for fish catching with the
Meaning of capture fishery. Types of capture fishery-capture e.g., subsistence capture fishery, industrial. students
2 Capture fishery Talks on capture fishery.
Meaning of capture fishery. - Description of capture fishery.
3 Methods of capture fishery Using hooks and lines with attractive baits. Drawing of
- Methods of capture fishery. - Hooks and lines. the fishing tool.
- Description of hooks and lines. - Drawing of the hooks and lines
4 Methods of capture fishing Using Hooks and lines with attractive baits.
Methods of capture fishery using nets: Drawing of the fishing tool
Types of nets: scoop net, gill net. - Description and drawing.
5 Methods of capture fishery The use of senone and cast nets where applicable.
Other types of nets- senone and cast nets. - Description and drawings.
6 Methods of capture fishery The use of impaling, traps and baskets by the students
Baskets, traps, impaling, pond, draining. under supervision of the teacher
7 Methods of capture fishery Students using slightly heavy object on either a pond or
Explanations of other methods of capturing fishery- the river, fishes will come to surface of the water
Electro-fishing - Ultrasonic - Trawlers.
8 Materials for capturing fishes Students using capture materials such baskets, hook
Materials: and line etc. for demonstration.
Nets, Hook and line, Cages, knives, traps, baskets etc.
9 Practical General work on the fishery site
Practical
10 Practical General activities at the fishery site
Practical
11 Revisions revisions
Revisions
12 Examination s Examinations
Examination

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FISHERIES
SS 1 THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Culture fisheries Physical handling of the cum observing the fish
Meaning /definition of culture fishery.
Identification of common qualities of culturable fish species,
2 Culture fisheries Visiting standard fish farm and records the field trip
Identification of common qualities such as hardiness, acceptability of
artificial fish feeds, tolerance to poor water quality, ability to reproduce
in captivity etc.
3 Culture fisheries Display fish species with different body forms
Identification of common cultural fish species such as clarains spp,
tilapia, shrimp, seed weed, heterobranchus etc.
4 Characteristics of common culturable fish species Display the various fish species with their shape of mouth, tail, fins scales etc.
Characteristics include;
Presence /absence of scales.
Shape of mouth, tail, fins, scales, general body shape etc.
5 practical Write the common names and the scientific names of each of the species
Knowledge of scientific names is essential.
6 Culturing facilities Visiting the school ponds or outside the school.
Meaning of ponds. Description of the carious ponds
7 Features of a standard fish pond Trip / visit to a standard fish pond
Features consists of Dam, core trench, monk, boards, etc.
8 Construction of a standard fish pond Visit any fish from that has these facilities.
Consisting the distribution channel such as monk, Boards, screens etc.
9 Stocking of a fish pond Fingerlings or juvenile of the same ages, sizes should be shown to the students.
Stocking of a fish pond with fishes of the same ages, sizes etc.
10 Maintenance of a fish pond Students should be involved in feeding and maintaining the fish pond
Maintenance include the following: Supplementary feeding, wedding,
silt removal, air supply, water supply etc.
11 Revision Revision
Revision
12-13 Examinations Examinations
Examinations

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MARKETING
SSS 1 – TERM FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Introduction to marketing The teacher explains the meaning of marketing while the students listens attentively
*meaning of marketing *charts
*pictures
2 Introduction to marketing continued The teacher explains the terms
*marketing terms The students listen attentively and participate in discussion
*needs, wants, demands,
Products, exchange, transactions
Markets and marketing management.
3. Introduction to marketing continues The teacher discusses the functions of marketing.
*functions of marketing system The student participates in discussion.
-maximize consumption *magazines
-maximize consumer satisfaction *pictures
-maximize choice *charts
-maximize life quality
-maximize profit
4. Introduction to marketing continued The teacher gives a brief history of marketing.
History of marketing in Nigeria. The students listen and participates in the discussion
-colonial age 100 AD to 1860 -Charts
-colonial era: 1860-1960. -Magazines
-Post independence. - Age 1960 to date.
5 Marketing concepts Teacher: The teacher discusses the various marketing concepts. Students: The students participate in
Concepts under which organization conduct discussion and asks questions
marketing activities. Instructional Materials:
The production concepts - charts
The product concepts
The selling concept
6 Marketing Concepts Cont. The teacher guides the students to state the differences.
Concepts under which organization conduct The students listen to the explanation and ask questions.
marketing activities. Instructional Material
- The societal marketing concepts - Charts
- The consumer orientation
- Integrated organizational efforts
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- Profit orientation
7 Market Segmentation The teacher discusses the meaning of segmentation, basis of segmentation and characteristics.
Meaning The students listen and participate in the discussion
Basic of segmentation
Geographical
Social-economic
Psychographic
Behaviour
Characteristics
8 Classification of products The teacher discusses products, leads discussion on product classification, guides the students to
Meaning of product distinguish between goods and services.
Classification of product The students listen and participates in discussion
Industrial goods Instructional Materials:
Consumer goods - Pictures, charts, real objects, different products
Differences between goods and services
9 Marketing Mix (4ps) The teacher explains marketing mix(4ups).
Explanation of marketing mix(4ps) The Students listen and participate in discussions
Identification of the 4ps of marketing. Instructional Materials
Product - Real objects
Price - Products (Consumer goods)
Place
Promotion
10 Marketing Mix (Cont.) The teacher takes students to visit a market.
Explanation of market Environment. The students visit a market
Instruction Materials
- Market/Shop
11 Marketing mix (Cont.) The teacher guides the students to differentiate between factors affecting market environment
Factors affecting market environment Instructional Materials
- Market/ Shop
12 What market do The teacher illustrates organizational activities
Actions before marketing e.g. mobilization of Instructional Materials
workforce - School organizational chart
13-14 Revision & Examination Revision & Examination

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MARKETING
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 What markets do The Teacher illustrates organizational activities with the aid of a chart.
Explanation of operations of organizations and individual using organizational The Students observe teacher illustrations and participate in discussion.
chart Instructional Materials
Actions before marketing; - School organizational chart
Mobilization of force. Utilization of feedback. Production of quality goods and
services. Managing distribution networks. Advertisement and promotion
2 Markets: Meaning of market The teacher explains consumer market and organizational market.
Types of market Organizational market Consumer market The students listen and participate in discussion.
Instructional Materials: - Pictures and magazines
3. Types of market The teacher guides the students on the different types of organizational
Types of organizational market market
Industrial Reseller Government market The students visit both consumer and organizational market
Instructional Materials: - Market place
4 Consumer behaviour and organizational behaviour The Teacher explains consumer behaviour, directs the discussion on factors
- Consumer behavior - Factors influencing consumer behaviour that influencing consumer behaviour.
- Cultural factors - Social factors. The Students listen and participate in discussion
- Personal factors psychological factors Instructional Materials: - Charts, Video clips
5 Consumer behaviour and organizational behaviour The Teacher guides the students to list the stages in consumer decision
Consumer decision process - Problem recognition process teacher guides the students to distinguishes between consumer
Information search - Evaluation of alternatives behavior and organizational buying behavior
Purchase decision - Cost purchase behaviour Instructional Materials: - Charts, catalogues, magazines.
6 Marketing Planning Process and Research The Teacher explains marketing planning process.
Marketing planning process The students listen and participate in class discussions
Meaning - Key elements in marketing planning Instructional Materials: - Camera, publication and pictures.
7 Marketing Planning process and research Cont. The Teacher leads discussion on the importance of marketing plan and
Importance of marketing plan research. The students participate in class discussion.
Marketing research Instructional Materials: - Questioning
8 Marketing planning process and research The teacher demonstrates collection of information for planning assigns
Reasons for marketing research students to collect information for market planning
Getting information for planning The students observe teacher demonstration.
Instructional Materials
- Opinion polls, books, internet, survey on TV screen, questionnaires etc.
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9 Pricing The teacher explains pricing and guides the students to discuss pricing
Definition strategies and determinants. The teacher also guides the students to design a
Pricing strategies product and determine its price.
Haggling, cost –plus etc. The students listen, design a product and determine its price
Price determinants Instructional Materials
Ability to pay - Newspapers (column of business punch)
Competition News on price watch
Profit maximization
10 Advertising The teacher explains advertising and directs discussion on the roles of
Advertising advertising
Roles of advertising The students listen and participate in discussion
Instructional Materials: - Newspapers, magazines, catalogues

11-12 Revision /Examination

MARKETING
SSS ONE – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Advertising The teacher guides the students to discuss advertising media. the teacher displays some
Advertising media newspapers and magazines adverts.
Print The students observe displayed advert.
Electronics Instructional Materials: - Newspapers, magazines, Audio Tapes
2 Advertising cont. The teacher guides discussion on advertising media.
Advantages and disadvantages of each medium (Electronic media) The students participate in discussion.
Instructional Materials: - Audio tapes, TV and Radio, jingles
3 Advertising Cont., Teacher guides students on discussion. The teacher also guides the students to produce
Advantages and disadvantages of each medium (Print media) advert for placement on the school notice board.
The Students observed displayed advert.
Instructional Materials: - Newspapers, magazines, catalogues, painting of school sign post.
4 Promotion: Meaning of promotion The teacher explains promotion and leads discussion on forms of promotion
Forms of promotion - Pricing –off The Students listen and participate in discussion
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Coupon - Salesman competition - Loyalty scheme Instructional Materials: - products e.g. bags, belt, books etc.
5 Promotion The Teacher directs the students to promote the image of the school using word of mouth.
Forms of promotion The Students participate and promote the school image with the word of mouth.
Premium offers Words of mouth. Instructional Materials: - products e.g. bags, cups, books, table etc.
Trade-in-allowance Sampling.
Merchandising incentives Training schemes
6 Promotion Cont. The Teacher leads discussion on the functions of promotion.
Functions of promotion The Students participate in discussion
Instructional Materials: - products e.g. bags, bottles, books etc.
7 Merchandizing The Teacher displaced a package, branded and labeled products.
Merchandising; meaning The Students observe and handle displayed products.
Features of merchandising Instructional Materials
Packaging Branding Labeling - Calendars, magazines, catalogues, products
8 Merchandizing The Teacher displayed a packaged, branded and labeled products
Conditions in merchandizing - Warehousing cost The Students observe and handle displayed products.
Cost resulting from reduction in inventory value Instructional Materials
Transportation cost etc. - Calendars, magazines, catalogues, products
9 Merchandizing Cont. The Teacher guides the students to produce a product, package and brand label it.
Functions of merchandising The Students produce, package, brand and label a product.
Scrambled merchandising Instructional Materials
- Calendars, magazines, catalogues,
10 Types and functions of distribution. The teacher guides the students to discuss distributions types and channels of distribution
Distribution. Types of distribution The students participate and listen attentively.
Channels of distribution Instructional Materials: - Magazines, diagrams, Pictures.
11 Consumer behaviour and organizational behaviour The Teacher directs discussions on factors that influence consumer behavior
Factors influencing consumer behavior Instructional Materials
Cultural factors - Social factors - Catalogues, pictures, Charts
Personal factors - Psychological factors
12 Revision Revision
13 Examination Examination

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ANIMAL HUSBANDRY
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENT ACTIVITIES
1. Introduction to Animal Husbandry i. The teacher leads the classroom discussion.
i. Define Animal Husbandry ii. Explain Farm Animal ii. Teacher provides pictures/ videos of livestock farm.
iii. Economic importance of Farm Animals iv. Scope of Animal Husbandry
2. Classification of farm animals i. The teacher displays live farm animals.
Classification based on Nutrition ii. Students observe live farm animal and classify them.
i. Ruminants- (a) Big ruminant e.g. Cattle
b. small ruminant e.g. Sheep, goats.
ii. Non- Ruminant e.g. Poultry, pig, rabbit, horses/ donkeys, snail, bees, grass cutter
3. Parts, organs and functions in farm animals i. The teacher dissects lives farm animals in the laboratory
I. Parts and organs of farm animals ii. Students identify the various organs.
- Digestive systems, Respiratory system, Nervous systems, Circulatory systems.
4. Functions of parts/organs of farm animals i. The teacher dissects lives farm animals in the laboratory
i. Functions of digestive system of ruminants ii. Students identify the various organs.
ii. Functions of digestive system of non-ruminants
5 Functions of parts/organs of farm animals i. The teacher dissects lives farm animals in the laboratory
i. Functions of respiratory system ii. Students identify the various organs.
ii. Functions of nervous system
iii. Functions of circulatory system
6 Functions of parts/organs of farm animals i. The teacher dissects lives farm animals in the laboratory
i. Functions of skeletal system ii. Students identify the various organs.
ii. Functions of reproductive system.
7 Practical on organs of farm animals i. The teacher dissects lives farm animals in the laboratory
i. Digestive system of poultry bird: non – ruminant ii. Students identify the various organs.
ii. Digestive system of goat and sheep: ruminant
iii. Preservation of vital organs in the laboratory
8 Practical on organs of farm animals i. The teacher dissects lives farm animals in the laboratory
i. Skeletal system of poultry ii. Students identify the various organs.
ii. Skeletal system of sheep, goat and cow
9 Practical on organs of farm animals i. Teacher dissects small ruminant and poultry to expose the internal
i. Reproductive system of poultry (male and female) organs for students to observe
ii. Reproductive system of ruminant e.g. goat and sheep (male and female)
ii. Students to visit abatjour to identify internal organs of farm animals

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10 Practical on organs of farm animals i. Students to make collection of snails and preserve them in the
i. Skeletal system of snails laboratory
ii. Skeletal system of honey bee
Students to make a collection of honey bees and honey comb.
11 Practical on organs of farm animals i. Teacher demonstrates the preservation of farm animal organs in the
Visit to abatjour to identify internal organs of farm animals laboratory
ii. Students are to preserve animal specimens collected during their visit
to abattoirs.
12 Revision Revision
Revision
13 Examination Examination
Examination

ANIMAL HUSBANDRY
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENT ACTIVITIES
1 LIVESTOCK REPRODUCTION i. Teacher guides the classroom discussion
i. Explain the term livestock reproduction ii. Teacher displays pictures & charts.
ii. Definition of terms in livestock reproduction e.g. ovulation, estrus cycle, heat
period, mating, gestation, parturition, lactation.
2 REPRODUCTION PROCESS OF LIVESTOCK i. Teacher guides the classroom discussion
i. Reproduction process in ruminants e.g. cattle, sheep & goat. ii. Teacher displays pictures & charts.
3 REPRODUCTION PROCESS OF LIVESTOCK i. Teacher displays incubator for students to observe
i. Reproduction process in poultry with emphasis on e.g. formation. ii. Students to carry out incubation of eggs in the school farm.
4 REPRODUCTIVE HORMONES i. Teacher guides the classroom discussion.
i. Sources and roles of female hormones e.g. estrogen, progestogen, relaxin, oxytocin.
ii. Sources and roles of male hormones e.g. testosterone/androgen.
5 PRACTICAL ON LIVESTOCK REPRODUCTION i. The teacher displays live pregnant female farm animals for students
i. Lengths of oestrus cycle of cattle, goat, sheep, pig etc. to observe.
ii. Detection of heat period ii. Provides videos of farm animals in heat for students to watch.
iii. Various signs of heat in female farm animal.
6 PRACTICAL ON LIVESTOCK REPRODUCTION i. The teacher displays a live pregnant female farm animal for students
i. Observation of female animals in the school farm for heat period to observe.

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ii. Observation of female animals in the school farm for pregnancy ii. Students to monitor pregnant farm animals till parturition.
iii. Detection of gestation period of goat, sheep, cattle, pig, rabbit etc.
7 MANAGEMENT PRACTICES OF PREGNANT FARM ANIMALS i. The teacher guides the classroom discussion
i. Management of Pregnant farm animal include: -
- Regular feeding - Adequate feeding - Steaming up
- Adequate body exercise - Separation from male animals
- Provision of clean & adequate water - Administration of drugs where necessary.
8. PRACTICAL ON MANAGEMENT PRACTICES OF PREGNANT FARM ANIMALS i. Teacher demonstrates the care of pregnant farm animal
i. Visit to an established and standard farm ii. Students to submit their farm animal record book
ii. Students to manage pregnant farm animals in the school farm
iii. Students to keep records of events from pregnancy to parturition.
9. PRACTICAL ON PARTURITION i. Students to visit established farm to witness parturition in farm
i. Teacher to provide videos of farm animal giving birth. animals or watch a video of parturition in farm animal
ii. Students to visit established farm to witness parturition in farm animal
iii. Detection of signs of approaching parturition.
10. CARE OF THE YOUNG ANIMAL IMMEDIATELY AFTER BIRTH i. The teacher demonstrates the care of the young farm animal
i. Foetus expulsion/cleaning up ii. Naval cord cutting immediately after birth.
iii. Access to colostrums iv. Lactation ii. Students to participate in the care of the young farm animals.
11 Revision Revision
12 Examination Examination

ANIMAL HUSBANDRY
SSS ONE – THIRD TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 LIVESTOCK MANAGEMENT SYSTEM I). The teacher directs the classroom discussion
Explain the concept of livestock management II). Teacher displays pictures of livestock management systems
Outline the livestock management system. III). Student to visit established farm
2 Intensive management system I). The teacher directs the classroom discussion
Advantages of intensive management II). Teacher displays pictures of livestock management systems
Disadvantages of intensive management III). Student to visit established farm
3 Semi-intensive management system I). The teacher directs the classroom discussion
Advantages of Semi-intensive management system II). Teacher displays pictures of livestock management systems
Disadvantages of Semi-intensive management system III). Student to visit established farm
4 Extensive management system I). The teacher directs the classroom discussion
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Advantages of Extensive management II). Teacher displays pictures of livestock management systems
Disadvantages of Extensive management III). Student to visit established farm
5 Management practices in livestock i). Teacher directs classroom discussion
i). Management practices of ruminants (goats, sheep, cattle, cattle) e.g. ii). Teacher demonstrates feeding, castration, dehorning, deworming and
- Housing, feeding, sanitation, castration, dehorning, tattooing, ear notching, vaccination
deworming, vaccination and culling
6 Management practices in livestock i). Teacher directs classroom discussion
ii). Management practices of poultry ii). Teacher demonstrates feeding, castration, dehorning, deworming and
- Housing and equipment (feeder, drinker etc.) - Brooding incubation vaccination
- Feeding of chicks, layers, broilers etc. - Common diseases of poultry and control
- Vaccination - Debeaking - Culling
7 Management practices in livestock i). Teacher directs the classroom discussion
i). Management practices of pig ii). Teacher displays pictures/videos of rabbit
a). Housing b). Feeding c). Diseases and control d). Breeding
8 Management practices in livestock Displays pictures/videos of rabbit
ii). Management practices of rabbit
a). Housing b). Feeding c). Diseases and control d). Breeding
9 Practical on management practices of ruminant i). Students are assigned to manage goat, sheep, cattle etc.
i). Students are assigned to manage goat, sheep, cattle in the school farm ii). Students keep farm animal records and submit their record books
ii). Students to keep records of animals in the school farm
10 Practical on management practices of poultry i). Students are assigned to manage goat, sheep, cattle etc.
i). Students are assigned to manage the school poultry ii). Students keep farm animal records and submit their record books.
ii). Student to keep records of animals in the school farm.
11 Practical on management practices of rabbit and pig “
i). Students are assigned to manage rabbit or pig
ii). Students keep records of rabbit or pig in the school farm.
12 Revision Revision
13 Examination Examination

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BOOKKEEPING
SSS ONE – FIRST TERM
WEEK TOPIC – CONTENT ACTIVITIES
1 Meaning of Book Keeping: - Teacher-discuss the meaning of book-keeping
Meaning of book-keeping i). Discuss the importance of book-keeping.
importance of book-keeping Students: - define book-keeping.
ii). Outline the importance of book-keeping.
Instructional Resource- A Chart showing the importance of book-keeping

Teacher- Discusses the history of book-keeping in Nigeria

Students: - Students participate in the discussion
Instructional Resources: - A visit to the office of the book-keeper

2. History of Book Keeping: - Teacher: - Discuss the career opportunities and beneficiaries of book-keeping.
Narrate briefly the history of book- keeping in Nigeria. Students: -
i)State 5 career opportunities
ii)list 3 beneficiaries of book-keeping
Instructional Resources: -
A picture book- keepers

Career opportunities in book-keeping: - Teacher: -

3. i)Discuss the career opportunities i) Classify assets into their various classes.
ii) Identify the beneficiaries of book-keeping. ii) Students should list the classes of assets.
Instructional Resources: - A chart showing the list of assets

4. Assets and Liabilities: - Teachers: -

i)Meaning of assets Define liabilities. Differentiate between assists and liabilities
ii) Mention various classes of assets in order of permanency Examples of assets and liabilities
and liquidity. Students activities:
Define assets and liabilities. Differentiate between assists and liabilities.
List the classes of assets and liabilities
Instructional resources- a chart showing the list of liabilities.

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5. Assets and Liabilities (Cont.) Teacher: -

i)Meaning of liabilities Define business transaction
ii). Differentiate between assets and liabilities List those involved in business transactions.
iii). explains the classification of liabilities Give example of people involved in business transaction.
iv). Examples of liabilities Use a diagram to explain further.

Business transactions Student activities: -Student understands business transaction together with the example.
Meaning of business transaction. Instructional Resources-picture of various business centres.
list the different types of business transaction
Identify those involved in business transaction e.g. buyer,
sellers, and costumers.

6. Debtors and creditors: - Teacher: -demonstrate how to identify debtors and creditors.
Explain the term debtors Student activities: -
Explain the term creditors. Define term debtor.
Differentiate between debtors and creditors. Define term creditor.
Give example of debtors and creditors.

7 Source documents: - Teacher activities: -shows the examples of each source documents
Explain meaning of source document. Student activities
Explain types of source documents.eg invoice, receipt, voucher, Define source document.
creditor, debits’ notes etc. Give example of sources documents.
Instructional resources: specimen of source document and journals.

8. Source document: Teachers’ activities: teachers explain how to record information in source documents.
Explain the content of each source document. Students activities: students identify contents of each journal.
Mention the uses of source document. Instructional Resources: specimen of source document and journals.

9 - 10. Book of original entry: Teachers activities: illustrate how to draw the format of the journal
Explain the meaning of journals
Mentions the types of journals e.g. sales, purchases, returns Students’ activities: students identify contents of each journal.
inwards, return outwards, general journal. Instructional Resources: specimen of source document and various types of journals.

11. Book of original entry: Teacher activities: -

Draw the format of a journal illustrate how to draw the format of journal
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Explain the functions of each column. Solve questions for the students.
Explain the uses. Students’ activities: students understand how to draw the format and extract information

Specimen of various types of journals and source document.

12 Book of original entry: Teacher activities. Teacher explains how information is extracted from source documents.
Explain how to extract information from source document in Students activities:
the books of original entry i). Differentiate between various types of journal
Differentiate the types of journal ii). Identify the contents of each journal
Instructional Resources: Specimen of various types of journals.

13 Revisions Revision

14 Examinations. Examination

BOOKKEEPING
SSS ONE – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Ledger: Teachers activities: Teachers define ledger
Define ledger Teachers list the items on the ledger
Explain the division of ledger into debit and credit side Students Activities:
Identify items on ledger. Students ask questions on items on the ledger
Instructional Resources: Specimen on ledger and the relevant text books.

2 Ledger: Teachers Activities:

Draw the format of ledger Teachers discuss with the learner the contents of the ledger and its importance.
Explain types of ledger account. Students Activities: students make correct entries in the ledger.
Instructional Resources:
Specimen of ledger and relevant text books.

3. Ledger: Teachers Activities: Teachers guide the learner on how to enter correctly in the ledger.
Explain the uses of ledger Students Activities: students make correct entries on the ledger.
Post entries correctly in the ledger Instructional Resources: Specimen of ledger
Practice more exercise

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4. Single column cash book: Teachers Activities:

Explain the meaning of single column cash book Describes single column cash book.
Explain items of a single column cash book Student Activities: Learners understand the uses of single column cash book.
List the uses of single column cash book. Instructional Resources: Specimen of a ledger and a cash book format

5. Single column cash book: Preparation of single column cash Teacher Activities: teacher list the rule for posting in a single column cash book.
book. Practices more exercise on single column cash book. Student Activities- students understand the rules and practice more exercise.
Instructional Resources: Specimen of a ledger and a cash book.

6. Double column cash book: Teachers Activities: Teacher describes the double column cash book.
Explain the meaning of double column cash book. Students activities: Students were show the ruled ledger for its preparation. students
Identify items on the double column cash book (through understand the rule for posting
format) Instructional Resources: Specimen of a ledger and chart showing format of double column
cash book

7. Principles of double entry: Teacher Activities: Explain the meaning of double entry.
Explain the meaning of double entry. State the rules.
State the role of double entry. Student activities: Students understand the rule of double entry
Instructional Resources: A chart showing the format of cash book.

8 Double column cash book: Teacher Activities:

Preparation of double column cash book with emphasis on cash List the rules of posting the double column cash book
and bank column, both on receipt and payment side. Student Activities: Students understand the rules and use it to solve more exercise.
Differentiate between single column cash book and double Instructional resources: A chart showing the format of ledger and double column cash book.
column cash book.

9. Contra –Entry: Teacher Activities: Teacher describe concept of contra entry

Explain the concepts of contra-entry Students Activities: students understand contra entry and solve exercises.
Identify contra entry transactions. Instructional resources: A chart showing the format of cash book and relevant text books.
Record contra entry transactions appropriately.
Teacher Activities: Teacher explains the account to be debited and credited.
10. Principles of double entry contd.: Illustrates how to apply the rule of double entry.
Identify the account to be debited and the one to be credited. Student Activities: learners understand the rule and practise more exercise.
Post transactions from cash book to ledger Instructional resources: A chart showing the format of principles of double entry.
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11 Petty cash book: Explain the meaning of petty cash book Teacher Activities: Define petty cash book. Classification of columns
Explains classification of columns. Student Activities: students understand the classes of the columns
Instructional resources: A chart showing the format of petty cash book.

12. Revision Revision

13. Examinations Examination

BOOKKEEPING
SSS 1 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Petty cash book: Teacher Activities: Teacher states the rules of posting transactions into petty cash
Explains posting of transactions into various columns of petty cash book. book.
Students Activities: Practice more exercises on petty cash book.
Instructional Resources: A chart showing the format of petty cash book.

2. Trial balance: Teacher Activities: Define trial balance. Explain the rule of trial balance.
Explain the meaning of trial balance Student Activities: Ask questions on trial balance. Participate in the discussion
State functions of trial balance. Instructional Resources: A chart showing the format of Trial Balance.
State the rule for posting items from ledger to Trial Balance

3 Trial Balance: Teacher Activities:

Extract balances from ledger to trial balance, Teachers explains rules for extracting balance from ledger to prepare Trial Balance
Preparation of trial balance. Student Activities: Students understand the preparation of trial balance
Instructional Resources: A chart showing the format of trial balance.

4 Corrections of errors: Explain the meaning of error. State the types of Teacher Activities: Teacher describes classes of error.
error. Identify the error affecting trial balance. Student Activities: Students understand the different classes of error
Instructional Resources: A chart showing the format of ledger and suspense account.

5 Correction of errors: Teacher Activities/Students: Demonstrate how to detect errors. Demonstrate how
Identify error that do not affect trial balance. to correct the errors. Prepare suspense account.
Correct errors identified in the trial balance. Instructional Resources: A chart showing the format of trial balance and suspense
account.

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6 Trading Accounts: Teacher Activities: Explain trading account.

Identify trading account Guide students in determining cost of goods sold.
State the purpose of trading account Students activities: Learners practice more exercise on trading account
Explains the terminologies used in preparation of trading Account. e.g. Learners practice more exercise in calculating cost of goods sold.
Cost of goods sold, cost of goods available for sales. Etc. Instructional Resources: A chart showing the format of trading account.

7 Trading Accounts: Teacher Activities:Explain rules for preparing or constructing trading account.
Rules format for constructing simple trading account, both vertical and Practice more exercise on trading account.
horizontal. Determine the gross profit Student Activities:Learners practice more exercise on trading account.
Instructional Resources: A chart showing the format of trading account.

8 Profit and loss Account: Teacher Activities: Explain profit and loss account
Define profit and loss account. State the purpose of profit and loss Guide students to prepare profit and loss account.
account. Explain the terminology used in the preparation of profit and Student activities: Learners take note on profit and loss account.
loss account. Instructional Resources: A chart showing the format of profit and loss account.

9 Profit and loss Account: Teacher Activities: i). Teacher explains rules for preparing profit and loss account.
Outline the rule for preparing a simple profit and loss account with the ii). Teacher guides the student to determine net profit or loss.
aid of format, both vertical and horizontal. Determine the net profit or Student Activities: Learners understand the rules for preparing profit and loss.
loss by preparation of profit and loss account. Instructional Resources: A chart showing the format of profit and loss account.

10 Balance Sheet: Teacher Activities: Teacher explain balance sheet.

Explain the meaning of balance sheet. State balance sheet content.
State the content of balance sheet with the aid of format both vertical Student Activities: Understand the meaning of balance sheet.
and horizontal. Understand the contents of balance sheet.
Instructional Resources: A chart showing the format of balance sheet.

11 Balance sheet: Teacher Activities: Teacher Identify the use of balance sheet
State the uses of balance sheet Students activities: Prepare a simple balance sheet.
Prepare a simple balance sheet. Instructional Resources: A chart showing the format of trading account.
Practise more exercise.

12 Revision Revision

13 Examination Examination

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SCHEME OF WORK
FOR
S.S.S 2

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ENGLISH STUDIES
SSS 2 – FIRST TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 Speech Listening comprehension: listening to The teacher presents an interesting passage to students and asks Textbook
answer questions on a given passage or the students to listen and identify main points/ideas discusses Newspaper
recorded tapes on HIV/AID, drug abuse or the passage with students while they respond appropriately. articles and
real-life situation. Magazines
Vocabulary Words associated with the human internal The students should be able to mention the human internal body Charts
body system and function systems and list their functions. Workbook
Structure Noun phrases: position and functions Identify features or functions of noun phrases and use noun
phrases in sentences.

2 Speech Listening comprehension: Listening to Students should listen attentively to the speeches for Textbook
recorded speeches/teachers model speech comprehension and also plan their speeches before delivery. Newspaper
for comprehension articles and
Vocabulary Words associated with health; sickly, well, Mention words association with health and use these words Magazines
condition, diagnoses, casualty, emergency freely. Charts
etc. Workbook
Structure Pronouns: relative and demonstrative Identify relative and demonstrative pronouns and use them
pronouns: functions and position freely in sentences.

Continuous writing Expository essay: e.g. Discuss the style/format of expository essay and write
a. Controlling HIV/AIDS in Nigeria expository essay
b. Managing population explosion in
Nigeria
3 Speech Making a toast: Define a toast, prepare a toast and deliver a toast appropriate to Textbook
a. Meaning of a toast a given occasion Newspaper
b. Occasions for a toast articles and
Reading Comprehension Reading for implied meaning Read to grasp the main points, extract points from the passage Magazines
and write the difference between stated and implied meaning. Charts
Workbook
Structure Nominalization Identify words that are nominalized in passages, turn adjectives
and verbs to nouns and use them in sentences appropriately.

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Continuous writing Writing speeches for specific purposes. Discuss the various purposes of speech, features and write a
Introduction, purposes and features of speech on a given topic.
speeches
4 Speech Unstressed vowel sounds e.g. /a/ Identify the unstressed vowels sounds, pronounce them and use Textbook
them appropriately.
Newspaper
Structure Pronouns: Other types of pronouns Identify the other types of pronouns, give examples and use articles and
them in sentences. Magazines

Reading Comprehension Reading for critical evaluation Read a passage carefully and detect in various reading materials Charts
evidence of illogicality, inconsistency, faulty reasoning etc.
Workbook
Continuous writing Argumentative essay: Introduction; Define argumentation essay and explain the features
definition and features

5. Speech Consonant clusters: two consonants in Pronunciation drills, give examples of two consonant clusters at Textbook
initial position e.g. slice, troupe, scalp, cloud, the initial position and use them in sentences.
crush etc. Newspaper
articles and
Vocabulary Modifiers [word modifiers] adjectives of Explain how a modifier adds more meaning to a word, identify Magazines
colour and small, adverbs of manner, rate of the modifiers and use them in sentences
occurrence and degree Charts

Summary writing Reading to summarize longer sentences into Read the passage identify topic sentences and write out the Workbook
a specified number of sentences sentences using their own words

Continuous writing Argumentative essay Write a well composed argumentative essay

a. Should female circumcision
be abolished
b. Military rule in better than certain rule

6 Speech Three consonants in initial position E.G Pronounce correctly the three consonants Chester at initial Textbook
Sprint, splash strong, shrike, spray etc. position and use them in sentences. Newspaper
Reading comprehension Reading for main gist in a prose passage Identify the main ideas, keys sentences and answer question on articles and
the given passage. Magazines

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Structure Adjectival phrases and their grammatical Identify adjectival phrases, say their function and use them in
function in a sentence. sentence. Charts
Continuous writing Creative writing {i} features of a short story Discuss the features of a short story, poem and be able to write a
e.g. plot, characters, action, style, setting, short story and poem Workbook
theme etc. [2] features of a person e.g. high,
concise language.
7 Speech Listening comprehension: listening for Listen attentively to a recorded passage or read, identify the Textbook
details/examples main points and give details of what they have listened to
Vocabulary Spelling of words: Explain meaning of words learnt, appreciate the importance of Newspaper
1. Treatment of commonly use of dictionary, make a list of commonly miss pelt words, and articles and
miss pelt words write the dictated words correctly. Magazines
2. Dictation exercise and
Corrections. Charts
b. Use of dictionary
Summary writing Reading to summarize longer selections into Read materials, identify topic sentences and write the topic Workbook
a specific number of sentences sentences using their own words
Phonics textbook
Continuous writing Narrative essay Discuss the features of a narrative essay and write a well
composed narrative essay.

8 Speech Vowels: /e/ and /ɜ:/ Identify the vowels, /e/ and /ɜ: /, pronounce them in words Textbook
E.g. /e/ - set, bread where they occur, give their own examples of words where they
/ ɜ:/ - first, learn occur and use them in sentences correctly. Newspaper
articles and
Structure Adverbial Adverbial phrases and their grammatical Identify the vowels, /e/ and /z: /, pronounce them in words Magazines
phrases functions where they occur, give their own examples of words where they
occur and use them in sentence correctly. Charts

Reading Comprehension Reading chapters of books and making notes {1} Explain note making Workbook
{2} explain the interrelatedness of listening and reading as
receptive language skills.
{3} make reference to previous passage relevant to this task.
{4} Explain the purpose and approach of note making.
{5} Engage in extensive work and practice in within and outside
the classroom on note making

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{6} Explain clearly the difference between note making and

reading books.
Continuous writing: Letter of complaint feature of a formal letter, Differentiate between a formal letter and an informal letter.
Formal letter letter of complaint. Discuss the features of a formal letter with reference to letter of
complaints. Discuss similar WAEC, SSCE and NECO past
questions and write a well composed letter of complaint.

9. Speech Diphthongs; /i/, /ai/, /au/, /ei/, /e/, etc. Identify the eight diphthongs correctly, pronounce them, list of Textbook
words associated with the diphthongs and use them in Newspaper
sentences. articles and
Magazines
Reading comprehension Words substitution in passages {connotation Read passage carefully, Explain meaning of word in context and Charts
and denotation} substitute words according to the contexts of usage answers Workbook
question on the passages.

Summary writing Reading to summarize in a specific number Read the passage carefully, identify the topic sentences and
of sentences rewrite using their own words.

Continuous writing Formal letter: Letter of request with Discuss extensively past questions from NECO/WAEC
particular reference to examinations.
a. Features of a formal letter Identify features of a formal letter. Write a well composed
b. Language formal letter of request.

10 Speech Vowels /i/ and /i: / Pronounce the vowels correcting, differentiate between the Textbook
e.g. bit and beat, bid and bead vowels /i/ and /i:/, list words associated with the vowels and
use them in sentences Newspaper
articles and
Structure Determiners e.g. few, many, some, a little Explain determiner, identify them and give examples. Use them Magazines
etc. correctly in sentences.
Charts
Reading comprehension Reading for critical evaluation Read a passage carefully and defect in various reading materials
evidence of illogicality, inconsistency, faulty reasoning etc. Workbook

Continuous writing Formal letter [other types] e.g. application, Identify features of a formal letter, discuss the features of formal Phonics
apology, order, etc. letters, discuss a model formal letter of application apology etc. Textbook
and write a well composed letter of application, apology etc.
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11 Speech Vowels /u/ and /u:/ Identify the two vowels, pronounce the vowel /u/ and /u:/ Textbook
e.g. /u/ - full and would correctly, differentiate between the two vowels, list words
/u:/ - fool and coup associated with the vowels, portray many examples and use Phonic textbook
them correctly in sentences.
Reading comprehension Word substitution in passages Read the passage carefully, explain the meaning of words, and Newspaper
substitute the underlined words with other words according to articles and
the context of usage. Answer question on the passage.
Continuous writing Revision [formal letter: Complaints, request, Identify features of a formal letter, discuss the features, and Magazines
application apology etc.] write a formal letter.
Charts

Workbook
12 Speech Revision of vowels taught [pure vowels and Pronunciation drills. Practice on exercises. Textbook
diphthongs] Newspaper
Reading comprehension Revision {guidelines on answering articles and
comprehension passage using a passage} Magazines
Charts
Vocabulary Revision: Exercises on lexis. Workbook

Continuous writing: Expository and narrative assays. Discuss and write expositing and narrative essays.
Narrative essays
13 General renewal General renewal General renewal
Examination and closing. Examination and closing. Examination and closing.

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ENGLISH STUDIES
SSS 2 – SECOND TERM
WEEK THEME TOPIC – CONTENTS ACTIVITY LEARNING
RESOURCES
1 Reading Reading for main gist. Read the passage carefully identify points and their inter- Textbook
comprehension relationship with each other. Answer questions on the passage.
Structure Prefixes as word extension making for new Explain how prefixes can generate new word and meanings from Newspaper
meaning e.g. ‘un’ ‘nus’ ‘il’ ‘in’ ‘im’ etc. healthy – basic root words. Use prefixes to create antonyms and draw up a articles and
unhealthy, belief – unbelief spell – misspell list of words to give antonyms of the words using prefixes.
understand – misunderstand etc. Magazines
Vocabulary Words associated with environment: Meaning, Explain meaning of environment, mention types of
development environmental problem e.g.; environmental environmental problems, list the importance of a clean Charts
pollution, pest control, bush burning, disposal of environment and write the environmental problems.
refuse, sewage system, smoking, drainages, Workbook
environmental degradation etc.
2. Speech Listening to poetry for comprehension/pleasure Read the poems while students listen. Discuss content of the Textbook
e.g. poem, identify different types of poetry, identify the different
1. Type dirge, epic, lyric types of language of poetry, and compose a poem of their own. Newspaper
2. language {a} concise articles and
{b} unique {c} high Magazines
Vocabulary Words associated with building with building Define meaning of building, mention types of building, list words
Development and building construction {meaning of building, associated with building and explain their meanings, use these Charts
types of words associated with building e.g. words in sentences, engage students in spelling drills in words
foundation, walls, land, documents etc. associated with building. Workbook
Structure Preservative prefixes e.g. ‘re’ as in, work – Explains the meaning of preserve, pronounce the words formed
rework from the suffix, discuss the use of these words and use the words
Examine – reexamine in sentences.
Affirm – reaffirm
Elect – reelect
Form – reform etc.
Continuous writing Free writing: (1) A short write – up such as a
story, poem, play on anything of interest or a
personal experience
(2) Short stories dealing with daily events

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(3) Features of short stories, plays, poems with

attention to literacy devices: rhythm, simile,
metaphor etc.
3 Speech Listening comprehension: listening to - Listen attentively, identify the main point, write down Textbook
summarize speeches, lectures and note making key point or main points from the speech or lecture.
Newspaper
Structure Figures of speech e.g.: Simile, metaphor, - Explains figures of speech, mention the different figures articles and
personification, hyper-bole, etc. of speech and explain them with numerous examples, use Magazines
them in sentences.
Reading Reading for specific structural pattern (selected - Read passage carefully, discuss the issues in the passage, Charts
comprehension passages from the main textbook or magazine on identify main ideas in the passage, identify the major
topics such as; gender issues, deregulation, phrase style and answer questions on the passage. Workbook
religious and ethnic conflicts, human right issues, -
youth unemployment and restiveness)
Continuous writing Speech writing: An address given on a prize - Discuss the features of a speech, discuss model speeches
given day. Features of a speech and write a well composed address on a prize given day.
a. Opening greetings Teachers should make available sample of speeches
b. General introduction presented on a prize given day.
c. The main body
d. Conclusion
4 Speech Oral: argument/debate: debates on the - Students should listen attentively to their class mates Textbook
following topics: during debate. Students should be selected based in the
1. Capitalism is better than communism following: Newspaper
2. We need health education and a. Persuasiveness articles and
inspectors not doctors b. Grammatical structures and choice of words/vocabulary
3. University education should be c. Correctness of pronunciation including word stress Magazines
compulsory pattern and
d. Fluency students must be encouraged to be observe all Charts
these criteria
Structure Suffixes e.g. –able, age, arian, cide, ify, etc. - for all Explain the meaning of suffixes, identify suffixes Workbook
for creation of relevant words, from basic root words, list
words with suffixes and explain their meaning. Make use
of these words in sentences
Vocabulary Words associated with law and order e.g. order - Explain laws and order, list/mention words associated
development in court, legal actions, police torture, judge, with law and order and explain their meanings. Use the
defense lawyer, etc. words in sentences.
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Continuous writing Argumentative essay: - Explain argumentative essay. Discuss any argumentative
a. Present a view point essay, bringing out the validity of their view point in a
b. Prove a point (argue for or against a logical way. Discuss the features of argumentative essay,
particular view point) opening vocatives, introduction, main body, conclusion
c. Conclude the presentation. Example; and also adequate source of information
a. Military rule is better than civilian
rule
b. Should female circumcision be
abolished or other topics
Summary writing Reading to pick out topic sentences in - Read the passage carefully, discuss the main ideas in the
paragraphs and longer sentences passage, identify the topic sentences in the paragraphs of
the passage and re-write them using their own words.
5. Speech Words stress (monosyllabic and polysyllabic - Explain word stress. Identify monosyllabic words and Textbook
words) polysyllabic words. Give example of words and
pronounce the words correctly. Newspaper
Vocabulary Words associated with medicine, diagnoses, - Explain meaning of medicine, list/mention words articles and
development hospital, nurses, doctors, clinics, treatment, etc. associated with medicine and explain their meanings.
Use these words in sentences. Magazines
Structure Verb forms (participation) active and passive - Identify the subject and the predicate in a sentence,
forms of verb change active sentences to passive and vice versa. Charts
Construct more sentences in the active and passive form
Reading Reading for specific structural pattern: passage - Read the passage carefully, discuss the main ideas in the Workbook
comprehension on scientific report or medicine passage explain meaning of key words, answer questions
on the passage. Explain and discuss the format for
writing a report, identify main and supporting ideas e.g.
a. Introduction; date of the experiment
b. Purpose, outcome and results of the experiment
c. Conclusion, write a report arranging ideas in a logical
order
6 Speech Words of five syllables stressed in the first, - Identify words of five syllables, recognize and articulate Textbook
second, third and fourth syllables e.g. correctly stress timing in sentences and modulate their
voice. Students should be encouraged to use their Newspaper
dictionaries look up stress placement in long words. articles and
Curve more examples of their own correctly. Magazines

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Structure Adjectives: (i) types of adjectives (ii) order of - Explain what an adjective is. List and mention the
adjectives different types of adjectives. Explain the order of Charts
adjectives. Use the adjectives in a sentence.
Reading Reading to Para-phrase poems and dramatic - Read the dramatic work carefully, discuss the content of Workbook
comprehension works. the dramatic work, identify the different types of drama,
i. Drama; (a) theme (b) features identify the language features, discuss the story
ii. Costume effectively and answer questions on the passage.
iii. Props -
iv. Performance
v. Audience
vi. Play director
Vocabulary Words associated with government e.g. - Explain the meaning of government, list/mention words
development democracy, electoral commission, legislative, associated with government and explain their meanings.
executives, etc. Use the words correctly in sentences.
7 Speech Words with six syllables stressed on the fifth - Identify words with six syllables, recognize and Textbook
syllable e.g. pronounce the words correctly indicating the stressed
syllable. Give more examples of their own and use the Newspaper
words in sentences correctly. articles and
Structure Adverbs (comparison) and functions e.g. much, - Explain what an adverb is, give examples of adverb of Magazines
more, most comparison, explain their functions and use them in
sentences. Charts
Summary writing Reading to summarize a given passage - Read the passage carefully, identify main points in the
passage, and summarize the passage in a given number Workbook
of sentences.
Continuous writing Semi – formal letters: (1) features (2) language - Explain what a semi-formal letter is. Explain the features
of a semi-formal letter, discuss the language of semi-
formal letters, discuss model semi-formal letter and
write a well composed semi – formal letter. The teacher
should discuss WAEC and NECO past questions
extensively.
8 Speech Intonation pattern: expressing - Act out a dialogue similar to the examples given Textbook
surprise/disbelief (exclamation) example: (Ade
is a witch) reality?! (Musa is a millionaire) you Newspaper
must be joking! (Richard is a spy) I don’t believe articles and
it (Ibrahim is dead) is he? Magazines

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Vocabulary Words associated with traveling e.g. car park, - Explain travelling. List and mention words associated
development airport, journey, adventure, etc. with travelling and explain their meanings. Use the Charts
words correctly in sentences. The teacher should also
engage the students in spelling drills on words Workbook
associated with travelling.
Reading Reading to Para-phrase a poem (1) types: e.g. - Read the poem carefully, discuss the content of the
comprehension dirge, epic, lyric etc. (2) language; concise, selected poem, identify the different types of poetry,
unique and high identify the language of the selected poem and answer
questions on the passage using their own words
-
Summary writing Reading to summarize an argumentative - Read passage carefully, identify the main point raised
passage and the line of argument, discuss. The issues raised in
the given passage and summarize the passage in a given
number of sentences
9 Speech Rising tune. E.g. - Point out where there should be a rise in tone in a Textbook
1. Will you come home tonight? sentence, provide enough exercise in drills and Newspaper
2. Can David do this, for me encourage vocal class participation articles and
3. Help me with this, please - Magazines
4. Do this for me, will you? Charts
Structure Sequence of tense - Explain tenses and sequence of tenses. Give examples in Workbook
sentences correctly. Take note of the existing rules with
regards to sequence of tenses
Reading Reading to answer questions - Read a prose passages that identify different sentence
comprehension structure that reflect intonation pattern. Discuss the
passage, identify main points and answer questions on
the passage.
Continuous writing Informal letters (1) features (2) language - Explain what an informal letter is. Explain the features of
an informal letter discuss the language of informal letter,
discuss past questions (WAEC and NECO) as many as
possible. Read a model informal letter and discuss it.
Write a well composed informal letter.
10 Speech Intonation pattern (falling tone: statement and - Point out to the students where there should be a fall in Textbook
other types of surfaces) e.g. tone in a sentence and provide enough exercise in drills
1. There will be a match at the National and encourage vocal class participation Newspaper
Stadium tomorrow articles and

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2. There will be a class quiz tomorrow Magazines

evening
3. Where are you going? Charts

Structure Phrasal verbs with more than one particles e.g. - Explain what phrase verbs ar. identify them in sentences, Workbook
cut down on, get away with, stay away from, etc. give examples and explain their meaning. Use the
phrasal verbs in sentences.
Vocabulary Words related to sports - List different kinds of games played in the country, read
development 1. Names of major national games e.g. passages on sports from national dailies or other articles,
handball, netball, polio, cricket, football, listen to a live broadcast of a major national football
etc. match or other tournament at home, make a list of
2. Words for sporting activities: descriptive words used by the sports commentator,
tournament, contest, championship, explain the meaning of words related to sports and use
round, headbutt, etc. them in sentences correctly.
3. Venues of sports: stadium, arena, tennis
court, boxing ring, football field, race
course, track lane etc.
4. Sports official: umpire, coach, referee
etc.
5. Games result: losers, winning side, state
mate, championship etc.
6. Performance: an exciting match, an
uphill task, hat trick, terrible
performance, brilliant performance etc.
11 General revision - -
12 Examination - -

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ENGLISH STUDIES
SSS 2 – THIRD TERM
WEEK THEME TOPIC – CONTENTS ACTIVITY LEARNING
RESOURCES
1 Speech – Listening comprehension: listen to speeches and Explain what is required of critical evaluation in speeches; listen to Textbook
Comprehension other oral presentations for critical evaluation practice critical evaluation of the speeches through extensive
1. Listen carefully to a given speech. discussion either in groups or as a whole class. Different facts from Newspaper
articles and
2. Meaning of critical evaluation. opinions in the speeches
Magazines
3. Aspect of critical evaluation.
4. Essence of critical evaluation. Charts
5. Listen to selected passages on critical work.
6. Highlighting: Workbook
a. Facts
b. Opinions
c. deductions
Structure Introduction to clauses Explain what a clause is. List and explain the features of a clause.
1. features of a clause Explain the types and give examples of clauses
2. types of clauses
i. dependent
ii. independent clauses
Vocabulary Words associated with Agric and horticulture e.g. Explain agriculture and horticulture. Mention and write words
development livestock and domestic animals, dairy products, associated with agriculture and horticulture. Explain their
land, flowers, plants, farming animal disease, types meanings and use them correctly in sentences. Teachers should
of food produce, veterinary medicine farm manager encourage students to mention as many words as possible and use
them to make correct sentences and engage students in spelling
drills.
2. Speech Listening comprehension: listening to debates for Explain what a phrase is and what a clause is. Differentiate between MP3 Player
main points and passing judgment a phrase and a clause using examples. Identify phrases and clauses
1. Tape – recorded debates in sentence Textbook
Newspaper
2. Radio broadcast
articles and
3. Short debates between two selected Magazines
members of the class as selected topics such
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as; rejection of fraud, cheating, bribery and Charts

corruption, economy etc. Workbook
Reading Reading to answer question on a given passage Read the passage carefully, identify difficult words, explain their
comprehension meanings and answer questions on the passage.
Vocabulary Words associated with commerce e.g. Explain commerce. Mention words associated with commerce.
development good/services, price index, market, buyer, seller, Explain their meaning, engage students in spelling drills. Use the
industry etc. words in sentences correctly.
3 Speech (Oral) giving clear, concise and correct directions. Explain what road sign boards are. Read posters and charts. Listen Textbook
Relevant textbooks and passages that have to do attentively to discussion in class and exchange views on the signs.
with new locations e.g. travelling to a new town, Use these signs to give clear, concise and correct directions in Newspaper
articles and
village, market, ways to cities sentences. Put these directions down in writing.
Magazines
Structure Noun clause: types and functions. E.g. Explain Noun clause. Cite many examples. Mention and explain the
1. Noun clause different types of Noun clauses. Explain their functions and identify Charts
a. Noun clause as subject them in sentences and passages in reading comprehension. The
b. Noun clause object etc. teacher is advised to expose students to as many exercises as Workbook
2. Grammatical function possible on noun phrases to make them conversant with the
grammatical structure. Writing
Summary writing Reading to summarize in a specific number of Read the passage carefully. Identify topic sentences and main ideas. Manual
sentences Summarize in a given number of sentences.
Continuous writing Expository essay. E.g. Explain expository essay. Read and discuss model expository essay.
1. Explain a process Identify features of an expository essay. Write a well composed
2. An idea expository essay
3. Give directions
a. Features; topics such as
b. How to prepare a favourite meal,
societal ills and diseases
4 Speech Sentence stress: emphatic stress. E.g. Explain what emphatic stress is. Answer exercises on emphatic Textbook
JAMES borrowed the novel (James and not anybody stress. Make sentences using emphatic stress
else borrowed the novel) Newspaper
articles and
Structure Adjectival clauses: Explain what an Adjectival clause is. Cite many examples using Magazines
sentences. Engage in as many exercises as possible and state the

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1. Position in sentences and grammatical functions. Identify Adjectival clauses in sentences and passages in
functions reading comprehension. Make use of Adjectival clauses in Charts
2. Relative pronouns used to introduce sentences.
Adjectival clauses. E.g. who, which, whom Workbook
etc.
Reading Reading for implied meaning Read carefully to grasp main points extract main points from the Writing
comprehension passage and write the difference between stated and implied Manual
meaning. Answer questions on the passage.

Continuous writing Article writing (introduction, illustration and Discuss the format for writing articles, expose students many
practice) illustrations read and discuss a mode. Discuss past questions
(WAEC and NECO) on article writing. Write a well composed article
5 Speech Consonant sounds: plosives; b/and/pl, it/and /d/, Identify the sounds pronounce the sounds correctly; mention Textbook
/k/ and /g/ words with the Consonant sounds. Expose students to letters
represented by these sounds; use the words where they occur in Phonics
Manual
sentences. Students should be encouraged to mention as many
words as possible, words with these Consonant sounds. Newspaper
articles and
Structure adverbial clauses: types and functions Explain what an adverbial clause is. Mention different types of Magazines
adverbial clauses. Identify the adverbial clauses in sentences and
passage in reading comprehension. State the functions of adverbial Charts
clauses. Use the adverbial clauses in sentences correctly.
Workbook

Reading Reading for meaning in context Read the passage carefully, bring out difficult words or key words,
comprehension and explain their meaning according to context of usage in passage
substitute the words with another suitable word. Answer questions
on the passage read.

Continuous writing Informal letter: features and language Explain what an Informal letter is. Explain the features and
language of an Informal letter. Read and discuss a model Informal

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letter. Discuss past questions (WAEC and NECO) an Informal letter

and write well composed Informal letter.
6 Speech Speaking to persuade, convince and sway opinion Listen attentively to any of the topics discussed by the teacher. List Textbook
on topics like; key words in the discussion, identify sentences types used for
a. Cultism persuasion and give their opinions and any of the treated topics. Newspaper
articles and
b. Population/family life education
Magazines
c. Environmental issues
Structure Auxiliary verbs e.g. modal Auxiliary and primary Explain what Auxiliary verb is. Mention and explain the types of Charts
Auxiliary verbs Auxiliary verbs. Identify them in sentences and use them to
construct correct sentences. Workbook
Vocabulary Words associated with plumbing e.g. pipes, Explain plumbing’ mention words associated with plumbing.
development plumber, connect, plumb line, sink, tap etc. Spelling drills on words associated with plumbing. Explain the
meaning of the words and use them in sentences.

Continuous writing Semi – formal letter Explain what a Semi – formal letter is. Explain the features of a
1. Features Semi – formal letter. Read a comprehension Semi – formal letter
2. Language and discuss the features and context in relation to language.
3. Difference between Semi – formal letter and Differentiate between a Semi – formal letter and informal letter.
informal letter Discuss WAEC and NECO past questions on Semi – formal letters.
Write a well composed Semi – formal letter.

7 Speech Consonant sound; nasal: /n/, /m/ and /g/ Identify the sounds in words. Pronounce the words correctly. Textbook
Mention words with the nasal sounds. Identify the letters
represented by the nasal sounds, give more examples of words and Phonics
Manual
use the words in sentences.
Structure Concord (agreement between subject and verb) Explain Concord between subject and verb in sentences. Give Newspaper
examples in sentences and explain the various ways of showing articles and
Concord between subject and verb. Magazines
Summary writing Summarizing a given passage in a specific number Read the passage carefully. Mention and discuss the main ideas in
Charts
of sentences summarize the passage in a specific number of sentences.

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Continuous writing Formal letter Explain what a Formal letter is. Mention the various types and
1. Types discuss them. List and explain the features of a Formal letter. Read Workbook
2. Features of Formal letters a sample of a Formal letter in class. Discuss the content, features
3. Language and language of a Formal letter with regards to the letter read.
Discuss more past questions on Formal letters and write a well
composed Formal letter. Students should be exposed to the
differences between the different types of letters (formal, semi-
formal, informal letter)
8 Speech Rhymes e.g. obtain – detain Explain rhymes, give examples of rhyming words. Engage students Textbook
in pronunciation drills.
Newspaper
Structure Adjuncts Identify Adjuncts. Explain what Adjuncts are. Give examples of
articles and
Adjuncts and use them in sentences Magazines
Continuous writing Exposition on scientific facts Explain Exposition and scientific facts. List and explain the features
of Expository essay. Read and discuss a model Expository essay on Charts
scientific facts. Write a well composed expository essay.
Reading Reading to answer questions on a given passage Read passage carefully. Mention and discuss main ideas. Identify Workbook
comprehension and explain meaning of key words. Answer questions on the
passage. Writing
Manual
9 Speech Consonants /s/and /z/, /s/ and /z/, /ts/ and /dz/ Pronounce the Consonants. Identify the Consonants in words. Textbook
Identify their differences and give examples of letters represented
by the sounds. Give examples of words with the Consonants and Newspaper
articles and
use them in sentences.
Magazines
Structure Tag questions. e.g. this is your book. Isn’t it? Identify Tag questions in sentence structures. Explain what they
are. Give examples of Tag questions in sentences Charts
Summary writing Using simple sentences in summary writing Read passage carefully; identify the main points in the passage.
Write out the main points using simple sentences. Workbook
Continuous writing Argumentative essay (debate) Explain features of debate in writing with reference to opening
vocatives, body and conclusion. Discuss debate topics and write a Writing
well composed debate. Manual

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10 Speech Sibilants and the ‘s’/’es’ suffixes Identify these Sibilants. Pronounce them correctly and identify the Textbook
changes in pronunciation as these suffixes are added to the root
words. Newspaper
articles and
Structure Complex, compound, compound complex sentences Explain the different sentence structure and give examples of each. Magazines
Reading Reading to answer questions on a given passage Read the passage carefully, bring out the main points and answer
comprehension questions on the passage. Charts

Workbook
11 Speech Revision of consonants Identify the twenty-four consonants. Engage students in Textbook
pronunciation drills. Give examples associated with the sounds.
Structure Idiomatic expressions e.g. under a cloud, take heart, Explain the meaning. Give examples of Idioms and explain their Newspaper
articles and
hold your head high, etc. meanings and use them in sentences correctly. Magazines
Reading Revision on guide lines to answering Practice on reading comprehension exercise
comprehension comprehension exercises Charts
Summary writing Guidelines to answering summary writing exercise. Practice on summary writing exercise
Workbook
12 General revision General revision General revision
13 Examination Examination Examination

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GENERAL MATHEMATICS
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1–2 LOGARITHMS Teacher: Guides students to:
i. Revision of logarithm of numbers greater than one. -Revises laws of logarithm
ii. Characteristics of logarithm of numbers greater than -Reads logarithm table and does calculation involving multiplication, division, power and roots of
one and less than one and standard form of numbers. numbers greater than 1.
iii. Logarithm of numbers less than one, multiplication, -Shows the relationship between the characteristics of logarithms and standard form of numbers.
division, power and roots. -Calculation involving multiplication, roots of number less than 1 and less than 1.
iv. Solution of simple logarithmic equations Students: Study the solution chart of logarithm.
v. Accuracy of results of logarithm table and calculator. State laws of logarithm, read logarithm table and use logarithm table in calculation involving
multiplication, division powers and roots of numbers greater than 1.
Given a set of number, write them in standard forms and compare the characteristics of such numbers
with the standard forms.
Solve simple equations involving logarithms.
Instructional Resources: Logarithm table, booklet, solution chart of logarithm etc. flex banner
showing logarithms and antilogarithm of numbers).
3–4 CIRCLE THEOREMS Teacher: - Leads students to review the format for proving Euclidean Geometry such as: Given:
1. Proof of the theorem: the angle which an arc Required to prove: Construction, Proof, and Conclusion.
suspends at centre is twice the angle subtended at the -leads students to prove the theorem by asking them to suggest reasons why certain conclusions
circumference. should hold.
2. Proof of the theorem: the angles in same segment are - Demonstrates the solution of practical problems leading to the theorem.
equal. Students:
3. Proof of the theorem: the angles in a semi-circle are Participate in the revision by mentioning the format along with the teacher.
one right angle. -suggest reason for the conclusions arrived at each point in the process. -solve problems given by the
4. Proof of the theorem: the opposite angles of a cyclic teacher.
quadrilateral are supplementary. Instructional Resources: Models of circle theorem.
5. Proof of the theorem: the tangent to a circle is
perpendicular to the radius.
5 APPROXIMATION Teacher: Guides the students to
i. Rounding up and down of numbers to significant -approximate given data to hundred, thousand, billion and trillions.
figures, decimal places and nearest whole numbers. -solution using logarithm tables and calculator
ii. Application of approximation to everyday life. -make comparison between results obtained from solution with logarithm table and calculator.
iii. Percentage error. -calculate percentage error.
-solve examples of approximation in schools, health sector and social environment etc.
Students:
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Approximate to hundred, thousand, million, billion and trillion.

Solve problems in approximation solve problems using logarithm table and calculators.
-compare the result obtained from the two calculations. Calculate percentage error of a given
instrument.
Instructional Resources:
Financial reports and budget population figures logarithm table, calculator, data from school records,
health sector, economy etc.
6 SEQUENCE AND SERIES 1 Arithmetic Progression Teacher: - Guides students to:
(AP) -discover the meaning and types of sequences.
i. Meaning of sequences indicating first term (a) -identify examples of Arithmetic Progression A.P.
common difference (d) and the nth term of an -derive the formula for the nth term of an A.P.
Arithmetic Progression (A.P) and calculating the nth -define and use the formula for the sum of an A.P.
term of an A.P. Gives exercises on A.P.
ii. Arithmetic mean and sum of an A.P. Students: - State the rule that gives a sequence. - Define and give an arithmetic progression.
iii. Practical problem solving involving real life Participate in deriving the formula for the nth term. - Calculate the nth term and sum of an A.P. - Solve
situation on arithmetic mean of an A.P. problems on arithmetic progression.
iv. Practical problem solving involving real life Instructional Resources: Ages of students, poles and pillars of different height, other objects of
situation on sum of A.P.` different sizes, numbers, etc.
7 SEQUENCE AND SERIES (II) Geometrical Teacher: - Guides students to:
Progression (G.P) -define and give examples of geometric progression.
i. Meaning of Geometry Progression (G.P.) indicating -leads students to derive and use the formula for the nth term of a G.P, calculate the sum of G.P.
first term (a), common ratio (r) and nth term of a G.P Students: - Define and give examples of geometric progression, participate in deriving the formula for
and calculation of nth term of G.P. the nth term.
ii. Geometric mean and sum of terms of G.P. Calculate the sum of G.P when n > 1 and n < 1
iii. Sum of infinity of G.P. Solve problems on geometric progression, including practical problems.
iv. Practical problem involving real life situation on Instructional Resources: Financial reports and budget population figures logarithm table, calculator,
G.P. data from school records, health sector, economy etc.
8 QUADRATIC EQUATION (I) Teacher:
i. Revision of factorization Revise factorization of perfect squares i.e. x2 + 2ax + a2 as (x+a)(x+a)
ii. Finding what should be added to an algebraic Leads students to realize that all perfect squares are factorized able.
expression to make it a perfect square. Guides students in the steps involved in solving quadratic equation using completing the square
iii. Quadratic equation using completing the square method.
method. Leads students to deduce the completing the square method and solve some problems.
iv. Deducing the quadratic formula from completing the Students:
square and its application to solving problems. Expands and factorize perfect squares such as (x+3)2.
Use quadratic box to expand quadratic equations.

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Follow the teacher’s examples to find constant k that makes quadratic expression a perfect square.
Participate in solving quadratic equations by completing the square.
Deduce quadratic formula from the method of completing squares.
Instructional Resources: Quadratic equation box, completing the squares sheet.
QUADRATIC EQUATION Teacher: Guide students in steps involved in the formation of quadratic equation using sum and
9 1. Word problem leading to quadratic equation product of roots.
2. Application of quadratic equation to real life Transforms a word problem into quadratic equation.
situation. Obtains quadratic equation given roots of the equation using sum and product of the given roots.
Transform a word problem into quadratic equation.
Solve students’ activities; quadratic equation formed from word problem. Attempt the exercises given
with the roots supplied.
Instructional Resources:
Financial reports and budget population figures logarithm table, calculator, data from school records,
health sector, economy etc.
10 - 11 SIMULTANEOUS LINEAR AND QUADRATIC Teacher:
EQUATION (I) Guides students to solve simultaneous linear equations using elimination, substitution, graphical
i. Revision of simultaneous linear equations methods.
ii. Simultaneous linear and quadratic equation by -Solves linear and quadratic equation using substitution method, to construct tables of values of y
elimination method. given the values of x.
iii. Simultaneous linear and quadratic equations by -finds the solution of other related equation.
substitution method. Students:
iv. Graphical method Solve problem in simultaneous linear equation using elimination, substitution and graphical method.
v. Word problem leading to simultaneous linear and Solve simultaneous linear and quadratic equation.
quadratic equation. Construct tables of value.
Instructional Resources:
Graph, chart showing how to find roots of graph y=ax2 + bx + c.
Graph board, graph book, mathematical sets.
1. Revision of linear and quadratic graph
2. Simultaneous linear and quadratic equations by
graphical method.

12 Revisions Revisions
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GENERAL MATHEMATICS
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 SEQUENCE AND SERIES 1 Arithmetic Progression Teacher: - Guides students to:
(AP) -discover the meaning and types of sequences. -identify examples of Arithmetic Progression (A.P.). -
i. Meaning of sequences indicating first term (a) common derive the formula for the nth term of an A.P. - define and use the formula for the sum of an A.P. - Gives
difference (d) and the nth term of an Arithmetic exercises on A.P.
Progression (A.P) and calculating the nth term of an A.P. Students: - State the rule that gives a sequence. - Define and give an arithmetic progression. -
ii. Arithmetic mean and sum of an A.P. Participate in deriving the formula for the nth term. - Calculate the nth term and sum of an A.P.
iii. Practical problem solving involving real life situation Solve problems on arithmetic progression.
on arithmetic mean of an A.P. Instructional Resources:
iv. Practical problem solving involving real life situation Ages of students, poles and pillars of different height, other objects of different sizes, numbers, etc.
on sum of A.P.`
2 SEQUENCE AND SERIES (II) Geometrical Progression Teacher: Guides students to:
(G.P) -define and give examples of geometric progression.
i. Meaning of Geometry Progression (G.P.) indicating first -leads students to derive and use the formula for the nth term of a G.P, calculate the sum of G.P.
term (a), common ratio (r) and nth term of a G.P and Students: Define and give examples of geometric progression, participate in deriving the formula for
calculation of nth term of G.P. the nth term. - Calculate the sum of G.P when n > 1 and n < 1.
ii. Geometric mean and sum of terms of G.P. Solve problems on geometric progression, including practical problems.
iii. Sum of infinity of G.P Instructional Resources:
iv. Practical problem involving real life situation on G.P. Ages of students, poles and pillars of different height, other objects of different sizes, numbers, etc.
3 CIRCLE GEOMETRY Teacher: - Leads students in solving practical problems using the models.
5. Tangent to a circle (i.e. Radius of a circle is Students: Participate in constructing models using cardboard paper.
perpendicular to the tangent of a circle). -solve problems using the models.
Instructional Resources: - Cardboard, cardboard showing chords and segments of a circle.
4 ALGEBRAIC FRACTIONS (II) Teacher: - Guides students to:
i. Equation involving fractions -solve equations involving fraction. - substitute for a given value in a fraction. -solve simultaneous
ii. Substitution in fractions equation involving fractions. - guides students to determine undefined value of a fractions.
iii. Simultaneous equations involving fractions. Students: Follow the procedures for solving equations involving fraction.
iv. Finding the value of unknown to make a fraction Perform substitution in a given fraction. Solve simultaneous equation, involving fraction.
undefined. Determine undefined value of a fraction.
Instructional Resources: Oranges, apple, rule, sticks etc.
5- 6 TRIGONOMETRY (I) Teacher: Shows the chart of acute and obtuse angle
1. Derivation of sine rule and its application -leads students to use the charts to explain conventional methods of denoting vertices of triangles
2. Derivation of cosine rule and its applications. -guides students to match corresponding sides to the corresponding angle of the triangle.
-leads students to identify angle 900 and proves the sine rule to arrive at:
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𝑎 𝑏 𝑐
= =
𝑆𝑖𝑛 𝐴 𝑆𝑖𝑛 𝐵 𝑆𝑖𝑛 𝐶
- applies the sine rule in solving problems. - shows students cosine rule chart
- guides students to derive the expression for the cosine rule and apply the rule in solving problems.
𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 𝐶𝑜𝑠 𝐶 …and the likes
Students: Study the two charts and follow teacher’s explanation on deriving the sine and the cosine
rule. -apply the rules in solving problem.
Instructional Resources: Acute angle chart and obtuse-angled triangle chart.
7-8 BEARING Teacher: Leads students to define bearing and draw 4, 8 and 16 cardinal points. -leads students to
1. Definition and drawing of 4 cardinal, 8 cardinal points mention the two types of bearing notation giving examples of each. - leads students to do exercise on
and 16 cardinal points writing bearings. -guides students to represent problems on bearing with diagram.
2. Notation for bearings cardinal notations N30oE, S45oN, -leads students to use Pythagoras theorem, trigonometric ratios, sine and cosine rules etc. to solve
3 digits notations e.g. 075o, 350o etc. problems on bearing.
3. Making sketches involving lengths and angles/bearing Students: Mention the two types of notations and state their own examples. -draw diagram on word
4. Problem solving on lengths, angles and bearing. problem on bearing -use the Pythagoras theorem, trigonometric ratios, sine and cosine rules to solve
the problem.
Instructional Resources:
Charts illustrating cardinal points, ruler, pencil, protractor, computer assisted instructional resources.
9- 10 LINEAR INEQUALITIES Teacher:
1. Linear inequalities in one variable - Uses scale balance to introduce inequality and illustrate further using number line.
2. Linear inequalities in two variables -leads students to solve problem on inequalities in one variable and two variables.
3. Range of values of combined inequalities -guides students to combine the solution of two inequalities
4. Graph of linear inequalities in two variables. -guides students to construct the table of values, plot the values and highlight the region that satisfies
5. Maximum and minimum values of simultaneous linear the inequality.
inequalities and application of linear inequalities in real -locates the highest value and the lowest value.
life situation. Students
Follow teacher illustration and find what should be added or subtracted to make the scale balance.
-combine the solutions of two inequalities
-construct the table of values, plot the values, highlight the region that satisfies inequalities and locate
the maximum and minimum values.
Instructional Resources: Scale balance, number line chart, graph board, mathematical sets.
11 Revisions Revisions
12 Examinations Examinations
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GENERAL MATHEMATICS
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 PROBABILITY (I) Teacher: Leads students to examine the coin, die and pack of cards, identify the number of faces of the coin, die and
1. Throwing of dice, tossing of coin and number of cards. Ask students to throw or toss the coin/die and note the outcome.
pack of playing cards -Leads students to identify the die, the card and coin, pack of card as instruments of chance.
2. Theoretical and experimental -Teacher explains theoretical and experimental probabilities and mutually exclusive events.
probability. Students:
3. Mutually exclusive events. - Examine the coin, die and pack of cards.
-identify the number of faces of the coin and die and number of cards.
-throw or toss die/coin and record outcome and consequently define theoretical, experimental probabilities and
mutually exclusive events.
Instructional Resources: Ludo, die, park of playing cards.
2 PROBABILITY (II) Teacher:
i. Independent events Leads students to define mutually exclusive independent and complementary events.
ii. Complementary events -Asks students to derive other examples on those types each.
iii. Outcome tables -leads them to evolve the rules using the chart.
iv. Tree diagram/practical application of -to use the rule to solve problems on independent events and complementary events.
probabilities in health, business and -to draw questions on probability etc.
population. Students:
Solve problems on selection with or without replacement
-study and copy the derived questions and approaches relevant to probabilities in practical situations.
-students solve the derived questions.
Instructional Resources: Cut a newspaper of stock market reports.
Annual reports of shares, published statistics on capital market.

3 STATISTICS I Teacher:
1. Meaning and computation of mean, Revises mean, median, mode of set of numbers with students.
median and mode of ungrouped -leads students to calculate mean, mode of ungrouped frequency tables manually and with calculator.
/discrete data -On computation of these measures
2. Explain meaning of dispersion and -determine class boundaries, class interval, mid-value etc.
define-range, variance and standard Teacher:
deviation for ungrouped data. Asks students to suggest and write possible scores of 50 students in mathematics
3. Presentation of grouped figures -leads students to see need for grouping
4. Class interval -constructs grouped frequency table using specified intervals.
- Teaches the steps for calculating class boundaries, class interval and class mark.
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5. Determination of class boundaries

from class interval and class mark. Students:
6. Grouped data (drawing and reading of Revise measures of central tendency calculate mean, median, mode under supervision of teacher.
histogram -write scores of 50 students
-appreciate need for grouping
-calculate class boundaries, class interval and class mark.
- Suggest and write scores of 50 students and record the scores.
-appreciate need for grouping
-calculate class boundaries, class internal and class marks.

Instructional Resources:
Ages of students, poles of different height, different objects, and score chart showing grouped frequency table.
4 STATISTICS (II) Teacher:
Measure of Central Tendency Shows score charts that will lead to grouped frequency distribution to the students.
1. Mean of grouped data -guides students to identify the highest and lowest marks and construct class interval
2. Median of grouped data -constructs grouped frequency table by using class interval.
3. Mode of grouped data - calculates the mean, median, mode of grouped data.
Students:
Study the score charts,
-identify the highest and lowest score
-follow the teacher’s guide to calculate the grouped frequency table. Instructional Resources:
Score chart containing marks of 50 students in a class ranging from 5 to 92, computer will be relevant software
5 CUMULATIVE FREQUENCY I Teacher:
i. Construction of cumulative frequency Suggests 30 quantitative values less than 100. Writes down the values on board, leads students to construct
table to include class intervals, tally, cumulative frequency tables.
frequencies, class boundaries. -constructs class boundaries of the cumulative frequency curve.
ii. Drawing of histogram and frequency -draws the cumulative frequency curve using the upper-class boundaries and the cumulative frequencies
polygon -draws histogram and read from the graph.
iii. Deduce frequency polygon from Students:
histogram Suggests values to teacher
iv. Drawing of frequency polygon using -copy suggested values
mid-value and the frequency. -construct grouped frequency table
v. Review of (i-iv) by engaging the -construct cumulative frequency under teacher’s supervision
students with various class works. Instructional Resources:
Cumulative frequency curve chart, graph board, graph book, pencil etc. (graph board is mandatory)

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6 CUMULATIVE FREQUENCY II Teacher:

- Cumulative frequency curve (ogive) or Guides students to plot the points of class boundaries and cumulative frequency on the graph.
of graph. -Uses free hands to join the points.
- Plotting of cumulative frequency -shows students various ways of locating the points
curve/graph (ogive) -guides students to read quartiles, percentiles, deciles from the ogive
- Definition of median, quartiles, Students:
percentiles -plot points o the graph with teacher’s supervision.
- Using the curved to find median, -join points together to have the graph, determine, median, deciles, quartiles and percentiles from the graph (ogive)
quartiles interquartile range (quarter) Instructional Resources:
and semi-interquartile range (quartile Graph board, graph book, pencil etc.
deviation).
7 CUMULATIVE FREQUENCY III Teacher: Guides students to calculate deciles, quartiles by formula.
i. Meaning of deciles -Reads the values from the graph by writing the y – axis and x-axis.
ii. Examples showing median and -writes down the values.
quartiles from graph Students:
iii. More examples on interquartile, Calculate deciles, quartiles, percentiles, decile etc.
range (quarter deviation) by using Instructional Resources:
formula. Graph board, graph book.
8 CUMULATIVE FREQUENCY IV Teacher: Leads students to define median from cumulative frequency curve, deciles, quartiles and percentiles.
1. Explain the meaning of median on a -guides students to draw Ogives of data and make interpretation
cumulative frequency curve, percentiles, -calculates the mean, median and the mode of the grouped frequency table manually.
quartiles, deciles. Students: Calculate class boundaries
2. Determination of median, deciles, -plot cumulative frequency curves in graph paper, follow steps for estimated median, quartiles and percentiles
quartiles and percentiles, by formula from the graph under teacher’s supervision.
method. Instructional Resources: Graph board, graph book, ruler, pencil, published charts of cumulative frequency curve.
Data from capital market, stock market used in previous lessons.
9 – 10 THE RIGHT- ANGLE TRIANGLE Teacher: Guides students on how to draw angles of elevation and depression.
Angles of elevation and depression. Leads students to apply trigonometric ratio, sine and cosine rules to solve problems on angles of elevation and
depression.
Students: Draw the diagrams. Solve problem on angles of elevation and depression.
Instructional Resources: Tree in the school compound, a student standing on a desk.

11 Revisions Revisions
12 Examinations Examinations
13 Examinations Examinations

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CIVIC EDUCATION
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 CITIZENSHIP EDUCATION Teacher: Define citizenship education. Mention the duties and Textbook
i. Meaning/definition of citizenship Education, duties obligation of citizens to their communities. Charts
and obligations of citizens Students: Dramatize their duties and obligations as citizens to the Workbook
ii. Identify and describe duties and obligations of communities.
citizens to their communities.
2 CITIZENSHIP EDUCATION (CONT.) Teacher: Demonstrate skills necessary for preservation of traditions, Textbook
i. List the skills required for the promotion of our customs, and beliefs etc. list and explain what promotes national Charts
tradition, beliefs etc. consciousness, integrity and unity. Workbook
ii. National consciousness, national integrity and unity

3 CAPITALIST DEMOCRACY Teacher: Explain the meaning of capitalist democracy and its Textbook
- Meaning and definition of capitalist democracy characteristics. Lead the students in seeing how political parties Charts
- Characteristics of capitalist democracy compete for power. Workbook
- Competition for power among political parties.
4 CAPITALIST DEMOCRACY Teacher: Explain to the students how employment can alleviate poverty. Textbook
- Importance of employment in alleviating poverty as Explain the importance of responsible governance and popular Charts
factors in capitalist democracy participation in promoting guaranteed employment etc. Workbook
- Factors which promote and guarantee employment e.g.
free education, medical care, and popular participation.
5 APATHY Teacher: Define meaning of apathy and explain its forms. Explain Textbook
i. Meaning of political apathy and forms of political reasons for political apathy. Charts
apathy Workbook
ii. Reasons for political apathy e.g. bad governance,
unfulfilled political promises, rigging etc.
6 REASONS AND EFFECTS OF LEADERSHIP FAILURE TO THEIR Teacher: Explain why leaders fail to protect their followers’ interest Textbook
FOLLOWERS Charts
i. Reasons for leadership failures Workbook
ii. Effects of leadership failure
7 POPULAR PARTICIPATION Teacher: Define the meaning of popular participation. Give reasons why Textbook
i. Meaning/definition of popular participation people do not participate. Demonstrate how popular organizations are Charts
formed.

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ii. Reasons why people do not participate in politics – economics,

obstacles, discriminations, illiteracy etc.
iii. Describe how popular organizations are formed.
8 HUMAN RIGHTS Teacher: Explain the meaning and characteristics of human rights. Give Textbook
i. Meaning/definition of human rights some examples of human rights limitation. Describe what happens Charts
ii. Characteristics and categories of human rights during emergency. Workbook
iii. Limitations of human rights
iv. Limitation of movement and lack of freedom of
speech.
9 HUMAN TRAFFICKING Teacher: Explain the meaning of human trafficking. Mention the causes Textbook
- Meaning/definition of human trafficking of human trafficking Newspaper
- Causes of human trafficking. articles
10 HUMAN TRAFFICKING CONTINUED Teacher: Identify the effects and consequences of human trafficking. Textbook
- Effects and consequences of human trafficking Mention the efforts of government in stopping trafficking. Newspaper
- Roles of government efforts to stop Human trafficking – articles and
enactment of laws etc. Magazines
11 HUMAN TRAFFICKING CONTINUED a. Arrange a visit to some social organization centres or Textbook
i. Roles of social organizations efforts to stop Human rehabilitation centres. Newspaper
trafficking e.g. NAPTIP, WATCLEF etc. articles
ii. Roles of organizations and individuals to stop
trafficking.
12 Revision Revision
13 Examination Examination

CIVIC EDUCATION
SSS 2 – SECOND TERM
WEEK TOPIC/ CONTENTS ACTIVITIES LEARNING
RESOURCES
1 INTERPERSONAL RELATIONS Teacher: Textbook
i. Meaning/definition of interpersonal relationships, i. Explain the meaning of interpersonal relationships. Charts
individuals, state and international relationships. ii. Mention types of interpersonal relationship e.g. Workbook
relationship between man and woman

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2 INTERPERSONAL RELATIONS Teacher: Textbook

i. Types of interpersonal relationship i. Identify the relationships that exist. Charts
ii. Skills that promote interpersonal relationship ii. State skills that promote interpersonal relationships Workbook

3 INTER-COMMUNAL RELATIONSHIP Teacher: Define inter-communal relationship. Lead students to state Textbook
Meaning/definition of inter-communal relationships. Importance of the importance inter-communal relationship. Resource person to Charts
inter-communal relationship e.g. promote development. Skills for explain the different skills in resolving inter-communal conflicts. Workbook
resolving inter-communal conflicts – e.g. dialogue, mediation.
4 DRUG ABUSE Teacher: Explain Meaning and types of drug abuse. Identify Textbook
Meaning and types of drug abuse. - Symptoms of drug abuse e.g. symptoms of drug abuse. Show pictures of symptoms of drug abuse Charts
violence, depression etc. - Prevention of drug abuse Illustrate ways of preventing drug abuse. Workbook
5 DRUG ABUSE CONTINUED Teacher: Bring resource person from drug enforcement agency e.g. Textbook
Government agencies that are working to prevent drug abuse e.g. NDLEA. Explain the law against drug abuse. Charts
NDLEA, NAFDAC etc. - Activities of drug enforcement agencies e.g. Workbook
burning of fake drugs or expired drugs.
6 PUBLIC SERVICE Teacher: Explain the meaning of public service. Mention and explain Textbook
Meaning and definition of public service. the characteristics of public service. Charts
Characteristics of public service. Workbook
7 PUBLIC SERVICE CONTINUED Teacher: Identify reasons for the short coming in the public service. Textbook
Reasons for the short coming in the public service e.g. colonial Mention ways of improving the public service in Nigeria. Charts
influence etc.
8 RESPONSIBLE PARENTHOOD Teacher: Explain and define parenthood. Explain the roles of Textbook
Meaning and definition of parenthood. responsible parents e.g. providing for household needs, caring, Charts
Roles of responsible parenthood education, good home training etc. Workbook
9 RESPONSIBLE PARENTHOOD Teacher: Lead the students in enumerating the importance of Textbook
- Importance of responsible parenthood. E.g. responsible responsible parenthood Newspaper
citizenry, reduction in crime rate, healthy nation etc. articles
10 TRAFFIC REGULATION Teacher: Explain the meaning of traffic regulations. Identify some Newspaper
Meaning of traffic regulation. traffic regulations to the students. articles and
Traffic regulations e.g. obeying traffic officials and signs, avoiding Magazines
over speeding.
11 TRAFFIC REGULATION CONTINUED Teacher: Invite a resource person to explain the roles of individuals Textbook
Roles of individuals and government in maintaining traffic regulation and government in maintaining traffic regulations. Newspaper
e.g. FRSC. articles
12 – Revision and Examination Revision
13
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CIVIC EDUCATION
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 HUMAN RIGHTS Teacher: Define Human Rights Textbook
Meaning/definition of Human rights

2 HUMAN RIGHTS Teacher: Mention the characteristics of human rights. Invite a Textbook
Characteristics of Human Rights e.g. universality of Human rights, resource person to discuss with the students in the human rights. Newspaper articles
inalienability of Human rights etc.
3 HUMAN RIGHTS Teacher: Identify the categories of Human Rights. Textbook
Categories of Human right e.g. civic and political rights, economic Newspaper articles
and social rights, environmental rights.
4 FIGHTING POLITICAL APATHY Teacher: Explain political apathy. Mention various characteristics of Textbook
Meaning and definition of political apathy and characteristics political apathy. Newspaper articles
5 FIGHTING POLITICAL APATHY Teacher: explain ways of fighting political apathy. Textbook
Ways of fighting apathy e.g. knowing and defending our rights, Newspaper articles
participation in elections, joining popular organizations.
6 PUBLIC SERVICE Teacher: Explain the meaning of public service. Mention and explain Textbook
Meaning/definition of public service. the characteristics of public service. Newspaper articles
7 WAYS OF IMPROVING THE PUBLIC SERVICE IN NIGERIA. Teacher: Invite a resource person to discuss about code of conduct Textbook
- Recourse and training programme to the students. . Newspaper articles
- Teaching of political education in schools
- Use of code of conduct bureau and public complaint commission.
8 CIVIL SOCIETY Teacher: Explain and define the meaning of civil society. Textbook
Meaning and definition of civil society Newspaper articles
9 CIVIL SOCIETY CONTINUED Teacher: Identify some qualities and problems of civil society. Textbook
Functions and needs for civil society. Newspaper articles
10 CIVIL SOCIETY CONTINUED Teacher: Explain and define the meaning of civil society. Textbook
Qualities and problems of Civil Society Newspaper articles
11 POPULAR PARTICIPATION Teacher: Explain the meaning of popular participation. Textbook
Meaning/definition of popular participation Newspaper articles
12 Revision Revision
13 Examination Examination

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BIOLOGY
SSS 2 – FIRST TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1. DIGESTIVE i). Modification of the feeding habits; filter feeders; - fluid i) Use the specimens and charts of the digestive system of Textbook
SYSTEM feeders, - insects feeders: parasitic and saprophytic feeders housefly, butterfly, cockroach, tapeworm sheep or dog to Posters
ii) feeding in protozoa and hydra etc. illustrate different types of feeding mechanism
iii). feeding in mammals; ii) students should observe provided specimens noting
iv). modification of pests to effect digestive function of man, the various modification found in the animals
dog, rabbits etc.
2. TRANSPORT Definition of transport system; importance of diffusion i) Set up an experiment on rate of diffusion of a colored Textbook
SYSTEM osmosis to transport system; transport system in large liquid. ii)students to observe and record the time Posters
organisms (plants and animals); importance of transport taken by the colored
system; materials for transport structures of arteries, veins,
vascular bundles
3. TRANSPORT i)media of transportation e.g. blood, latex, cell, sap, i) instruct students to detach, the leaves of pawpaw, Textbook
SYSTEM cytoplasm etc. ii) components and structure of blood: white cassava, allemande or robber ii) observe and make Posters
CONTINUES blood, red blood cells, platelets and plasma inference on the materials the plants detached above
4. TRANSPORT Mechanism of transport in i) explain the structure of artery vein using well drawn Textbook
SYSTEM i)simple organism; multi-cellular, organism; higher plants diagrams Posters
CONTINUES and animals; higher; asopthon and transportation of waters
and mineral salts
5. RESPIRATORY i) Types of respiratory system; body surface respiration, i) Display the Gills remove from a dead tilapia for students Textbook
SYSTEM Gill system; trachea system; lungs to observe the various structures. ii)students to observe Posters
the gill flakes, gill arch and gill filaments
6. RESPIRATORY i) Mechanism of respiration in higher animals (inhalation i). Mouth prepared slides showing respiratory organs of Textbook
SYSTEM and exhalation) ii) mechanism of respiration in lower the earthworm, tilapia, toad, grasshopper and rats. Posters
CONTINUES animals ii). Observe that respiratory organs of various animals
7. EXCRETORY i). Contractive vacuoles, flame cell, Malpighian tubules, i). ask students to observe malpighian tubules in a Textbook
SYSTEM kidneys, stomata and lenticels dissected cockroach and rat Posters
ii). Students to observe and saw malpighian tubule and
the excretory system in rat and record their observations.
8. NUTRIENT i). Definition of nutrient cycling e.g. carbon cycle, oxygen Lead students to perform experiment to show absorption Textbook
CYCLING IN and water cycle of carbon dioxide and release of oxygen during
NATURE photosynthesis ii) draw the carbon cycle and water cycle Posters

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ii). Representation and processes of each of the nutrient

cycle listed above. iii). Importance of nutrient cycle to Charts
plants, animals and man. iv). Carbon-oxygen balance
9. DECOMPOSITION i). Micro and macro decomposers ii). Importance and roles i). The teacher shall mount experiment to show that Textbook
IN NATURE of decomposers to man carbon dioxide and ammonia are released during Posters
iii). Concept of minimum and maximum of tolerance. decomposition. ii). Show through experiment that heat is
ECOLOGICAL iv). Geographic range-graph illustrating maximum and released during decomposition. iii). The students should
MANAGEMENT: minimum range tolerance. identify the gases released during decomposition
TOLERANCE iv). To guide the student to perform experiment showing
limit to tolerance v). The students shall subject the tilapia
fish to different level of salt concentration and record the
observation on the opercula movements
10. ECOLOGICAL i)types of association; symbiosis (mutualism), parasitism, i). Ask students to collect ticks from cows and dogs and Textbook
MANAGEMENT commensalism ii) features of biological importance were possible the hermit crab.
CONTINUES possessed by organisms to an association ii) students collect ticks from cow and dogs Posters
i). In form and functions; due to environmental conduction
ii). Effect of water availability to adaptive modification i). Places chameleon against different back ground
(B) ADAPTATION iii). Structural adaptation of tadpole and fish to life in water. ii). Ask students to observe and record color change
iv). Structural adaptation in birds
11. POLLUTION i). Atmospheric pollution – nature, names, and sources of i). Lead students to an industrial estate Textbook
air pollution. ii). Effect of air and noise pollutants. iii). Water ii). Students observe the effect of industrial waste on the
and soil pollution – types, composition and side effects environment. Posters
12 Revision Revision Revision
13 Examination Examination Examination

BIOLOGY
SSS 2 – SECOND TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1. CONSERVATION OF i). Definition i). Pass round the Law of conservation document Textbook
NATURAL ii). Needs or importance of conservation ii). Proffer solutions to photocopy of conservation Posters
RESOURCES iii). Methods or ways of consenting natural resources by students.
(legislation Education, Erection of packs, and reserves).
iv). Agencies responsible for conservation
v). Problems associated with conservation.
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2. PEST AND DISEASES i). Definition of pest. ii). Classification of pest by (i) The teacher together with the students should Textbook
OF CROPS (a) the pest of the plants they attack e.g. (stem borers, root create a table showing the relationship of crop
feeders, leaf feeder, plants and seed feeder). ii). The animals disease, their agents and method of control. Posters
types (invertebrates e.g. nematodes, arthropods, locust etc.)
(c) Vertebrate pests (bird) e.g. gull, weaver bird, mammal Charts
e.g. rodent monkey)
3. PEST AND DISEASES i). Life cycle and control of pest i). Trace the life cycle of some pest Textbook
OF CROP ii). Disease caused by pest and their agents e.g. viral disease,
bacterial diseases and fungi disease iii). Methods of pest Posters
diseases control- Physical, Biological and chemical methods.
4. REPRODUCTIVE i). Structures of male and female reproductive organ i). Present to students, the dissected male and Textbook
SYSTEM IN FISH AND ii). Parts and functions of male and female reproductive female vertebrate showing their reproductive
REPTILES organ of fish and reptiles organs. Posters
iii). Structure of male and female gametes
v). Differences b/w male and female reproductive organ of
fish and reptiles.
5. REPRODUCTIVE i). Structures of male and female reproductive system Mount fresh sperm specimen from rat under a Textbook
SYSTEM IN BIRD ii). Parts and function of the reproductive system. microscope. Students to observe draw and label the
AND MAMMALS. iii). Structures and Differences of male and female gametes spasm cell. Posters
iv). Differences between male and female reproductive
organ.
6. REPRODUCTIVE i). Structural differences in the egg of vertebrates i). Mount fresh sperm specimen from rat under a Textbook
SYSTEM IN BIRD ii). Tabulation and comparison of reproduction in fish, microscope. Students to observe, draw and label the
AND MAMMALS reptiles, birds and mammals. spasm cell Posters
CONTINUES

REPRODUCTIVE i). Structure and function of the floral parts i). Ask students to examine the various parts of a
SYSTEM IN PLAITS ii). Arrangement of the major reproductive parts (whorls) flower provided
7. REPRODUCTIVE i). Types of flower (ii) types of ovaries (iii) important terms ii). Students to point out the essential and non- Textbook
SYSTEM IN PLANTS often used to study flowers e.g. Bisexuals, mono-sexual, essential parts of a flower. Posters
CONTINUE inflorescence, Regular incomplete etc.
8. POLLINATION IN i). Definition and types, i). Teacher to ask students to relate the position of Textbook
PLANTS ii). Features of self-pollinated flower stigma and stamens to the type of pollination Posters
iii). Features of cross pollinated flowers; students also to examine the nature of the pollen
iv). Agents of pollination – Water, wind, insect animals. grain.

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9. REGULATION OF i). Definition of homeostasis i). Show students photographs of normal and Textbook
INTERNAL ii). Organs and processes involved in homeostasis diseased liver and kidney. Posters
ENVIRONMENT iii). The structure, function and disease of kidney. Effects of
kidney diseases and their possible remedies
10. THE LIVER i)The structure, function and diseases of liver i). Make labeled diagram of the liver and the organs Textbook
ii). Effects of liver diseases and remedies around it. Posters
iii). Processes and metabolism of deamination, and
metabolism of carbohydrate and lipids.
11. PLANT HORMONES i). Definition and types i). Tabulate the list of plant hormones and their
ii). Functions of the plant hormones application
iii). Effects of axin on lateral development, leaf fall and
initiation of adventurous roots
iv). Modern application of axin and other hormones, and
with reference to early flowing, crop harvest and weed
control etc.
12. Revision Revision Revision
13. Examination Examination Examination

BIOLOGY
SSS 2 – THIRD TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 REGULATION OF i). The endocrine glands and its hormones i). Observe the distribution of endocrine Textbook
INTERNAL – ii). Functions of the endocrine glands glands on charts and photographs
ENDOCRINE GLANDS iii). Effect of under-secretion or over-secretion of endocrine Posters
hormones
2. THE SKIN i). Structure of mammalian skin i). The teacher shall mount the skin of a Textbook
ii). Functions of the mammalian skin mammal on the microscope and students Posters
iii). Care of the mammalian skin should observe and identify the different
parts
3. NERVOUS i). Organization of the nervous system i). The students shall be asked to draw the Textbook
COORDINATION ii). The central nervous system (CNS) dorsal part of the brain of rabbit and the Posters
iii). Peripheral nervous system (PNS) diagram of a neuron

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4. THE CENTRAL NERVOUS i) Position, structure and function of the brain i) The students shall be asked to draw and Textbook
SYSTEM (CNS) ii) The position, structure and function of the spinal cord label the diagram of a simple reflex act Posters
5. THE PERIPHERAL i) The flow chart representing the different part of the P.N.S i) The differences between sympathetic Textbook
NERVOUS SYSTEM (PNS) ii) The somatic NS. (iii) Autonomic NS and parasympathetic NS in tabular form Posters
iv) Sympathetic NS and parasympathetic NS
6. STRUCTURE AND i). Types of neuron (motor, sensory and relay). ii). Structure of a i). Guides students to perform experiment
FUNCTION OF A neuron. iii). Transportation of nerve impulse. iv). Reflex actions show reflex action: flicked a hand kerchief
NEURONS voluntary actions (examples). v). Pavlov experiment on dog, food across the student eyes.
and bell.
7. SENSE ORGANS A) Organ of smell (ii) Mechanism of smelling with the help of i) Smell a released cooking gas Textbook
olfactory chemoreceptor ii) Note the area of tongue, which are Posters
(iii) adaptation for survival e.g. animals (dog) sniff during hunting sensitive to sweetness and bitterness etc.
Presence of chemoreceptors in insects (butterflies). Antenna for
sensing the environment.
Taste buds on tongue and part played in testing.
Sensory nerve ending/receptors associated with skin touch, deep
pressure, heart and pain
Structure of the ear and past played by the various parts.
8. SENSE ORGANS i) Organs of sight (eye) and its parts i) Using model, students are made to Textbook
CONTINUES ii) Functions of the different parts of the eyes identify the various part of the eye. Posters
iii) The role of the eyes in image formation and accommodation
iv) Eye defects: Myopia, hypermetropia, presbyopia, astigmatism
Eye problem/diseases: Cataract, night blindness, colour blindness
etc.
9. ECOLOGY OF (a) Succession i) Take a the students to a nearby pond to Textbook
POPULATION i). meaning of succession observe colonizers Posters
ii). Structural change in species composition, variety and increase
in number ii) Ask students from other classes to join
iii). Primary succession in an aquatic habitat your class and find out the effect of the
iv). Secondary succession: meaning and examples increased population on students.
v) characteristics of a stable community
(b) Overcrowding
i). Population density studies and available resources
ii). Importance of factors affecting population space

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10. ECOLOGY OF i) Relationship between competition and succession i) Observe the activities of grasshopper in Textbook
POPULATION ii) Factors that cause overcrowding two boxes Posters
CONTINUES iii). Ways of avoiding overcrowding.
Effect of food shortage: competition, reproduction, emigration
rate

11. BALANCE IN NATURE i) Factors affecting population i) Map out an area in the school Textbook
- biotic - Abiotic ii) Plant seedling to show inter-specific and Posters
ii) Dynamic equilibrium in nature intra-specific competition
iii) Factors that maintain dynamic equilibrium such as iii) Display a chart showing the family
availability of food planning methods
Natural disaster
iii) Family planning
- Natural and artificial methods of population control (sex
education)
12. Revision Revision Revision
13 Examination Examination Examination

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CHEMISTRY
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ALKANOLS Teacher
1. Types and properties 1. Perform experiment to show oxidation of an alkanols with KMnO4
2. Preparation and properties of alkanols 2. Show action of sodium on methanol
3. Industrial production of alkanols by 3. Show that methanol and ethanol are soluble in water
fermentation 4. Explains the chemical reactions of alkanols:
4. Etherification -dehydration
5. Uses of alkanols -oxidation to:
a. alkanol
b. alkanoic acids.
Instructional Resources: 1. Ethanol. 2. KMnO4. 3. Water. 4. H2SO4. 5. Test tubes, test-tube racks, etc.
2 PERIODIC TABLE Teacher:
1. Periodic law. 2. Blocks of elements: Use the periodic table template and the atomic structure of common elements to guide students to
Metals, non-metals, metalloids and transition metals. deduce the periodic law and group elements into families based on shared characteristics.
3. Families: s-p-d-f (according to group I-VIII, i.e.
group IA-Alkali metals, Group IIA – Alkali Earth and Instructional Resource: 1. Periodic table chart of elements. 2. Blank periodic table template.
other family names).
3 PERIODIC TABLE Teacher:
4. Properties: Initiates and guide class discussions on:
-changes in sizes and changes down the group and -Atomic and ionic sizes. -Ionization energy and electron affinity. -Gradation in properties of elements
across periods and accompanying changes in down the groups and across periods. -Diagonal relationships.
properties. 5. Diagonal relationships
Instructional Resources: 1. Sodium metal. 2. Magnesium ribbon. 3. Aluminum metal. 4. Heat source.
6. Ionization energy and electron affinity; changes
5. Water. 6. Glass trough. 7. Beakers.
down the group and across the period
4 CHEMICAL REACTIONS Teacher:
1. Basic concepts: -Guide the students to identify reactants and products of chemical reaction
Reactants, products, reaction time and reaction rate. -Use simple experiments to illustrate the concept of reaction rates.
2. Introduction to collusion theory.
Instructional Resources: Common reagents like HCl, CuSO4, NaCl, NH4OH, NH4Cl, etc.
Source of heat, water, test tubes and beakers.
5 CHEMICAL REACTIONS Teacher:
3. Factors affecting the rate of chemical reactions: 1. Effects of the nature of substances, concentration/pressure, temperature and catalyst on reaction
- Nature of substance rates, using simple experiments to illustrate.

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-Concentration 2. Use simple experiments also to illustrate endothermic and exothermic reactions.
-Pressure 3. Initiate class discussion of the energy relationships in endothermic and exothermic reactions i.e.
-Temperature ΔG = ΔH – TΔS (graphical representations only).
-Catalyst
4. Types of chemical reactions: Instructional Resources:
-Endothermic reaction 1. Common reagents like HCl, CuSO4, NH4Cl, NaCl, NH4OH, etc.
-Exothermic reaction 2. Heat source, water, test-tubes and beakers.
6 CHEMICAL REACTIONS Teacher:
5. Chemical equilibrium: 1. Explains Le Chatellier’s principle.
Introduction using simple equations; Le Chatellier’s 2. Demonstrates the effects of changes in temperature, concentration and pressure on chemical
principles. reactions. 3. Guides students to write and balance equations for chemical reactions on equilibrium.
6. Factors affecting equilibrium of chemical
reactions: -concentration, -temperature, -pressure. Instructional Resources: Common chemical equations.
7 MASS VOLUME RELATIONSHIPS Teacher:
1. Basic concepts: 1. Explains the concept of mole, molar, STP relative densities and relative molecular mass etc. and
-Mole, molar quantities, molality. their units. 2. Guides students to calculate:
-Standard temperature and pressure (STP). -masses of reactants and products, -number of moles of reacting substances and products.
-Relative densities and relative molar mass.
Instructional Resources: 1. Students’ textbooks and workbooks.
2. HCl, NaOH, magnesium ribbons, copper, copper oxide, etc.
8 MASS VOLUME RELATIONSHIPS Teacher:
2. Calculations involving mass and volume 1. Relative densities of substance:
3. SI units of quantities i.e. length, mass, volume etc. -molarity -molality
-volumes of gas in chemical reactions
2. Give students practice questions. 3. Mark and review students’ assignment
4. Guide students to deduce the SI units of quantities.

Instructional Resources: Students’ textbooks and workbooks.

9 - 10 ACID, BASE REACTIONS Teacher:
1. Common indicators and their pH ranges 1. Guides students to: -prepare standard solutions,
2. Simple acid-base titrations. -identify appropriate indicators for acid-base titrations.
2. Display and explain the apparatus necessary for carrying out simple titrations.
3. Demonstrates the process of acid-base titration according to instructions.
4. Guide students to carry out the acid-base titration according to instructions.
5. Ensures students record properly and perform relevant calculations.

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Instructional Resource: 1. Distilled water or deionized water.

2. Titration apparatus. Retort stand, beaker, burette conical flask, pipette, white tile, etc.
3. Indicator. 4. Weighing balance. 5. Acids, Bases. 6. Petri-dish. 7. Practical notebooks
8. Measuring cylinder and funnel.
10 ACID, BASE REACTIONS Teacher:
4. Heat of neutralization (introductory) Make arrangement for students to visit the introductory technology workshop to construct wooden
5. Construction of wooden retort stand. retort stands.
11 Revision Revision
12 Examinations Examinations
13 Examinations Examinations

CHEMISTRY
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 WATER Teacher:
1. Structure of water -Perform experiment to help students to determine the solubility of substances (use sodium chloride
2. Solubility (Basic concepts: solute, solvent, solution) in water at room temperature).
3. Solubility of different substances -Demonstrates the application of solubility (removal of stains from cloth using kerosene).
4. Factors that affect solubility/uses of solubility -Demonstrate the removal of hardness in water: using washing soda, boiling.
curves.
Instructional Resources: 1. Samples of hard water. 2. washing soda. 3. source of heat
4. sodium chloride. 5. Kerosene.
2 WATER Teacher:
5. Hardness of water and removal of hardness -Explains the various stages in water treatment for consumption
6. Purification of water - Leads students on excursion to water works (observe water distillation process)
7. Municipal water supply -Demonstrates the laboratory distillation of water.
8. Production of distilled water
Instructional Resources: 1. Weighing balance. 2. Evaporating dish. 3. Water bath.
4. Distillation apparatus. 5. Bath water.
3 AIR Teacher:
1. Air: Teacher performs experiments to show: -composition of air. -properties of air.
- constituents -lights the Bunsen burner, regulate the flame so as to produce the different zones of flame.
- percentage composition -guides students to draw and label the flame correctly.
2. Properties of air Instructional Resources: -Bunsen burner. -Sources of gas. -Match stick/box. -Candle stick.
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3. Flame -magnesium ribbon. -alkaline pyrogallol.

4 HYDROGEN Teacher:
1. Hydrogen: -Should guide students to write and draw the electronic configuration of hydrogen.
-configuration and possible oxidation numbers -should guide students to:
-isotopes of hydrogen Name isotopes of hydrogen and write their electronic configuration.
-unique position of hydrogen in the periodic table -Explain the unique position of hydrogen on the periodic table.
2. Laboratory preparation of hydrogen -Sets up apparatus for the laboratory preparation of hydrogen using an active metal (e.g. zinc) and an
3. Industrial preparation of hydrogen acid (e.g. H2SO4).
4. Physical and chemical properties of hydrogen -Performs simple experiments to show the physical and chemical properties of hydrogen
5. Uses of hydrogen. -Guides class discussion of the uses of hydrogen.

Instructional Resource: -periodic table. -charts (hydrogen balloon, welders at work, etc.
-laboratory apparatus for the preparation of hydrogen.
5 OXYGEN Teacher:
1. General properties of oxygen group 1. Explain the general properties of oxygen group in the periodic table
2. The electronic structure and bonding capacity of 2. Guides students to:
oxygen -write and draw the electronic configuration of oxygen.
3. Laboratory and industrial preparation of oxygen 3. Set up apparatus and demonstrate the laboratory preparation of oxygen using hydrogen peroxide
4. Physical and chemical properties of oxygen and manganese (iv) oxide as catalyst. 4. Demonstrate the test for oxygen using a glowing splint.
5. Reaction of oxygen (oxidation) 5. Performs simple experiments to demonstrate the physical and chemical properties of oxygen.
6. Compounds of oxygen
7. Uses of oxygen. Instructional Resources: Periodic table. Picture showing a welder at work. Laboratory apparatus
and reagents for the preparation of oxygen. Matches. Splint.
6 HALOGENS Teacher:
1. Electronic configuration of halogens 1. Guides the students to write and draw the electronic configuration of some halogens
2. Physical properties of halogens and gradation 2. Set up the apparatus and demonstrate the laboratory preparation of chlorine
down the group. 3. Performs simple experiments to illustrate the physical and chemical properties of halogens.
3. Chemical properties of halogens and gradation
down the group. Instructional Resources: 1. Periodic table. 2. Table showing physical properties of halogens and
similarities among halogens. 3. Litmus paper (red and blue).
7 HALOGENS Teacher:
4. Compounds of halogens 1. Explains the gradation of these properties down the group. 2. Illustrate the bleaching action of
5. Uses of halogens (Cl2, Br2, I2) chlorine. 3. Leads class discussion on the uses of halogens.
6. Preparation of chlorine.
Instructional Resources: 1. Water. 2. Apparatus and reagents for the preparation of chlorine gas.
3. Bromine. 4. Iodine.

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8 NITROGEN Teacher:
1. General properties of nitrogen family group V 1. Explains the general properties of the nitrogen family.
elements 2. Demonstrates the laboratory preparation of nitrogen.
2. Laboratory preparation of nitrogen.
Instructional Resources: 1. Charts tabulating the properties of nitrogen group, laboratory
preparation of nitrogen, nitrogen cycle. 2. Periodic table.
9 NITROGEN Teacher:
1. Industrial preparation of nitrogen from liquid air 1. Guides students to record, observe and draw appropriate diagrams on the laboratory preparation
2. Properties of nitrogen of nitrogen.
2. Explains the industrial preparation of nitrogen from liquid air.
Instructional Materials: Same as above wk.
10 NITROGEN Teacher:
1. Uses of nitrogen 1. Guides the students to:
2. Nitrogen cycle -find out the uses of nitrogen and their gradation down the group.
-find out the use of nitrogen from text book, internet etc.

Instructional Resources: Books, virtual libraries (internet).

11 NITROGEN Teacher: 1. Guides the students to:
1. Compounds of nitrogen: -identify and name other compounds of nitrogen
a. oxides of nitrogen 2. Demonstrates the test for ammonia gas using:
b. ammonia a. a damp red litmus paper
2. Test for ammonia. b. conc. HCl
3. Demonstrates removal of stains on wood work using liquid ammonia.

Instructional Resources: -Glass with grease. -Painted wood work. -Samples of fertilizer
-Chemicals containing nitrogen e.g. HNO3, conc. HCl etc.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

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CHEMISTRY
SSS 2 – THIRD TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 SULPHUR Teacher: 1. Explain the general properties of group VIA elements.
1. General properties of group VI A elements 2. Guide students to write the electronic configuration of sulphur.
2. Electronic structure of sulphur 3. Explain the meaning of allotropy and guides students to identify allotropes of sulphur and their uses.
3. Allotropes of sulphur
4. Uses of sulphur Instructional Resources: 1. Chart showing the allotropes of Sulphur. 2. Sulphur ointment.
3. Sulphur pellets or flower of Sulphur.
2 SULPHUR Teacher: 1. Guides the students to draw correctly and explain the contact process for the manufacture
1. Compounds of sulphur of H2SO4.
2. Industrial preparation of H2SO4 2. Lead students on excursion to a tyre manufacturing industry.
3. Uses of H2SO4
Instructional Resources: i. Chart on the contact process for the preparation of H2SO4.
ii. H2SO4 (car battery acid). iii. Matches
3 OXIDATION-REDUCTION (REDOX) REACTIONS Teacher:
1. Oxidation: definition i. Guides students to define oxidation and reduction
2. Reduction: definition ii. Calculate oxidation numbers, using the rules set under objectives (e.g. to calculate oxidation number
3. Redox Reactions of central atom in H2SO4, HNO3, KClO3) and hence give their IUPAC names.
4. Oxidation numbers of central elements in some
compounds. Instructional Resources: i. Textbooks ii. Board iii. Flip-charts.
4 OXIDATION-REDUCTION (REDOX) REACTIONS Teacher: i. Name inorganic compounds x e.g. Pb(NO3)2, FeSO4, 7H2O, [Cu(NH3)4]2+ etc.
1. Connection of oxidation numbers with IUPAC ii. Identify the process of oxidation and reduction in a given redox reaction e.g. –X4+Y->X2++Y2+
name iii. Write the formula of a compound giving its IUPAC name e.g. iron(II) trioxosulphate (iv).
2. Oxidizing and Reducing agents -identify reductants and oxidants in a redox reaction.
3. Redox equation -Write equations for half reactions and overall reactions using IUPAC system.
-Balance redox equations.

Instructional Resources: i. Iron(ii) oxide. ii. KMnO4, etc.

5 IONIC THEORY Teacher: i. Guides students to identify and distinguish between:
1. Electrovalent and covalent compounds. -electrovalent and covalent compounds and -electrolytes and non-electrolytes.
2. Electrolytes and non-electrolytes ii. Demonstrates experiments on:
3. Weak and strong electrolytes -movement of ions in solution -strong and weak electrolytes
4. Electrochemical series iii. Guide students in the discussion of the relationship between the nature of ions and their ranking in
5. Factors affecting the preferential discharge of the electrochemical series. iv. Explain the factors affecting the preferential discharge of ions in solution.
ions.
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Instructional Resources: 1. Samples of electrovalent and covalent compounds.

2. Apparatus for electrolytes. 3. Sample of weak and strong electrolytes.
6 ELECTROLYSIS Teacher: 1. Guide students to:
1. Meaning of electrolysis -define electrolysis. -distinguish between strong and weak electrolytes.
2. Terminologies: -construct electrolytic and electrochemical cells.
-electrodes 2. Demonstrates electrolytes of:
-electrolyte -acidified water using Hoffman’s voltammeter -brine -copper sulphate.
-electrolytic cell
-electrochemical cells, etc. Instructional Resources: 1. An electrolytic cell apparatus. 2. Hoffman’s voltammeter
3. Electrolysis of acidified water, copper (ii) 3. An electrochemical cells apparatus. 4. Copper sulphate solution.
sulphates (CUSO4) and brine. 5. Dilute H2SO4. 6. Brine
7 ELECTROLYSIS Teacher: 1. Explain the Faraday’s first and second laws of electrolysis
1. Faraday’s laws of electrolysis and the 2. Demonstrate the uses of electrolysis
calculations 3. Guide students to calculate amount of substances liberated or deposited at electrodes during
2. Uses of electrolysis: purification, extraction and electrolysis.
electroplating of metals.
Instructional Resources: i. Student textbooks ii. Students workbook iii. Copper sulphate solution.
8 QUANTITATIVE AND QUALITATIVE ANALYSIS Teacher: 1. Carryout titrations to determine:
1. Acid-base titrations (neutralization) continued. -percentage purity -heat of neutralization -water of crystallization, etc.
2. Redox titrations involving KMnO4, Fe2+, C2O4, I2,
KI, S2O32- Instructional Resources: i. Indicator extracted from flowers.
ii. Bomb calorimeter iii. Relevant acids and base.
9 QUANTITATIVE AND QUALITATIVE ANALYSIS Teacher: i. Analyze substances and test for:
Test for oxidants reductions. -cations and anions (e.g. Fe2+, Cu2+, NH4+, SO42-, SO32-, etc.)
ii. Guides students to test for oxidants in redox reactions
Instructional Resources: Relevant salts.
10 QUANTITATIVE AND QUALITATIVE ANALYSIS Teacher:
1. Identification of ions (Fe2+, NH4+, Fe3+, Cu2+, Pb2+, Guide students to identify ions (cations and anions)
etc) chlorides nitrates, sulphates, sulphide,
bicarbonates, carbonates, sulphite, etc. Instructional Resources: Relevant salts.
11 QUANTITATIVE AND QUALITATIVE ANALYSIS Teacher: Guide students to test for oxidants and reductants in redox reactions and for simple sugars,
1. Test for hydrogen, NH3, HCl, NO3, Oxygen, CO2, Cl fats and oils, proteins, starch etc.
(bleaching action)
2. Identification of fats and oils, simple sugar, Instructional Resources: -Relevant salts. -Starch, fats and oils, proteins etc.
proteins, starch.
12 – 13 Revision and Examination Revision
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PHYSICS
SSS 2 – FIRST TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 HEAT ENERGY Project: Teacher to guide students on calibration of a Textbook
-Temperature and its measurement thermometer in Celsius scale.
-Types of thermometer Equipped
-Absolute scale of temperature laboratory
2 HEAT ENERGY MEASUREMENT The teacher leads the students on how to determine the specific Textbook.
-Concept of specific heat capacity: heat capacity of: Equipped
i) Its measurement ii) Its significance -A solid -Liquid, using method of mixture laboratory.
3 HEAT ENERGY MEASUREMENT The teacher guides the students on the determination of the Textbook.
-Latent heat specific latent heat of fusion of ice/specific latent heat of Equipped
-Evaporation, boiling and sublimation vaporization of steam by method of mixtures laboratory.
-Relative humidity and due point Charts
4 GAS LAWS The teacher to demonstrate Boyle’s law using Boyle’s law Textbook.
-Measurement of gas pressure. -Barometers in practical use apparatus.
-Boyle’s Law and its application. -Charles Law and its application Equipped
-The pressure law. -The general gas law laboratory.
5 PRODUCTION AND PROPAGATION OF WAVES -Students to generate mechanical waves using ropes and Textbook.
-Production of mechanical waves. -Pulsating system springs.
i) Energy transmitted with definite speed, frequency and wave length -The teacher to set up the ripple tank and demonstrate how it is Equipped
-Wave form used to generate various waves laboratory.
i) Description and graphical representation
-Mathematical relationships among: f, λ, T and V
6 TYPES AND PROPERTIES OF WAVES The teacher to use the ripple tank to demonstrate the Textbook.
-Longitudinal waves. -Transverse waves interference of water waves.
-Wave equation: Y= Asin(wt-2πx/λ) Equipped
-Properties of waves: laboratory.
Reflection, Refraction, Diffraction, Interference, Polarization Charts.
7 LIGHT WAVES Project: Students to be guided on how to construct a pinhole Textbook.
-Sources of light camera
-Light and matter Equipped
-Transmission of light shadows, Eclipse, the pinhole camera laboratory.
8 LIGHT WAVES Project: Students to construct a simple periscope. Textbook.
-Reflection of light at plane and curved surfaces

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-Laws of Reflection Teacher to guide the students on the determination of the focal Equipped
-Formation of images by plane and curved mirrors length of a concave mirror. laboratory.
-Application of plane and curved mirrors
9 LIGHT WAVES Teacher to lead the students to verify Snell’s law using a Textbook.
-Refraction of light through rectangular glass block rectangular glass block Equipped
-Laws of refraction. -Real and apparent depth laboratory.
-Total internal reflection. -Critical angle Charts
10 LIGHT WAVES Teacher to guide the students to verify Snell’s law using Textbook.
-Refraction of light through triangular glass block triangular glass block Equipped
-Angle of minimum deviation. -Totally reflecting prisms laboratory.
11 LIGHT WAVES The teacher to demonstrate the dispersion of light by a Textbook.
-Dispersion of white light triangular glass prism
-Refraction of light through converging and diverging lenses The teacher to lead the students to verify the lens formula using Equipped
-Images formed by lenses illuminated object laboratory.
12 APPLICATION OF LIGHT WAVES Project: Teacher to guide the students to construct a simple box Textbook.
-Simple camera and film projector camera
-The human eye. -The simple microscope and compound microscope. Equipped
-Telescope. -Prism binoculars laboratory.
13 REVISION
14 EXAMINATION

PHYSICS
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 SOUND WAVES The teacher guides students to demonstrate that sound does Textbook.
-Sources of sound. not travel in a vacuum by using the electric bell enclosed in a Charts
-Transmission of sound bell jar Equipped
-Speed of sound in solid, liquid, and gas laboratory.
-Characteristics of sound
2 SOUND WAVES The teacher guides students to demonstrate forced vibration Textbook.
-Noise and music with the resonance tubes and sonometer. Equipped
-Forced vibration -Resonance, harmonics and overtones laboratory.
-Stationary waves

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3 APPLICATION OF SOUND WAVES Project: Teacher to guide the students on how to construct any Textbook
-Vibrations in strings and pipes. -Wind instruments local musical instrument of their choice
-String instruments. -Percussion instruments
-Echoes and their application. - Hearing aids
4 MOLECULAR THEORY OF MATTER Using a small open can, teacher should demonstrate increase of Textbook.
-Pressure in fluids pressure with depth
i) Concept of pressure. ii) Pressure in liquids Charts
iii) Atmospheric pressure Project: Teacher to guide the students to construct a hydraulic
-Applications of atmospheric and gas pressure press Equipped
-Pascal’s Principle. laboratory.
5 ELECTROMAGNETIC WAVES The teacher leads the students on different types of radiation in Textbook
-Electromagnetic spectrum electromagnetic spectrum
6 GRAVITATIONAL FIELD The teacher discusses the movement of the planets in the solar Textbook.
-Gravitational force between two masses (Newton’s law of universal system using a chart
gravitation). Charts
-“G” as a universal constant Equipped
-Gravitational potential. -Escape velocity laboratory.
7 GRAVITATIONAL FIELD The teacher to show films on the launching of satellite Textbook
-Solar system
-Kepler’s laws
-Natural and artificial satellites
8 ELECTRIC FIELDS The teacher leads the students on how to arrange cells in series Textbook
-Production of continuous charges: primary cells, secondary cells and in parallel and determine the resultant e.m.f
-Electric Circuit: series and parallel arrangement of cells and
resistors
9 ELECTRIC FIELDS The teacher to guide the students on the use of potentiometer Textbook
-E.m.f of a cell. wire to:
-Internal resistance of a cell. i) Measure e.m.f
-Standard resistors and rheostats. ii) Compare the values of two e.m.f
-Resistivity and conductivity.
10 ELECTRIC FIELD The teacher guides the student on how to set up potentiometer Textbook
-Shunts and multipliers (Galvanometer conversions) circuit and calibrate it.
-Principle of the potentiometer
-Wheatstone bridge. -Meter bridge
11 Revision Revision
12 Examination Examination
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PHYSICS
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 ELECTRIC FIELD The teacher leads the students to identify solutions that Textbook.
-Electrical conduction through liquids(Electrolysis) conduct electricity and those that do not
i) Electrolytes and non-electrolytes Charts
ii) Dynamics of charged particles(ions) in electrolytes
iii) Voltammeter Equipped
iv) Examples of electrolysis laboratory.
-Faraday’s law of electrolysis. -Applications of electrolysis
2 ELECTRIC FIELD The teacher to lead discussion on how the reduction in Textbook.
- Conduction of electricity through gases pressure of a gas in a suitable container is applied in the
- Hot cathode, thermionic emission fluorescent tube and cathode ray oscilloscope. Charts
-The diode valve
-Application of hot cathode(thermionic) emission Equipped
i) Cathode-ray oscilloscope laboratory.
3 ELECTRIC FIELD The teacher guides the students on how to calculate the electric Textbook.
-Electric force between point charges (coulomb’s law) force between two points charges in free space and to compare Charts
-Concept of electric field this force with the gravitational force between two protons. Equipped
i) Electric field intensity ii) Electric potential laboratory.
4 ELECTRIC FIELD The teacher leads the students to determine the equivalent Textbook.
- Capacitors and Capacitances capacitance for; series and parallel arrangement of capacitors.
i) Definition Charts
ii) Arrangement of capacitors
- Energy stored in a capacitor - Application of capacitors Equipped
laboratory.
5 MAGNETIC FIELD The teacher demonstrates how to distinguish between Textbook.
-Concept of magnetic field magnetic and non-magnetic materials
i) Properties of magnet ii) Magnetic flux and flux density Charts
-Magnetic field around:
i) A bar magnet ii) A straight conductor carrying current Equipped
iii) A solenoid laboratory.
-Methods of making magnets -Methods of demagnetization

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6 MAGNETIC FIELD The teacher guides the students on how to investigate the Textbook.
-Magnetic properties of iron and steel field around a conductor by using a compass needle and
-Magnetic screening or shielding iron fillings Charts
-Electromagnets and application of electromagnet
-Temporary magnet Equipped
i) The electric bell ii) Telephone earpiece, etc laboratory.
7 MAGNETIC FIELD The teacher leads the students on how to suspend a bar Textbook.
-The earth’s magnetic field magnet horizontally and locate the earth’s N-S direction
i) Magnetic elements of a place Charts
*Angle of declination
*Angle of dip Equipped
*Horizontal component of the earth’s magnetic field laboratory.
-Bar magnet in earth’s field: Neutral point
-Mariner’s compass
8 ELECTROMAGNETIC FIELD The teacher guides the students to investigate the effect of Textbook.
-Magnetic force on a charge moving in a magnetic field passing current through a solenoid in a magnetic field
-Concept of electromagnetic field Charts
-Interaction between magnetic field and currents in:
i) A current –carrying wire in a magnetic field; Equipped
ii) A current-carrying solenoid in a magnetic field laboratory.
-Applications of electromagnetic field:
i) Electric motor
ii) Moving coil galvanometer
9 ELECTROMAGNETIC FIELD The teacher guides the students to investigate the effect of Textbook.
-Electromagnetic induction rotating wire in magnetic field
-Faraday’s law Charts
-Lenz’s law
-Motor generator effect Equipped
-Eddy currents laboratory.
10 ELECTROMAGNETIC FIELD The teacher guides the students to investigate the effect of Textbook
-The transformer moving a magnet in a solenoid or coil carrying current
-Power transmission near a solenoid
-The induction coil
11 Revision Revision
12 Examination Examination

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FURTHER MATHEMATICS
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 ROOTS OF QUADRATIC EQUATION Teacher: leads students to find sum and products of roots of quadratic equation
i. Sum and product of roots Students: use formula to find sum and product of roots of quadratic equation
ii. forming quadratic equation given sum and product of root Instructional Resource: charts showing a quadratic equation
iii. condition for quadratic equation to have:
- Equal roots (b2=4ac)
- Real roots (b2>4ac)
- No roots (b2<4ac) (complex)
2 ROOTS OF QUADRATIC EQUATION II Teacher: states condition for quadratic equation to have equal roots, real roots and
i. Conditions for given line to intersect a curve, be tangent to curve, not no roots (complex roots).
intersect a curve. Students: solve various problems on root of quadratic equation
ii. Solution of problems on roots of quadratic equation Instructional Resource: charts showing condition for lines to intersect curve and
not to intersect.
3 POLYNOMIALS Teacher: gives definition and examples of polynomials
i. Definition of polynomial Students: state definition and examples of polynomial
a. addition b. subtraction Instructional Resource: charts giving examples of polynomials of various degrees.
c. multiplication
ii. Division of polynomials by a polynomial of lesser degree
4 POLYNOMIALS Teacher: demonstrates how to find remainder when a polynomial is divided by
i. Reminder theorem another polynomial of lesser degree.
ii. Factor theorem Students: solve problems on remainder theorem and factor theorem
iii. Factorization of polynomials Instructional Resource: charts showing sum of root and product.
5 POLYNOMIALS Teacher: leads students to solve problem on roots of cubic equation
i. Roots of cubic equation Students: solve problems on roots of cubic equation.
a. Sum of roots α + β = - b/a Instructional Resource: charts showing sum of roots, sum of product of two roots
b. Products of two roots: α × β = c/a and products of three roots of a cubic equation.
c. Product of roots α × β = -d/a where ax3 + bx2 + cx + d = 0
6 PROBABILITY Teacher: leads students to evolve concepts of classical and frequential approaches
i. Classical, frequential and axiomatic approaches to probability using Ludo dice.
ii. Sample space and event space Students: identify the classical, frequential and axiomatic definition of probability
iii. Mutually exclusive, independent and conditional events. Instructional Resource: Ludo dice, coin, pack of cards.

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7 PROBABILITY Teacher: solves conditional probability

i. Conditional probability Students: solve problems on conditional probability
ii. Probability trees Instructional Resource: Ludo dice, coin, pack of cards.
8 VECTORS IN THREE DIMENSIONS Teacher: gives examples of vectors in three dimensions
i. Scalar product of vector in three dimensions Students: write out more examples of three dimensional vectors
ii. Application of scalar product Instructional Resource: charts depicting example of three dimensional vectors.
9 VECTORS IN THREE DIMENSIONS Teacher: guides students to find cross product of two vectors and leads them to
i. Vector or cross product in three dimensions solve problems on application
ii. Application of cross product Students: solve problem on cross product of two vector and practical application of
dot product.
Instructional Resource: charts showing short cut method of finding dot product.
10 LOGICAL REASONING Teacher: guides students to identify fundamental issues in intelligent system
i. Fundamental issues in intelligent system Students: Identify fundamental issue in intelligent system
ii. Fundamental definition iii. Modeling the world. Instructional Resource: charts showing critical issues in intelligent system.
11 LOGICAL REASONING Teacher: introduces propositional and predicate logical resolution
i. Introduction to propositional and predicate logical resolution Students: explain propositional and predicate resolution
ii. Introduction to theorem proving Instructional Resource: charts showing points to note in proving of theorem.
12 Revisions Revisions
13 Examinations Examinations

FURTHER MATHEMATICS
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 DIFFERENTIATION Teacher: guides students on how to find limits of a function and differentiate from first
i. Limits of a function principle.
ii. Differentiation from first principle Students: Evaluate limits of a function at a given value and differentiate from first principle.
iii. Differentiation of polynomials Instructional Resource: charts showing rules of differentiation.
2 DIFFERENTIATION Teacher: leads students to differentiate transcendental functions
Differentiation of transcendental function such as: Students: Differentiate transcendental functions.
sin x, eax, log 3x Instructional Resource: chart showing areas of application

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3 DIFFERENTIATION Teacher: guides students to use rules of differentiation

i. Rules of differentiation ii. Product rule Students: use rules of differentiation
iii. Quotient rule iv. Function of function
Instructional Resource: charts showing rules of differentiation
4. DIFFERENTIATION Teacher: leads students to use differentiation in finding: rate of change, gradient of a
i. Application of differentiation to function and optimization involving maximum and minimum values.
a. rate of change b. gradient Students: use differentiation in finding: rate of change, gradient of a function and
c. maximum and minimum values d. equation of motion optimization involving maximum and minimum values.
Instructional Resources: chart showing areas of application.
5 DIFFERENTIATION Teacher: guides students to higher derivative and differentiation of implicit functions
i. Higher derivatives ii. Differentiation of implicit functions. Instructional Resource: chart showing areas of application.
6 BINOMIAL EXPANSION Teacher: guides students to demonstrate the Pascal triangle and write out the binomial
i. Pascal triangle expansion.
ii. Binomial expression of (a+b)n where n is a +ve integer, -ve Students: construct the Pascal triangle and write our binomial expansion.
integer or fractional value Instructional Resource: charts showing Pascal triangle
7 BINOMIAL EXPANSION Teacher: leads students to extend the power of negative integer and fractional values.
i. Finding nth term Students: use the knowledge of expansion of positive expansion to negative and fractional
ii. Application of binomial expansion powers.
Instructional Resources: charts showing nth term of a given binomial expansion.
8 CONIC SECTION: THE CIRCLE Teacher: leads students to define circle and explain concept of a circle as conic section.
i. Definition of circle Students: solve various types of problems on circles.
ii. Equation of circle given centre and radius Instructional Resources: chart depicting circle as section of a cone.
9 CONIC SECTION: THE CIRCLE Teacher: guides students to solve various types of problems on circles.
i. General equation of a circle Students: solve various types of problems on circle.
a. finding centre and radius of a given circle Instructional Resources: chart showing equation of circle passing through 3 points.
b. finding equation of a circle given the end point of the
diameter
c. equation of a circle passing through three points.
10 CONIC SECTION: THE CIRCLE Teacher: leads students to find the equation of a tangent to circle
i. Equation of tangent to a circle Students: learn technique of finding equation of tangent to circle
ii. Length of tangent to a circle Instructional Resources: chart showing tangent of circle and length of tangent.
11 Revisions Revisions
12 Examinations Examinations
13 Examinations Examinations

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FURTHER MATHEMATICS
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 TRIGONOMETRIC FUNCTION Teacher: leads students to identify and find trigonometric function of angles
i. Knowledge of six trigonometric functions of angles of any magnitude Students: identify angles of the six trigonometric ratios.
(since, cosine, tangent, secant, cosecant, cotangent).
ii. Range and domain of specified trigonometric functions Instructional Resources: charts showing relationship between the six
iii. Graphs of trigonometric ratios with emphasis on their amplitude trigonometric ratios.
and periodicity.
2 TRIGONOMETRIC FUNCTION Teacher: leads students to identify relationship between graphs of trigonometric
i. Relationship between graphs of trig ratios e.g. sin x and sin 2x ratios.
graphs of y = a sin (bx) + c Students: identify relationship between the graphs of trigonometric ratios e.g. Sinx
y = a cos (bx) + c and sin2x.
y = a tan (bx) + c Instructional Resource: charts showing sketches of inverse of sinx, cosx and tanx.
ii. Graphs of inverse by ratio
3 TRIGONOMETRIC FUNCTION Teacher: guides them to solve simple equations involving trigonometric ratios.
i. solution of simple equation involving the six trigonometric Students: solve simple trigonometric equation.
functions Instructional Resources: charts showing sketches of inverse of sin x, cosx and tanx.
ii. proofs of simple trigonometric identities e.g. sin 2x + cos2x = 1
sec2x = 1+tan 2x
4 PERMUTATIONS AND COMBINATIONS Teacher: guides students to solve problem on cyclic permutation and other types of
i. Permutation on arrangement permutation.
ii. Cyclic permutation Students: solve various problems on permutation
iii. Arrangement of identical object. Instructional Resources: charts showing :
- Functional notation
- npr
- ncr
5 PERMUTATIONS AND COMBINATIONS Teacher: demonstrates application of combination in probability.
i. Arrangements in which repetitions are allowed Students: use concept of combination to solve problem on probability.
ii. Introduction to combination on selection. Instructional Resources: charts showing functional notation.
a). Conditional arrangements and selection
b). Probability arrangement problem involving arrangement and
selection.
6 DYNAMICS Teacher: explains Newton’s law of motion and states the three laws of motion.
i. Newton laws of motion

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ii. Motion along inclined plane Students: write down the laws of motion and solve problems on Newton’s laws of
motion.
Instructional Resources: Ball and heavy block placed on table to demonstrate 3rd
law.
7 DYNAMICS Teacher: guides students to solve problem involving application of Newton’s law of
i. Motion of connected particles motion.
ii. Work, Energy and Power Students: solve problem on motion along inclined plane.
iii. Impulse and Momentum Instructional Resources: An inclined plane with object on it.
8 DYNAMICS Teacher: guide students to solve various problems on projectiles.
i. Projectiles Students: solves various problems on projectile
ii. Trajectory of projectiles Instructional Resources: Light smooth pulley with two blocks connected by string.
iii. Projection along inclined plane.
9. INVENTORY MODEL Teacher: guide students to give practical examples on inventory.
i. Concept of inventory Students: define various terms on inventory
ii. Definitions of important terms in inventory. Instructional Resources: charts depicting items on inventory.
iii. Holding list
iv. Ordering list etc. computation of optimal quantity [EOQ model].
10 REPLACEMENT MODEL Teacher: explains the concept of replacement
i. Concept of replacement Students: gives practical examples of item that wear out suddenly and gradually.
ii. Individual replacement of sudden failure item Instructional Resources: charts showing diagrams of items such as plugs, bulbs,
iii. Replacement of items that wear out gradually. generators, grinding machines etc.
11 Revisions Revisions
12 Examinations Examinations
13 Examinations Examinations

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AGRICULTURAL SCIENCE
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 LAND TENURE SYSTEM State the different land tenure systems in Nigeria. Land Use Act of
Land ownership and tenure systems in Nigeria 1978

2 Land Use Act of Nigeria State and explain the different laws on land with Land Use Act of
Land use Act of 1978: emphasis on land use Act of 1978. 1978
i. Features of the Act
ii. The need for government to enforce the law etc.
3 Role of Government in Agricultural Production Class discussion Charts
Role of government in Agricultural production e.g.
- Making of agricultural policies. - Drawing of agricultural programmes. Posters
- Provision of loan and subsidies. - Provision of agricultural education etc.
4 Forest Management Students should visit forest reserves Land Use Act of
Forest management techniques: 1978
- Forest regulation - Selective exploration
- Deforestation - Regeneration Charts
- Afforestation - Taungya system
5 Diseases of crops i. Diseased crop items should be observed to Textbook
Diseases of major crops: e.g. identify some crop diseases
i. Cereals-smut, rice blast, leaf rust ii. Field observation and identification of different Posters
ii. Legume-cercosporal leaf spot, rosette types of crop diseases and mouldy grains in storage.
iii. Beverages-cocoa black pod, coffee leaf rust
iv. Tuber – cassava mosaic virus, bacterial blight. etc.

6 Symptoms and economic importance of crop diseases Describe the disease symptoms and damage done to Textbook
i. Symptoms of diseases: e.g. spots, yellowing, rots, wilting, stuntedness crops
etc. Posters
ii. Economic importance: e.g. increase cost of production, reduces quality
of crops, reduces farmers income etc.
7 Preventive and Control Measures of diseases i. State the control measures Textbook
Preventive and control measures:
- Cultural methods - Biological methods - Chemical methods ii. Identify some chemicals used Posters

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8 Pests of crops i. Students should collect and preserve some insect Textbook
Important insect pests of major crops: pests
i. Cereal – System borer, army-worm, ear-worm Posters
ii. Legume – pod borer, aphids, sucki bugs, leaf beetle ii. Definition of pest
iii. Beverage – cocoa myrids (capsids)
9 Other important pests Observe some damaged crops by rodents and Textbook
Other important pests e.g. monkey
- Birds - Rodents - Man - Monkey Posters
Nature of damages done. Destruction of leaves
Destruction of tender stems. Destruction of root/tubers
10 Economic importance of selected pests Use sprayers and insecticides to control pests in the Textbook
i. Economic importance of pests e.g. field.
- reduction in quality of crops - reduction in quantity of crops Posters
- makes vegetables unattractive and unmarketable etc.
ii. Preventive and control measures:
- cultural methods - biological methods
- chemical methods - integrated pest control method
iii. Side effects of the various preventive and control methods:
- chemical pollution, poisoning etc.
11 Pasture and forage crops Each student to collect a pasture and legume crop (a Textbook
Morphology of the common grass and legume species of Nigerian pastures grass and a legume) Posters

12 Types of Pastures Prepare a pasture/forage album. Textbook

i. Types of pastures: permanent pasture, rotational pasture, temporary pasture, Posters
irrigated pasture.
ii. Factors affecting pasture:
- Establishment - Distribution - Productivity
iii. Management practices of a pasture land.
13 Revision Revision
14 Examination Examination

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AGRICULTURAL SCIENCE
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 Range Management and Improvement State importance of rangeland to livestock production. Textbook
i. Definition of rangeland Posters
ii. Importance of rangeland
iii. Characteristics of rangeland
2 Rangeland Improvement Describe the methods of improvement Textbook
Methods of rangeland improvement: Posters
- Controlled stocking
- Rotational grazing
- Use fertilizers
- Reseeding etc.
3 Animal Nutrition Collect and identify samples of feeding stuffs. Textbook
i. Definition and meaning of nutrition Posters
ii. Sources and functions of nutrients e.g. carbohydrates, fats,
minerals, vitamins, water and proteins.

4 Rations Students should feed animals on the farm using various feeds. Textbook
i. Types of ration: balanced ration etc. Posters
ii. Malnutrition
iii. Effects of malnutrition
5 Environmental factors affecting Agricultural Production Grow plants under different conditions of moisture and light, Textbook
Climatic factors: rainfall, temperature, light, and wind. for comparison purpose. Posters

6 Biotic factors affecting agricultural production Grow plants under different conditions of moisture and light, Textbook
Biotic factors: predator, parasites, soil microorganisms, pests and for comparison purpose. Posters
disease organisms etc.
7 Edaphic Factors affecting agricultural production Grow plants under different conditions of moisture and light, Textbook
Edaphic factors: soil types, soil PH, soil texture etc. for comparison purpose. Posters

8 Plant nutrients Prepare water/sand culture to demonstrate deficiency of Textbook

- Definition of micro and macro nutrients, functions and deficiency various elements in different crops. Posters
symptoms.

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9 Factors influencing availability of nutrients Textbook

Factors: soil PH, excess of other nutrients, leaching, crop removal, Posters
oxidation etc.
10 Methods of replenishing plant nutrients in the soil Apply fertilizers to field crops. Textbook
Methods of replenishing plant nutrients: Posters
- Rotational cropping, organic manuring, inorganic manuring,
fallowing, liming, cover cropping etc.
11 Nutrients cycles Prepare charts of the nutrient cycles Textbook
- Nitrogen cycle - Carbon cycle - Water cycle Posters
12 Effects of farming practices on the soil
Farming practices and the soil effects: bush burning, over-grazing,
clean clearing, stumping, fertilizer application, inorganic manuring etc.
13 Revision Revision
14 Examination Examination

AGRICULTURAL SCIENCE
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 Farm Machinery Visit agro-service centres or mechanized farms and identify Textbook
Farm machinery: these farm machineries and implements.
i. Tractor Posters
ii. Bulldozer
2 Farm machinery continues Visit agro-service centres or mechanized farms and identify Textbook
iii. Shellers these farm machineries and implements. Also observe the Posters
iv. Dryers machinery in use.
v. Incubators
vi. Milling machines etc.
3 Tractor – coupled implements Name the major parts of tractor-coupled implements and their Textbook
Tractor-coupled implements: functions. Posters
Ploughs, harrows, ridges, planters, harvesters, sprayers. Observe maintenance procedures on the implements.
Methods of improving farm mechanization.
4 Surveying and planning of farmstead Carry out the layout of the school farm. Textbook
i. Definition of surveying and planning Posters
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ii. Importance of farm surveying and planning.

5 Surveying equipment Identify simple survey equipment and their uses. Textbook
Common surveying equipment e.g. ranging pole, measuring tape, peg, Posters
gunters chain, theodolite etc.
6 Planning of farmstead Class discussion Textbook
i. Definition of planning Posters
ii. Importance of farm stead planning
iii. Principles of farmstead planning.
7 Basic Economic Principles Use graphs to show response of prices to Textbook
i. Law of diminishing returns Supply and demand. Posters
ii. Principles of demand and supply.
8 Demand and Supply Explain factors that cause changes in price of agricultural Textbook
Inter-relationship of demand and supply as it affects prices and profits commodities. Posters

9 Farm Accounts Prepare entries of sales and purchases Textbook

Entries of sales and purchases. Posters
10 Farm Accounts Prepare profit and loss account Textbook
Profit and loss accounts Posters

11 Practical Collect pests, soil samples, rocks and identify them. Textbook
i. Identification of pests Posters
ii. Identification of soils
iii. Identification of rocks
iv. Identification of farm machines and their parts.
12 Revision Revision
13 Examination Examination

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PHYSICAL EDUCATION
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Athletics: Middle and Long-Distance Races -The teacher defines the middle and long-distance races
-Definition -Discusses the types of middle and long-distance races
-Types of middle and long-distance races -Demonstrates the strategies of middle and long-distance races
-Strategies of long distance races -The students practice the running style.
-Rules and regulations of middle and long-distance
races - Instructional Resources: Picture, magazine, IAAF handbook, notebook.
2 Javelin Throw -The teacher describes the nature of the event. - Draws the throwing sector.
-Nature of the event. - Equipment and facilities -Lists the equipment and skill.
-Basic skills in javelin. - Rules and regulations -The students demonstrate the various skill and take note
-Instructional Resources: Javelin, red and white flags, measuring tape, the throwing sector.
3 Shotput -The teacher explains the nature of the event. - Draws the shotput throwing sector.
-Nature of the event. -Equipment and facilities. -Lists the equipment and facilities. -Mentions the skills, rules and regulations.
-The basic skills. -Rules and regulations. -The students demonstrate the various skills
- Instructional Resources: - Shotput, throwing sector, measuring tape, red and white flags.
4 High Jump\pole Vault -The teacher explains the nature of high jump and pole vault. - Lists the equipment and facilities of
-The nature of the event the both jumps. - Describes the jumping styles in high jump and pole vault.
-Equipment and facilities -Mentions the skills and rules of the jump.
-Styles in high jump -The students participate in the discussions and practice the skills.
-skills in pole vault and high jump
-Rules and regulations of both jumps - Instructional Resources: Upright stand, crossbar, landing mattress and the pole, pole vault box.
5 Long Jump -The teacher explains the nature of the event. - Mention the equipment and facilities.
-The nature of the event. - Equipment and facilities -Lists the basic skills and the rules and regulations. - The students take note and practice the skills.
-The basic skills I long jump. - Rules and regulations - Instructional Resources:
-Take-off board, measuring tape, white and red flags, writing materials, landing pit, rake
6 Triple Jump -The teacher describes the nature of the event. - Explains the equipment and facilities.
-Nature of the event -Enumerates the skills in triple jump. - Lists rules and regulations.
-Equipment and facilities - The students participate in the discussions and practice the skills
-Basic skills in triple jump - Instructional Resources: Take-off board, -measuring tape, rake, writing materials, landing pit
-Rules and regulations white and red flags.
7 Muscles -The teacher defines muscles identifies and explains the major muscles of the body
-Definition -Discusses the function of any given muscle in movement
-Major muscles of the body -The students participate in class discussions on the function of any given muscle in movement
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-Muscles involved in movements - Instructional Resources: -Textbooks, diagrams, models, CD-ROMs, projectors.
8 Muscles Continue -The teacher lists the types of muscle contraction
-Types of muscle contraction -Defines muscle cramp, causes, prevention and participate in the class discussions
-Muscle cramp
a) Definition b) Causes - Instructional Resources: diagram, textbooks, CD-ROMs projects etc
c) Prevention and first aid
9 Somato Type -The teacher defines somato type
-Definition of somato type -Lists and explains the body type. -Classifies the students into the various body types.
-Description of the various body types -The students practice the act of classification.
-Selection of activities in relation to the body types -Instructional Resources: -Pictures, charts, posters, films, textbooks, video clips.
(cendomorph, ectomorph and mesomorph)
10 Nervous system -The teacher defines the nervous system
-Definition -State the functions of the nervous system. -Draws the diagram of the nervous systems.
-The brain and its functions -Explain the spinal cord and its importance in the body. - Students participate in the class discussions
-The spinal cord and its importance in the body and take note.
-Instructional Resources: - Textbooks, diagram, CD-ROMs, projectors.
11 Nervous System Continues -The teacher discusses the importance of the brain in the coordination of the body.
-Function of the nerves -Explains the path ways of message to and from the central nervous system.
-The reflex action -The student list the functions of the nerves. - Draw and label the reflex.
- Instructional Resources: Textbooks, diagrams, CD-ROMs, projectors
12 Revision Revision
13 Examination Examination

PHYSICAL EDUCATION
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Nutrition -The teacher defines nutrition. - Enumerates the types of food. - Classifies the various types of food.
-Definition -Displays specimens of various types of food. -The students listen to the teacher and group food into
-Types of food different classes.
-Classes of food -Instructional Resources: - Charts, posters, textbooks, food samples etc
2 Nutrition Continues -The teacher explains food nutrients and their functions. - Discusses balanced diet.
-Food nutrients and their functions -Mentions pre-games nutrition. - Students participate in the classroom discussions and take note
-Balanced diet. -Pre-games nutrition -Instructional Resources: - Chart, posters food samples, textbooks.

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3 Drugs In Sports -The teacher define drug. - Mentions the types of drug. - Explains drug use and misuse. - States the
-Meaning of drug effects of drug on sports performance. - Ask and answer questions on the differences between drug
-Types of drug misuse. - Participate in class discussion on the effect of drugs on sport performance
-Drug use and misuse -Instructional Resources
-The effect of drugs on sports -Specimens, posters, textbooks, handbills, charts and video chips
-Performance
4 First Aid -The teacher defines first aid. - States the objectives of first aid.
-Definition of first Aid - Explains the principles of first aid.
-Objectives - Enumerates the qualities of good first aid.
-Principles of first aid -Students listen, ask question and take notes
-Qualities of a good first aider -Instructional Resources: Charts, First Aid box, and content, textbooks, CD-ROMs
5 Sports Injuries -The teacher defines sports injuries
-Definition -Enumerates the common sports injuries
-Common sports injuries-bleeding, sprain, strains -Explains the various common sports in injuries and take note
-Instructional Resources- First Aid box and content, textbooks, charts
6 Sports Injuries Continue -The teacher lists the common sports injuries
-Common sports injuries fracture bruises, and -Enumerates the causes, treatment and prevention of sports injuries
cramps -The students participate in class discussions and treatment of sports injuries
-Causes, Treatment and prevention of sports -Instructional Resources: first Aid box, textbooks, charts, CD-ROMs etc.
injuries
7 Swimming -The teacher narrates the origin of swimming
-The origin of swimming -Explains the nature of swimming
-Nature of swimming -Mention the techniques in swimming
-Techniques in swimming -Describes the leg and arm actions in relation to body alignment in water
-Leg action and arm action, breathing, timing (Body -The students practice the leg and arm action
alignment) -Instructional Resources: swimming pool, floaters swimming trunk, swimming cap, goggles, life
guard
8 Swimming Continue -The teacher explains safety education in swimming
-Safety education swimming -Describes the sanitary education in swimming
-Sanitary education in swimming -States and explains the swimming strokes
-Swimming strokes -Students practice in any of the swimming strokes
-Front crawl, breast stroke, butterfly and back -Instructional Resources: Swimming pool,
stroke, side -Swimming trunk, cap, life guard, goggles etc
9 Life Saving -The teacher defines life saving
-Definition of life saving -Enumerates the causes of drowning
-Causes of drowning -Lists skills in saving a drowning person

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-Skills for saving a drowning person -Explains artificial respiration

-Artificial resuscitation -Mentions the duties of life guard and the equipment used in life saving
-Duties of life guard -Students listen and participate in class discussion
-Equipment used in life saving - Practice artificial respiration
-Instructional Resources: life guards, clean land kerchief, swimming trunk and cap etc
10 Practical In Swimming Practical in swimming
Instructional Resources –as listed above
11 Revision Revision
12 Examination Examinations

PHYSICAL EDUCATION
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Athletics: Track and Field -The teacher explains safety precaution during athletics and the equipment used in various events
--Safety precaution during jumping -The students participate in class discussions ask question and take down notes,
-Equipment and facilities -Instructional, charts, handball, video clips, textbooks, documentaries
-Rules and Regulations
2 Track and Field Event Throwing -The teacher explains discuss and demonstrates the skills of discuss to the students
Event Discus -He also lists the equipment and facilities used in discuss and enumerate the various rules and
-Basic skill and techniques in discus regulation in discuss
-Equipment and facilities - The students listen to teacher’s explanations and practice the skills in discuss
-Rules and Regulation - Instructional Resources: the discuss the meaning sector materials, rules, book discuss sector, etc.
3 Track and Field Event -The teacher explains hammer to the students and demonstrate the skills in hammer
(Hammer) -He mentions the equipment and facilities used in hammer and enumerated the rules and
-Basic skill and technique in hammer regulations in hammer students listen to teacher’s explanations and practices the skills in hammer
-Equipment and facilities -Instructional Resources: the hammer meaning tape, writing, material text book etc.
-Rules and regulations
4 Basket Ball -The teacher explains the brief history of basketball
-Brief history of basketball -Explains the nature of the game & demonstrate. -Lists the skills in basketball. -State the equipment
-Nature of the game /Dimension of facilities. -Enumerates the rules & regulations officials & functions
-Equipment & facilities -The students demonstrate the various skills of basketball
-Rules and regulation -Practice the various skills in basketball
-Officials in basketball -Instructional Resources: Basketball, whistle, score sheet & board, hand ball etc.
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5 Ball Games –Volleyball -Teacher explains the history of volleyball and the nature of the game with court dimensions.
-History of volleyball. -Nature of the game. -States the skills the volley ball. -Explains the functions of the officials in volleyball game. -Students
-Dimensions of the court. -Equipment & facilities. listen & demonstrate the skills in volleyball. – Practice the various skills. - Participate in discussion
-Rules and regulations. - Officials in volleyball. of the officials in volleyball.
- Instructional Resources: Ball court, whistle, etc.
6 Ball Games (Handball) -The teacher explains the history of handball.
-History of hand ball -Explains the nature of the game and the court dimensions. -List the rules and regulations.
-Nature of the game & court dimensions -Mention the officials in handball and their duties. - The students listen, draw the court.
-Skills in handball. - Equipment & facilities -Participate in class discussion of hand ball. - Practice the skills.
-Rules & regulations. - Officials in handball -Instructional Resources handball, post net, whistle, the court
7 Racket Games (Badminton) -The teacher explains badminton and the nature of the game to the students while he
-History of badminton demonstrated the various skills in badminton, list the equipment the rules and regulations
-Nature of the game -The students listen and ask question which they also practice the various skills in badminton
-Basic skills in badminton -Draws and label the badminton court
-Equipment and facilities -Instructional Resources:
-Rules and regulations -The badminton rackets -Shuttle corks - Badminton net /court
8 Racket Games (Squash) -The teacher explains squash and nature of squash while he enumerates the basic skills, equipment,
-History of squash -Nature of squash facilities, rules and regulations of squash
-Basic skills in squash -Equipment & facilities -The students listen, ask question and practice the various skills in squash
-Rules and regulation -Instructional Resources
-The squash racket, balls the squash court etc.
9 Gymnastics Floor/ Mat Actions -The teacher defines gymnastics and the explains the two branches of gymnastics to the students
Definition -While the students participate in close discussion and engage in practical demonstration of
-Bandelier of gymnastic forward roll, backward roll, cartwheel etc.
-Mat activities in gymnastic e.g. forward roll, -Instructional Resources: gymnastic mats of mattress
backward roll, court wheel etc.
10 Practical -The teacher demonstrates the skills in each of the activities
-Floor activities without apparatus forward roll, -The students practise
Backward roll, cart wheel etc. -Instructional Resources: mat/ mattress, pictures, posters, CD-ROMs
11 Revision Revision
12 Examination Examinations
13 Examination Examination

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HEALTH EDUCATION
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 PHILOSOPHY, AIM AND OBJECTIVES OF HEALTH EDUCATION Students collect information on philosophy of health education and discuss.
a) Philosophy of health education Instructional resource: charts and posters showing aims of health education etc.
b) Aims and objective of health education
2 SYSTEM OF THE BODY: CIRCULATORY SYSTEM. Students draw and label the heart, artery and circulatory system.
a) Structure and function of the heart, blood vessels, lymph and Instructional resources: chart showing the heart, artery and process of circulation
lymph vessels, process of blood circulation. etc.
3 CIRCULATORY SYSTEM CONT’D Teacher guides students to make chart/table on blood compatibility.
Blood group rhesus factor, hemoglobin, genotype, anti-bodies of Instructional resources: charts on agglutination, blood compatibility etc.
antigens, disease of circulatory system and remedies. (anemia, sickle
cell, leukemia etc.)
4 EXCRETORY SYSTEM. Students draw and label the kidney, excretory system and discuss the process of ultra-
a) Structure and functions of kidney. filtration.
b) Process of excretion including filtration and reabsorption. Instructional resources: charts of the excretory system, kidney etc.
Disease of excretory system and remedies.
c) Differences between circulatory and excretory system.
5 DIGESTIVE SYSTEM Students draw and label the liver and also discuss the process of digestion.
a) Organs of the digestive system and their functions Instructional resources: charts showing organs of digestive system, fin chips on the
b) Teeth and functions process of digestion etc.
c) Disease of the digestive system
6 RESPIRATORY SYSTEM Students label the structure of respiratory system
a) Structures and functions of organs of the respiratory system. Teacher guide students to tabulate disease associated with the system
b) Process of respiration: mechanism of breathing, tissue and cell Instructional resource: charts and CDS showing respiratory system etc.
respiration
c) Disease of the respiratory system and remedies.
7 NERVOUS SYSTEM Students demonstrate response to different examples of stimulus
a) Structure and functions of the parts of the nervous system. Teacher guide students to draw a reflect arc
b) Process of transmission of nerve impulse Instructional resources: charts showing parts of nervous system; pin, needle etc.
c) Diseases of the nervous system
d) Differences between respiratory and nervous system.
8 MAINTENANCE OF HEALTH Teacher guides students to state the importance of factors that affect maintenance of
a) Factors affecting maintenance of health health

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b) The role of each factor. Instructional resources: weighing scale, ruler, well equipped first aid box etc.
9 FAMILY HEALTH Teacher guides students to demonstrate the skill-based approach in maternal and
a) meaning of family health child health as listed in content.
b) aspects of family health: i) maternal child health e.g.
a) antenatal care Instructional resources: materials for ORT e g sugar, salt, water bottle, charts,
b) immunization posters etc. on maternal health care.
c) Oral rehydration (ORT).
d) Breast feeding
e) Safe motherhood
Functions of the above aspects.
10 FAMILY HEALTH CONT. Teacher leads the students to draw a simple budget for a family of five (5).
a) Meaning of family planning. Instructional resources: charts showing different family seize etc.
b) Importance of family planning
c) Family size and finance (budgeting).
11 AGEING AND DEATH EDUCATION Teacher guides students to discuss on ways of relating with the elderly.
a) Definition of elderly Instructional resources: posters of elderly person using walking sticks, charts of old
b) Features of elderly person telling stories to children.
c) Ways of relating with elderly
d) Management of grief during death of a loved one.
12 Revision Revision
13 Examination Examination

HEALTH EDUCATION
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ACCIDENTS: TYPES AND PREVENTION -Students watch video chips on accident
-Meaning of accident. -Types of accidents: -Teacher and students tell stories about accidents
i) Road/traffic vehicle accident. ii) Home. iii)Industrial. iv) School. INSTRUCTIONAL RESOURCES:
-Causes of accidents at different settings -Prevention of each type of accident Pictures of accident scene, bucket of sand, fire extinguisher, etc.
2 BqEHAVIOUR ALTERING CHEMICALS Teacher discusses with students the effects of alcohol and tobacco on
-Chemical substances that alter behavior: human body.
i) Tobacco ii) Alcohol iii) Drugs
-Reasons for smoking or drinking alcohol and their effects on human body. INSTRUCTIONAL RESOURCES:
-Classify the following: alcohol, wine, heroine, sleeping pills, cocaine, marijuana and beer Posters and charts showing examples of drugs, alcohol and tobacco.

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3 NON COMMUNICABLE DISEASES Teacher guides students to list types of non-communicable diseases,
-Definition of non-communicable diseases giving examples in each case.
-Differences between communicable and non-communicable diseases
-Types of non-communicable diseases: INSTRUCTIONAL MATERIALS:
i) Deficiency diseases (scurvy, pellagra, rickets, kwashiorkor, anemia, beriberi, marasmus,
Charts and posters showing non-communicable diseases
exophthalmia
ii) Diseases due to growth in cells, hereditary and hormonal disorders (Cancer, diabetes, epilepsy,
hemophilia, heart disease, ulcer, hypertension, infertility, asthma, albinism, etc.)
4 NON-COMMUNICABLE DISEASES CONT. Teacher guides students to identify signs and symptoms of non-
-Signs and symptoms of non-communicable diseases communicable diseases and also to discuss management and
-Causes of non-communicable diseases prevention of non-communicable diseases.
-Management of non-communicable diseases INSTRUCTIONAL RESOURCES:
-Prevention of non-communicable diseases Posters and charts showing non-communicable diseases, etc.
5 FAMILY LIFE CHALLENGES Teacher leads students in discussion on problems of widowhood and
-Challenges facing the family in Nigeria (e.g. widowhood, acceptance of PLWHA, single single parents in Nigeria
parent, pre-marital and extra-marital sex, in-laws, etc.)
-Agencies promoting healthy family living (school, community, religious group, NGOs, INSTRUCTIONAL RESOURCES:
social welfare etc.) CDs showing family life challenges, etc.
6 FAMILY PLANNING AND SAFE MOTHERHOOD: -Meaning and advantages of: Students dramatize benefits of small family size
i) family planning ii) birth control methods iii) safe motherhood INSTRUCTIONAL MATERIALS:
-Differences between family planning and safe motherhood Charts and posters on family planning methods, etc.
7 MENTAL HEALTH Teacher and students discuss types, causes, prevention and importance
-Definition of mental health -Promotion of mental health of mental illness.
-Types and prevention of mental illness -Importance of mental and social health INSTRUCTIONAL RESOURCES: Posters, charts of mental illnesses, etc.
8 FACTORS INFLUENCING CHOICE OF CONSUMER PRODUCTS AND SERVICES - A visit to stores and services providing centers
-Factors influencing choice of products and services: - Mention reasons why students and/or their parents, guardians,
i) Authenticity ii) Cost iii) Availability friends prefer particular items of the same type against others.
iv) Accessibility v) Affordability vi) Advertisement INSTRUCTIONAL RESOURCES: Real objects, posters, charts, etc.
9 CONSUMER HEALTH CARE SERVICES -Teacher guide students to identify available health care services in Nigeria. -
-Types of health care services: Field trip to health care facilities in their locality.
i) Traditional medicine ii) Orthodox medicine INSTRUCTIONAL RESOURCES:
iii) Alternative methods of healing (acupuncture, yoya, faith health) CDs, posters and charts showing different types of health care facilities.
10 QUACKS AND QUACKERY Students collect products of quackery and bring to class; and discuss the
-Define the terms: i) quack ii) quackery different types of quackery with their teacher.
-Types of quackery: i) mechanical quackery ii) electrical quackery INSTRUCTIONAL RESOURCES:
iii) drug and cosmetics quackery iv) medical quackery Real objects, charts, posters, showing products of quackery.
11 - 13 Revision Revision

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COMPUTER STUDIES
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 CENTRAL PROCESSING UNIT(CPU) -Teacher leads students to list CPU components e.g. ALU, Control unit, etc.
-Arithmetic and logic unit and control unit -States functions of ALU and control unit e.g. explains ALU-accept and executes any arithmetic and logic
-Function of ALU and Control unit operations while control unit controls all operations inputted to the system.
2 MEMORY UNIT - Teacher leads students to list types of memory e.g.
-Types of memory i) Primary memory (main memory) ii) Secondary memory(auxiliary)
-Description of: -Description of: primary memory
i) Primary memory i) Random access memory(RAM) ii) Read only memory(ROM)
ii) Secondary memory Secondary memory: Flash drive, hard disk, compact disk(CD), digital video disk (DVD)
3 MEMORY UNIT - Teacher leads students to display auxiliary storage devices as secondary storage e.g. floppy disk, flash
-Differences between primary and secondary drive, compact disk, etc.
memory -Units of storage:
Bits, nibble, bytes, kilobytes(KB), megabytes(MB), gigabytes, (GB), terabytes (TB)
4 MEMORY UNIT - Teacher leads students to compare presently available storage devices (size, memory capacity) e.g. size,
i) Conversion from one unit to the other speed, technology (optical, magnetic and semiconductor)
ii) Comparison of auxiliary storage devices. - Teacher leads students to carry one simple arithmetic on conversion from one unit to another.
E.g. 1 Kilobyte (KB) =1000 bytes etc.
5 LOGIC CIRCUITS - Teacher leads students to define logic gate
-Definition of logic gate -Guides students to list types of logic gates e.g. AND, NOT, OR, by the use of drawing charts.
-Types of logic gates
6 LOGIC CIRCUITS -Displays symbols of logic gates on a chart
-Symbols of each logic gate - Teacher guides students to identify the signals in each gate symbol.
-Input and output signals for AND, NOT, OR gates.
7 LOGIC CIRCUITS - Teacher guides students to construct truth table for gate
-Truth table construction for AND, NOT, OR -Write logic equations, etc.
-Equation for: AND, NOT, OR gates.
8 LOGIC CIRCUITS - Teacher leads students to state the differences among the three gates
-Uses of logic gates -As building blocks for hardware/electronic components.
-Logic circuits II(AL)Alternative logic gates) -Description of alternative logic gates.
9 ALTERNATIVE LOGIC GATES II - Teacher leads students to list types of alternative logic gates, e.g. NAND, NOR, etc.
-Types of alternative logic gates -Displays symbols of alternative logic gates on a chart
-Symbols of each logic gate -Guides students to identify the signals in each gate symbol, i.e. NAND, NOR.
-Input/output signals
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1O ALTERNATIVE LOGIC GATE II - Teacher guides students to construct truth table for each gate: i.e. NAND, NOR
-Truth table construction -Write a logic equation for each
-Equation for: NAND, NOR gates -Uses of logic gates: As building blocks for hardware or electronic components etc.
-Uses of logic gates -Construction of simple comparators using NOR/NAND, XOR gates.
11 COMPUTER DATA CONVERSION - Teacher leads students to define:
-Definition i) Register ii) Address iii) Business
-Types of registers - Teacher guides students to list types of MDR, CIR, and SQR.
-Function of each register and main memory -State the functions of each register and main memory.
12 COMPUTER DATA CONVERSION - Teacher guides students to identify differences between register and main memory
-Differences between register and main memory -Outline steps in data conversion e.g. ‘data-fetch-execute’ cycle in a simple form.
-Outline steps -States factors affecting data transfer: BUS-Speed, BUS-Width, etc.
-Factors affecting speed data transfer
13 Revision Revision
14 Examination Examination

COMPUTER STUDIES
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 CONCEPT OF COMPUTER FILES - Teacher leads students to define each term

-Definition i) Computer ii) Record iii) Field iv) Data item
-Types of data items -Guides students to list the types of data item: numeric, alphabetic, alpha-numeric
-File structure organization -File structure organization (from data item)
2 CONCEPT OF COMPUTER FILES - Teacher leads students to list types of file organization
-Type of file organization i) Serial ii) Sequential iii) Indexed iv) Random
-Methods of accessing files -Methods of accessing of files, e.g. as above
-Classification of file -Classification of:
i) Master file ii) Transaction file iii) Reference file
-Criteria for classifying files: Nature of content.
-Organization method. -Storage medium
3 HANDLING COMPUTER FILE: - Teacher guides students to list basic operations on computer files, e.g. creation, deletion, copy,
-Basic operation on computer files retrieval, view, update, open, close.
-Steps involved in creating sequential file -Outlines steps involved in file creation using BASIC processing statements e.g. Exam file with math and
English and hands-on-experience(H-O-E)
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-Steps involved in accessing sequential file above -Outline steps involved in file accessing using BASIC processing statements.
using basic file
4 HANDLING COMPUTER FILES -Describes file insecurity and its effects
-Basic file processing i) Data loss and is causes ii) Over writing
-Effect of file insecurity -Leads students to mention file security methods:
-Methods of file security i) Use of back-ups ii) Use of antivirus iii) Password iv) Proper label of storage devices, etc.
5 HANDLING COMPUTER FILES - Teacher lead the discussion to identify differences between computer files and manual filing system
-Difference between computer files and manual files -Advantages are: more secured, fast to access, less laborious, more reliable, neatly modified
-Advantages of computerized files -States limitation of computerized file e.g. Expensive to set it up
-Limitations -Irregular power supply, etc.
6 LOGIC CIRCUITS -Displays symbols of logic gates on a chart
-Symbols of each logic gate -Guides students to identify the signals in each gate symbol.
-Input and output signals for AND, NOT, OR gates.
7 LOGIC CIRCUITS - Teacher guides students to construct truth table for gate
-Truth table construction for AND, NOT, OR -Write logic equations, etc.
-Equation for: AND, NOT, OR gates.
8 LOGIC CIRCUITS - Teacher leads students to state the differences among the three gates
-Uses of logic gates -As building blocks for hardware/electronic components.
-Logic circuits II(AL)Alternative logic gates) -Description of alternative logic gates.
9 ALTERNATIVE LOGIC GATES II - Teacher leads students to list types of alternative logic gates, e.g. NAND, NOR, etc.
-Types of alternative logic gates -Displays symbols of alternative logic gates on a chart
-Symbols of each logic gate -Guides students to identify the signals in each gate symbol, i.e. NAND, NOR.
-Input/output signals
1O ALTERNATIVE LOGIC GATE II - Teacher guides students to construct truth table for each gate: i.e. NAND, NOR
-Truth table construction -Write a logic equation for each
-Equation for: NAND, NOR gates -Uses of logic gates: As building blocks for hardware or electronic components etc.
-Uses of logic gates -Construction of simple comparators using NOR/NAND, XOR gates.
11 COMPUTER DATA CONVERSION -Leads students to define: i) Register ii) Address iii) Business
-Definition. -Types of registers -Guides students to list types of MDR, CIR, and SQR.
-Function of each register and main memory -State the functions of each register and main memory.
12 COMPUTER DATA CONVERSION -Guides students to identify differences between register and main memory
-Differences between register and main memory -Outline steps in data conversion e.g. ‘data-fetch-execute’ cycle in a simple form.
-Outline steps -States factors affecting data transfer: BUS-Speed, BUS-Width, etc.
-Factors affecting speed data transfer
13 Revision Revision
14 Examination Examination
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COMPUTER STUDIES
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 ALGORITHMS AND FLOW CHART - Teacher leads students to define algorithm and flow chart
-Definition -List the functions of algorithm
-Characteristics of Algorithms - Teacher guides students to list characteristics of algorithm, e.g. finite, effective and unambiguous, etc.
-Functions of Algorithm
2 ALGORITHM AND FLOW CHART Teacher guides students to write a simple algorithm for:
-Writing algorithm for solving a given -Computing average of a given set of numbers
problem. -Evaluation of equation:
Y=a (b-c)2/d+2.
-Printing out the first ten odd numbers etc.
3 ALGORITHMS AND FLOW CHART -Demonstrate flow chart symbols: I/O, process, decision, etc.
-Flow chart symbols -States what each symbol represents.
-Use of each flow chart symbol -Guides students to draw appropriate flow chart to solve a given problem.
4 BASIC PROGRAMING II Teacher leads students to identify build-in functions:
-Build in functions i) SQR ii) INT(X) iii) SIN(X) iv) ABS(X) v)RND(X) vi) COS(X) vii) TAN(X) viii) LOG(X) ix) EXP(X)
-Basic notations
5 BASIC PROGRAMMING II -Basic notation of algebraic expressions
-Basic notation i) √𝑏 2 − 4𝑎𝑐/2a ii) (x-y) (x+y) iii) (a+b)+c/sin d
iv) b=1/4ac v) e -Sin(x+ny), etc.
x+y

6 BASIC PROGRAMING II Teacher leads students to write BASIC programming using built in functions:
Write a basic program to compute algebraic i) Find square root, S, round up to an integer. ii) Find square root of numbers with a given range.
equations iii) Find the cosine of known values. iv) Find the tangent of a given angle
v) Plot sine wave curve, plot cosine curve.
7A INTERNET -Teacher leads students to define:
Definition and some computer internet terms i) Internet ii Some basic terms:
Browse, browser, chart room, cybercafé, cyber space, download.
7B INTERNET - Teacher guides students to define some basic terms: Home page, HTML, HTTP, Intranet, Internet service
Definition of internet and some basic terms provider, upload, protocol, web browser, web page, web site.
8 INTERNET - Teacher leads students to list the main browsers:
Main browsers: i) Internet explorer ii) Netscape navigation
- Features in main browsers iii) Opera iv) Firefox
-Leads students to list the features in main browser, window, title bar, menu bar, tool bar, address bar, etc.
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9 INTERNET -Teacher instructs students to visit some websites

Internet services -Write notes on the board on what they learnt on their visit website, e-mail.
-Email discussion group -Telnet -Usenet -FTP -www, etc.
10 ELECTRONIC MAIL(E-MAIL SERVICES) - Teacher leads students to define:
-Definitions i) Electronic mail ii) E-mail; services
a. Sending/receiving e-mail
b. Charting
iii) Steps involved in operating mail box iv) Steps involved in creating e-mail account.
11 ELECTRONIC MAIL(E-MAIL SERVICES) - Teacher guides students to write e-mail and website addresses and identify the differences in their
-Features in an e-mail address features e.g.
-Definition of charting i) [email protected]
e-mail address
ii) www.finegoving.org
website
-Definition of chatting
-Steps involved in chatting.

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FINANCIAL ACCOUNTING
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 MANUFACTURING ACCOUNT Teacher discusses the items that make up manufacturing account, uses a flash and demonstrates
- Meaning/definition the different terminologies used in manufacturing account - prepares manufacturing account,
- Purpose of manufacturing account trading, profit and loss account and balance sheet format.
- Terminologies used. Students participate in the discussion by listing out the manufacturing items, prepare
- Computation of; manufacturing account format.
a. Cost of raw materials available for use. Resources; chart, format of manufacturing account, trading, profit and loss account.
b. Cost of raw materials consumed or used.
c. Prime cost of production.
2 MANUFACTURING ACCOUNT Teacher discusses the items that make up manufacturing account and trading account uses a flash
- Layout/format of manufacturing account. to demonstrate, prepares manufacturing account and trading account together.
- Preparation of manufacturing and trading account Students participate in the discussion by listing out the manufacturing items for trading account.
together. Prepares manufacturing trading account.
Resources; chart, format of manufacturing and trading account.
3 MANUFACTURING ACCOUNT Teacher discusses the items that make up manufacturing account, uses a flash to demonstrate the
- Preparation of profit and loss account. different terminologies used in preparing manufacturing, trading, profit and loss account.
- Preparation of manufacturing, trading profit and Students participate in the discussion by listing out the manufacturing items, prepares
loss account. manufacturing, trading, profit and loss account.
Resources; chart, format of manufacturing account with trading, profit and loss account.
4 MANUFACTURING ACCOUNT Teacher discusses the items that make up manufacturing account, uses a flash and demonstrates
- Transfer of goods manufactured from the the different terminologies used in manufacturing account, prepares manufacturing account with
manufacturing department to the sales trading, profit and loss account, balance sheet.
department. Students participate in the discussion by listing out the manufacturing items, prepare from
- Balance sheet; manufacturing account to the balance sheet.
a. Layout Resources; chart, format of manufacturing account, trading, profit and loss account with the
b. Preparation. balance sheet.
5 ACCOUNT OF NON-PROFIT ORGANIZATION Teacher explains receipts and payments, income and expenditure items, leads students to
- Introduction identify features and limitation, receipt and payment account, income and expenditure.
- Receipts and payment account; Displays format to show the preparation of receipt and payment account.
a. Features Prepare receipt and payment account.
b. Limitations. Students pay attention to the lesson, participate in the activities i.e. receipts and payment account
- Formats of receipts and payments account with income and expenditure account, format preparation.
- Preparation of receipts and payment account. Resources; charts, format of receipts and payment accounts, format of the income and
expenditure accounts, a flash card.
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6 ACCOUNT OF NON-PROFIT ORGANIZATION Teacher explains income and expenditure items, plays the income and expenditure, format,
- Income and expenditure account; meaning. prepares income and expenditure account.
- Differences between receipts and payment Students pay attention to the lesson, participate in the preparation of the accounts, i.e. Income
accounts and income and expenditure. and expenditure account.
- Format of income and expenditure account. Resources; charts, format of the income and expenditure accounts, a flash card.
7 ACCOUNT OF NON-PROFIT ORGANIZATION Teacher explains how to derive accumulated fund, prepares the income and expenditure account
- Preparation of income and expenditure account. showing accumulated fund, and prepares a balance sheet.
- Accumulated fund Students pay attention to the lesson, participate in the preparation of the accounts, i.e. income
- Preparation of balance sheet and expenditure showing accumulated and a balance sheet.
Resources; charts, format of the income and expenditure accounts, a flash card.
8 REVISIT BANK RECONCILIATION Teacher explains the different types of bank document, interprets the bank statement, work some
- Differences between bank statement and examples like adjustment of cash book, and bank reconciliation statement preparation.
reconciliation statement. Students write short notes on the following; dishonoured cheque, un-credited cheque, un-
- Interpretation of bank statement presented cheque, commission/interest.
- Causes of discrepancies between cash book and They also prepare bank reconciliation statement from a given bank statement e.g. standing order,
bank statement. direct payment. They prepare adjusted cash book and observe the various stages in cash book.
Resources; bank documents, charts, resource person.
9 BANK RECONCILIATION STATEMENT Teacher works some examples: adjustment of cash book, prepares bank reconciliation statement
- Preparation of adjusted cash book. with items from adjusted cash book and overdraft
- Preparation of bank reconciliation statement, bank Students write short notes on the following; dishonoured cheque, un-credited cheque, un-
overdraft, preparation of bank reconciliation presented cheque, commission/interest.
statement with normal bank statement. They also prepare bank reconciliation statement showing items from adjusted cash book.
Also prepare bank reconciliation statement with dishonoured cheques.
Resources; bank documents, charts, resource person.
10 REVISIT ACCOUNT CONTROL Teacher guides the students to identify sales ledger item, identify purchases ledger item, prepares
- Sales ledger control account. sales ledger control account, prepare purchases ledger control account.
- Purchases ledger control account. Students listen and take part in the preparation of: sales ledger control account, purchases ledger
control account.
Resources; charts, format of both the sales and purchases ledger.
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FINANCIAL ACCOUNTING
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 PARTNERSHIP ACCOUNT Teacher explains the meaning of partnership account, guides the students to identify and explain
- Meaning/definition capital accounts and terminologies involved, explains the differences in capital account, prepares
- Terminologies used the capital account, guides the students to identify current account, identify the different
- Partners’ capital account terminologies used in partners’ current account, prepares capital and current account, and
- Types of capital account. discusses the appropriate sharing ratio of partners.
Students pay attention, take part in the preparation of capital account and current account.
Resources; charts, flashcards of the key words, format.
2 PARTNERSHIP ACCOUNT Teacher explains the meaning of partners trading account, profit and loss account.
- Trading account Explain the terminologies, displays a format showing trading, profit and loss appropriation account.
- The profit and loss account of partnership. Students pay attention and take part in the preparation of trading, profit and loss appropriation
- Partners profit and loss appropriation account. account.
Resources; charts, flashcards of the key words, format.
3 PARTNERSHIP ACCOUNT Teacher guides the students to identify current account, different terminologies used in partners’
-Partnership current account; format of profit and loss current account, prepares current account, discusses the appropriate sharing ratio of partners,
appreciation account. displays the format and leads students to prepare current account, profit and loss appropriation
-Balance sheet of partners. account.
-Layout and preparation. Students pay attention, participates in the preparation of current account, profit and loss
appropriation account.
Resources; charts, flashcards of the key words, format.
4 PARTNERSHIP ACCOUNT Teacher discusses admission of new partners, gives reason for admission of new partners, explains
Admission of new partners: Meaning and reasons for goodwill and discusses valuation of goodwill.
admission of new partners. Students pay attention, take part in activities involving new partners admission, lists reason for
Goodwill: Meaning and valuation of goodwill. admitting new partners, explain goodwill, prepares goodwill account.
Resources; charts, flashcards of the key words, format.
5 PARTNERSHIP ACCOUNT Teacher explains the meaning of revaluation of assets; explain how to make journal entries. Displays
- Revaluation of assets; format for preparation of revaluation account, and a new balance sheet preparation.
a. Meaning and journal entries Students pay attention, as the teacher prepares journal entries, participates in the preparation of
b. Preparation of revaluation account. revaluation account and a new balance sheet.
- Preparation of new balance sheet. Resources; charts, flashcards of the key words, format.
6 PARTNERSHIP ACCOUNT Teacher explains the meaning of dissolution of partnership account, guides the students to identify
- Dissolution of partnership; reasons for dissolution of partnership, lists the procedures in dissolving a partnership business, and
meaning/definition guides the students to identify reasons for dissolving partnership business. Lists and discusses
- Reasons for dissolution of partnership procedures for dissolving partnership business, prepares realization account.
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- Dissolution procedures. Students pay attention, take part in giving reasons for dissolution of partnership business, lists
- Preparation of realization account. reasons for dissolution of a partnership business, mention procedures for dissolving partnership
business, preparation of realization account.
Resources; charts, flashcards of the key words.
7 INCOMPLETE RECORDS (SINGLE ENTRY) Teacher explains single entry, I, computes profit from two balance sheet showing opening and
Meaning/definition. Features of single entry. closing statement of affairs.
Disadvantages/limitations.Computation of profit from Students listen to the teacher and take part in the preparation of
two balance sheets showing opening and closing capital. Resources; chart, format.
8 INCOMPLETE RECORDS Teacher explains, prepares statement of affairs to determine capital and statement of profit.
Preparation of statement of affairs; calculation of profit. Students listen to the teacher and take part in the preparation of the statement of affairs to
determine capital and profit.
Resources; chart.
9 INCOMPLETE RECORDS Teacher prepares statement of affairs, analysis of a cash book and reconstructs necessary accounts.
Conversion of single entry: Prepares trading, profit and loss account and a balance sheet.
Prepare statement of affairs. Prepare analysis of a Students listen to the teacher and take part in the preparation of the statement of affair, trading,
cashbook. Reconstruct necessary accounts. Preparation profit and loss account and a balance sheet.
of trading, profit and loss account. Preparation of Resources; chart.
balance sheet.
10 INTERPRETATION OF ACCOUNTS USING SIMPLE Teacher explains the different accounting ratio, calculate and show examples, computation and
ACCOUNTING RATIOS EQUITY. illustration with examples.
Capital employed. Working capital. Ratio of working
capital to capital employed. Ratio of equity to capital
employed.
11 FURTHER TREATMENT OF INTERPRETATION OF Teacher defines capital employed working capital. - Students list out the different ways by which we
ACCOUNTS can interpret account, explain the following; capital employed, working capital, ratio of working
capital to capital employed, ratio of equity to capital employed.
Resources; charts, flash cards.
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FINANCIAL ACCOUNTING
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 COMPANY ACCOUNT; FORMATION OF A COMPANY Teacher states the requirements of companies and allied matters act of 1990,
Companies and allied matters act 1990 relating to formation of explain relevant terminologies to the formation of company, list the differences
companies. between private and public companies, and give specific examples of public and
Terminologies: private companies within the locality.
- Memorandum of associations. - Articles of association. - Prospectus etc. Students highlight the requirements for companies and allied matters acts of 1990;
- Types of companies; private and public companies; participate in the discussion on the terminologies relevant to the company.
- Private company; Definition and Features. State the features of public and private companies.
- Public company; Definition and Features Resources; chart, daily official list of companies from Corporate Affairs
- Distinction between public and private companies. Commission.
2 QUOTED AND UNQUOTED COMPANIES Teacher explain quoted and unquoted companies, leads the students to state the
Quoted companies: - Definition – Features - Examples. differences between quoted and unquoted companies, guides students to name the
Unquoted companies: - Definition - Features examples of quoted and unquoted companies.
Distinguish between quoted and unquoted companies. Students list the differences between quoted and unquoted companies; prepare a
list of quoted and unquoted companies in your locality.
Resources; charts, daily official list from NSC, books.
3 COMPANY ACCOUNT Teacher guides the students to explain the term financial system, ask students to
Financial system: - Definition - Components of financial system e.g. name the components of financial system, illustrates functions and features of each
banks, insurance, NSE, SEC, CSCS etc. component using charts and reports.
Money market: - Definition - Key functions - Market institutions. Students write short notes on financial system, money market, capital market,
- Features of money market (short term). insurance.
Discuss the key functions of each components Resources; charts, posters, pictures, short market report.
Describe the features of each component.
4 METHODS OF RAISING FUNDS FROM THE CAPITAL MARKET; Teacher defines capital market, primary and secondary markets, segments of
- Methods; explain offer for sales, offer for subscription, right secondary markets, key functions, market institutions, features of capital market
issues, private placement. (medium or long term), insurance market; definition, key functions market
institutions, features of insurance market.
Students define offer for sale, offer for subscription, list out the requirements for
accessing the capital market, and discuss the different benefits of capital markets.
Resources; publication of SEC, NSE, video of activities on the floor of stock
exchange, dividend warrant.
5 BENEFITS OF CAPITAL MARKETS; Teacher defines capital market, primary and secondary markets, segments of
- Benefits to individual investors secondary markets, key functions, market institutions, features of capital market
- Benefits to government
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- Benefits to the economy (medium or long term), insurance market; definition, key functions market
- Benefits to individual companies. institutions, features of insurance market.
Students define offer for sale, offer for subscription, and list out the requirements
for accessing the capital market, discus the different benefits of capital markets.
Resources; publication of SEC, NSE, video of activities or the floor of stock
exchange, dividend warrant.
6 ISSUES OF SHARES Teacher discusses the differences between classes of shares, highlights the
- Terminologies differences between authorized issued shares, discuss the differences between
- Shares accounts preparation issue of shares at par and at a premium, prepare account to issue shares, illustrate
- Application account. by showing share certificate.
- Allotment account Students participate in the discussion of issues of shares and share account, draw a
- Calls accounts. share certificate and study, take part in the preparation of account related to issue
of shares.
Resources; charts, pictures, publications, securities exchange commission, NSE,
share certificate.
7 PREPARATION OF SHARE ACCOUNT (CONT) Teacher discusses the differences between classes of shares, highlights the
- cash/bank account differences between authorized issued shares, discuss the differences between
- share premium account issue of shares at par and at a premium, prepare account to issue shares, illustrate
- share discount account by showing share certificate.
- share capital accounts; Students participate in the discussion of issues of shares and share account, draw a
a. preference shares account share certificate and study, take part in the preparation of account related to issue
b. Ordinary share capital account. of shares.
Resources; charts, pictures, publications, securities exchange commission, NSE,
share certificate.
8 LOAN CAPITAL Teacher explains the loan capital terminologies; illustrate the differences between
- Terminologies shares and debenture account.
- Debentures Students listen and take notes, write short notes on the terminologies,
- Mortgage excursion/fieldtrip to capital market.
- Interest Resources; publication, charts.
- Preparation of debenture accounts.
9 COMPANY ACCOUNT (FINAL ACCOUNT) Teacher prepares trading, profit and loss account, appropriation account, shows
i. Profit and loss appropriation account;- goodwill written off, preliminary expenses, amount transferred to reserve, bonuses
- Amount written off. and dividends. Students listen to the teacher; participate in the preparation of
- Goodwill trading, profit & loss appropriation account showing goodwill written off,
- Preliminary expenses preliminary expenses, transfers etc.
ii. Amount transferred to reserve;

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- Bonuses Resources; charts, CAMD 1990, SEC & NSC requirement, copies of company’s
- Dividends. financial statement.
10 COMPANY ACCOUNT (FINAL ACCOUNT) Teacher prepares balance sheet using format, analyse the balance sheet, ratio
- The company balance sheet; layout/format, preparation, analysis method.
analyzing/interpretation. Students listen to the teacher, participate in the preparation of balance sheet,
analyze/interpret the balance sheet viz current ratio, rate of stock turnover, gross
profit to turnover etc.
Resources; charts, CAMD 1990, SEC & NSC requirement, copies of company’s
financial statement.
11 REGULATION OF THE CAPITAL MARKET Teacher defines capital market and guides students to appreciate the need for
- Meaning and reasons for regulations. regulating capital market, types of capital market, importance and tools of
- Types of regulations regulation, and to appreciate the required attributes to capital market operators.
- Statutory regulation Students explain the meaning of regulation; outline the major types of regulation in
- Self-regulation stock exchanges. the capital market, and the required attributes of capital market operators.
- Nigeria stock exchange Resources; publication of; SEC, MSE, CSCS, ASCE. Feature articles from newspapers,
- Definition, outline. video clips, and internet.
- Abuja stock and commodity exchange.
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OFFICE PRACTICE
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 FILING: Students take note of definition; participate in discussion on Textbook
- Meaning methods of filing. Students take turns to file various Workbook
- Method of filing: centralized and decentralized. documents in files
2 PURPOSE OF FILING Students state five characteristics of a good filing system. Textbook
- Characteristics and advantages of a good filing system State the advantages/disadvantages. Office files
3 CLASSIFICATION OF FILING SYSTEM Students identify at least five classes of filing system, Textbook
- Alphabetical - Numerical enumerate the steps in filing. Office files
- Chronological - Advantages and disadvantages of each.
4 CLASSIFICATION OF FILING SYSTEM Students describe each filing system and state the Textbook
- Subject - Geographical advantages/disadvantages of each. Workbook
- Alphanumerical - Advantages and disadvantages of each.
5 Types of files: active, semi-active, inactive, pending, temporary, Students discuss different types of files, practice actual filing Textbook
miscellaneous file. of documents. Workbook
6 CATEGORIES OF FILES- open file, confidential file, secret file, top Samples of actual office files, filing equipment and Textbook
secret file. accessories, files and folders. Workbook
- Movement of files. - File movement register
- Types of file-folders, jackets.
7 FILING EQUIPMENT: Box Cabinets, Desk Pictures of file equipment, etc. Textbook
- System of filing: vertical, lateral, shelf. Workbook
- Electronic filing and use of computer.
8 CORRESPONDENCE: - Meaning and types Discuss the difference between internal and external memos. Textbook
- Memos (internal and external), differences Ask questions and copy the notes on the chalkboard. Workbook
- Notice - Minutes of meetings.
9 CORRESPONDENCE CONT Students participate in discussion, take down notes. Textbook
- Business letters Specimen memos, business letters, minutes, report. Workbook
- Reports- forms of report- informative and investigative report.
10 TYPES OF BUSINESS LETTERS; Students participate in discussion, take down notes. Textbook
- Application letter - Interview letter Specimen. Workbook
- Appointment letter - Goodwill letter.
11 Revision and Examination
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OFFICE PRACTICE
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 METHOD OF PAYMENT- MEANING Students take down notes, answer teacher’s question on Textbook
- Reasons for making payments why payments are made. Workbook
- Method: cash, cheque, bank draft (give meaning and detailed explanation)
2 METHOD OF PAYMENT Students take down notes, participate in discussion, and Textbook
- Postal order/post cash. Money order/western union money gram. - Standing fill out a dummy voucher. Workbook
order. Credit transfer. Telegraphic transfer.
3 METHOD OF PAYMENT CONT; Students participate in class discussion, take down notes. Textbook
- E-banking- meaning Workbook
- Services under e-banking—ATM, credit card, debit card.
4 METHOD OF PAYMENT CONT; Students participate in class discussion, take down notes. Textbook
- Electronic fund transfer. - Mobile banking. Workbook
- Internet banking - Telephone banking.
5 WAGES AND SALARIES- MEANING Students listen to teacher and take down notes. Textbook
Differences between wages and salaries. The role of wages office -; calculate Workbook
wages, record wages, make appropriate payments and deductions.
6 METHOD OF PAYING WAGES Students participate in class discussion and take down Textbook
Time rate, piece rate, profit sharing method, commission bonus, premium notes. Workbook
bonus. Procedures for paying wages. Analyses cash. Determines withdrawal, Listen to teacher’s explanation and example. Work given
prior notice to bank. Prepare payroll, disbursement. exercises.
7 DOCUMENTS USED IN PREPARING SALARIES AND WAGES Students prepare a pay slip. Textbook
Payroll, pay slip, payment voucher. Calculation of gross pay and net pay. Workbook
8 IMPREST ACCOUNT - MEANING Students define impress account, preparation of imprest Textbook
Importance of imprest account. Preparation of imprest account. A/C, work exercises on imprest account. Workbook
9 CLASSIFICATION OF MAILS Specimen of petty cash vouchers, salary vouchers, pay Textbook
Confidential, personal, urgent. Incoming and outgoing mails- meaning. slips, cheque, cash postal orders, money orders. Workbook
10 CLASSIFICATION OF MAILS CONT. Students participate in discussion; demonstrate Textbook
Procedures for handling mails. procedures for handling incoming and outgoing mails. Workbook
Preparation of outgoing and incoming mails registers.
11 METHODS OF MAIL DELIVERY Specimen of envelops, stamps, letters, mail register. Textbook
By post, by hand, electronic, courier. Courier services- meaning Workbook
- Advantages and disadvantages of courier services.
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12 Revision Revision
13 Examination Examination

OFFICE PRACTICE
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES

1 COMMUNICATION- DEFINITION Students listen attentively and write down the definition, participate in Textbook
discussion, jot points down. Workbook
The communication process- sender, receiver,
-
draw the diagram of communication process
- Pattern of communication- vertical, downward,
upward and horizontal.
2 IMPORTANCE OF COMMUNICATION Students participate in discussion, take down notes, go on excursion to a Textbook
media house, cyber cafe, NIPOST. Workbook
- Advantages/disadvantages of communication.
- Factors affecting the choice of communication.
- Barriers to effective communication.
3 TYPES OF COMMUNICATION; Students participate in discussion, list advantages and disadvantages of Textbook
different method of communication. Workbook
- Verbal and non-verbal
- Verbal/oral communication- meaning
- Advantages/disadvantages
- Non-verbal- meaning, examples- body language,
signs etc.
4 - WRITTEN COMMUNICATION- MEANING Participate in discussion, go on the excursion, ask questions where Textbook
- By letters, memos, magazines etc. necessary. Workbook
- Advantages and disadvantages
- Visual communication- meaning
- Advantages and disadvantages.
5 - METHODS OF COMMUNICATION Students participate in discussion; give example of traditional method of Textbook
- Traditional and modern method communication e.g. using real objects. Workbook
- Traditional method- drum, town crier, gongs etc.
- Advantages and disadvantages.

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6 - METHOD OF COMMUNICATION CONT Specimen; pictures of communication tools, GSM handset, analogue, Textbook
- Modern method- letters, telephone, cablegram, telephone, fax machine, computer, TV, radio/cassette, recorder, satellite Workbook
telegram, radio, TV, electronic e-mail, face book, dish, newspaper, journals, hand bills, postage stamps, the internet, reports,
twitter, to go etc. letters, minute of meetings etc.

7 - COMMUNICATION SERVICES BY NIPOST Specimen; pictures of communication tools, GSM handset, analogue, Textbook
- Postal services rendered by NIPOST -; ordinary telephone, fax machine, computer, TV, radio/cassette, recorder, satellite Workbook
letter, registered letter, express letter, parcels, air dish, newspaper, journals, hand bills, postage stamps, the internet, reports,
mail, postage, recorded delivery. letters, minute of meetings etc.
- Auxiliary services provided by post office – postage
stamp, postal order, money order, telegraphic
money order, private boxes, private mail bag.
8 - COMMUNICATION SERVICES BY NITEL Students take notes and ask questions where necessary, participate in Textbook
- Telephone services, common telephone services discussion in using real objects for communication. Workbook
available; internet calls, local calls, trunk calls,
international calls, conference calls, fixed time calls,
emergency calls, radio and TV services, satellite,
internet services (e-mail), Global Communication
System (GSM).
9 - COURIER SERVICES; Meaning Textbook
- Services rendered by courier services Workbook
- Global system for mobile communication (GSM)
- Advantages and disadvantages.
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INSURANCE
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Motor insurance: Teacher explains the concept, explains the policies. Students identifies three levels of
(i) Meaning of motor insurance motor insurance documents
(ii) Types of polices in motor insurance
Motor insurance Teacher states the scope of motor insurance, Students writes three levels of motor
2 (i) Scope of motor insurance insurance and ECOWAS brown card.
-private car, commercial vehicles, motorcycle, Agricultural and
forestry vehicles.
(ii) ECOWAS brown card: Uses and cover provided. Specimen of motor insurance document.
3-4 Insurance products: Fire Insurance Teacher explains fire insurance, properties covered.
(i) meaning of fire insurance Students identifies the insurance covered and state perils covered:
(ii) Standard fire policy cover/ property covered under fire
insurance
(iii) Perils covered, who buy fire insurance. Instructional resources use of chart.
(iv) Special peril.
Insurance product:-
Theft insurance: Teachers explains the concept, state properties covered
(i) Meaning of theft insurance Students defines theft insurance properties covered, explain theft in public premises
(ii) Properties to be covered under theft insurance Instructional resources.
(iii)Theft insurance in business premises.
5. Theft insurance (cont.) Teacher explains theft insurance in private premises, state differences between theft
i) Theft insurance in private premises in private and public premises.
ii) Different between theft in business and private premises. Students identify the differences, explain theft by key or trick. Use of chart.
iii) Theft by key or trick.
6. Insurance products:-Money insurance cover:-
i)Meaning of money , what constitute money-cash, cheque, poster Teacher explains money etc. students defines money, state what constitute money,
order, etc. that can be insured state the difference between money in transit and money in custody of staff.
ii) Money in transit, in safe or strong room after business hours. Specimen of money.
Iii) Money in custody of a staff e.g. Cashier.
7. Money Insurance Cont. Teacher explains necessity for money insurance and types of cover available.
i) Necessity for money insurance. Students state cover available.
ii) Types of covers available. Chats.

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8. Insurance Product: Teachers explains the concept

Fidelity guarantees Insurance. Fidelity guarantees state types of policies. Students identify the concept, state
i) Meaning of fidelity guarantee insurance examples of the policy, differences between commercial guarantee and bond.
ii) Types of policies in fidelity guarantee insurance e.g. Name policy, Specimen of document/charts.
position policy, blanket policy, bonds. etc.
iii) Difference between commercial guarantee and bond.
9. Insurance Products: credit Insurance Teacher explains the concepts, state its uses.
i)meaning of credit insurance Students define credit Insurance and give two uses.
ii)uses of credit insurance: own goods in own vehicles, owned goods Specimen of document/charts
in hired vehicles
iii) Open cover and use of declaration, single transits.
10. Credit insurance (cont.) Teacher explains the concepts, Types, State the necessity of the goods in the transit
i) Types of cover categories of covers) insurance.
ii) Necessity of goods in transits insurance. Students answer questions use of charts
10-11 Revision Revision
12 Examination Examination

INSURANCE
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Burglary Insurance: Teacher explains and differentiates between burglary and theft insurance.
i) Meaning of burglary insurance Students states two differences of burglary and theft insurance.
ii) Property to be covered. Use of tabular charts.
iii) Different between burglary and theft insurance
2 Marine Insurance: Teacher explains the concepts, state various perils, properties covered and explain with
Meaning of marine insurance. Various perils of the sea. example each policy.
Property covered by marine insurance. Types of marine policies e.g. Students mention and various perils, in the sea, explain two types of policies in marine.
Hull policy, cargo policy and freight policy. Specimen documents /Charts
3 Aviation insurance policy:- Teacher explains aviation insurance, risks, policies.
i) Meaning of aviation insurance. Students define aviation insurance, state two risk, policies involved.
ii) Aviation risks. Specimen of aviation Insurance document
iii) Different types of aviation policies e.g. Aviation hull
policy, cargo policy, freight policy.

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4 Aviation insurance Teachers explain the concepts, state regulations guiding aviation industry.
i) Liabilities from aircraft operations Students visit to airport.
ii) Liabilities to passengers and non-passengers and non-
passengers
iii) International regulations guiding aviation.
iv) Loss of license insurance

5 Engineering Insurance:- Teachers explain the concepts, scope, and state type of engineering insurance.
(i) Meaning and scope of engineering insurance Students define, explain the scope and type.
(ii) Type of engineering Insurance e.g. Broiler, Explosion, Use of chart
computers and all risks.

6 Business Interruption Insurance:- Teachers explain the concepts and its scope.
(i) Meaning of Business Interruption Insurance Students define business Interruption Insurance, state three causes of machine
(ii) Machinery breakdown and causes of machine breakdown, breakdown.
(iii) Scope of the insurance cover Use of chart, specimen document.

7 Business Interruption Insurance Teachers explain the concepts and its scope.
(i) Fire incidence under business interruption Insurance Students define business Interruption Insurance, state three causes of machine
(ii) Consequential loss policy breakdown.
Use of chart, specimen document.
8 Risk Management:- Teachers state the meaning, state risk that can be managed,
i. Meaning of risk management Students identify risks that need to be managed.
ii. How risks can be managed. Use of chart/internet
iii. Risks that may be managed
9 Insurance Product:- Teachers explain the concepts, state perils covered, explain workman compensation
Employers’ liability Insurance. policy.
Students identify perils involved, explain employer’s liability insurance.
Use of chart, internet, journals
10 i. Meaning of employers liability Insurance. Teacher explains the concepts, state perils covered, explain workman compensation
ii. Different perils covered under employer’s liability insurance. policy.
iii. Workman compensation policy Students identify perils involved, explain employer’s liability insurance.
iv. Cover and benefits available Use of chart, internet, journals.
v. Employer’s liability insurance
11 Revision
12 Examination.
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INSURANCE
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 INSURANCE PRODUCT: Teacher explains the concepts.
Employer liability insurance (cont.) Students identify the importance of the policy. Internet /chart.

2 NSURANCE PRODUCT:- Teacher explains the concepts, states circumstances that call for liability cover.
Public liability Students state the two types of personal liability.
i. Meaning of public liability Specimen document /chart.
ii. Personal /public liability policy
iii. Product liability policy. How it may arise.
3 Professional indemnity Teacher explains the concepts, state professional that may need this policy
i. Meaning of Professional indemnity insurance Students define this concept, state two professional that needs such policy.
Professionals that may requires professional indemnity insurance e.g. Doctor, Specimen document/chart.
lawyer, insurance brokers, accountant, architects etc.
4 Insurance products: Teacher explains the concepts, state forms of term assurance, differences.
Term assurance Students identify each type of assurance and compare them.
i. Meaning of term assurance. State two uses of term assurance and two differences between the forms of
ii. Forms of term assurance e.g. Individual and group, increasing term term assurance.
assurance, decreasing term assurance, renewable term assurance. Uses of tabular chart/ internet
iii. Use of term assurance
iv. Different between the term assurances.
5 Insurance products: Teacher explains the concepts, state types, distinguish between each type, and
Endowment assurance its use. Student defines the concept, state two types of endowment assurance.
i. Meaning of endowment assurance (content). Policy document/ internet.
ii. Types/ application of endowment assurance. E.g. ordinary endowment,
family income benefits (FIB).
iii. Distinguish the various type of endowment policy
iv. State benefits provided by each type of endowment policy (Uses).
6 Endowment assurance Teacher explains the concepts, state its uses and risk covered.
i. House purchase endowment assurance. Students identify at least two importance of each type of policy.
ii. Educational endowment assurance. Use of specimen document/ chart.
iii. Risks covered in endowment assurance.
7 Insurance product: Teacher explains the concepts, state mode of operation.
Whole life assurance policy The student states the differences between whole life and endowment.

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i. Meaning of whole life assurance policy. Uses of chart, tabular presentation/ internet.
ii. Mode of operation in whole life assurance.
iii. Difference between whole life and endowment policy.
8 Whole life assurance policy Teacher states/explains concept :-
i. Uses of Whole life assurance Personal accident. State the forms personal accidents. Insurance cover.
ii. Premium payment and maturity Student defines the concept, state tqwhobuys it, explains group accidents policy.
iii. Type of whole life assurance Policy document specimen

9 Insurance products: Teacher states/explains concept :-

Personal accident insurance: Personal accident. State the forms personal accidents. Insurance cover.
i. Meaning of personal accident insurance Student defines the concept, state who buys it, explains group accidents policy.
ii. Form of personal accident insurance/ scope of cover. Policy document specimen
iii. Who buys personal and group accident policy?
10 Personal accidents:
Insurance Cont.
i. Perils covered
ii. Benefits provided
11 Revision
12 Examination

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COMMERCE
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 COMMUNICATIONS Teacher leads discussion on traditional means of communication.
- Trace the development of communication. Students participate and give examples.
- Nigerian traditional means of communication-; gongs,
drums etc.
2 COMMUNICATIONS Teacher leads discussion on telecommunication and telephone services.
- NIPOST-; meaning and functions Students ask questions on satellite, computer and G.S.M
- NITEL-; meaning and functions
- SATELLITE-; meaning, Nigerian SAT1 and 2, GSM, voice
mail, pictures.
3 COMMUNICATIONS Teacher leads discussion on telecommunication and telephone services.
- Courier services and its functions. Students ask questions on satellite, computer and G.S.M
- Compare courier services with the post office services.
- Computer appreciations;- Microsoft wares, opening
documents, storage of documents.
- Computer appreciation; types and print out documents.
4 COMMUNICATIONS Teacher visits the school computer room with the students.
- Computer appreciation-; internet (www.com/you tube), Students manipulate computer in the computer room.
Facebook, twitter.
- E-mail;- meaning, opening e-mail account.
- E-mail sending and receiving/documents.
5 ADVERTISING Teacher guides the learners to identify each of the advertising media, conducts mock
- Meaning of advertising, roles/importance. advertising.
- Types of advertising; persuasive, informative and Students dramatize the method of advertising in business.
competitive, mass and specific. Resources; pictures, radio, TV, newspaper etc.
- Methods of advertising-; direct and indirect.
- Media of advertising, cinema, window display,
catalogues, etc.
6 ADVERTISING Teacher guides the learners to identify each of the advertising media, conducts mock
- Advertising media (advantages and disadvantages) advertising.
- Media or advertising- electronics (TV, radio, internet), Students dramatize the method of advertising in business.
advantages and disadvantages. Resources; pictures, radio, TV, newspaper etc.

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7 ADVERTISING Teacher guides the learners to identify each of the advertising media, conducts mock
- Consumer protection in advertising advertising.
- Factors affecting choices of advertising. Students dramatize the method of advertising in business.
- Appraise the practice of advertising in business. Resources; pictures, radio, TV, newspaper etc.
8 TOURISM Teacher leads discussion on tourism, organize visit to tourist centres.
- Meaning/definition of tourism and tourist, forms, Students participate in class discussion.
advantages and disadvantages of tourism. Resources; pictures, journals, video clips.
- Tourist centres in Nigeria;- Obudu cattle ranch, parks
and zoos etc.
9 INSURANCE Teacher explains insurance and leads discussion on types of risks.
- Insurance- definition and history of insurance in Students write notes on basic principles of insurance.
Nigeria. Resources; charts, pictures, posters etc.
- Basic principles; utmost good faith, insurable interest,
subrogation etc.
- Types of insurance; life assurance-; whole life insurance
and endowment insurance.
10 INSURANCE Teacher explains insurance and leads discussion on types of risks.
- Non-life insurance: motor vehicle, fire, fidelity, Students write notes on basic principles of insurance.
burglary/robbery/theft. Resources; charts, pictures, posters etc.
- Accident, consequential loss insurance.
- Marine insurance; meaning and types e.g. hull, cargo,
ship owner liability and freight insurance.
- Marine insurance policies e.g. time, voyage, policies,
valued and unvalued policy.
- Marine losses; total loss, actual total loss, constructive
total loss, partial loss; general and particular average
losses.
11 INSURANCE Teacher explains insurance and leads discussion on types of risks.
- Underwriting, re-insurance co-operative of Nigeria. Students write notes on basic principles of insurance.
- Types of risks; fundamental and partial risks. Resources; charts, pictures, posters etc.
- Procedures for insurance contract, inquiry, and
proposal form, premium, cover notes etc.
- Role of insurance broker and agents.
- Importance of insurance to business.
- Types of risks; fundamental and partial risks.

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- Procedures for insurance contract, inquiry, proposal

form, premium, cover notes etc.
12 Revision Revision
13 Examination Examination

COMMERCE
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 BANKING Teacher leads discussion on types of banks.
- Meaning, origin and types. Students role play the banking activities and participate actively in class discussion.
- Commercial bank, functions, loan and overdraft. Resources; cheque booklets, teller, ATM cards.
- Types of bank account, saving and fixed deposit.
2 TYPES OF BANK ACCOUNT Teacher leads discussion on types of banks.
- Current accounts- meaning, procedures for opening a Students role-play the banking activities and participate actively in class discussion.
current, factors to be considered before granting a loan by Resources; cheque booklets, teller, ATM cards.
the bank manager.
- Cheque; definition, parties to a cheque, problems involved
in the use of a cheque.
- Types of cheque; order, open, bearer and crossed cheque.
3 FORMS OF CHEQUE Teacher leads discussion on types of banks.
- Stable cheque, postdated, certified bounced, dishonored Students role plays the banking activities and participates actively in class discussion.
cheque. Resources; cheque booklets, teller, ATM cards.
- Crossed cheque- general and special crossing.
- Reasons for dishonoring cheques.
4 PAYMENTS Teacher organizes a visit to any ATM and explains in detail how the machine operates.
- Automated teller machine card, western union, money Students identify the benefit of ATM
gram.
- Computer and the bank, e- banking.
5 CENTRAL BANKING Teacher organizes a visit to any ATM and explains in detail how the machine operates.
- Meaning, origin and functions of central bank. Students identify the benefit of ATM
- How central bank controls commercial banks, clearing
houses.
- Roles of central bank in economic development of West
Africa.
- Distinguish between central bank and commercial bank.
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6 SPECIALIZED BANKS Teacher organizes a visit to any ATM and explains in detail how the machine operates.
- Developed banks, merchant bank, meaning and functions. Students identify the benefit of ATM
- Mortgage bank, meaning and functions.
- Building societies; meaning and functions.
- Universal banks; meaning and functions.
7 WAREHOUSING Teacher leads discussion on the meaning and importance of warehousing in business.
- Meaning and types. Students fully participate in the discussion.
- Importance and functions. Resources; pictures, diagrams, and charts.
- List the advantages and disadvantages of warehousing.
8 CAPITAL Teacher leads the students to examine annual reports of companies to identify various
- Meaning, economist, accountants, and layman concept. types of capital.
- Types of capital; authorized/registered/ nominal, issued, Teacher also works examples on the board.
called-up, capital owned etc. Students should calculate working capital.
- Working capital Resources; annual reports.
9 CREDIT A teacher invite a local business man/ farmer/trader, who can narrate how credit has
- Meaning, basis for credit sales, advantages and helped or ruined his business, collect newspaper cuttings of finance houses, describes
disadvantages. credit instruments.
- Types; mortgage, loan, overdraft, credit deferred payment, Students should listen and ask questions.
finance houses/leasing etc. Resources; newspaper cuttings of finance houses, hire purchase agreement.
- Hire purchase; meaning, features, characteristics,
advantages and disadvantages to the seller and the buyer.
10 CREDIT Teacher invites a local business man/ farmer/trader, who can narrate how credit has
- Differences between hire purchase and deferred payment, helped or ruined his business, collect newspaper cuttings of finance houses, and
and their similarities. describe credit instruments.
- Functions of credit to the wholesaler and retailer. Students should listen and ask questions.
- Credit instrument; bill of exchange, promissory note, letter Resources; newspaper cuttings of finance houses, hire purchase agreement.
of credit, debentures, vouchers etc.
11 Revision Revision
12 Examination Examination

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COMMERCE
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 CREDIT Teacher describes in detail credit instrument.
- Credit instrument Students to collect newspaper cuttings of finance houses.
- Functions of credits to; retailer and wholesalers.
- Problems facing users of credit (buyer)
- Problems facing business in granting (seller).
2 PROFIT Teacher leads students to compute gross and net profit from a given data. Use
- Profit, meaning, types, gross and net profit. both business mathematics, and accounting approach.
- Calculation of gross and net profit from a given data. Students compute gross and net profit using the two approaches.
- Calculation of gross and net profit to turnover.
3 TURNOVER Teacher works examples on chalkboard for students to copy.
- Turnover, meaning, relationship of capital investment to turnover, Students calculate the rate of turnover from a given data.
factors that affect turnover.
- Calculation of gross profit to turnover and net profit to turnover.
- Variation in turnover in different types of business.
4 BUSINESS LAW Teacher gives simple cases to illustrate the principles of business law, guides the
- Definition, list and explain the branches of business law- law of students to interview employers of labour and employee, and report for
contract, sale of goods, agency, hire purchase, employment. discussion.
- Law of contract; meaning, basic elements/essentials of a valid Students write short notes on types of business law from the board.
contract. Resources; publications on government regulations.
- Parties to a contract, characteristics of an offer and termination of
an offer, contract binding on a minor and contract void on a minor.
- Types of misrepresentation mistakes.
5 BUSINESS LAW Teacher gives simple cases to illustrate the principles of business law, guides the
- Types of contract voidable, formal and informal, oral and written, students to interview employers of labour and employee, and report for
expressed and implied etc. discussion.
- Termination of a contract and remedies for breach of contract. Students write short notes on types of business law from the board.
- Sales of goods act; meaning, provisions of sale of goods act 1893, Resources; publications on government regulations.
rights of the buyer and unpaid seller.
6 PRINCIPLES OF AGENCY Teacher guides students to interview an agent and the principal and report for
- Rights and duties of the agent and the principal. discussion.
- Rights and obligation of employer and employees. Students copy notes from the board.
- Government regulations of business—registration of business, Resources; articles and memorandum of association.
patent right, trade mark, copy rights and intellectual property.
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7 STRUCTURE OF BUSINESS Teacher illustrates with a chart or diagram of an organization and guides the
- Organizational setup students to interpret organizational set-up.
- Draw an organizational chart showing various positions. Students outline the departments in organization.
- Authority responsibility, accountability, span of control, Resources; charts, diagrams.
delegation of authority, advantages and disadvantages of
delegation of power/authority.
8 BUSINESS STRUCTURE Teacher illustrates with a chart or diagram of an organization and guides the
- Inter-intra-departmental communication, meaning, media of students to interpret organizational set-up.
communication in inter and intra departmental communication. Students outline the departments in organization.
- Comparison, importance of inter and intra-departmental Resources; charts, diagrams.
communication.
- List the various media of communication.
- Distinguish between the power of an individual and the power of
an office.
9 INTRODUCTION TO BUSINESS MANAGEMENT
- Business- meaning of business and meaning of management.
- Business resources; meaning and examples- human, money,
machine, materials, opportunities, goodwill.
- Business objectives.
- Management of business, functions of management (planning,
organizing, etc.)
10 BUSINESS ORGANIZATION Teacher guides students to discuss business organization, organizes students to
- Departments, departmentalization, function. develop organizational chart.
- Business and its environment. Students draw organizational chart in their notebooks.
- Social responsibilities of business- scholarship awards, Resources; charts, pictures, and newspaper cuttings.
employment of people in the community, etc.
- Responsibilities to community, government, shareholders and
employee.
11 INTRODUCTION TO MARKETING Teacher explains in detail the marketing concept, explains the method of
- Meaning, importance in functions in an economy. promotion and pricing of products.
- Marketing concept, the four marketing mix. Students distinguish between market and marketing.
- Price mix; pricing policies e.g. penetration, scheming.
- Methods of promotion.
12 Revision Revision
13 Examination Examination

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LITERATURE
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Introduction to the “OTHERO” by William - Background of the playwright (dramatist)

Shakespeare - Background and setting of the play
- Plot summary
- Shakespearean language and current English on a cardboard sheet
- Film show on “The Tempest”
2 Reading and explanation of Act One - Reading and discussion of scene one
- Reading and explanation of act one scene two
3 Reading of Act Two - Reading and explanation of Act Two, scene One
- Act Two, scene Two
- Present action of video
- Clips on “The Tempest”
4 Reading and explanation of Act Three - Reading and discussions one Act Three Scene One
- Act Three scene Two
- Act Three scene Three
- A drawing of a ship on the sea, about to be shipwrecked
5 Reading Act Four of “The Tempest” - Reading and discussions on Act four
- Students to do a weekend assignment by summarizing Act Four in their books.
6 Reading and explanation of Act Five - Discussion and reading of scene one
- Reading and discussion on scene two
- Teacher to lead discussions on the epilogue
7 Role-play (Drama) - Students to role-play the actions of major characters
- Role –play the actions of minor characters
- State the relationship between the characters
- Watch a video clip of “ The Tempest”
8 Introduction to the “NATIVE SON” by Richard - Background of the Novelist
Wright - Background and setting of the Novella.
- Plot summary/state sequence of events
- Show cause effect relationship
9 Themes and style - Examine the Themes
- Analyze the styles
- Read out relevant portions that highlight the themes.

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- Relate the theme to actual life experience or encounters

10 Character Analysis 1 - Examine the major characters
- Discussion on their roles and significances
- Examine how the characters are related.
11 Character Analysis 2 - Examine the minor characters
- Analyze their roles and significances to the plot
- Discuss their various relationship
12 Revision - Revision work on “Native Son” Discussing the themes, characters and plot structure
- Sketch picture of combat soldiers at war on a cardboard sheet
13 Revision Revision
14 Examinations Examinations

LITERATURE
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Introduction to “FACELESS” by Amma Darko - Background of the novelist

- Background and setting of the novel
- Plot and summary

2 The Themes and style - Examine the themes and style

- Analyze the themes and style
- Relate the themes to personal life encounter
- Show a video chip of the boys on coral Island

- Examine the characters-major

3 Character Analysis I
- Analyze the major characters- their roles and significance
- The relationship between the major characters.

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- General discussions/Compete with other students

4 General overview of the novel-“The Faceless” - Give project/pair the students for discussions
- Questions and answers session on the novel.

- Background of the Play-Wright/dramatist

5 Introduction to ”the Blood of a Stranger” by Dele
- Background and setting of the play
Charlery.
- Plot and summary

6 The Themes and Style - Examine the themes and style in the play.
- Analyze the themes and style in the play
- Relate themes to personal life encounter
- Use the text to point out relevant sections e.g. the conflict between the western culture VS
African cultures.

- Background of the Play-Wright/dramatist

7 Introduction to “She stoops to Conquer” by - Background and setting of the play Plot and summary
Oliver Goldsmith

- Examine the themes and style in the play.

8. The Themes and Style - Analyze the themes and style in the play
- Relate themes to personal life encounter.
- Examine the characters-major and minor
- Analyze the characters
- How are the characters related?

- Role-play the actions of the major characters

9 Character Analysis

10 Role –Play “The Blood of a Stranger and “She

Stoops to Conquer”
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Revision
11 Revision

Examinations.
12 Examinations

LITERATURE
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Introduction to “Ambush” by Gbemisola Adeoti - 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 ambushed.

2 Introduction to “ The Dining Table” by Gbanabam - Background and setting of the poet/poem
Hallewell. - Background of the poem-subject-matter/summary
- Effective use of poetic devices/Techniques
- Effective use of imagery/symbolism
- A cardboard/print out picture of a dining table.

3 Introduction to “Home-less Not “Hopeless” by - Background and setting of the poet/poem

Sola Owonibi. - Background of poem subject matter/summary
- Effective use of poetic devices/Technique
- Effective use of imagery/symbolism
- A scenery/picture of beggars or people e.g under the bridge

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4 Introduction to “The Fence” by Lenrie Peters. - Background and setting of the poet/poem
- Background of the poem-subject matter/summary
- Effective use poetic devices/techniques
- Effective use of imagery/symbolism
- A picture of one wall(fence) of someone in a mood of indecision.

5 Introduction to “The School Boy” by William - Background and setting of the Poet/Poem
Blake - Background of the Poem-subject- matter/summary
- Effective use of poetic devices/Techniques
- Effective use of imagery/symbolism
- Picture of a school boy.

- Background and setting of the Poet/Poem

6 Introduction to “Myopia” by Sly Cheney Coker. - Background of the Poem-subject- matter/summary
- Effective use of poetic devices/Techniques
- Effective use of imagery/symbolism
- Cardboard picture of a medicated glasses/specs
- Some things to show lack of future planning.

7 Introduction to the “Crossing the Bar” by Alfred - Background and setting of the Poet/Poem
Tennyson - Background of the Poem-subject- matter/summary
- Effective use of poetic devices/Techniques
- Effective use of imagery/symbolism
- Picture of the Crossing the Bar. .

8 Introduction to “The Soul’s Errand” by Walter - Background and setting of the Poet/Poem
Raleigh. - Background of the Poem-subject- matter/summary
- Effective use of poetic devices/Techniques
- Effective use of imagery/symbolism
- A picture of a boy on an errand

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9 Introduction to “ Upon An Honest Man’s Fortune” - 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
- Picture of stars on the sky

- Discussion in groups by the students of the background and setting of the poems
10 General Overview of the Poems - Discussion in groups by the students on the devices and images in the poems

Revision

Examination
11 Revision
Ezamination
12 Examination

13 Examination

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GEOGRAPHY
SSS 2 – FIRST TERM

WEEK TOPIC – CONTENTS ACTIVITIES

1. Action of Waves Teacher: Uses pictures, films and models to explain

- Definition and terms associated with waves. waves - Meaning and characteristics of waves, tides and currents
tide, currents, coast, swash etc. and erosional - guide discussions of erosional processes and coastal landforms
processes (corrosion, attrition, solution and - help students identify and describe features of coastal erosion and deposition.
hydraulic action) - Guides and supervises students as they make annotated diagrams of landforms
- Erosional features of waves cape, bay cliff, caves, - Takes students on field work to observe features of wave erosion and deposition
stock, etc. Students: Draw annotated diagrams of the landforms
- Coastal deposition (beaches, spit bar etc.) - Bring pictures of coastal landforms to school
Coastal deposition (beaches, spit, bar etc.) - Participate in guided tour to observe coastal landforms.
Instructional Materials: Films, Pictures, Models, slides, Sketches and Annotated diagrams.
2. Climate 2 Teacher: uses maps diagrams and sketches to help students identify major climatic types
- Climatic types (hot, temperate, cold, desert etc. - Uses the globe, maps, diagrams and sketches to explain climatic factors and their influence
- Characteristics (temperature, rainfall, etc.) on weather and
Geographical distribution climate
- Guides class discussions on :
- characteristics of major climatic types
- their geographic distribution and influence of climatic types on human activities
- classification of climate
- Takes students on a study trip to a meteorological station.
3. Climatic Classification : Students- Visit a meteorological station
- Greek classification (torrid, temperate and frigid), - Draw diagrams and sketches to show the effects of latitude, planetary winds, pressure,
geographical distributions merits and elements. ocean currents, and distance from the sea etc. on climate.
- Koppen classification (A, B, C, D, E and sub categories - Draw a map of the world showing the distribution of climatic types/ regions
Af, Am, Aw, Bs, Bw, Cw, Cs, CF, DF, ET and EF ) - Draw a map of the world showing Greek climatic classification system, and that, showing
Advantage and disadvantages of Koppen classification Koppen’s classification
Instructional Materials: Atlas, maps, slides/power points, drawing paper, sketches and
diagrams. colour pencils, Tracing paper
4 Environmental Resources Teacher: Initiates and guides discussions on ;
- Meaning of environmental resources and types - Components of each type of environmental resources
(atmospheric-sun, wind, rain, gases etc,)
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- Water resources-meaning, types/examples and uses - Quality of human resources in relation to size, skilled and unskilled human resources,
- Vegetation resources: meaning types example and education and health etc.
uses - uses and importance of environmental resources
5 Environmental Resources - Uses pictures, charts and maps to explain the meaning of environmental resources
- Mineral resources; meaning, types, uses and the Students:
problem of mineral exploitation. Draw a table indicating the types of resources
- Land resources; meaning, types soils, plateau, etc. - Components of the resources, their sources and uses.
and their uses. Instructional Materials: Illustrative diagrams and sketches, documentaries, maps
- Human resources: meaning, types human capital, - Video clips/tapes.
population, technology etc.), uses etc.
6 Renewable and Non-Renewable Resources: Teacher: uses pictures, charts and documentaries to explain renewable and non-renewable
- Meaning and types of renewable and non-renewable resources.
resources - Initiates and guide students discussions on advantages and disadvantages of the types.
- Advantages of renewable and non-renewable - Takes students on field tour to identify renewable and non-renewable resources in their
resources community.
- Disadvantages of renewable and non-renewable Students: Participate in field work
resources - Watch documentaries of renewable and non-renewable resources
- Tabulate resources as renewable and non-renewable resources.
Instructional Materials: illustrative diagrams and sketches, documentaries, maps,
video clips/tapes.
7 Environmental Problems (HAZARDS)
- Meaning and types (drought, desert encroachment, - a field trip to erosion site to observe the problems of erosion.
pollution, deforestation, soil erosion; meaning,
causes, effects and solutions.
8. Environmental Problems (HAZARDS) Cont. Teacher:
- Coastal Erosion: Meaning, areas affected, causes - Uses pictures and documentaries to guide students discussion of ;
effects and solutions - Environmental problems and their effect on human activities
- Flooding; meaning, causes, effect and solutions. - Solution to the problems
- Deforestation; Meaning, area affected, causes, effects - Takes students on field work to observe environmental problems and their causes.
and solutions. Students: Photocopies, video clips/tapes.
9. Environmental Problems (HAZARDS) Cont. - Observe environmental problems in their community
- Pollution: Meaning and types (land pollution) - Watch documentary films of environmental problems
- Water Pollution; meaning, causes, effects and Instructional Materials:
solutions. - Documentaries
- Air and noise Pollution; Meaning, causes, effect and - Maps
solutions.

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10. Environmental Conservation Teacher:

- Meaning and types/methods, afforestation/re- - Uses pictures, charts and maps to explain the meaning of environmental conservation
afforestation, cover cropping improved farming - Initiates and guides discussions on:
techniques, environmental education, recycling - Types of environmental conservation
- Methods of environmental conservation, improved - Needs and importance of environmental conservation
farming methods. Students:
Environmental education: Listen to teacher and participate in discussion
- Recycling
- Importance of environmental education
11. Revision Revision
12-13 Examination Examination

GEOGRAPHY
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 AGRICULTURE IN NIGERIA Teacher:

Meaning and types of agricultural practice (subsistence, - Takes students on field work to observe agricultural practices.
mechanized, pastoral farming, crop rotation, mixed farming, - Uses maps, pictures, films, slides etc. to guide discussions on;
shifting cultivation) - Types of agricultural practices. Nigeria’s major food and cash crops. Importance of
- Mechanized Agriculture Agriculture. Problems of Agriculture. Guides and supervises students as they draw map of
- Pastoral farming Nigeria and locate major agricultural produce on map.
2–3 Types of Agriculture in Nigeria: Students:
- Crop rotation - Participate in outdoor activities and make records and report of observations
- Mixed farming - Identify and classify agricultural practices in Nigeria
- Shifting Cultivation - Draw a map of Nigeria and insert the country’s major cash and food crops on map.
- Food and cash crops (locate the areas on the map) Instructional Materials
- Importance of agriculture in Nigeria and their - Maps, Illustrative diagrams and sketches, farms in the locality, pictures, slides etc.
solutions - Documentaries, Drawing paper and Tracing paper.
4 Transportation in Nigeria: Teacher:
- Meaning and types/modes of transportation (road, - Helps students identify and describe major modes of transportation in Nigeria
rail, water, air, pipeline, aerial rope ways, human - Guides students discussion on:
and animal portage)- road transport; meaning- - Advantages and disadvantages of various modes of transportation.
types merits, demerits problems and solutions - Transportation problems in Nigeria
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- Rail transport and pipeline, meaning, types, merits, - Influence of transportation on human activities.
demerits, problems and solutions. Students:
- Water transport; meaning types, merits, demerits, - Draw maps of Nigeria showing the road and rail transportation system
problems and their solutions. - Participate in class discussions
- Problems of transportation and their solutions Instructional Materials:
Atlas, Maps, Documentary, films/slides, diagrams and sketches, drawing and tracing paper.
5 Communication in Nigeria Teacher:
- Communication: meaning and types of communication Roles of communication in Nigeria
networks (telecommunications, telephones services, Problems of communication in Nigeria
cellular phones, voice mails etc.; postal services, radio, Merits and demerits of various means of communication
television, newspapers internet, face book etc.)
- Telecommunication and postal services meaning, merits
and demerits
6 Communication in Nigeria Teacher:
- Types of communication network. Radio and - Helps students identify and describe major communication elements in Nigeria through use
television (merits and demerits) of pictures, films etc.
- Newspapers and magazines meaning, types, merits - Takes students to visit communication industries in the community
and demerits - Guides students discussions on: advantages and disadvantages of communication system,
- Internet, face book etc.; meaning, merits and - Problems of communication
demerits. - Influence on human activities
- Importance of communication Students: - Visit communication companies/industries in locality. - Watch documentaries and
- Problems of communication films. - Participate in discussions.
- Solutions Instructional Materials: Documentary, film/slides, posters, pictures
7 Manufacturing Industry in Nigeria Teacher:
- Definition and types of industry; primary, - Takes students on tour of manufacturing industries in the locality.
secondary, tertiary and quaternary - Uses of pictures, films, maps etc. to guide the discussions on industries.
- Major industrial zones in Nigeria; types of industry Students: - Draw sketches maps of Nigeria showing major industrial zones
within each zone and their products. - Carry out field work and write reports on field work
- Factors affecting locations of industries Instructional Materials: Map of Nigeria showing industrial zones.
8 Industry in Nigeria Cont. Teacher: guide discussions on: type of manufacturing industries.
- Local craft in Nigeria - Major industrial zones. - factors affecting location of manufacturing industries
- Importance of manufacturing industries. - Problems and solutions.
- Problems of manufacturing industries and their
solutions.

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9- 10 Commercial Activities in Nigeria Teacher:

- Meaning and major commercial activities (trade, - Takes students on field work to identify commercial activities in the locality
transportation and commercialization) - Use pictures, films, documentaries, maps etc. to guide class discussions on ;
- Trade and major commercial area in Nigeria - Nigeria’s trade, stock exchange, capital market
- Importance of commercial activities - Major commercial zones
- Importance of commercial activities
Students: - Draw sketch-maps of Nigeria showing commercial cities. - Carry out field work,
Instructional Materials: - Map of Nigeria showing commercial cities, - pictures , films
showing trading on stock exchange.
11 - 12 Revision and Examination Revision

GEOGRAPHY
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Map Reading Teacher: - Explains the use of angular bearings and compass bearings
- Direction and bearing: The major cardinal points (true/magnetic - Leads students to locate the major cardinal points
north and magnetic variations) - Guides students to solve problems using examples from topographical maps
- Compass direction Students: - Draw diagrams showing major cardinal points and their bearings
- Angular bearings - Determine the directions and bearings from topographical maps
Instructional Materials: Topographical maps, Atlas, Plans, Compass.
2 Representation of Relief Forms: Teacher: - Uses maps, models, sketches on the board to help students to recognize
- Conventional signs and symbols. relief features on maps. - Uses sand trays and ashes to demonstrate formation of
- Physical features (relief); valleys, spur pass, knoll and hill. contour lines.
- Physical features (relief); escarpment, plateau, dissected plateau, Students: - Observe topographical maps to identify sets of physical features
ridge, cliff etc. - Constant topographical maps by using contour lines to represent relief in their
discrete forms
Instructional Materials: Maps, atlas, models, Rulers, colours, sand, ashes, trays
3 Methods of representing Relief Teacher:
Contour and hills shading. Relief colouring, spot heights, hachures. Bench - Guide discussions on methods of representing relief features on maps.
marks, boundary pillars, trigonometrically stations etc.

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4 World population Teacher: - Uses maps, diagrams, pictures, documentary films etc. to guide
Definition, size and distribution patterns. Density (meaning, calculation, students to discuss world population with respect to size, density structure and
merits and demerits of high and low population densities and world distributions patterns. - Guide class discussions on influence of climate, relief,
population structure. Factors affecting population distribution (climate soil, water etc. on population density and distribution
relief, water, minerals etc. - Leads students to make sketches of world population distribution on a map.
5 World Population Cont. Students:
Reason for rapid growth of world population. Migration; meaning and - Draw sketch maps showing distribution of world’s population
types of migration. Factors responsible for migration, merit and demerits - Watch films on population distribution.
of migration. Resources; population maps, sketches and diagrams, GIS maps on population.
6 Settlement Teacher: - Guide students discussion of; - Settlement types. - Characteristics of
- Meaning and types of settlement (urban and rural settlements; urban and rural settlements. - Factors of settlement location. - Settlement
population, economy, administration etc. patterns and their developmental factors. - Uses maps and sketches to help
- Factors of settlement (soil, weather, topography etc.). students identify human settlements. - Takes students on field work to observe
human settlements patterns in the locality.
7 Settlement Cont. Student: - Read topographical maps and identify human settlements on the map
Settlement patterns; dispersed, linear, isolated etc. Factors that aid the - Draw sketch diagrams showing settlement patterns in their locality
development of each patterns. Classification of settlement according to size. - Participate in field work and write reports
8 Settlement Instructional materials:
Classifications according to functions. Differences between urban and Top-maps, Aerial photographs of human settlements, satellite images, diagrams
rural settlements. Settlement interactions; types of interactions and sketches.
(commercial, cultural, administrative etc.).
Interaction patterns within settlement urban-rural and rural-urban.
Urban-urban and rural-rural etc. Functions of settlement
9 Geo-Political issues (Land Reclamation) Teacher: - Guide students discussions on; - Methods of Land reclamation
- Meaning of land reclamation and methods: Afforestation, - Importance of land reclamation. - Uses photographs of reclamation sites to
construction of barriers, erosion control etc. explain the concept of land reclamation.- Take students on field work to land
- Methods of land reclamation: Sand, fillings, constructions of reclamation sites
drainage, erosion control etc. Students: - Participate in field work and write reports
- Importance of land reclamation - Carry out community development project on land reclamation
Instructional Materials: - Photographs, Documentary, diagrams and sketches
10 Geographic Information System (GIS) Data Teacher: - Explains GIS data sources
- Data sources: Land survey and remote sensing - Takes students on field work to collect geographic data using various methods
- Data sources; map digitalization and scanning - Supervises students on field work
- Data sources: field investigation and tabled data etc. Students: Participate in a guided field work
Instructional Materials: GPS, Satellite images, Maps
11 - 12 Revision and Examination
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GOVERNMENT
SSS 2 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES LEARNING
RESOURCES
1 CIVIL SERVICE 1. Teacher leads discussion on civil service. Textbook
i. Meaning/definition of civil service 2. Ask students to list the duties performed by some government
ii. Characteristics of civil service officials in their localities.
iii. Structures of civil service
iv. Functions of civil service
v. Control of civil service
vi. Problems of civil service
2 CIVIL SERVICE (ADMINISTRATIVE/PROFESSIONAL CLASSES) 1. Teacher leads discussion on civil service commission Textbook
i. Executive class 2. Illustrates with organizational chart of the civil service
ii. Clerical class commission in Nigeria. .
iii. Ethic, honesty, integrity
3 PERSONNEL ADMINISTRATION IN THE CIVIL SERVICE 1. Teacher lead discussion on civil service commission Textbook
i. Meaning of civil service commission 2. Illustrate with organizational chart of the civil service
ii. Structure of the commission commission in Nigeria.
iii. Functions of the commission
iv. Relationship between the civil service and political
executives.
4 PUBLIC CORPORATIONS 1. Teacher leads discussion on public corporation Textbook
i. Definition of public corporations. 2. Invite a resource person to give talk on the functions of public
ii. Reasons for establishing public corporations corporations
iii. Functions of public corporation
5 STRUCTURE AND ORGANISATION OF PUBLIC CORPORATION 1. Teacher leads discussion on the structure of public organization Textbook
i. Minister as a political head 2. Draws a diagram showing the relationship between a minster,
ii. Board of Director board and management.
iii. Management
iv. Comparison of the organization
6 CONTROL AND PROBLEMS OF PUBLIC CORPORATION 1. Teacher leads discussion on the control and problems of public Textbook
i. Reasons for the control of public corporation corporation
ii. Types of control: ministerial, parliament and judicial 2. Embarks on excursion to a public corporation e.g. banks, Radio.
control Television stations, companies Beverages etc. to be organized.
iii. Problems facing public corporation

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7 COMMERCIALIZATION 1. Teacher leads discussion on commercialization Textbook

i. Definition of commercialization 2. Invites an expert to give talk on commercialization.
ii. Reasons for commercialization
iii. Merits and demerits of commercialization in Nigeria.
8 PRIVATIZATION 1. Teacher leads discussion on privatization Textbook
i. Definition of privatization 2. Invites an expert to give talk on privatization.
ii. Reasons for privatization
iii. Merits and demerits of privatization in Nigeria.
9 DEREGULATION 1. Teacher leads discussion on deregulation Textbook
i. Meaning of deregulation 2. Invites an expert to give talk on deregulation.
ii. Reasons for deregulation
iii. Advantages and disadvantages of deregulation in
Nigeria.
10 LOCAL GOVERNMENT ADMINISTRATION IN NIGERIA 1. Teacher leads discussion on local government Textbook
i. Meaning of local government administration 2. Cites, services performance by local government
ii. Reasons for the creation of local government in 3. Organizes an excursion to local government secretariat
Britain and France
iii. Functions of local government
iv. System of local government in Britain and France.
11 THE STRUCTURE OF LOCAL GOVERNMENT 1. Teacher leads discussion on the evolution and structure of local Textbook
i. The evolution of local government in Nigeria government.
ii. Structure of local government in Nigeria. 2. Visits local government secretariat.
iii. Local government sources of finance
iv. Relationship among local, state and federal
government in Nigeria.
12 LOCAL GOVERNMENT REFORMS 1. Teacher leads discussion on the role of local government and Textbook
i. Roles of traditional rulers in local government the 1976 local government reforms in Nigeria.
administration 2. Organizes debate on the role of traditional rulers in the
ii. 1976, local government reforms administration of local government in Nigeria.
iii. Problems facing local governments in Nigeria today.
iv. Measures or ways to improve local government
administration in Nigeria.
13 Revision Revision
14 Examination Examination

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GOVERNMENT
SSS 2 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES LEARNING
RESOURCES
1 PRE-COLONIAL ADMINISTRATION 1. Invite resource person to give talk on governments in pre-colonial Textbook
i. System of administration in pre-colonial days
Hausa-Fulani government 2. Guide students to compare different pre-colonial administrations.
ii. Structure of the system of government 3. Organize visits to museums and sites of traditional kingdoms.
iii. Roles of the system

2 PRE-COLONIAL ADMINISTRATION 1. Invite resource person to give talk on Igbo pre-colonial political Textbook
i. Igbo pre-colonial political system of system of government
government 2. Guide students to compare the pre-colonial administrations.
ii. The structure of the government in pre- 3. Organize visits to museums and sites of traditional kingdoms.
colonial Igbo political system.
iii. The roles of the system.
3 PRE-COLONIAL POLITICAL SYSTEM OF GOVERNMENT 1. Invite resource person to give talk on the Yoruba pre-colonial Textbook
IN YORUBA LAND system of government.
i. System of government in pre-colonial Yoruba 2. Guide students to compare different pre-colonial administrations.
days. 3. Organize visits to museums and sites of traditional kingdoms.
ii. The structure of the system of government
iii. Roles of the system
4 COMPARISONS OF DIFFERENT PRE-COLONIAL 1. Guide students to compare the different pre-colonial political Textbook
ADMINISTRATION IN NIGERIA. system of government in Hausa-Fulani, Igbo and Yoruba
i. Hausa-Fulani system of government 2. Organize visits to museums and sites of traditional kingdoms.
ii. Igbo system of government
iii. Yoruba system of government
5 COLONIAL ADMINISTRATION 1. Provide students with materials on British colonial administration Textbook
i. Definition of indirect rule 2. Invite resource persons to give talk on British colonial
ii. Reasons for introducing indirect rule in administration
Nigeria 3. Organize debate on the merits and demerits of colonial rule.
iii. Principles and structures of indirect rule.
6 INDIRECT RULE IN NORTHERN NIGERIA 1. Invite resource persons to give talk on indirect rule in northern Textbook
i. Reasons for the success of indirect rule in Nigeria.
northern Nigeria. 2. Lead debate on the success of indirect rule in northern Nigeria.

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7 INDIRECT RULE IN SOUTHERN NIGERIA. 1. Lead discussion on the failure of indirect rule in southern part of Textbook
i. Reasons for the failure of indirect rule in Nigeria
southern Nigeria. 2. Organize a debate on the reasons for the failure of indirect rule in
southern part of Nigeria (merits and demerits of indirect rule)
8 COLONIAL ADMINISTRATION 1. Invite resource persons to give talk on the French system of Textbook
i. French administration policy of assimilation administration in West Africa.
and association. 2. Organize debate on the merits and demerits of colonial rule.
ii. Meaning of assimilation and association.
iii. Problems of policy of assimilation
iv. Reasons for change from assimilation to
association
9 COLONIAL ADMINISTRATION CONTINUED 1. Teacher leads discussion on colonial rule in West Africa Textbook
i. Comparison of British and French colonial 2. Organizes a drama/debate on the merits and demerits of colonial
policies of administration rule in West Africa.
ii. The effect/impacts of British and French
administration in West Africa

10 NATIONALISM 1. Guide students to explain the definition/concept of nationalism Textbook

i. Definition of nationalism 2. Invite a resource person to give a talk on nationalism in Nigeria.
ii. Factors that led to the rise and growth of 3. Organize a drama on nationalist struggle in Nigeria.
nationalism in Nigeria. 4. Show video clips documentary on nationalist activities in Nigeria.
iii. Effects of nationalism in Nigeria
iv. The activities of Nigerian nationalists e.g.
a. Dr. Nnamdi Azikiwe
b. Chief Obafemi Awolowo
c. Sir Abubakar Tafawa Balewa
d. Sir Ahmadu Bello
e. Ernest Ikoli etc
11 Revision Revision
12 Examination Examination

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GOVERNMENT
SSS 2 – THIRD TERM
WEEK TOPIC/CONTENT ACTIVITIES LEARNING
RESOURCES
1 CONSTITUTIONAL DEVELOPMENT IN NIGERIA 1. Lead students to name different constitutions in Nigeria Textbook
i. Hugh Clifford’s constitution of 1922 2. Organize a visit to the nearest office of national archives
ii. Features 3. Guide the students to identify the common feature of the Nigeria
iii. Merits and demerits constitutions Constitution

2 ARTHUR RICHARDS CONSTITUTION OF 1946/47 1. Lead students to name different constitutions in Nigeria Textbook
i. Features 2. Organize a visit to the nearest office of national archives
ii. Merits and demerits 3. Guide the students to identify the common feature of the Nigeria
constitutions Constitution
3 CONSTITUTIONAL DEVELOPMENT IN NIGERIA 1. Lead students to name different constitutions in Nigeria Textbook
i. Macpherson Constitution of 1951 2. Organize a visit to the nearest office of national archives
ii. Features 3. Guide the students to identify the common feature of the Nigeria
iii. Merits and demerits constitutions Constitution
4 CONSTITUTIONAL DEVELOPMENT IN NIGERIA 1. Lead students to name different constitutions in Nigeria Textbook
i. Oliver Lyttleton’s Constitution of 1954 2. Organize a visit to the nearest office of national archives
ii. Features 3. Guide the students to identify the common feature of the Nigeria
iii. Merits and demerits constitutions Constitution
5 MAJOR CONSTITUTIONAL CONFERENCES OF 1950, 1953, 1. Invite a resource person to give talk on the conferences held Textbook
1957 AND 1958 2. Organize a debate or drama on the merits and demerits of the
conference.
6 INDEPENDENCE CONSTITUTION OF 1960 1. Invite a resource person to give talk on the 1960 constitution Textbook
i. Features 2. Organize a debate or drama on the merits and demerits of the 1960 Nigeria
ii. Merits and demerits constitution. Constitution
7 REPUBLICAN CONSTITUTION OF 1963 PARLIAMENTARY 1. Teacher lead discussion on Republican constitution of 1963 Textbook
i. Features 2. Organize a debate or drama on the merits and demerits of the 1963 Nigeria
ii. Merits and demerits Republican Constitution. Constitution
8 1979 PRESIDENTIAL CONSTITUTION 1. Invite a resource person to give talk on the presidential Textbook
i. Features constitution Nigeria
ii. Merits and demerits 2. Organize a drama on the organs of government Constitution
9 1999 CONSTITUTION: PRESIDENTIAL 1. Invite a resource person to give talk on the 1999 constitution Textbook
i. Features
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ii. Merits and demerits 2. Guide the students to identify the merits and demerits of 1999
constitution and discuss it.
3. Organize an excursion to the state/national assembly to see the
process of law making and court for judicial interpretation of the
law made.
10 FEDERALISM 1. Teacher leads discussion on the reasons that led to the adoption of Textbook
i. The emergence of federalism in Nigeria federalism in Nigeria.
ii. Factors that necessitate the formation of 2. Discusses the major constitutional conferences of 1950, 57,and 58
federal government in Nigeria. as a prelude to the adoption of federalism and the issues involved.
iii. Features of Nigerian federalism
iv. Problems of Nigerian federalism e.g.
a. Revenue allocation formula
b. Minority issues
c. State creation
d. Ethnicity rivalry problems.
11 NATURE AND STRUCTURE OF NIGERIAN FEDERALISM 1. Teacher leads discussion on the political structure and division of Textbook
i. Federalism before independence from 1914 to powers in Nigeria federalism
1959 2. Leads debate on the advantages and disadvantages of federalism
ii. 1960 – 1966
iii. 1967 – 1975
iv. 1976 – to date
12 Revision Revision
13 Examination Examination

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CHRISTIAN RELIGIOUS STUDIES

SSS 2 – FIRST TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 The Sovereignty Meaning of sovereignty of God Students to distinguish between things created by God The Bible
of God God the Creator and those made by man.
- first account of creation The Bible
- Second account of creation Discuss the implication of God’s Sovereignty over Storybook
- Both accounts compared (Genesis 1&2, Psalm 19:1) student’s lives.
Sovereignty of God over individual lives. (Daniel 4:4-37, Isaiah Manual
45:10)
2 God the God’s control of the universe (Genesis 1:26-31, Amos 9:1-6) Students to imagine what happen if God withdrew from The Bible
Controller of the the world. The Bible
Universe God controls the affairs of Nations (Jeremiah 18:1-6) Discuss how human beings are dependent on God. Storybook
3 The apostles Meaning of creed (Credo) ‘I Believe’ Students to memorize the Apostles Creed. Textbook
Creed B. content of the Apostles creed. See the Curriculum page 21. Or
the Internet The Bible
Trinitarian nature of Apostles creed.
4. Leadership Meaning of Leadership. Students to list personal and leadership attributes of The Bible
Joseph as a leader Joseph.
Joseph’s early life and arrival in Egypt (Genesis 37:1-28) The Bible
Joseph the governor of Egypt. (Genesis 41:1-57) Compare Joseph’s leadership style with that of present- Storybook
Joseph reconciles with his brothers. (Genesis 45:1-15). day club, school or state leader. Manual
5. Moses as a The early life and call of Moses. (Exodus 1:1-3) Students are to list Moses’s leadership qualities and The Bible
Leader God equips and sends Moses to lead the Israelites out of Egypt. show how he used them.
(Exodus: 4:1-17, 5:1-5; 22-33, 6:28:30, 7:7) Compare Moses leadership style with that of a leader The Bible
Moses leads his people out of Egypt. (Exodus 14:1-31, 32:1-14, with whom they are familiar. Storybook
Numbers 13:1-33, 14:1-19) Manual
6. Joshua as a Joshua is chosen and equipped to lead Israel. (Numbers 13:16, Discuss the advantages and disadvantages that those Textbook
Leader 14:10, 27:15-23). Deborah as a Leader; Deborah leads the who succeed great leaders have.
people to victory. (Judges 4:1-24). Holy Bible
7. Guidance God guided the people of Israel. (Exodus 13:17-22, Joshua 8:1- The students are to discuss various factors that help in The Bible
22). decision making.
God guided His people today through the teaching of Jesus Discuss various ways in which God guided His people Manual
Christ in the Bible. (Hebrews 1:1, Matthew 11:27-30) in the past and today.

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8. Protection God’s protection over the Israelites (Exodus 14:10-30,) Discuss the significance of identity cards in the society. The Bible
God’s protection over individual (Daniel 6:16-23) Identify incidents that illustrate God’s protective
God’s protection available for all people at all times. (Psalm 91) powers in the passages. Manual
9. Provisions God provided for his people: Discuss the basic needs of man and how God provides The Bible
Food (Exodus 16:1-21). Water (Exodus 17:1-7) for them.
Light for night journey (Exodus 13:20-22) Outline the conditions laid down by God for giving The Bible
Shade for sunny days journey (Exodus 13:20-22) provisions. Storybook
God provided sustenance for Elijah and Zarephath widow
during drought (I Kings 17:1-16). Manual
God requires our obedience to effect His provisions
- Abraham (Genesis 22:1-13)
- Elijah (I Kings 17:10-16)
- Israelites (Exodus 16:19)
- Zarephath widow (I Kings 17:10-16)
Why provisions were stopped (Joshua 5:11-12, I Kings 4:1-6).
10. Parental The irresponsible behaviour of Eli and the sons Discuss the misbehaviour of the children of Eli and The Bible
Responsibility (1 Samuel 2:12-25) Samuel, and God’s reaction.
The irresponsible behaviour of Samuel’s Sons (I Samuel 8:1-9) The Bible
God’s pronouncement of judgment on Eli and his Sons (1 Storybook
Samuel 2:27-36, 3:1-18)
The fulfillment of God’s judgment on Eli and his family (I Samuel Manual
4:10-22).
11. Parental King Asa pleased God. (1 Kings 15:9-15) Discuss the role of parents in the upbringing of their The Bible
Responsibility of King Jehoshaphat follows his father’s way of life. children.
Asa (I Kings 22:41-44) Students to write an essay on how parent’s ways of life The Bible
influence the lifestyle of their children. Storybook

Manual
12. Revision

13-14 Examination

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CHRISTIAN RELIGIOUS STUDIES

SSS 2 – SECOND TERM

WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING

RESOURCES
1 Consequences of a. Joseph was rewarded for obeying God’s law (Genesis • Cite some examples of those who obeyed God The Bible
Obedience 39:7-12) and got rewarded
b. David was rewarded for respecting a civil rule (Exodus • Discuss what seeming ‘advantage’ is given up The Bible
20:13, Psalms 26:1-12) in each case of obedience Storybook
c. The three Hebrew youths escaped death for obeying God
to avoid idolatry (Exodus 20:3, Daniel 3:1-30 Manual
d. Esther obeyed Mordecai (Esther 4:1-16)
2 Consequences of a. Saul’s disobedience (I Samuel 15:1-19) • List acts of disobedience that is common The Bible
Disobedience b. Consequences of Saul’s disobedience among SS students.
- Rejection as King (I Samuel 15:20-26) • Discuss situations at school and home where Chart
- The Spirit of god left Saul (I Samuel 16:14-23) disobedience leads to unpleasant
- Saul and his son died same day (I Samuel 31;1-13) consequences. Textbook
3 Consequences of a. Others who suffered for their disobedience • Distinguish between delayed and immediate Textbook
Disobedience - Disobedient Prophet (I Kings 13:11-24) consequences of disobedience in life today. Holy Books
Continues - The Sons of Eli (I Samuel 2:22-25, 4:10-11)
4 Friendship a. Meaning of Friendship • Guides students to list examples of good and The Bible
b. Types of Friendship bad friends.
- Faithful and unconditional Friendship • Discuss types of friendships that exist among The Bible
- Unfaithful and conditional Friendship their peer-group. Storybook
c. The Friendship between Jesus, Martha and Mary (Luke
10:32-42) Manual
d. Friendship between Jesus and Lazarus (John 11:1-44)
e. David, Saul and Jonathan (I Samuel 18:19)
f. Characteristics of good and bad friends
5 Trust in God a. David submits to the will of God (I Samuel 26:1-25, II • Guide students to explain the terms The Bible
Samuel 12:15-25) ‘Submission’ and ‘Will of God’
b. Jonah submits to the will of God (Jonah 1-2) • Guide students to debate whether David Textbook
should have killed Saul or not
• Students to recount the story of Jonah

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6 The Wisdom of a. Solomon’s request for wisdom of God (I Kings 3:3-15) • Define the concepts ‘Wisdom’ Textbook
Solomon b. How Solomon applied his wisdom (I Kings 3:16-23, 4:29- and ‘Decision’ Holy Books
34) • Guide students to suggest different ways of
c. Building of the temple and its dedication (I Kings 5:1-12, taking right decisions.
8:1-53) • Ask how one can get wisdom from God and
other sources (James 1:5-8).
7 Unwise Decision a. Solomon’s unwise decision (I Kings 9:15-23, 11:1-13) • Mention some consequences of wrong The Bible
of Solomon and b. Rehoboam unwise decision and its consequences (I Kings decisions.
Rehoboam 12:1-20) • Explain the relevance of going for counseling Textbook
before taking major decisions.
• Video clip depicting the disastrous
consequences of wrong decisions e.g. War
films.
8 The Effect of a. Meaning of Greed • Lead discussion on greed and how in Nigeria it The Bible
greed ( Ahab and b. Ahab seizes Naboth’s vineyard (I Kings 21:1-2, 16) has led to massive corruption
Gehazi) c. The effects of Ahab’s greed. (I Kings 21:17-29) Textbook
d. Gehazi’s greed and its consequences (II Kings 5:1-27)
9 The supremacy - Definition of Supremacy • Lead the students to identify areas of religious The Bible
of God - Situation that leads to the pronouncement of the period tension in Nigeria.
of drought. (I Kings 16:29-34, 17:1-7, 18:1-19) • Discuss the courage of Elijah and Obadiah. The Bible
- Elijah pronounces the period f drought (I Kings 19:1-18) Storybook
- Obadiah protected the prophets of God. Manual
10 Revision

11-12 Examination

CHRISTIAN RELIGIOUS STUDIES

SSS 2 – THIRD TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 Elijah at Mount Carmel a. The contest on mount Carmel (I Kings 18:20-46) Let the students describe the god or gods The Bible
b. Failure of Baal in the contest to the success of the worshipped in their areas.
true God. Point out the reason for the failure of Baal.

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c. God’s (Ark of God) supremacy over Dragon of Discuss the Supremacy of God. The Bible
Philistine ( I Samuel 5-12) Storybook.
Manual
2 Religious Reforms a. Prevalent religious evils at the time of Josiah (II The Bible
Kings 22)
b. Josiah’s reforms in Judah (II Kings 23:4-14, 21-30)
3 Religious Reforms a. Religious reforms in the North (II Kings 23:15-30) • Leads a discussion on areas that need Textbook
Continues b. Some areas of religious reforms in Nigeria e.g. reformation in the Churches and the society Holy Books
Removal of adulterous Priests, Pastors, Spiritualists, as a whole.
homosexual, lesbians, tribalism etc. • Allow the students to examine selves to
know if their religious and social lives tally
with the Word of God.
4 Concerns for one’s a. The captivity and destruction of Jerusalem (II Kings • A paper chart containing the National Textbook
Nation 24; 25:1-17 Anthem and National Pledge. Holy Books
b. Report on the condition of the Nation. (Nehemiah
1:3
c. The concern of Nehemiah, Ezra and Zerubabel for
their Nation and their responses to the state of the
Nation despite opposition (Nehemiah 1:1-11, 2:9-20,
Ezra 1:5-11; 7:1-10)
5 Concerns for one’s a. Reconstruction of the Nation in the face of • Ask students to identify areas in our Textbook
Nation continues opposition (Ezra 4; 5:1-2, 6:13-22, Nehemiah 4:1- National life that needs to be reformed; Holy Books
23) and arouse their interest to seek the
b. Responsibility to our Nation Nigeria good of the country.
- Political and Economic stability
- Spiritual reawakening etc.

6 Faith in God a. The command to worship King Nebuchadnezzar’s • Let the students identify where God Textbook
image (Daniel 3:1-7) gave the command not to worship other Holy Books
b. Refusal of Shadrach, Meshach and Abednego to god in the Bible.
worship the King’s image
c. Punishment of the refusal and God’s deliverance
d. Effects of their faith and courage on the people of
Babylon and Jews.

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7 Faith and Power of God a. A decree to worship the King (Daniel 6:1-9) • Lead the students to identify the Textbook
b. Daniel expresses his faith in God (Daniel 6:10-15) circumstances under which Daniel Holy Books
c. Daniel in the lion den. (Daniel 6:11-18) expressed absolute faith in God.
d. The power of God manifested (Daniel 6:19-24)
e. Effects of Daniel’s faith (Daniel 6:25-28)
f. Qualities of Daniel (Daniel 1:3-8, 6:3-5,10, 16:6; 22-
23)
8 True Religion and Social a. True religion: It is not merely attending Church • Lead students to discuss what true Textbook
Justice services, programmes and contributing to the religion is and what is not. Holy Books
Church. (Amos 5:21-23, 25, 4:4-5) It demands purity
of heart, honest desire and justice. (Amos 5:4, 14-15;
24)
b. Social vices at the time of Amos (Amos 2:6-8, 4:1-2,
5:7-13)
9 True Religion and Social a. Opposition against Amos by Amaziah Priest of the • Lead students to identify social evils in Textbook
Justice royal sanctuary (Amos 2:10-17) Nigeria today. Holy Books
b. Divine judgment of the evil doers (Amos 4:2-3, 4:6-
10, 5:14-20, 6, 7:16-17, 8:9-10)
c. Risks often faced by those who carry out divine
messages: - persecution, death, denial of promotion,
loss of job etc.
d. The need to remain steadfast.
10 Divine Love - God asks Hosea to marry Gomer a harlot and raise children • Identify Hosea’s theme message. Textbook
by her. • Explain the symbolic nature of Hosea’s Holy Books
- To illustrate Israel harlotry in forsaking God and following marriage and the significances of the
idols (Hosea 1) names of his children.
- The unfaithfulness of Israel to God and continuous love for • Lead students to respond positively to
her (Hosea 2:3) God’s love before it is too late
- Israel’s superficial response to God’s love (Hosea 6:1-11).
God’s demands steadfast love and knowledge of Him (Hosea
6:6). Positive responses to God’s love requires penitence
(Hosea 6:1-4). God promises restoration for those who
return to Him in repentance (Hosea 14)
11 REVISION
12 EXAMINATION

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ISLAMIC RELIGIOUS STUDIES

SSS 2 – FIRST TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES/TEACHING AIDS LEARNING
RESOURCES
1 The Glorious Qur’an Suratul Qari’ah (Q 101) Reading, translation and commentary of Suratul Qari’ah. The Qur’an
Glorious Qur’an. Textbook
2 Hadith Hadith 11 and 12 of Al-Nawawi and the lessons learnt Reading, meaning and explanation of the said Hadith. The Qur’an
Textbook
3 Islamic history Features of the political Administration of the Holy Explanation on the political administration of the holy The Qur’an
Prophet (SAW). Equity, Justice etc. prophet. Textbook
4 Fasting (Sawm) Meaning and values Explanation on the meaning and values of fasting in The Qur’an
Relevant verses and Hadith of the holy prophet (SAW) Islam as the holy prophet did. Textbook
on fasting.
5 The Glorious Qur’an Suratul Takathur (Q 102) Reading, translation and commentary of Surah Takathur The Qur’an
Suratul Asr (Q103) and Asr. Textbook
6 Islamic history Political administration of the four rightly guided Explanation on the political administration of the four The Qur’an
Caliphs. rightly guided Caliphs in brief. Textbook
7 Fasting in Islam The spiritual, social and moral objectives of fasting Explanation on the spiritual, social, and moral objectives The Qur’an
of fasting in Islam. Textbook
8 Hadith Hadith 15 of an-nawawi and lesson learnt. Reading, meaning and explanation on the content of The Qur’an
Hadith no is of an-nawawi. Textbook
9 Islamic History Islamic Economic System with reference to: Explanation on the Islamic economic system so as to The Qur’an
i. Halal and Haram identify, Halal, Haram, Tatfif. Textbook
ii. Tatfif.
10 Fasting in Islam. How to apply the spiritual, social, and moral objective Explanation on how to apply the lesson taught in Fasting The Qur’an
of fasting in Islam for our daily use. Textbook
11 Hadith Hadith no 13and 14 of Al-Nawawi and lesson learnt. Reading, meaning and explanation on the content of The Qur’an
hadith 13 and 14 of al-Nawawi. Textbook
12 Revision.
13 Examination.

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ISLAMIC RELIGIOUS STUDIES

SSS 2 – SECOND TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES/TEACHING AIDS LEARNING
RESOURCES
1 The Glorious Quran. Suratul-Hummazah (Q 104) Reading, Translation, and commentary of the Suratul Al- The Qur’an
Hummazah. Textbook
2 Hadith. Hadith 16 and 17 of an-nawawi and lesson learnt. Reading, Writing and explanation on the Hadith 16 and The Qur’an
17 of al-nawawi. Textbook
3 Economy. The features of Islamic economic system in relation to Explanation of Islamic economic system in relation to The Qur’an
zakkat, sadaqah and Bayt-al-mal. zakkat, sadaqah, and Bayt –al-mal. Textbook
4 Hajj (pilgrimage) Meaning and values of hajj. Explanation on the Meaning of Hajj as well as its values. The Qur’an
Textbook
5 The Glorious Quran Suratul Fil (Ch-105 ). Reading, Translation and comments on the Surah. The Qur’an
Textbook
6 Islamic History The spread of Islam to west African, Egypt, and Ulisia Narrate the History on how Islam came to Northern The Qur’an
(Spain) African. Textbook
7 Hajj The spiritual moral and social aspect of Hajj. Narrate the spiritual, social and moral aspects of Hajj The Qur’an
with Examples e.g. Togetherness, equality etc. Textbook
8 The Glorious Quran Suratul Quraysh (Ch-106). Reading, Translation and Explanations with examples. The Qur’an
Textbook
9 Hadith. Hadith 18 of Al-Nawawi is collections and the lesson Reading, Translation and Explanation with example. The Qur’an
learnt. Textbook
10 Islamic History The spread of Islamic to west African Narrate how Islam came to west Africa as well as its The Qur’an
i. The roles of traders. spread and these people involved in the spread of Islam Textbook
ii. Sufi order and Religious preachers or
reformers.
11 Shariah Definition, Importance and sources of Shariah. Explain the meaning of shariah, its sources and The Qur’an
implication. Textbook
12 Revision.
13 Examination.

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ISLAMIC RELIGIOUS STUDIES

SSS 2 – THIRD TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES/TEACHING AIDS LEARNING
RESOURCES
1 The Holy Quran. The Chapter Al-Kauthar and Maun (Q-107 and 108). Reading, translation and explanation of the The Qur’an
chapters. Glorious Quran, CD, DVD, cassettes. Textbook
2 Al-Hadith. Hadith no 19 of al-nawawi and lessons learnt. Reading Translation and explanation with concrete The Qur’an
example by the teacher and the students. Textbook
3 Islamic History. Quran and Sunnah as source of Islamic civilization. Narrate the history of Islam as it penetrates into The Qur’an
cultures. Textbook
4 Fiqh. Islamic Shariah and other legal system. Explain and Define the concept of Islamic Shariah The Qur’an
and others. Textbook
5 Al-Hadith Hadith No: 20 of Al-Nawawi and lesson learnt. Reading, Translation and explanation of the Hadith. The Qur’an
Textbook
6 Islamic History. Islamization of knowledge and Islamic institution. Explanation that will knowledge, originates from The Qur’an
Islam and the Development so far. Textbook
7 Fiqhu The roles of the four sunni school in the spread of Narrate the brief history of the founding fathers and The Qur’an
shariah. how they emerged. Textbook
8 The Holy Quran. Suratul Kafiruh (Q109) Reading, Translation and Explanation of the said The Qur’an
chapter, Glorious Quran, CD. Cassette, DVD. Textbook
9 Al-Hadith Hadith no 21of Al-Nawawi and lesson learnt. Reading, writing, and explanation of hadith 20 The Qur’an
Textbook
10 Islamic History The challenge of syncretism in Islam and its solution. The teacher after defining what is syncretism asks The Qur’an
the student for possible solutions. Textbook
11 Islamic History. The impact on the economic and political life in west Narrate the contributions Islamic religion has made The Qur’an
Africa. on the development of west Africa in various Textbook
aspects.
12 Revision.
13 Examination

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HISTORY
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 THE SOKOTO CALIPHATE The teacher describes and explains the Sokoto caliphate to the Textbook
- The state of Hausa land at the beginning of the 19th century. students, the maps and charts are used. Relevant history
- The role of Islam at the beginning of 19th century. The students should be able to explain introduction of the articles
caliphate.
2 THE SOKOTO CALIPHATE The teacher states and explains the circumstances that led to Textbook
- Usman Dan Fodio lived and worked in Gobir. Usman Dan Fodio’s work in Gobir. Explain why the Sarkin Gobir
- Why Sarkin Gobir and the Muslims fell out. and the Muslims fell out. Relevant history
Maps and pictures as teaching aids. articles
The students state and explain the reasons and why Gobir and
Muslims fell out.
3 THE SOKOTO CALIPHATE The teacher states and explains the reasons why Dan Fodio Textbook
The various reasons why Dan Fodio engaged or embarked on Jihad or embarked on jihad or Holy war.
Holy war. Maps containing the movement of Dan Fodio. Relevant history
Students should be able to enumerate the various reasons. articles
4 THE SOKOTO CALIPHATE How the caliphate came into existence and how it was Textbook
- The birth of the Sokoto caliphate. administered are described and explained.
- The administration of the caliphate. Teaching aids; pictures and maps. Relevant history
The students should be able to describe and explain the birth and articles
administration. Maps
5 JIHAD- HOLY WAR The advantages and disadvantages of Jihad on political social and Textbook
Political, social and economic impact. economics are stated and explained by the teacher. Maps
Maps, pictures as teaching aids. Relevant history
articles
6 BORNU UNDER THE SHEHUS The emergence of El-Kanemi is traced and explained to the Textbook
- The emergence of El-Kanemi. students.
- Rebellion and the crisis in Bornu, and invitation of El-Kanemi. The students should be able to state and explain on the crisis, Relevant history
- Social, political and economic development during the reign of emergence and economic development of El-Kanemi. articles
El-Kanemi.
7 YORUBA LAND IN 19TH CENTURY The students should be able to discuss, describe and explain the Textbook.
- Oyo Empire and final collapse of Oyo Empire. Oyo Empire and the final collapse. The teacher guides the students Relevant history
with a map representing the Oyo Empire. articles

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8 BENIN IN 19TH CENTURY The students should be able to explain the factors that led to the Textbook
The abolition of Trans-Atlantic slave trade on Benin economy in abolition of Trans- Atlantic lave trade, Benin economy, political
political crisis, problems of succession and emergence of weak rulers. crisis, problems and succession- the emergence of weak leaders. Relevant history
This is done with the aid of wall charts illustrating the Benin articles
political system. Maps
9 THE FIRST PHASE OF BRITISH CONQUEST 1851-1900 With the aid of maps and pictures, the teacher should explain and Textbook
- Occupation of Lagos. discuss with the students how British conquered and occupied
- British conquest of Benin. Lagos and other areas of Yoruba land. Relevant history
- Other interior of Yoruba land. articles
10 THE SECOND PHASE OF BRITISH CONQUEST OF 1900-1914 The students should be able to describe and explain the occupation Textbook
Occupation of North-Sokoto. of British occupation of North. Maps
11 THE BRITISH CONQUEST CONTINUED The teacher explains and describes the British occupation of Igbo Textbook.
- Occupation of Igbo land. land, reasons, and impacts- advantages and disadvantages to the Relevant history
- Reasons for occupation and impacts. students. articles.
12 Revision Revision
13 Examination Examination

HISTORY
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 THE EARLY PHASE OF BRITISH RULE 1990-1914 The students should be able to discuss on the native courts and the Textbook
- Native courts of the southern protectorate. authority of the Northern protectorate. Relevant history
- Native authority system of the North. The teacher directs and explains the various networks-roads, water ways articles
- Establishment of network- roads, water ways etc. established during the British administration of the North. Maps
2 AMALGAMATION OF NIGERIA AND ITS SIGNIFICANCE The teacher explains 1906 and 1914 events of joining or making of the Textbook
state Nigeria. Relevant history
A map indicating the amalgamation should be presented to the students articles
for learning. Maps
3 COLONIAL RULE Indirect rule should be defined and explained by a teacher to the students. Textbook
- Nature of indirect rule. The students should define and explain indirect rule and the inter-group Relevant history
- Social development and inter-group relations. relations during the amalgamation. articles
Maps and pictures are used as teaching materials. Maps
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4 COLONIAL ECONOMY The students should be able to explain the role of the British government Textbook
- The role of government on the colonial economy. on the economy, the British policy is examined by the teacher and Relevant history
- The British policy on the economy and the effects. explained to the students with their pictures, materials and some British articles
currency. Maps
5 ORIGIN OF NATIONALISM The students should be able to define and explain the meaning of Textbook
- Definition and explanation. Nationalism. The teacher demonstrates before the class the resistance and Relevant history
- Origin and early resistance to the imposition of British imposition of British rule on the people of West Africa and people of articles
rule; Jaja of Opobo, Awujale of Ijebuode and Nigeria in particular. The names of the early nationalists mentioned. Maps
Ovonrenewem of Benin.
6 NATIONALISTS MOVEMENT AFTER SECOND WORLD WAR The activities of the nationalists are explained, formation of political Textbook
parties, newspapers and conferences- 1950, 1953, 1957, etc
7 DECOLONIZATION; The teacher defines and explains the meaning of decolonization and the Textbook
- Definition process of decolonization- the changes of the constitutional development.
- Process of decolonization and attainment of Nigerian Pictures of
Nationalists in the administration. Nationalists
8 THE FIRST REPUBLIC 1960-1966 The teacher explains the process- handing over to a Nigerian, the seat of Textbook
Political development. government, challenges of democracy. Maps

9 THE FIRST REPUBLIC AND SOCIAL ECONOMIC The teacher explains the economic philosophy of the government and Textbook.
DEVELOPMENT expansion of social services communication. Map of Nigeria is used. Map of Nigeria
Concept of mixed economy and national development plan. showing the
states.
10 1966 COUP D’ ETAT AND THE NIGERIAN CIVIL WAR Explanation and stating the causes of the war. Textbook.
The causes of the war. Pictures of relics
of war
11 1966 COUP D’ ETAT AND THE NIGERIAN CIVIL WAR Description and explanation of the socio-political and economic effects on Textbook.
The socio-political and economic effects on women and children. women and children. Pictures of relics
Pictures of those suffering in war are displayed for teaching. of war
12 Revision Revision
13 Examination Examination

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HISTORY
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING
RESOURCES
1 THE MILITARY RULE AND RECONSTRUCTION IN NIGERIA The teacher explains the Gowon’s coming into power, the nine point Textbook
- The nine-point programme of Yakubu Gowon. programs and states and explains the achievements and failures of the
- Achievements and failure of the Gowon regime. regime. Relevant
Pictures of the road maps of the reconstruction will be used. history books
The students explain and mention the achievements and failures of the
regime.
2 THE MILITARY RULE The teacher states and explains the factors that led to 1975 coup, the land Textbook
- Factors that led to the 1975 coup. use decree- land tenure system, the structure of the regime and the
- The land use decree indigenization programme. Relevant
- The structure of the administration/indigenization Pictures and land maps are used. history books
programme. The students are permitted individually to explain them.
3 THE SECOND REPUBLIC 1979 The teacher discusses the difference between the first and the second Textbook
- 1979 republican constitution. republic, the problems of economy and the introduction of presidential
- Presidential system. system of government. Relevant
- Socio economic programmes. Teaching aids; copy of the 1979 constitution calendar of the executive etc. history books
Students differentiate the republic and discuss the programmes – 1979’s.
4 THE SECOND REPUBLIC 1979 The teacher with the aid of maps and charts for bicameral structure, Textbook
Federal character and federal structure explain the federal character, federal structure and the nature of multi-
Adoption of bicameralism. party democracy- explain what party and democracy means. Relevant
Practice of multi- party democracy. Students explain individually. history books
5 THE RETURN OF THE MILITARY The teacher outlines the factors that led to the return of the Military- 1983, Textbook
- The factors that led to 1983 coup. the collapse of economy constitutional crisis and social breakdown. With
- The programmes of the regime and the anti-corruption the aid of newspaper cutting and video clips of activities. Discus about war Relevant
programme- Buhari/Idiagbon regime. against indiscipline. history books
The students explain on the WAI.
6 THE RETURN OF THE MILITARY CONTINUED The teacher discusses on the economic policy of 1983, advantages and Textbook
- Economic Policy of 1983 disadvantages.
- Implications. Aids; maps/pictures Relevant
The students are made to state and explain the various merits and history books
demerits of the 1983 economic policy.

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7 IBRAHIM BABANGIDA REGIME 1985 – 1993 The teacher enumerates on the Babangida programme; military president, Textbook
- Structure of the regime and transition programme. supreme military council.
Transition programme and the regime conceptualization of democracy. Relevant
Map of Nigeria showing the new state structure of 1993. history books
The students individually outline the structures of the regime.
8 IBRAHIM BABANGIDA REGIME 1985-1993 CONTINUED;- The teacher discusses on the economic conditions of 1993 and women Textbook
- Socio-economic programme of the regime empowerment programme.
- Women empowerment programme. Teaching materials; government policy papers/maps. Relevant
The students explain the economic and women programmes. history books
9 THE CHALLENGES OF DEMOCRACY- The teacher defines democracy and discusses it under military interruption Textbook
The governance; of the government, in turn, the teacher with the aid of map and pictures
- Interim National Government. explains on the military return of 1993-1998. Relevant
- The return of the military 1993-1998. The students explain what they understand by interim government. history books
10 THE CHALLENGE OF DEMOCRATIC GOVERNMENT The teacher takes comparative analysis of the 1999 constitution with the Textbook
CONTINUED previous constitution and discusses the economic policies paying attention
The policies and implementation of the 1993-1998 return of the to; liberalization of the economy. Relevant
military. Material aids; charts/maps/pictures. history books
The students are guided to identify the differences in the various
constitutions.
11 THE TRANSITION; FOURTH REPUBLIC; The teacher explains the events leading to the emergence of the Textbook
- Constitutional conference and policy thrust of the fourth Abdulsalam Abubakar’s transition.
republic. The 1999 constitution in focus, the economic policy and social policies of Relevant
- The 1999 constitution and the commencement of the the fourth republic. history books
fourth republic. Maps and pictures are used.
Students explain extensively on the fourth republic.
12 Revision Revision
13 Examination Examination

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VISUAL ART
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 STILL-LIFE DRAWING Arrange man-made object for drawing.
Characteristics of still life drawing: composition, proportion, tone, LEARNING RESOURCES
perspective etc. Pencil, card board, colours, still-life object, brushes and water colours

2 STILL-LIFE PAINTING Arrange man-made object for painting.

Characteristics of still-life painting: composition, proportion, LEARNING RESOURCES
application of color tones etc. Pencil, card board, colors, brushes and water colours
3 -DO- Object should be arranged reflecting: cone, rectangles, square, cube, prism, ovals,
Arrange object reflecting cone, rectangles, square, cube, circle etc. spheres, circles.
LEARNING RESOURCES
Pencil, card board, colors, still-life objects brushes and water color
4. LIFE DRAWING Students to make a self-portrait by posing before the mirror.
Anatomical studies of the model with emphasis on the various LEARNING RESOURCES
postures, quick poses, action postures and muscles Card board, brushes and water color, drawing board, human model.
5 LIFE DRAWING (CONT). Students to select parts of human body to draw.
Sketches of various body parts, limbs, heads, Torso, foot, fingers, etc. LEARNING RESOURCES
Pencil, charcoal, crayon card board, drawing board, parts of human figure.
6 STILL LIFE DRAWING & PAINTING Sketches of various body parts.
Proportion, uses of space, good distribution of and painting colors etc. LEARNING RESOURCES pencil, drawing board, easer, etc.
7 IMAGINATIVE COMPOSITION Lead students in an imaginative composition by narrating a story and asking them to
Characteristics of imaginative composition: compositional accuracy picture a particular scene in the story.
color distribution, focus, variety of form, draughtmanship LEARNING RESOURCES
Cartridge paper, brushes water colours, drawing board.
8 INTRODUCTION TO SCULPTURE Leads class discussion, meaning of sculpture and functions of various tools in
Meaning of Sculpture, functions of sculpture, sculptural techniques sculpture.
and their usage. LEARNING RESOURCES:
Concrete object tools, photographs of people, animal and so on.
9 INTRODUCTION TO SCULPTURE Demonstrate some sculptural techniques.
Sculptural tools and materials: metal, clay, cement, wax, plaster, wood LEARNING RESOURCES
etc. Clay, cement, pap prepared.

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10 SCULPTURE (PRACTICAL) Demonstrate step by step process of molding a form

Modelling simple object e.g. Fruit, rock, seeds, shells, bone etc. LEARNING RESOURCES
Clay, wax, cement
11 INTRODUCTION TO SCULPTURE Demonstrate step by step process of molding a form
Modelling of the part of human body, modeling of human portrait, full LEARNING RESOURCES
figure, and animal forms, modeling of head, leg, eyes, nose etc. Clay, wax, cement
12 SCULPTURE Discus how to prepare armature (frame) for human and animal
Feature of modeling eg. Proportion, composition representation LEARNING RESOURCES
Rod binding wire cement.
13 Revision Revision

14 Examination Examination

VISUAL ART
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 INDIGENOUS DECORATIVE MOTIF Demonstrate mat weaving either with actual material or improvised material
Calabash decoration, types of patterns, functions and usage of calabash, like strips of cardboard.
foreign influence and value on decoration LEARNING RESOURCES
Knife, raffia cane, cardboard, paper.
2 INDIGENOUS DECORATIVE MOTIF Lead students to a local calabash decorator
Using any pattern: painted, carved, scorched, scrapped produce a decorative
calabash
3 INDIGENOUS DECORATIVE MOTIF Displays collected samples of body decorative motif from photographs
Body decoration (Tattoo)
Meaning: Body decoration (Tattoo) involves slashing the skin and introducing
irritants in the wounds which when heated leaves pronounced scar.

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4. INDIGENOUS DECORATIVE MOTIF Displays pictures of various wall decorative motifs. State their names and the
Some decorative motif: context in which they are used in their cultural settings.
Animal forms, Zoomorphic, Spiral lines.
-Some wall decorative motifs and their origins: Yoruba- sango wand. Snakes,
bird, geometric shape ibo: Illi motifs. Hausa-Arrabesque motifs
5 INDIGENOUS CRAFT BASKETRY AND MAL MAKING Demonstration of mat weaving either with actual material or improvised
Meaning: Weaving materials- Canine, Raffia, Twine, Palm frond material like strips or cardboard.
LEARNING RESOURCES
Knife, Raffia cane, cardboard paper, gum, cello tape
6 INDIGENOUS CRAFT BASKETRY AND MAL MAKING Leads discussion on basic weaving technique and types of loom.
Cloth weaving;
Basic principles of weaving-warp, weft, shuttle.
Types of loom: Narrow horizontal loom, wide vertical loom
7 INDIGENOUS CRAFT BASKETRY AND MAL MAKING Enumerate some weaving Centre in Nigeria.
Major cloth weaving centre in Nigeria and their product: Akwete in Ukwa,
Abia state. AsoOke in Yoruba land. Akwa-Ocha in Anioma Delta state,
OkeneKogi state, Sanya in Iseyin, Oyo State Nigeria.
Decorated fabric in Bida Niger State.
Anger of the Tiv people of Benue State.
8 MODERN NIGERIAN ARTIST, ART EDUCATORS, ART HISTORIAN (1900- Discusses development in modern Nigeria art.
1960)
Ceramics, Textile, Graphics, Painting Sculpture.
Development of modern Nigerian art-painting, sculpture, ceramics, Textiles
and Graphics.
9 CONTEMPORARY ARTIST, STUDIO ARTIST Discuss contribution of art to the education of students.
Aina, Onabolu, Udo Emma, Akinola, Lasekan, Ben Enwonwu, Yusuf Grillo,
Kolade, Osinowo, Ladi Kwali, Erhabo Emopae, Uche Okeke and Agbo Folarin.

10 CONTEMPORARY ARTIST, ART EDUCATOR Mention names of Nigerian artist, art educators and Historian
Keneth Murray, Udo Ema, Solomon Wangboje, T. A Fasuyi, J.B Akolo

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11 AFRICA ART HISTORY Locate art centres on the map of West Africa.
Major art work: Explains and names style of West African art work
Cameroon-Bamileke Bamun. Dahomy-Fon, Upper Volta-Mossi, bobo, Liberian-
Dan Negro, Mali-Dogan, Sierra Leone-Mande, Kongo-Baluba, Garbon-Fang,
Bakwere, Ghana-Fante, Ashante.
12 Revision Revision

13 Examination Examination

14 Examination Examination

VISUAL ART
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 AFRICAN ART HISTORY Explain and name types of W/African art works.
Identify the major art works of CAMEROON: Bamileke, Bamun, LEARNING RESOURCES
DAHOMEY;- Fan (upper volta), mossi, bobo. Map of Africa, showing art centre, photographs, slides, projectors, artwork
LIBERIAN;-Dangere.
MALI: Dogon
2 AFRICAN ART HISTORY Explain and name types of W/African art work
MAJOR ART WORKS LEARNING RESOURCES
Sierra Leone:-mandebamun,. Map of Africa showing art centres, photographs, slides, projectors, art work.
Dahomey;-Fon.Uppervolta;- mossi, bobo.
Liberian;- Dan ngere.Mali;-dogon.
Congo;-Baluba.Gabon;-Fang, Bakwere.
Ghana; - Ashanti, Bance.
3 AFRICAN ART HISTORY (CONT). Discuss with the aid of photographs, and slides, the ancient Egyptian art.
Ancient Egyptian painting. Hieroglyphics forms on the walls of tombs
pyramids and temples.
4. IMPACT OF AFRICAN ART ON WESTERN ART
Explain the impact of African art on European art and vice versa.

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5 SHAPES AND COLOUR IN BASIC DESIGN Demonstrate how to create a design with various geometric shapes.
Block and pen lettering using basic geometric shapes and design LEARNING RESOURCES
Color, brush, pencil/paper.
Drawing instruments- ruler,
T-square, drawing board, set square.
6 SHAPES AND COLOR IN BASIC DESIGN Guide students to make a book cover and poster.
Advertising design- features of book cover and posters.
7 COMPUTER GRAPHIC DESIGN Mention and describe the tools according to their uses.
Introduction to Corel draw window LEARNING RESOURCES
Computer, pencil and paper.

8 COMPUTER GRAPHIC DESIGN Practice drawing and labeling the tools.

Introduction to Corel tool

9 COMPUTER GRAPHIC DESIGN PRACTICAL

10 TEXTILE DESIGN AND PRINTING PROCESSES Participate in class discussion.

Textile printing processes- relief, silk, printing in intangio and plano-graphy. LEARNING TOOLS
Paper, pro-film, blankets, table, lacquer, newsprint, printing ink, frame,
squeeze silk, thinner paper tape.
11 TEXTILE DESIGN AND PRINTING PROCESS Describes the methods of screen printing with the following endings silk
Textile printing processes screen, paper cut pro film. Illustrates with sample of screen printing.
-relief process
-silk green
-printing
-intaglio photography
12 Revision Revision

13 Examination Examination

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MUSIC
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES/EVALUATION LEARNING
RESOURCES
1- Notation and transcription. Notate and transcribe a given folksong of not more than 8 bars. Textbook
Music writing. Video Clips
Audio
2- Triads 1- Build secondary triads on the following notes of C major scale key. Textbook
Secondary triads. Video Clips
Audio
3- Harmony with (cadences). 1- Identify and write the roots of the triads used in the passage. Textbook
Elementary harmony. 2- List 3 rules of harmony. Video Clips
3- Harmonize the following using the triads indicated below. Audio
4- Transposition 1- Transpose the following melody to its dominant key. Textbook
Music writing. Video Clips
Audio
5- Identification of triads/ chords. 1- Write triads on given roots and invert them. Textbook
1- Tonality. 2- Identify inverted triads in a piece of music. Video Clips
2- Triads (Primary and secondary). Audio
6- Diatonic intervals (melodic) 1- Write exercises on inverted intervals. Textbook
Pitch. 2- Write the table of intervals and inversions. Video Clips
Audio
7- Sight reading (observation of musical terms, 1- Read music written in both close and open scores. Textbook
abbreviations and symbols). 2- List the different types of musical dynamics, symbols and abbreviations. Video Clips
Dynamic signs, abbreviations and symbols. Audio
8- Musical instruments (study skills) voice 1- Play their instruments for the teacher to listen. Textbook
Skills in playing and singing. 2- Practice the drilling exercises as guided. Video Clips
Audio
9- Baroque period (1600-1750). 1- Write short notes on baroque period and give 5 characteristics of the Textbook
History of baroque period. music. Video Clips
2- Discuss life, works of a named composer of this period. Audio
10- Nigerian dance styles 1- Properly exercise the parts of the body as directed by the teacher. Textbook
1- Specific physical exercises. 2- Practice the various special patterns. Video Clips
2- Use of space as a key component of dance. Audio
3- Types of space.
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11- African/western musical instruments four (4) 1- Identify the tones of the following instruments when played on the Textbook
families of African instruments e.g. aero phones, keyboard. Video Clips
chordophones etc. a- Flute Audio
Digitalization. b- Saxophone
c- Maracas
d- Pot drum
e- Kit drum
f- Trumpet.
12- African music (colonial and post-colonial) Students have structural changes of the colonial era on Nigerian music. Textbook
Structural changes in African music. Video Clips
Audio
13- Revision and examination.

MUSIC
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES/EVALUATION LEARNING
RESOURCES
1- Triads. 1- Construct a triad on any given root. Textbook
Primary and secondary triads 2- Write the 1st and 2nd inversion of triad II and Vi Video Clips
(root and inverted position Audio
triads)
2- Harmony 1- Study a given score of music and pick out the triad used. Textbook
Harmonization of simple 2- Harmonize the following music using primary triad and triads II, VII, VII* Video Clips
melodies. Audio
3- Harmony (continued) 1- Study a given score of music and pick out the triad used. Textbook
2- Harmonize the following music using primary triad and triads II, VII, VII* Video Clips
Audio
4- African Music (Colonial and post- 1- List three musical features of Nigerian vocal and instrumental music. Textbook
Colonial) Video Clips
Forms of music. Audio
5- Classical Period (1759-1820) 1- Learn and write down examples of major forms of the period. E.g. Ternany, Rondo, Textbook
History of classical period. Variation, Binary etc. Video Clips
2- Record the characteristics music Audio
6- Classical Period Continued

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7- Nigerian Dance Styles Students perform the selected by the teacher. Textbook
A Case Study of a popular Nigerian Video Clips
traditional (Cultural) dance Audio
8- Nigeria Dance Style (Continued) A Students perform the selected by the teacher. Textbook
Case Study of a popular Nigerian Video Clips
traditional (Cultural) dance Audio

9- Western Dance Style Students perform the dance selected by the teacher. Textbook
European or American Ballet Video Clips
Performance. Audio
10- Identification of triads (Aural Students to Textbook
Training) 1- Name the types of triads and write examples of them. Video Clips
Tonality Audio
11- Revision
12- Examination

MUSIC
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES/EVALUATION LEARNING
RESOURCES
1- Modulation 1- List the various types of modulation Textbook
Change in Tonality 2- Explain in their own words the meaning of pivot-chord/diatonic Video Clips
Audio
2- The Dominant 7th Chord 1- Harmonize short melodies using primary, secondary, and V7 chords. Textbook
Dominant 7th Chord (V7), with discord chord 2- Identify a dominant 7th chord in a musical score. Video Clips
and how handle it. Audio
3- Interval (harmonic) 1- Sing the Upper notes of given harmonic intervals when the lower ones are Textbook
1- Major Intervals e.g. 2nd, 3rd, and 6th. played to them. Video Clips
2- Perfect Intervals (Union, 4th, 5th and Audio
Octave).

4- Cadences 1- List the other names associated with the interrupted cadence Textbook
Interrupted Cadences 2- Write interrupted cadence in given major keys. Video Clips
Audio

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5- Music dictation Write bar melodies in different time signatures and sing them. Textbook
Melody Writing in simple and compound Video Clips
duple times. Audio
6- (Punctuation in musical language) 1- List the other names associated with the interrupted cadence. Textbook
Cadence 2- Write Interrupted Cadence in given major keys. Video Clips
Audio
7- Sight reading/playing. 1- Sing the given melody. Textbook
Musical scores. 2- Play the set tune. Video Clips
Audio
8- Nigerian and dance styles 1- Familiarize themselves with the natures of the dance through their dance Textbook
1- Choreographic patterns. nature of the dances. Video Clips
2- Spatial patterns. Audio
3- Costumes.
4- Music.
9- Western dance style. 1- Familiarize themselves with the natures of the dance through their dance Textbook
1- Choreographic patterns. nature of the dances. Video Clips
2- Spatial patterns. Audio
3- Costumes.
4- Music.
10- Western musical instruments. 1- Identify the tones of the following instruments when played on the keyboard. Textbook
1- Woodwind a- Flute Video Clips
2- Brass b- Trumpet Audio
c- Recorder
1- Differences real live, or pictures of
the instruments.
2- Labeling of the parts and functions.
11- African musical instruments e.g. idiophone, 1- Identify the different types of idiophones and membranophones. Textbook
membranophones. Video Clips
1- Historical background. Audio
2- Types of idiophones.
3- Types of membranophones.
12- Revision. Revision.
13- Examination. Examination.

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FRENCH
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Contrôle continu Le professeur aide les élèves à découvrir les noms masculins et féminines.
Culture et civilisation : histoire Colonial de l’Afrique de l’ouest Apprenants ils découvrent les différences entre eux.
1ère Épreuve Ils font des phrases avec eux.
Compréhension orale : une carte Coloniale de l’Afrique de l’ouest. Les Resource pédagogique
pays et leurs colonialistes. Francophone/anglophone. Carte d’Afrique de l’ouest, texte géographique, textes audio.
Maîtrise de la langue : la nationaliste : masculin et féminine (singulier
et pluriel) exemple il est togolais/elle est togolaise
Expression écrite : une lettre à un correspondant.
2 Rapporter : conversations/ordres Le professeur fait transformer par les élèves des phrases simples du discours direct
Maîtrise de la langue : le rapport direct/indirect, il a dit que…, il m’a au discours indirect.
demandé de… ce jour-là, la veille. Concordance du temps. Il a dit qu’il Les élèves répètent les phrases et les copient dans leurs cahiers.
ferait. NB : l’ordre des mots : sors ! a-t-il dit. Il a dit : sors ! Resource pédagogique
Expression orale : un dialogue. Textes audio cassettes audio/CDs

3 Exprimer l’antériorité Il demande aux élèves de préciser laquelle des deux actions qu’il fait précède l’autre.
Maitrise de la langue : conjugaison des verbes au présent, passé Ils dressent par ordre logique la liste des choses à faire avant d’aller à l’école.
composé, plus-que parfait, futur etc. vocabulaire : avant, dès que, Resource pédagogique
après, avant de + infinitif : quand + passé composé. Textes audio, textes facile.
Compréhension orale : document authentique. Que fais-tu avant
d’aller à l’école ?
4 Demander une opinion Le professeur fait un tableau de deux colonnes questions et réponses.
Maîtrise de la langue : est-ce que je /tu peux + infinitif? c’est loin d’ici? Les élèves trouvent les réponses correspondant aux questions.
qu’est-ce qu’il/elle a fait? qui est arrivé? est arrivé? Etc. Resource pédagogique
Compréhension orale : un texte facile a répondre. Le portable, CDs/cassettes audio
Expression orale : un entretien entre professeur et
élève/conversation téléphonique entre deux amis.
5 Contrôle continu Le professeur fait un tableau de deux colonnes questions et réponses.
Donner une opinion. Les élèves trouvent les réponses correspondant aux questions.
2éme Épreuve Resource pédagogique
Maîtrise de la langue : je dis que …, je suis d’accord que…, je crois Le portable, CDs/cassettes audio
que…, je suis sûr que…
Expression orale : le professeur est plus important que le médecin.
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Expression écrite : rédaction : l’importance de profession dans la

société.
6 Se plaindre Jeux de rôles un marchand a gagné à une loterie.
Compréhension orale : une mère qui se plain/est fâchée. Dit-il : j’en ai assez. Non.
Maîtrise de la langue : j’en ai assez ! ça suffit ! toujours pareil ! Les élèves réagissent conformément.
Encore ! Etc. Resource pédagogique
Expression orale : tu es méchant, laisse-moi tranquille, ne me dérange Document authentique montrant une mère ennemie
pas, etc.
7 Exprimer hésitation/inquiétude/doute. Le professeur mime quelques moments d’inquiétude/de peur et demande aux élèves
Maitrise de la langue : je m’inquiète, du courage, n’aie pas peur, ce de les exprimer.
n’est pas grave, j’aime, une minute, je ne suis pas sûr, j’ai peur… Les élèves copient les expressions au tableau dans leurs cahiers.
Compréhension orale : document authentique. Resource pédagogique
Expression écrite : écoute une cassettes/CDs. CDs/cassettes audio, textes faciles, textes audio, document authentique

8 Exprimer la confiance. Il propose quelques expressions qui marquent la confiance.

Maîtrise de la langue : il est clair que… je suis persuadée que… on ne Jeux de rôles.
peut pas nier que… Ils trouvent des mimes correspondent aux expressions proposées par le professeur.
Expression orale : jeux de rôles Resource pédagogique
Compréhension orale : écoute une cassette/un CD Cassettes audio/CDs, textes facile.
9 Contrôle continu Avec la carte le professeur aide les élèves à découvrir les ressources et la population.
Culture et civilisation : l’Afrique de l’ouest. Avec la carte les élèves essayent de découvrir la population et les ressources
Population par pays naturelles et agricoles.
Ressources principales Resource pédagogique
3éme Épreuve La carte d’Afrique de l’ouest, textes facile.
Compréhension orale : document authentique la carte.
Maîtrise de la langue : population, date d’indépendance, ressources
naturelles et agricoles.
10 Culture et civilisation la France : système éducatif comparaison avec Le professeur va fournir les cartes et textes pour aider la découverte.
celui du Nigeria. Les élèves essaient de découvrir le système éducatif de France.
Compréhension orale : Document authentique : les cartes Resource pédagogique
Maîtrise de la langue : primaire, secondaire, études avancées Les cartes de la France et du Nigeria. Document authentique, textes faciles.
comparaison.
11 Revision
12 Revision
13 Examen Examen
14 Examen Examen
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FRENCH
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Contrôle continu Une dictée sur les expressions d’appréciation, de confiance, de solidarité,
Exprimer l’appréciation. d’encouragement.
1ère Épreuve Jeux de rôles.
Maîtrise de la langue : match, concert, club, théâtre, piscine, bibliothèque, Appréciez vos clients Amaka vient de réussir à un examen.
etc. c'est sympa/excellent/beau/agréable/ encourageant/super/pas mal Vous lui faites une lettre de félicitations.
– tu peux compter sur moi ! bravo Resource pédagogique
Compréhension orale : jeu de rôle apprécier vos clients Textes de lecture facile, textes de production orale, comprise de journaux.
Expression orale : écoute des cassettes
2 Exprimer la déception. Le professeur introduit diverses situations qui impliquent la déception.
Maîtrise de la langue : zut ! bof!, comme ci comme ça, si je savais !, quelle Les élèves choisissent les expressions appropriées par le professeur.
déception ! compréhension orale : document authentique Resource pédagogique
Expression orale : jeu de rôle. Quel malheur !/quel dommage ! Jeux de rôles cassettes audio/CDs, films
3 Nuancer l’expression d’une opinion. Le professeur introduit jeu de rôle. Vous êtes témoin. L’avocat vous interroge, mais
Maîtrise de la langue : je dirais que… il paraitrait que…, il paraitrait que…, vous ne répondez pas directement.
je ne dirais pas non, pas exactement etc. conditionnel Jouent les jeux de rôles proposés.
Compréhension écrite : lecture d’un texte sur expression d’une opinion. Resource pédagogique
Films, cassettes audio/CDs, images/photos
4 Juger un acte on une attitude. Le professeur demande aux élèves de compléter des phrases écrites.
Maîtrise de la langue : a 'y voir de plus près, pour conclure, en fin de Les élèves font un débat sur des sujets courant (Ex. SIDA, Internet, etc.) où ils sont
compte encouragés à utiliser des tenures de jugement.
Resource pédagogique
Textes de lecture facile, textes audio.
5 Contrôle continu Le professeur demande aux élèves de compléter des phrases orales : d’après moi, à
Critiquer un acte ou une attitude. mon avis.
2ème Épreuve Les élèves font un débat sur des sujets courants
Maîtrise de la langue : vocabulaire portant sur la qualité : médiocre, Exemple : le portable, l’internet.
super, moyen, ambigu, extraordinaire, etc. Resource pédagogique
Coupures de journaux, textes audio, cassettes audio/CDs
6 Protester Le professeur propose un jeu avec un couple compréhension auditive et écrite
Maîtrise de la langue : l’expression permettant de dire non a un fait / une Jeux de rôles.
situation. Je proteste, ah non ! ce n’est pas mon avis, loin de là. Vous êtes mari.

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Votre épouse vous demande de faire certaines choses, vous protester. Exemple
Épouse : de l’argent
Mari : tu dis quoi ?
Resource pédagogique
Dialogue, CDs / cassettes audio, textes audio
7 Culture et civilisation : un pays francophone les grands traits Le professeur va introduire la carte de l’Afrique de l’ouest et donner les histoires
géographiques et politiques. Comparaison avec le Nigéria politiques et les présidents.
Maîtrise de la langue : colonialiste gouvernement, date d’anniversaire, Les élèves vont chercher et trouver les pays limitrophes.
l’argent utilisé, location, les présidents. Resource pédagogique
La carte de l’Afrique de l’ouest.

8 S’excuser Le professeur demande un élève à accuser un autre. L’accusé cherche à se défendre.

Maîtrise de la langue : je m’excuse, c’est en raison de…, pardon. c’est pour Jeux de rôles.
Contrôle continu Vous êtes accusé de certains actes.
Vous essayez de vous défendre
La classa se constitue en jury.
Resource pédagogique
Quelqu’un contre un autre, textes de jeux de rôles.
9 Revision Revision
10 Revision Revision
11 Examen Examen
12 Examen Examen

FRENCH
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Contrôle continu Le professeur montre l’action de s’excuser, s’amuser etc. avec geste et dit : professeur : je vous
S’excuser, se justifier, se défendre accuse.
1ere Épreuve (jeu de rôle)
(Étude de) maîtrise de la langue : l’emploi des expressions Le professeur met la cassette audio.
de s’excuser, se justifier, s’amuser, se défendre au présent. Les professeurs posent des questions.
Compréhension Écrite : lectures sur l’acte de s’excuser etc. Les professeurs accusent l’étudiant d’un mal fait.
Les étudiants regardent curieusement d’abord.
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Expression orale : entretien entre le professeur, l’étudiant et Puis ils se défendent, s’excusent, se justifient.
l’étudiant. Les étudiants écoutent.
Les étudiants répondent à l’écrite. L’étudiant s’excuser, se justifier, se défendre avec les
expressions : je m’excuse, c’est en raison de, c’est pour (s’amuser) c’est par (erreur).
Resource pédagogique
Textes de dialogues adaptes, textes de production orale etc. Cassette audio, CD, texte audio
Textes de dialogues adaptés.
2 Pardonner à quelqu’un Le professeur est juge. Il juge l’étudiant avec ces expression : c’est faux tu as tort, ce n’est pas vrai.
Maîtrise de la langue : l’emploi des verbes pardonner, Jeux de rôles : le professeur accuse l’étudiant d’un mal faits. Le professeur guide les étudiants à
s’excuser, accuser au présent. L’emploi des expressions : au jouer ce rôle. Il corrige les prononciations de mots nouveaux.
pardon, je m’excuse, ce n’est pas vrai, c’est faux, tu as tort Le professeur demande aux étudiants de décrire ce qui se passe dans la photo/image.
etc. Le professeur écoute et corrige les fautes/félicite les étudiants.
Expression orale : exercices oraux de l’acte de pardonner L’étudiant se défend avec ces expressions oh pardon : je suis désolé, aie pitié de moi etc.
quelqu’un. L’étudiant se défend. Trois étudiants jouent les rôles d’accusé, avocat et de juge, un étudiant est
Compréhension orale : image/photo d’un accusé, d’avocat, juge, l’autre est accusé et l’accusé cherche à se défendre.
de juge, et des témoins dans la salle de jugement. Les étudiants regardent curieusement : ils essaient de rependre/ réagir individuellement, en
Vocabulaire : témoins, avocat, accusé etc. groupe et ensemble. Resource pédagogique
Traits de textes de littérature, images, photos etc.
Textes de dialogue adaptes.
Document authentique, photo, image, futur.
3 Exprimer une obligation directe/implicite Le professeur met les verbes en phrases avec Le temps correspondant. Le professeur explique le
Maîtrise de la langue : emploi des verbes falloir, aller, devoir, sens de mots nouveaux.
être, vouloir, pouvoir au conditionnelle, au futur simple et à Jeux de rôle : le professeur divise la classe en deux groupes.
l’impératif. Le professeur pose des questions sur l’image.
Emploi des expressions : il faut…, il doit…, va, allez, tout de Les étudiants copient dans leurs cahiers ils font des exercice écrites (font des phrases) au
suite, un instant, j’allais, vous demander, pourriez/voudriez- conditionnelle, au futur simple et a l’impératif, en exprimant une obligation directe/implicite eg. Il
vous, je serais obligé, etc. faut, il doit, le premier groupe s'adresse au deuxième groupes en utilisant ces expressions d’oblige
Expression orale : écoute à la radio. Réponse aux questions, directe. Eg. Il faut, il doit, va, Vien tout de suite.
posées sur ce qu’on entend. La deuxième s’adresse à l’aide des expressions implicites eg. Je serais, pourriez-vous, j’allais vous
demande etc.
Resource pédagogique : L’art de conjugué, le dictionnaire, extrait de texte lit, image/photo.
Cassettes, textes de dialogue adapté une radio, un film, coupures de journaux etc.
4 La conséquence Le professeur fait des phrases avec ces expressions il laisse les étudiants copier.
Maîtrise de la langue : Études des expression : bien que, Le professeur (fait des gestes) demande aux étudiants de proposer un sujet. Le professeur corrige
jusqu’à, ce que, à la fin, après tout, en conséquence, par des fautes. Il lit le texte deux fois.
Les étudiants essaient d’en faire individuellement. Puis ils écrivent sur ce sujet.

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conséquent, le point culminant, c’est, suite à, à la suite de, Les étudiants écoutent et répondent aux questions correspondantes à l’écrite. Texte de
etc. compréhension auditive et écrite.
Expression écrite : une rédaction sur une Resource pédagogique
action/événement/exprimant / montrant la conséquence. Le dictionnaire en document authentique.
Compréhension écrite : sur un texte exprimant la Extrait d’un texte littéraire, texte de lecture facile, un film, une photo
conséquence
5 Contrôle continu Le professeur demande aux étudiants de faire des phrases avec ces expressions. Le professeur met
La certitude la cassette audio.
2ème Épreuve Le professeur pose des questions sur la lecture. Le professeur écrit au sujet de débat au tableau
Maîtrise de la langue : l’emploi des expressions : il est (jeu de rôle) il parle d’abord…
certain que, il n’y a pas de doute que…, Assurément, Les étudiants en font individuellement, en groupe et ensemble.
évidemment, c’est certain, c’est sûr, c’est indéniable. Les étudiants écoutent bien, les étudiants réagissent en répondant avec ‘‘vrais’’ ou faux ou en
Compréhension orale : lecture sur un entretien montrant faisant des phrases avec : il est certain que, évidement etc.
certitude. Les étudiants propose ou oppose l’idée en paires ou en groupe avec l’emphase sur la certitude de
Expression orale : un débat exprimant la certitude cette idée.
Resource pédagogique
Le dictionnaire, texte audio, cassette audio, des photos, textes de dialogue adapté, CD.
6 Culture et civilisation Le professeur met un film montrant, les organisations internationales.
Compréhension orale : sur l’Afrique de l’ouest. Les grandes Le professeur pose des questions sur ce qui se passe/ce qu’ils voient dans ce film.
organisations internationales e.g CEDEAO, UMOA, L’ORAN, Le professeur écrit de mots nouveaux au tableau. Le professeur donne un exemple d’une phrase….
L’UNU, NU UE. Le professeur demande des questions sur cette lecture. Il demande aussi aux étudiants de décrire
Maitrise de la langue : vocabulaire de mots nouveaux. les sens des mots bridgés.
Exercice écrites les mots nouveaux et des verbes au présent, Les étudiants regardent avec intérêt. Les étudiants réagissent en parlant individuellement en
futur et imparfait. groupe et ensemble. Les étudiants les copient dans leurs cahiers.
Compréhension écrite : lecture d’un texte sur les grandes Les étudiants essaient de faire des autres phrases autant.
organisations internationales de l’Afrique de l’ouest. Les étudiants essaient de répondre ces questions dans leur cahier en choisissant la réponse juste
(en circulant) individuellement et écrivant les mots complets e.g. NU – nation unis, UE – l’union
Européenne, CEDEAO etc.
Resource pédagogique : Un film, documents authentique coupures de journaux, une carte, le
dictionnaire, l’art de conjugaison.
Texte de lecture facile, document authentique, une carte de l’Afrique de l’ouest.
7 Culture et civilisation : la France : les jeunes ; comparaison Le professeur montre un film/photos des jeunes gens Français et Nigérians. Le professeur fait une
avec le Nigeria (la mode moderne) comparaison entre les deux. Puis il demande aux étudiants de faire autant. Le professeur écrit de
Compréhension orale : un film/photos des jeunes Français mots nouveaux au tableau. Il lit le professeur montre des photos et décrit les jeunes : des filles
et des jeunes Nigérians. belles, de garçons beaux ; la dame au chapeau rouge ; ce garçon aux lunettes noirs etc.
Le professeur donne aux étudiants des exercices écrits.

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Maîtrise de la langue : vocabulaire – la mode, être à la mode, Les étudiants regardent curieusement.
sympa, musiciens de rap, style de danser moderne, vie Les étudiants décrivent ces jeunes en faisant la comparaison pareille et contraire sur leur manière
sociale. Revue : Masculine et Féminine, singulier et pluriel, d’agir /faire quelque chose.
des adjectifs descriptifs physique et de caractère ; Les étudiants regardent et écoutent attentivement. Puis ils répètent après le professeur
Revue : l’adjectif démonstratif, Masculine/Féminine : ce, individuellement, en groupe et ensemble deux fois.
cette, cet, ces, cela, celui-ci, celui-là, celle-ci, celle-là, etc. Les étudiants copient dans leurs cahiers.
Expression écrite : une rédaction sur : les jeunes modernes Resource pédagogique
et l’internet / l’influence d’internet sur les jeunes modernes. Un film, photos, documents authentique.

8 Culture et civilisation Le professeur met la cassette audio à haute voix. Le professeur pose des questions sur l'émission
Compréhension écrite : système éducatif en France et au de la cassette.
Nigeria (la comparaison) : écoute aux cassettes audio. Le professeur demande aux étudiants de faire des phrases avec ces mots. Le professeur corrige où
Maîtrise de la langue : vocabulaire : dortoir, primaire, nécessaire.
secondaire, collégien, matière, emploie de temps, récréation, Le professeur pose des questions e.g comment s’appelle votre école ? où se trouve votre école ?
interne, externe, bâtiment, bureau du directeur, salle de est-ce c’est une école extrême/interne/ primaire/secondaire etc.
classe etc. Les étudiants écoutent attentivement les étudiants répondent.
Expression orale : entretien entre le professeur et Les étudiants essaient d’en faire individuellement, en groupe et puis ensemble.
l’étudiante sur le système éducatif en France et au Nigeria. L’étudiant répondent e.g mon école s’appelle… il se trouve à l’est du Nigeria/ de la France… c’est
une école interne/ externe/primaire/ secondaire.
Resource pédagogique
Un film, photos, documents authentique
9 Culture et civilisation : système éducatif en France et au Le professeur explique ces adjectifs comparatifs etc. opposition e.g. l’éducation en France est plus
Nigéria (la comparaison) suite. chère que… e.g. elle adore les maths, en revanche elle déteste la chimie. Il lit ces phrases à l’école
Maîtrise de la langue : emploi des adjectifs comparatifs, des élèves.
superlatifs e.g. aussi… que, moins…. Que, autant-autant, Le professeur donne un exercice, de rédaction aux étudiants.
plus… que etc. l’opposition : comparer en opposant e.g. Le professeur corrige des fautes.
emploi de : par contre / en revanche, au contraire, alors que, Resource pédagogique
tandis que… Les étudiants écoutent, les étudiants regardent et répètent des phrases après lui ensemble deux
Expression écrite : une rédaction- votre ami Français vous a fois.
écrit en décrivant le système d’éducation chez lui, répondez Les étudiants essaient d’y écrire.
à cette lettre et lui parlez de système d’éducation ici au
Nigéria.
10 Révision Révision
11 Révision Révision
12 Examen Examen
13 Examen/Vacance Examen/Vacance

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‫المنهج الدراسي للسنة الثانية الثانوية‬

‫‪SCHEME OF WORK FOR S.S.S TWO‬‬
‫‪FIRST TERM‬‬ ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫تعريف التعليم ‪ ,‬تعريف المدرسة أو مكان التعليم‪ ,‬فوائد التعليم‪ ,‬أهمية الجد واإلجتهاد فى طلب‬ ‫التعليم وأهميته‬ ‫األول‬
‫العلم‪ ,‬إعطاء فكرة متكاملة حول الموضوع‬
‫الزراعة فعريفها وكيفية إعـداد األرض‪ ,‬والحبة الصالحة للزراعـة‪ ,‬كيفية الحصاد والفوائـد‬
‫الزراعـة‪.‬‬
‫تعريف القرية والمدن‪ .‬خصائص القرية والمدن‪ ,‬المحن والحرف فى القرية والمدن‪.‬‬ ‫الزراعـة‬ ‫الثانى‬
‫تعريف الحياة المدنية مع ضرب األمثال‪ ,‬خصائص الحياة المدنية‪ ,‬المؤسسات والشركات‬
‫والمحن والحرف فى المدينة‪.‬‬
‫تعريف الموضوع‪ :‬كيف نراعى على صحة البدن‪ .‬فوائد األغذية لصحـة البدن‪ ,‬الطهارة وأهميتها‬ ‫القرية وحياة المدن‬ ‫الثالث‬
‫وفوائدها‪.‬‬
‫كتابة بعض فقرات وقصص باإلنجليزية ثم ترجمتها إلى العربية‪.‬‬
‫تنظيم ألفاظ وأفكار وأسلوب لتكوين الموضوعات اآلتية‪ -١ :‬تسمية المولود ‪ -٢‬الرسائل األهـلية‬
‫‪ -١‬حكاية المسرحية باإليجاز ‪ -٢‬شخصيات المسرحية ‪ -٣‬كتابة النقاط الهامة من المسرحية‪,‬‬
‫‪ -١‬إخراج الكلمات الصعبة من الخطبة ثم شرحها ‪ -٢‬قراءة قطعة من خطبة الشيخ آدم‪.‬‬ ‫رعاية صحة البدن‬ ‫الرابع‬
‫نصوص مختارة للتعرف على التمييز وأقسامه‪ ,‬وحكمه‪ -١ .‬التعريف بالتمييز ‪ -٢‬عدة جمل عن‬
‫التمييز‪.‬‬
‫أنشودة عربية قصيرة مناسبة‪.‬‬ ‫الترجمة اإلنجليزية إلى العربية‬ ‫الخامس‬
‫قطعة مناسبة عن العالقات الدولية‪ -١ .‬التعريف بالدولية ‪ -٢‬وجود ما زاد على مائة وخمسين‬
‫دولة ‪ -٣‬العالقات الدبلوماسية بينهم‪.‬‬ ‫اإلنشاء‬ ‫السادس‬
‫للدروس السابقة‬

‫المسرحية‬ ‫السابع‬

‫خطب الشيخ آدم عبد هللا األلورى‬ ‫الثامن‬

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‫التمييز‬ ‫التاسع‬

‫األنشودة‬ ‫العاشر‬

‫العالقات الدولية‬ ‫الحادى عشر‬

‫المراجعة العامة‬ ‫الثانى عشر‬

‫اإلمتحانات والتصحيح‬ ‫الثالث عش والرابع عشر‬

‫المنهج الدراسي للسنة الثانية الثانوية‬

‫‪SCHEME OF WORK FOR S.S.S TWO‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫‪ -١‬قطعة مناسبة عن العقيقة ‪ -٢‬إستخراج النقاط المهمة من القطعة ‪ -٣‬إستخراج األلفاظ‬ ‫العقيقة‬ ‫األول‬
‫الغامضة من القطعة وشرحها‪.‬‬
‫قطعة مناسبة تعطى فكرة متكاملة عن مدينة أبوجا من حيث موقعها الجغرافي والبنيان‬
‫فيهاوالطرق المرصفية والمصاقع والمكاتب واألسواق والمتنزهات واألشياء الرائعة الجميلة فيها‬ ‫القراءة والفهم مدينة أبكجا العاصمة الجديد‬
‫من مبان حديثة وما إلى ذلك من الوزرات وغيرها‬ ‫للجمهورية‬ ‫الثانى‬
‫أيات محتارة تحتوى وتنطق على أخالق حسنة من إكرام الوالدين وعدم عقوقهما وحقوق الجار‬
‫والصدق والعمل به‪.‬‬
‫صيغ التصغير‪.‬‬
‫مع ضرب عـدة أمثلة ووضع الخط تحت الحال‪.‬‬
‫قطعة مناسبة تتحدث عن الزواج مع ذكر أركان الزواج فيه كالولى وشاهدى عدل والصداقة‬ ‫آيات مختارة تحث على مكارم األخالق‬ ‫الثالث‬
‫والصيغة (اإليجاب والقبول)‪.‬‬
‫نص مختار من نشرات أو الجرائد أو كتب قصصية‪.‬‬ ‫التصغير‬
‫الحال‬ ‫الرابع‬
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‫‪ -‬تعريف الفعل الصحيح مع األمثلة‪ ,‬مثل‪ :‬كتب‪ ,‬قرأ‪ ,‬لعب‪ ,‬عـد‪ – .‬أفعال الفعل الصحيح مع‬ ‫الخامس‬
‫األمثلة السالم والمهموز والمضاعف‪.‬‬ ‫الزواج‬
‫نص مختارة مشتملة على تاريخ حياة الدكتور عيسى ألبى أبوبكر وبعض أبيات شعره‬ ‫السادس‬
‫‪ -‬إلى الشعراء ‪ -‬وصف القرآن‪.‬‬
‫نص مختارة مشتملة على تاريخ حياة الشيخ عبد هللا ابن فودي فى رثاء المصطفى كاآلتى‪:‬‬ ‫الترجمةالعربية إلى اإلنجليزية‪.‬‬
‫عفت عندى منازل أهل كبير ‪ #‬وحل على معارفها نكير‬ ‫السابع‬
‫لفقـد المصطفى فيها بليل ‪ #‬لتصبح فى صباح قمطرير‬ ‫تصريف الفعل الصحيح‬
‫هو ابن الحاج أي عثمان عيا ‪ #‬سراج الحين مأوى للفقير‬ ‫الثامن‬
‫لقد زرئت قبيلتنا جميعا لفقد الصالح الفطن المجير‪.‬‬
‫للدروس السابقة‬
‫من شعر الدكتور عيسى ألبى أبى بكر‬
‫التاسع‬

‫من شعر الشيخ عبد هللا بن فودى (تزيين‬

‫الورقاء)‬ ‫العاشر‬

‫المراجعة العامة‬ ‫الحادى عشر‬

‫اإلمتحانات والتصحيح‬ ‫الثانى عشر‬

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‫المنهج الدراسي للسنة الثانية الثانوية‬

‫‪SCHEME OF WORK FOR S.S.S TWO‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫مقالة مناسبة تعطى فكرة متكاملة عن الحكومة وواجبها نحو الفرد‬ ‫الحكومة وواجبها نحو الفرد‬ ‫األول‬
‫قطعة عربية للترجمة إلى اإلنجليوية وبالعكس‬
‫الترجمة من العربية إلى اإلنجليزية وبالعكس مقالة مناسبة تعطى فكرة متكاملة عن هذه العناوين اآلتية‪ -١ :‬حقوق الجيران ‪ -٢‬اإلعتماد على‬ ‫الثانى‬
‫النفس ‪ -٣‬فوائد التعليم ‪ -٤‬مباراة كرة القدم ‪ -٥‬المسؤلية اإلجتماعية ‪ -٦‬حفلة الزواج ‪ -۷‬حب‬ ‫اإلنشاء‬
‫الخير وأهله‪.‬‬ ‫الثالث‬
‫قاعدة نحوية‪ -١ .‬األعداد من ثالثة إلى عشرة تذكر مع المؤنث وتؤنث مع المذكر ‪ -٢‬األعداد‬
‫المركبة المبنية الجزئية على الفتح ماعدا إثنا عشر فالجزء األول يعرب إعراب المثنى وأما‬
‫الجزء الثانى فيبنى على الفتح‪.‬‬ ‫العدد‬
‫نص مختار يشمل على جمل مفيدة فيها المنادى كما فى األمثلة اآلتية‪ -١ :‬يا خليل! تعال هنا‪-٢ .‬‬ ‫الرابع‬
‫ياصالح الدين! صل بنا‪ -٣ .‬يا مسافر! إتق هللا‪.‬‬
‫نص مختارة مشتمل على تاريخ حياة القاضى عمر إبراهيم أبيات شعر األحبـة‪.‬‬
‫نص مختارة تشمل على جمل مفيدة وفى كل منه المفعول المطلق بإعتبار موقعه اإلعرابى كما‬
‫فى األمثلة أالتية‪ -١ :‬لعب حسن لعبا‪ -٢ .‬يشرب الطفل اللبن شربا‪ -٣ .‬مـر القطار مـرالسحاب‪.‬‬
‫‪ -٤‬أكل أحمد أكلتين‪ .‬قاعدة نحوية " المفعول المطلق إسم منصوب موافق للفعل فى لفظ وجئ‬ ‫المنادى‬
‫بعد الفعل لتأكيده أو لبيان نوعه‪.‬‬ ‫الخامس‬
‫نص مختارة تشمل على جمل مفيدة تبرز المفعول به وموقعه اإلعرابى كما فى األمثلة أالتية‪-١ :‬‬
‫شـدالتلمذالحبل‪ -٢ .‬طوت البنت الثوب‪ -٣ .‬أكل الذئب الخروف‪ -٤ .‬حاز السابق جائزة‪-٥ .‬‬
‫يصيد الثعلب دجاجة‪.‬‬ ‫من شعر القاضى عمر إبراهيم‬
‫نص األنشودة المختارة‪.‬‬ ‫السادس‬
‫كل شيئ فانى‪ #‬إال هللا باقى‪ .‬كل شيئ فانى ‪ #‬إال هللا الباقى‪ .‬أحد صمد ‪ #‬اليموت أبدا‪ .‬صلوا على‬ ‫المفعول المطلق‬
‫محمد‪ #‬صلوا على محمد‪ .‬الصالة والسالم‪ #‬على رسول هللا‪ .‬الصالة والسالم ‪ #‬على رسول هللا‪.‬‬ ‫السابع‬
‫نص مختارة يشتمل على كلمات وعبارات يتعلق بنظافة الجسم والبيئة منها نظافة البيئة‪ ,‬الجسم‪,‬‬
‫إستحمام‪ ,‬تقليم األظافر‪ ,‬الذباب‪ ,‬ناموس األمراض‪ ,‬دورة المياه‪ ,‬األوساخ الصحة‪ ,‬الوقاية‪,‬‬
‫العالج‪.‬‬
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‫نص مختار تتعلق باإلتحاد اإلفريقى منها إستقالل‪ ,‬دول‪ ,‬جمهوريات‪ ,‬التعاون والتفاهم‪ ,‬عالقات‬
‫السياسية‪ ,‬األمن‪ ,‬سالم‪ ,‬إتفاقيات‪ ,‬مفاوضات‪ ,‬عالقات‪.‬‬

‫المفعول به‬
‫الثامن‬

‫األنشودة‬
‫التاسع‬

‫النظافة من اإليمان‬
‫العاشر‬

‫اإلتحاد اإلفريقى‬
‫الحادى عشر‬

‫المراجعة واإلمتحان والتصحيح‪.‬‬

‫الثانى عشر‬
‫والثالث عشر‬
‫‪ECONOMICS‬‬
‫‪SSS 2 – FIRST TERM‬‬
‫‪WEEK‬‬ ‫‪TOPIC – CONTENTS‬‬ ‫‪ACTIVITIES‬‬

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1 TOOLS OF ECONOMIC ANALYSIS 1. Teacher to test previous knowledge of basic tools taught in year one. Give
i. Simple linear equations relevant examples on the new topic (draw tables, graph and calculate given
ii. Measures of dispersion data)
iii. Pie chart 2. Learning material; Graph paper and other relevant materials.

2 TOOLS OF ECONOMIC ANALYSIS 1. Teacher to test previous knowledge of basic tools taught in year one. Give
i. Bar charts relevant examples on the new topic (draw tables, graph and calculate given
ii. Calculation of charts data)
2. Learning material; Graph paper and other relevant materials.
3 CONCEPT OF DEMAND AND SUPPLY 1. Teacher to emphasize the role of price system in resource allocation in
i. Meaning of demand and supply economics. Guide students to plot the demand and supply schedules to obtain
ii. Laws of demand and supply curves.
i. Factors affecting demand and supply. 2. Learning materials; Graphs.
4 CONCEPT OF DEMAND AND SUPPLY 1. Teacher to emphasize the role of price system in resource allocation in
i. Distinguish between factors that cause shift in demand economics.
and supply curves and those causing movement along 2. Learning materials; Graphs.
demand and supply curves
ii. Types of demand and supply (with curves)
5 THE PRODUCTION POSSIBILITY CURVE 1. Teacher to give hypothetical production data and figures to plot the PPC and to
i. Meaning of production possibility curve (PPC) calculate marginal product (MP) and average product (AP). Guide students to
ii. Plotting the PPC from possible data draw PPC on graph sheets.
6 THE PRODUCTION POSSIBILITY CURVE 1. Teacher to guide students to plot graphs, calculate average, total and marginal
i. Concept of total, average and marginal productivity. productivity
ii. Laws of variable proportion 2. Learning materials: Graphs and tables
7 COST CONCEPTS 1. Teacher to ask students to state what they consider as cost and highlight the
i. Basic cost concepts: total, average, marginal, fixed and distinctions between cost to individual, the business enterprise and to the
variable cost. nation
ii. Different cost curves 2. Learning materials; Graphs.
8 COST CONCEPTS 1. Teacher to ask students to state what they consider as cost. Identify costs
i. Short-run and Long-run Costs incurred in the running of schools. Draw cost curves and go on excursion to
ii. Distinction between economist’s and accountant’s view local factories to identify cost items.
of cost 2. Learning materials; Graphs.
9 REVENUE CONCEPTS 1. Teacher to explain the concepts of total, average and marginal revenue to
i. Concept of revenue – total, average and marginal students and use raw relevant revenue schedules and curves.
revenue 2. Learning materials; Graphs.
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ii. Revenue schedules and curves

10 TYPES AND FEATURES OF ECONOMIC SYSTEM Teacher to explain the features of the various economic system, drawing examples
i. Basic features of economic system (Capitalism, from defunct USSR, United States and Nigeria.
Socialism, Mixed economy etc.) Learning materials: Political Map of the world.
11 LABOUR MARKET Teacher to emphasize the role of government institutions and wage commissions in
i. Supply of and demand for labour the determination of wages. Discuss the introduction of the new minimum wage. Invite
ii. Wage determination labour leader and employer of labour or official of ministry of Labour, Employment
and productivity to give talk on labour matters. Draw out distinction between real and
nominal wages. Simulate wage bargaining by grouping students into employers and
union leaders. Discuss with students’ activities of NDE; National Directorate of
Employment. Mention some jobs a young school leaver could engage in.
Learning materials: Newspaper clippings, hypothetical price level wage rate and
productivity data. Graph paper and pencil.
12 LABOUR MARKET 1. Teacher to discuss the introduction of the minimum wage and invite labour
i. Trade Unions and other related institutions. leader and employer of labour or official of ministry of Labour, Employment
and productivity to give talk on labour matters.
2. Learning materials: Newspaper clippings
13 Revision Revision
14 Examination Examination

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ECONOMICS
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 LABOUR MARKET 1. Teacher to briefly review the relationship between size of the labour force and population
i. Concept of unemployment treated in SS1. Ask students to state the population of their various households and the
ii. Types of unemployment, causes, effects and number who are effectively employed. Mention some jobs young school leavers could
solutions. engage in. Discuss with students activities of NDE; National Directorate of Employment.
iii. Concept of self-employment, job creation Mention some jobs a young school leaver could engage in.
and dignity of labour. 2. Learning materials: Newspaper clippings, hypothetical price level wage rate and
productivity data.
2 ELEMENTARY TREATMENT OF UTILITY THEORY 1. Teacher to explain with real life examples, the concept of average, marginal and total
i. Concept of utility – average, marginal and utility. Explain the principle of diminishing marginal utility with drinking water or soft
total utility. drinks. Calculate with students’ total, average and marginal utilities from hypothetical
ii. The law of diminishing marginal utility. schedule given and draw relevant graphs.
2. Learning material; drinkable water/soft drinks and cups. graphs
3 PRICE DETERMINATION 1. Teacher to demonstrate with students the effects of changes of demand and supply on
i. Determination of equilibrium price and equilibrium price and quantity using graphs to explain the changes. Illustrate discussion
quantity with local examples
ii. Effects of changes in demand and supply 2. Learning material; appropriate illustrations e.g. bread and butter, petrol and car. Illustrate
iii. Types of demand and supply e.g. joint complimentary demand and other types of demand and supply. Use graphs and diagrams.
demand, joint supply etc.
4 PRICE DETERMINATION 1. Teacher to recall Nigeria’s experiences with fuel price/wage increases. Give students
i. Concept of elasticity and its application examples and calculate elasticity values.
ii. Simple application of price theory e.g. 2. Learning material; Use graphs to illustrate the elasticity of demand and supply.
minimum and maximum price legislation.
5 MARKET STRUCTURE 1. Teacher to emphasize the distinction between market and market place. Revise cost and
i. Concept and types of markets revenue concepts.
ii. Review of cost and revenue curves. 2. Learning materials; Graphs.
6 MARKET STRUCTURE 1. Teacher to identify and explain the basic features of the perfect and monopoly market using
i. Price and quantity determination under real life examples.
perfect competition and monopoly. 2. Learning materials; Graphs.
7 MARKET STRUCTURE 1. Teacher to identify and explain the basic features of the perfect and imperfect market using
i. Price and quantity determination under real life examples.
duopoly and monopoly. 3. Learning materials; Graphs.

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8 INDUSTRIES IN NIGERIA 1. Teacher to arrange an excursion to local factories, construction companies and mining sites
i. Definition of industrial concept – plant, and industrial estates where possible. Think out reasons for siting certain factories in their
factory, firm, industry and industrial estate. neighborhood where they are sited. List firms of the same industry close to one another
2. Learning materials; map of Nigeria showing industrial activities.
9 INDUSTRIES IN NIGERIA 1. Teacher to arrange an excursion to local factories, construction companies and mining sites
i. Location and localization of industries in and industrial estates where possible. List some advantages derivable from having firms of
Nigeria. the same industry close to one another.
ii. Advantage and disadvantages of localization 2. Learning materials; map of Nigeria showing industrial activities.
of industries.
iii. Factors that influence location and
localization of industries.
10 AGRICULTURE 1. Teacher to encourage students to participate in farms activities at home and school. Invite
i. Problems of agriculture agricultural extension worker or agricultural science teacher to give talk on agriculture
ii. Agricultural policies in Nigeria. generally.
2. Learning materials: Display agricultural commodities. Pie charts to show the contributions
of agriculture to the economy over the years. Visit large scale farms.
11 AGRICULTURE 1. Teacher to invite agricultural extension worker or agricultural science teacher to give talk
i. Marketing of agricultural commodities on agriculture generally. Suggest ways to solve agricultural problems in Nigeria.
ii. Prospects of agriculture in Nigeria. 2. Learning materials: Display agricultural commodities. Pie charts to show the contributions
of agriculture to the economy over the years. Visit large scale farms.
12 Revision Revision
13 Examination Examination

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ECONOMICS
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ELEMENTARY TREATMENT OF FISCAL POLICY 1. Teacher to illustrate discussions with Nigeria data at different stages of teaching.
i. Meaning of fiscal policy in public finance 2. Budget statement of any year.
ii. Objectives of public finance
iii. Revenue allocation (including resource control)
iv. Sources of government revenue
2 ELEMENTARY TREATMENT OF FISCAL POLICY 1. Teacher to use demand and supply curves to analyze the incidence of taxation
i. Direct and indirect taxation 2. Learning Material: Budget statement of any year.
ii. Effects and incidence of taxation
iii. Structure of effects of public expenditure on
government budget
3 BALANCED AND UNBALANCED BUDGET 1. Teacher to use a budget statement to illustrate government fiscal operations and
i. Meaning of balanced budget students to list their own sources of revenue and items they spend money on e.g.
ii. Reasons for balanced budget in the previous week. This will illustrate the idea of revenue and expenditure at
iii. Meaning of surplus and deficit budget the individual level.
2. Learning material; List of government fiscal operations.
4 BALANCED AND UNBALANCED BUDGET 1. Teacher to use a budget statement to illustrate government operations. Guide
i. Ways of financing deficit budget and their effects (e.g. students to list their own sources of revenue and items they spend money on e.g.
debt burden, debt relief and debt buy back) in the previous week. This will illustrate the idea of revenue and expenditure at
the individual level.
2. Learning material; List of government fiscal operations.
5 ELEMENTS OF NATIONAL INCOME ACCOUNTING 1. Teacher to guide students in learning the ways of calculating national income.
i. Meaning of national income concepts and their uses Identify local economic activities that contribute to total National Income. Apply
ii. Ways of measuring national income and their the concept of income determination to solve simple economic problem.
limitations 2. Learning materials; Charts to illustrate components of National Income.
6 ELEMENTS OF NATIONAL INCOME ACCOUNTING 1. Teacher to guide students in learning the ways of calculating national income.
i. Uses and limitations of National income estimates Identify local economic activities that contribute to total National Income. Apply
ii. Trends and structure of national income the concept of income determination to solve simple economic problem.
2. Learning materials; Charts to illustrate components of National Income.
7 TYPES OF FINANCIAL INSTITUTIONS AND THEIR FUNCTIONS 1. Teacher to emphasize the importance of (AJO/ESSU/ASUSU) and similar
i. Money Market institutions arrangements as examples of traditional institutions. Explain peculiar problems of
ii. Capital Market institutions each type of financial institution. Go on excursion with students to central
iii. Other Market agencies. bank/commercial bank/development bank and stock exchange where possible.

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2. Learning materials; Cheque books, pass books, teller etc and quarterly annual and
periodical publications of the Central bank, NDIC, Stock Exchange Commission etc.
8 TYPES OF FINANCIAL INSTITUTIONS AND THEIR FUNCTIONS 1. Teacher to emphasize the importance of (AJO/ESSU/ASUSU) and similar
i. Functions of capital market institutions arrangements as examples of traditional institutions. Explain peculiar problems of
ii. How the stock exchange operates each type of financial institution. Go on excursion with students to central
iii. Secondary and primary markets bank/commercial bank/development bank and stock exchange where possible.
2. Learning materials; Cheque books, pass books, teller etc and quarterly annual and
periodical publications of the Central bank, NDIC, Stock Exchange Commission etc.
9 MONEY: DEMAND FOR AND SUPPLY OF MONEY 1. Teacher to explain various motives for holding wealth in the form of money.
i. Determinants of supply and demand for money. Provide illustration of coins, paper money and cheques as well as specimens of
ii. Value of money and the price level. items that could serve as commodity money.
2. Learning materials; Coins, cheques, paper money and commodity money.
10 MONEY: INFLATION AND DEFLATION 1. Teacher to emphasize that conventional explanation may not capture all cases of
i. Meaning and types of inflation inflation, particularly in the developing countries. Ask students to narrate their
ii. Causes, effects of inflation/deflation experience of inflation in their environment. Testify to the hoarding cause’s
inflation. Plot graphs to illustrate price changes over time. Organise students in
smaller groups to discuss the effect of rising prices on their allowances and what
they can buy.
2. Learning materials; Time series data on prices, consumer price index information
published by the Central bank of Nigeria and their institutions. .
11 MONEY 1. Teacher to ask students to narrate their experience of inflation in their
i. Control of inflation/deflation environment.
ii. Inflation in Nigeria. 2. Learning materials; Time series data on prices.

12 Revision Revision
13 Examination Examination

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HAUSA LANGUAGE
SSS 2 – FIRST TERM
ZANGO NA DAYA AJI BIYU
MAKO JIGO/MAKASUDI
1 Azuzuwa Kalmomi:
Malami ya koyar da ma’anar kalma. Sannan ɗalibai su iya tantace azuzuwan kalmomi, kamar:-
- Suna da rabe-rebansa - Wakilin suna – ire-irensa - Sifa – da abin da ta ƙunsa
2 Azuzuwan Kalmomi:
A cigaba da koyar a azuzuwan kalmomi irin su:-
- Aikatau - Bayanau - Nunau
3 Azuzuwan Kalmomi:
Malami ya ƙarƙare koyar da azuzuwan kalmomi kamar su;-
- Mafayyac - Ma’auni tare da dimbin misalai a cikin jimla.
4 Nazarin Waƙoƙin Baka:
Malami ya yiwa ɗalibai bitar ma’anar waƙoƙin baka.
Manufofin da muhimmacin waƙoƙin msl: Wayar da kai., Zambo, zuga, nishaɗi, habaici, yabo, raha, kewa.
5 Nazarin Waƙoƙin Baka:
Malami ya koyar da ire-iren waƙoƙin baka msl: waka
- aure - nika - daka - lugude
6 Ginin Kalmomi:
Malami zai koyar da: Ma’anar ginin kalma, kamar saiwa ko tushen kalma ds.
7 Ginin Kalma:
Malami zai koyar da: abubuwan da kalma ta Ƙumsa kamar, ɗafi, ɗafa-goshi, ɗafa-ciki da ɗafa-ƙeya.
8 Insha’I:
Malami zai karantar da; wasiƙu bisa tsari da sigoginsu da ƙa,idojin rubutu
9 Nazarin Tatsunniyoyi da Labarai:
Malami zai koyar da nazarin tatsuniyoyin da labarai masu koyon dabarun zaman duniya.
10 Nazarin Tatsunniyoyi da labarai:
Malami zai koyar da: kyawawan halaye da munanan halaye da ake samu daga tatsuniyoyi da labarai.
11 Camfe-camfe da magugunan gargajiya:
Malami zai koyar da: iren-iren camfe-camfen Hausawa; da ma’anarsu da ma’anar magungunan gargajiya da ire-iren magungunan gargajiya, masu bada su da
muhimmancinsu.
12 Maimaitawa
13 Jarabawa

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HAUSA LANGUAGE
SSS 2 – SECOND TERM
ZANGO NA DAYA AJI BIYU
MAKO JIGO/MAKASUDI
1 Nazarin littafin zube:
Malami zai karantar da nazarin littafin zube ta fannin: Jigon littafi
- jarunta - soyayya - bantausayi - gyaran hali da - dubarun zaman duniya
2 Ci gaba da nazarin littafin zube:
Malami ya karantar da salon sarrafa harshe irinsu:
- babi – babi - tsara jimloli - sakin layi - dubarun jan hankali - Amfani da kalmomi ds
3 Furucin baƙaƙe da wasula:
Malami zai koyar da: ma’anar tsarin sauti kamar:
- adadin baƙaƙe, misali - saukaka – B, C, D, F, ds - adadin masu goyo, misalin: gy, gw, ts, sh, ds. - adadin wasula tilo masu aure
4 Ci gaba da furicin baƙaƙe wasula:
Malami zai koyar da; furicin baƙaƙe;
- gurbin furici - yanayin furici - matsayin maƙwallato kamar mai ziza da marar ziza. - furicin wasulla – tsayi, siga da tagwan wasali.
5 Ci gaba da furucin baƙaƙe wasulla:
Malami zai yi bitar ma’anar gaɓa.
- Tsarin baƙi, wasali (BW) - Tsarin baƙi wasali, baƙi. (BWB) - Tsarin baƙi wasali wasali (BWW)
- Rufaffiyar gaɓa - Budaddiyar gaɓa ds.
6 Nazarin littafin karin magana:
Malami zai karantar da: - Ma’anar Karin Magana - Yadda ake Karin Magana - Ire-iren Karin Magana
7 Lokuta:
Malami zai karantar da: - ma’anar lokaci - ire-iren lokuta, kamar
- shuɗaɗɗen lokaci (i) shuɗaɗɗen lokaci (ii) lokaci sabau lokaci mai ci (i) lokaci mai ci (ii)
8 Nazarin litaffin wasan kwaikwayo:
Malami zai koyar da:
- Ma’anar wasan kwaikwayo Jigo da zubi da tsari da sarrafa harshe ds.
9 Ci gaba da nazarin littafin wasan kwaikwayo:
Malami zai koyar da: Wuraren da ake wasan kwaikwayo. Misali rediyo, telebijin, dandali ds.
10 Tunanin Bahaushe akan fatalwa:
Malami zai koyar da: - ma’anar fatalwa - yadda bahaushe ya fahimci fatalwa, kamar - labaru game da fatalwa - mutuwa
- kurwa - kishi - bege ds
11 Maimaitawa
12 Jarabawa
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HAUSA LANGUAGE
SSS 2 – THIRD TERM
ZANGO NA DAYA AJI BIYU
MAKO JIGO/MAKASUDI
1 Auna fahimta: Malami zai yi bitar;
- Ma’anar auna fahimta, watau tabbatar da gane abubuwa da ake koyawa dalibai a lokaci guda domin a kaifafa fahimtarsu. Iya sanin ma’anar kalmomin Hausa
2 Ci gaba da auna fahimta:
Malami zai koyar da; Ire-iren auna fahimta: - Na labari - Na jawabi da -nNa waƙa ds.
3 Ire-iren fassara:
Malami zai koyar da; ire-iren fassara kamar;
- fassarar baƙi da baƙi - fassarar nan take - fassara mai yanci
4 Ci gaba da ire-iren fassara:
Malami zai koyar da; - rukunan fassara kamar - naƙalta - harsuna biyu da
naƙaltar al’adu. Sannan ɗalibai zasu san; matakan fassara kamar; daidaituwar saƙo, da; banbancin karin harshe.
5 Nazarin littafin rubutacciyar waƙa:
Malami zai koyar da; Nazarin waƙoƙi dangane da; - jigo - zubi da tsarin baitoci
6 Ci gaba da nazarin littafin rubutacciyar waka:
Malami zai koyar da; - salo da sarrafa harshe, kamar - dabarun jawo hankali; - amfani da ararrun kalmomi ds.
7 Sana’oin gargajiya:
Malami zai koyar da;
ma’anar sana’oin gargajiya kamar, su, fawa, kaɗi, kitso, farauta, dori, gini, jima, da rini ds.
8 Ci gaba da sana’oin gargajiya:
Malami zai koyar da; Ire-iren kayan aikin sana’o’i gargajiya - Ɗalibai su san masu sana’o’i gargajiya
9 Tunanin bahaushe akan iskoki: Malami zai koyar da;
- ma’anar iskoki,
- yadda Bahaushe ya fahimci iskoki, kamar masu;
- ban tsoro, baƙaƙen iskoki ko fararen iskoki
10 Ci gaba da tunanin Bahaushe akan iskoki: Malami zai koyar da;
- Muhallinsu: kamar;
- tsamiya, faƙo, kuka, kogo, suri, gwalalo, juji da bayi ds
11 Maimaitawa
12 Jarabawa

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ASỤSỤ IGBO
SSS TWO TAM NKE MBỤ
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. ỤTỌASỤSỤ: Ekwumekwu: Nkọwa ihe bụ ụbịam na agụụ, ihe ndị na- IHE ỤMỤAKWỤKWỌ GA-EME:
ebute ha 1. Ige ntị 2. Ịkọwa ihe ụbịam pụtara na ihe ndị na-ebute ya
OMENALA: Nkọwa ihe bụ otu nzuzo na ụdị ya gasị n’ala Igbo 3. Ịkparịtaụka gbanyere ihe ndị na-ebute ụbịam na agụụ.
AGỤMAGỤ: Agụmagụ Ọdịnala – Mmụgharị nkenụdị ya 4. Ịkwu ihe bụ otu nzuzo na ụdị ya gasị 5. Ịkọwa agụmagụ ọdịnala
6. Ikwupụta nkenụdị agụmagụ ọdịnala
NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, ụmụaka n’onwe ha,dgz.

2. ỤTỌASỤSỤ: Ekwumekwu: Ụzọ dị iche iche a ga-esi gbochie ụbịam IHE ỤMỤAKWỤKWỌ GA-EME:
na agụụ. 1. Ige ntị 2. Ịkparịtaụka gbasara ụzọ a ga-esi gbochie agụụ na ụbịa
OMENALA: Ọmụmụ ndịiche dị n’otu nzuzo na otu nkitị. 3. Ikwupụta ndịiche atọ dị n’etiti otu nkitị na nke nzuzo e nwere ike isi
AGỤMAGỤ: Ọmụmụ Akụkọ Ifo: Mbido na uru ya, ịkọ otu akụkọ na 4. Ikọ otu akụkọ ifo na ikwu ihe mmụta so ya - Idepụta uru atọ dị n’ịkọ akụkọ ifo
klasị tinyere ihe mmụta ya. NGWA NKỤZI: Ụgbọ ọjii, akwụkwọ ọgụgụ, tepụ rekọda, chaati, kaadị mgbubam,
foto/eserese, dgz.

3. ỤTỌASỤSỤ: Nkọwa Edemede Leta na Ụdị Ya – Nkeonye na IHE ỤMỤAKWỤKWỌ GA-EME:

anamachọihe 1. Ige ntị 2. Ide otu edemede leta
OMENALA: Ọmụmụ “Ekpe” na “Mmọnwụ” , Ọbụba ha, ọrụ na ọghọm 3. Ịkọwa ụzọ e si aba ekpe na mmọnwụ
ha 4. Ikwupụta ọrụ, uru na ọghọm dị n’ịba mmọnwụ 5. Ịgụ na ịtụle akụkọ ifo ha gụrụ
AGỤMAGỤ: Ọgụgụ na Ntụle Akụkọ ifo ọdịnala abụọ sitere NGWA NKỤZI:Akwụkwọ abụ a họọrọ chaatị, akwụkwọ ọgụgụ, ugbo ojii, dgz.
n’akwụkwọ a họpụtara

4. ỤTỌASỤSỤ : Nkọwa Usoro Edemede Leta Nkeonye na odide otu IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Ọmụmụ Ọmaba na Odo. Ụzọ e si aba ha, uru na ọghọm 1. Ige ntị 2. Idepụta otu leta nkeonye 3. Ikwu ihe bụ ọmọba na odo
ha. 4. Ịkọwaputa ụzọ e si aba ha 5. Ikwu uru na ọghọm dị ọbụba ha
AGỤMAGỤ: Ọgụgụ na ntụle abụ ọdịnala abụọ sitere n’akwụkwọ a 6. Ịgụ na ịtụle otu abụ ọdịnala a họpụtara
họpụtara NGWA NKỤZI
Akwụkwọ ọgụgụ, akwụkwọ abụ a họọrọ, ụgbọ ojii, tiivi, redio, tepụrekọda, dgz.

5. ỤTỌASỤSỤ : Nkọwa UsoroEdemede Leta Anamachọihe na Odide IHE ỤMỤAKWỤKWỌ GA-EME

Otu 1. Ige ntị 2. Idepụta otu edemede leta anamachọihe
OMENALA: Mgbanwe Dị n’Otu Nzuzo Ugbu a 3. Ikwupụta mgbanwe na-abata n’otu nzuzo ugbu a
3. Ịgụ na ịtụle ejije ọdịnala
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AGỤMAGỤ: Ọgụgụ na Ntụle Ejije Ọdịnala sitere n’akwụkwọ a NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, foto/eserese
họpụtara

6. ỤTỌASỤSỤ: Olilo Ụdaume, Nkọwa, ụdị ya dị iche iche na ọmụmaatụ IHE ỤMỤAKWỤKWỌ GA-EME
ha. 1. Ige ntị 2. Ịkọwa olilo ụdaume
OMENALA: Ọmụmụ ihe bụ dịbịa ọdịnala na ụdị ya dị iche iche, 3. Ikwupụta ụdị olilo e nwere na inye ọmụmaatụ ha gasị
ọmụmụ etu e si abụ dibịa ọdịnala. 4. Ịkọwa dibịa ọdịnala, ụdị ya na etu e si abụ ya
AGỤMAGỤ: Ọgụgụ abụ ededere Abụọ a họpụtara na nnyocha ya. 5. Ịgụ na inyocha abụ ederede a họpụtara.
NGWA NKỤZI
Akwụkwọ ọgụgụklasị, akwụkwọ abụ, ụgbọ ojii, kaadị mgbubam, foto/eserese, dgz.

7. ỤTỌASỤSỤ: Olilo ụdaume- Ọmụmụ Olilo ihu na olilo azụ IHE ỤMỤAKWỤKWỌ GA-EME
OMENALA: Dịbịa Mkpaakwụkwọ/ Mgbọrọgwụ, Dibịa Ọgwụ/Nsi, 1. Ige ntị 2. Igosipụta ụdị olulo e nwere
Oke dibịa: Orụ ha, Uru ha na Oghọm dị na ha. 3. Ịkọwapụta ndị iche dị n’etiti ụdị ndị dibịa e nwegasirị
AGỤMAGỤ: Ọgụgụ Akwụkwọ Iduuazị a họpụtara. 4. Ikwu ọrụ, uru na ọghọm dị n’ịbụ dibịa
5. Ịgụ akwụkwọ iduuazị a họpụtara.
NGWA NKỤZI: Akwụkwọ ọgụgụ na akwụkwọ iduuazị, ụgbọ ojii, kaadị mgbubam, dgz.

8. ỤTỌASỤSỤ: Omụmụ Ụdaume - Ọmụmụ Olilo nlofọ, mmakọ na IHE ỤMỤAKWỤKWỌ GA-EME
nlocha 1. Ige ntị 2. Ịkọwapụta ndịiche dị n’etiti ụdị olulo ndị e nwere
OMENALA: Ọmụmụ Dibịa afa na Dibịa aja, Ọrụ ha, uru na ọghọm ha. 3. Ịrụgosi ha n’ahịrịokwu 4. Ịkọwa dibịa afa na aja
AGỤMAGỤ: Ọgụgụ akwụkwọ iduuazị a họpụtara. 5. Ikwu ọrụ, uru na ọghọm ha 6. Ịgụ akwụkwọ iduuazị a họpụtara
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ iduuazị a họọrọ, ụgbọ ojii, kaadị mgbubam, dgz.

9. ỤTỌASỤSỤ: Ọmụmụ Ndapụ Ụdaume na Ndapụ Mgbochiume IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Ntụle Dibịa Ọdịnala na Dibịa Bekee, Ndịiche dị na ha. 1. Ige ntị 2. Ịrụgọsi okwu/ahịrịokwu nwere ndapụ ụdaume na gbochiume
AGỤMAGỤ: Ọgụgụ na Nchịkọta otu abụ sitere n’akwụkwọ abụ a 3. Ịkọwapụta ndịiche abụọ dị na dibịa bekee na nke ọdịnala
họpụtara. 4. Ịgụpụta otu abụ sitere n’akwụkwọ a họpụtara
NGWA NKỤZI: Chaatị ụdaume/mgbochiume, akwụkwọ ọgụgụ klasị, akwụkwọ abụ, dgz

10. ỤTỌASỤSỤ: Ọmụmụ Fọnịm na Mọfịm; Ọmụmụ ụdị Mọfịm dị iche IHE ỤMỤAKWỤKWỌ GA-EME:
iche (mọfịm ndabe na nnọọrọonwe). 1. Ige ntị 2. Ịkọwa mọfịm na inye ọmụma-atụ ha
OMENALA: Akụnụba ndị Igbo, nkọwa na ụdị ihe enwe enwe 3. Ikọwa ihe bụ akụnụba na inye ọmụmaatụ ụdị ihe enwe enwe dị iche iche
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AGỤMAGỤ: Ọgụgụ Akwụkwọ Ejije a họpụtara 1. Ịgụpụta akwụkwọ ejije a họọrọ.

NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, tepụrekọda, redio, dgz.

11. ỤTỌASỤSỤ: Ọmụmụ mkpụrụokwu – Nkọwa mkpụrụokwu, nkụzi IHE ỤMỤAKWỤKWO GA-EME:
ndịiche dị n’etiti mọfịm na mkpurụokwu. 1.Ịkọwapụta ndịiche dị n’etiti mọfịm na mkpụrụokwu 2. Ịkọwa ihe bụ inwe akụnụba
OMENALA: Enwemenwe Akụnụba – Uru na Oghọm dị n’ịkpata akụ 3. Ịme mkparịtaụka gbasara uru na ọghọm dị n’ịkpata akụ n’uzọ ezighi ezi
n’ụzọ ziri ezi nakwa n’ụzọ ezighị ezi. 4. Ịgụ na ikwu na nkenke gbasara akwụkwọ ejije ha gụrụ
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họpụtara na nchịkọta ya.

12. MMỤGHARỊ IHE A KỤZIRI NA TAM

13. ULE

14. MMECHI

ASỤSỤ IGBO
SSS 2 – SECOND TERM
SS TWO TAM NKE ABỤỌ
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. ỤTỌASỤSỤ: Mmụgharị Ahịrịokwu na Ụdị ya dị iche iche IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Mmụgharị Akụnụba na Usoro nnweta ya. 1. Ige ntị 2. Ịkọwaputa ahirịokwu na udị ya gasị
AGỤMAGỤ: Ọmụmụ Atụmaatụokwu /asụsụ nka. Nkọwa na ndepụta 3. Idepụta ọmụmaatụ ha gasị 4. Ịkpọsita usoro e si enweta akụnụba
nkenụdị ya. 5. Ịkọwa asụsu nka na ịrugosị ha n’edemede
NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz.

2. ỤTỌASỤSỤ: Ọmụmụ “Nkwụwa” na Nkenụụdị ya dị iche iche. IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Iri Ekpe na ike ekpe 1. Ige ntị 2. Ịkọwa ihe nkwuwa na inye ọmụmaatụ ha gasị
AGỤMAGỤ: Ọmụmụ Ụrụokwu na Igbuduokwu 3. Nrụgosi nkwuwa n’ahirịokwu
4. Ikwu etu e si eri ekpe na ndị na-eri ekpe 5. Inye ọmumaatu uruokwu/igbudu
NGWA NKỤZI: Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati, kaadị mgbubam, foto/eserese, dgz.

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3. ỤTỌASỤSỤ: Ọmụmụ nkebiokwu – Nkọwa ya, ngosipụta ya na nkewapụta IHE ỤMỤAKWỤKWỌ GA-EME:
nkebiokwu site n’ahịrịokwu. 1. Ige ntị 2. Ịkọwa nkebiokwu 3. Ịrụgọsị nkebiokwu n’ahirịokwu dị iche iche
OMENALA: Ndịiche dị n’iri ekpe, ike ekpe na nnọchiọkwa. 4. Ikwupụta ndịiche dị n’etiti iri ekpe na ike ekpe
AGỤMAGỤ: Ọmụmụ bịambịa mgbochi na bịambịa ụda. 5. Ịkọwapụta ndịiche dị n’etiti bịambịa mgbochi na bịabia ụda
NGWA NKỤZI: Chaatị, akwụkwọ ọgụgụ, ugbo ojii, dgz.

4. ỤTỌASỤSỤ : Ọmụmụ Nkebiokwu - Mkpọpụta ụdị ya dị iche iche na IHE ỤMỤAKWỤKWỌ GA-EME:
Ọmụmụ 1. Ige ntị 2. Ịkọwa nkebiokwu 3. Ịrụgosị nkebiokwu na ụdị ya dị iche iche
nkebiokwu keaha na kenkọwaha. 4. Ime mkparịtaụka gbasara agwa ọma na agwa ọjọọ
OMENALA: Nkọwa agwa ọma na agwa ọjọọ. Ụgwọ onye kpara agwa ọma 5. Izipụta mmemmadụ na egbe okwu n’ahịrịokwu
na ahụhụ onye kpara agwa ọjọọ. NGWA NKỤZI:
AGỤMAGỤ: Ọmụmụ Mmemmadụ na Egbeokwuna. Akwụkwọ ọgụgụ, akwụkwọ ejije a họọrọ, ụgbọ ojii, tiivi, redio, tepụrekọda, dgz.

5. ỤTỌASỤSỤ: Ọmụmụ Nkebiokwu kembuụzọ, kenkwuwa na kenrụaka. IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ò tù dị iche iche na-achịkwa agwa ọhaneeze, dịka ezinụlọ, otu 1. Ịkọwa agwa ọma na agwa ọjọọ 2. Ịkọwa nkebi okwu kembuụzọ na kenkọwa
ọgbọ, otu nzuzo, ụmụọkpụ, mmọnwụ, dgz. 3. Inye ọmụmaatụ ha 4. Ịkọwa ka otu dị iche iche si achịkwa agwa ọhaneze
AGỤMAGỤ: Ọmụmụ nzaraonwe na Nhajideokwu 5. Ikwu ihe bu ajụju nzaraonwe na nhagideokwu
6. Imebe ahịrịokwu ebe e nwerenzaraonwe na nhagideokwu.
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese, tepụrekọda, redio, dgz.

6. ỤTỌASỤSỤ: Nkọwa nkebiahịrị, ngosipụta ha n’ahịrịokwu na nkewapụta IHE ỤMỤAKWỤKWỌ GA-EME

ha. 1. Ige ntị 2. Ịkọwa ihe bụ nkebiahịrị 3. Ịmebe ahịrịokwu nwere nkebiahịrị
OMENALA: Ịkọwapụta ụdị echichi na echimechi ọdịnala dị iche iche. 4. Ikwu ụdị echimechi ọdịnala ha maara
AGỤMAGỤ: Ọmụmụ nkwusara na ekwueche ọzọ. 5. Ịrụgosi ahịrị nkwusara na ekwu-echeọzọ
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị, mgbubam, dgz.

7. ỤTỌASỤSỤ: Ụdị Nkebiahịrị na Ọmụmụ Nkebiahịrị Keaha IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Echimechi Lọlọ, ọrụ ha na uru ha. 1. Ịkọwa ụdị nkebịahịrị e nwegasịrị 2. Ịkọwa ihe nkebiahịrị keaha
AGỤMAGỤ: Ọmụmụ myiri na mbụrụ. 3. Ịnye ọmụmaatụ nkebiahịrị keaha 4. Ịkọwa na inye ọmụmaatụmbụrụ na myiri.
- Ịkọwa ka e si echi lọlọ na uru dị nay a.
NGWA NKỤZI: Akwụkwo ọgụgụ, ụgbọ ojii, chaatị, kaadị mgbubam,dgz

8. ỤTỌASỤSỤ: Ọmụmụ nkebiahịrị kenkọwaaha na kenkwuwa. IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ịba amanwụlu, ọrụ na uru ya 1. Ịkọwapụta ndịiche dị n’etiti nkebi ahirị kenkọwa na kenkwuwa
AGỤMAGỤ: Ọmụmụ ọgharaokwu na soromchịa. 2. Inye ọmụmaatụ ụdị nkebiahịrị ndị a 3. Ịkọwa ka e si aba amanwụlu
4. Ikwu uru dị n’ịba ya na ọrụ ya 5. Inye ọmụmaatụ ọgharaokwu na soromchịa
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, tepụ rekọda, chaatị, dgz.
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9. ỤTỌASỤSỤ: Nkọwa ihe bụ kategori ụtọasụsụ na ụdị ya dị iche iche: IHE ỤMỤAKWỤKWỌ GA-EME
omụmụ pesịn na ngụ. 1. Ige ntị 2. Ikwupụta katigori ụtọasusu ndị e nwere
OMENALA: Echimechi ‘eze’ na ụzọ e si echi ya. 3. Imebe ahịrịokwu na-eziputa pesịn na ngụ
AGỤMAGỤ: Ọmụmụ nsin-nụda . 4. Ịkọwapụta ụzọ e si echi eze 5. Ịrụgosi ahịrịnsinuda
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz

10. ỤTỌASỤSỤ: Ọmụmụ ‘Jenda,’ oke na nwunye (metụtara mmadụ na IHE ỤMỤAKWỤKWỌ GA-EME
anụmanụ) 1. Ịkọwa oke na nwunye 2. Ịkọwa ihe bụ jenda
OMENALA: Ọrụ onye eze na uru inwe eze. 3. Inye ọmụmaatụ okwu na-egosiputa jenda 4. Ikwu ọrụ onye eze na-arụgasị
AGỤMAGỤ: Agwụgwa 5. Idepụta uru dị n’inwe onye eze 6. Ikwu agwugwa ndị ha maara
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz.

11. MMỤGHARỊ IHE A KỤZIRI NA TAM

12. ULE

13. ULE NA MMECHI

ASỤSỤ IGBO
SSS TWO – TAM NKE ABỤỌ
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. ỤTỌASỤSỤ: Mmụgharị katigori ụtọasụsụ (Pesịn, ngụ na jenda) IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Ọmụmụ chi dị iche iche n’ala Igbo dk. Idemmili, Amadịọha, 1. Ige ntị
Ibiniụkpabị, dgz, uru na ọghọm ha. 2. Ịrụgosi mkpụrụokwu na-egosipụta pesin, ngụ na jenda n’ahịrịokwu
AGỤMAGỤ: Nkụzi okwu ntabiire 3. Ịkpọsita ụdị chi ndị ha maara 4. Ikwu uru na ọghọm dị n’inwe chi
5. Ikwu okwu ntabiire
NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz.

2. ỤTỌASỤSỤ: Ọmụmu tensi, Nkọwa ya na ụdị ya dị iche iche dk. Tensi ndịmecha IHE ỤMỤAKWỤKWỌ GA-EME:
na ndịugbua 1. Ige ntị 2. Ịkọwa ihe bụ tensị na ụdị ha
OMENALA: Iri ji n’ala Igbo –usoro na nkwadebe ya. 3. Iji ahịrịokwu gosipụta ụdị tensị dị iche iche
AGỤMAGỤ: Ọgụgụ akwụkwọ iduuazị a họpụtara. 4. ịkọwa ihe a na-emegasị tupu e rie ji 5. ịgụ akwukwọ iduuazị a họpụtara.
NGWA NKỤZI: Ụgbọ ọjii, akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị a
họọrọ,chaati, kaadị mgbubam, foto/eserese, dgz.

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3. ỤTỌASỤSỤ: Ọmụmụ Aspekitị na ụdị ya dị iche iche tinyere ịmaatụ ha. IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Omenala Igba mgba. Uru na ọghọm dị na ya. 1. Ige ntị 2. Ịkọwa aspekịtị 3. Ikwupụta ụdị aspekịtị e nwegasirị
AGỤMAGỤ: Ọgụgụ akwukwọ iduuazị a họọrọ. 4. Idepụta uru na ọghọm dị n’ ịgba mgba 5. Ịgụ akwụkwọ iduuazị a họọrọ
NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị a họọrọ, ugbo ojii,
kaadị mgbubam, dgz.

4. ỤTỌASỤSỤ: Ọgụgụ na aghọtaazaa. Ọgụgụ gbasara nlekọta gburugburu ebe IHE ỤMỤAKWỤKWỌ GA-EME:
obibi na ụlọakwụkwọ. 1. Ịgụ aghọtaazaa 2. Ịza ajụjụ sitere n’aghọtaazaa
3. Ịkọwa ihe ịgba ọfala pụtara 4. Ikwu usoro na uru dị n’ịgba ọfala
OMENALA: Ịgba ọfala – Ihe ọ bụ, usoro ya na uru ya. 5. Ịgụ akwụkwọ ejije a họpụtara
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họpụtara. NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, tiivi,
redio, tepụrekọda, dgz.

5. ỤTỌASỤSỤ: Nkụzi ntụgharị; Nkọwa usoro ntụgharị ahịrị-okwu. IHE ỤMỤAKWỤKWỌ GA-EME
OMENALA: Ịgụ nwata aha na ịhu nwata eze. 1. Ige ntị 2. Ikwu usoro e si eme ntugharị 3. Ime ntụgharị
AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họọrọ. 4. Ikwu ihe a na-eme n’oge a na-agụ nwata aha maọbụ ma a hu nwata eze
5. Ịgụ akwụkwọ ejije a họọrọ.
NGWA NKỤZI
Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, foto/eserese

6. ỤTỌASỤSỤ: Ntugharị ilu na akpaalaokwu. IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Nkwenye ndị Igbo na ụdị ya dị iche iche. 1. Ige ntị 2. Ịtụgharị ilu na akpaalaokwu ụfọdụ
AGỤMAGỤ: Ọgụgụ na nchịkọta akwụkwọ ejije a họọrọ. 3. ikwupụta ihe ndị Igbo kwenyere na ha
4. Ịgụ na ịchịkọta ejije ha gụrụ ọnu
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị mgbubam, dgz.

7. ỤTỌASỤSỤ: Ntụgharị abụ a họpụtara IHE ỤMỤAKAWỤKWỌGA-EME

OMENALA: Ọmụmụịlọ ụwa na ọgbanje 1. Ige ntị 2. Ịtụgharị abụ a họpụtara 3. Ịkọwa ịlọ ụwa na ọgbanje
AGỤMAGỤ: Ọgụgụ akụkọ ifo a họpụtara. 4. Ịgụ na ịza ajụjụ sitere n’akụko ifo a họpụtara
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ akụkọ ifo, ụgbọ ojii, tepụ rekọdụ, redio, dgz.

8. ỤTỌASỤSỤ: Ndakọrịta ụdaume IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ọmụmụ arụsị, mmụọ, agbara na chukwu 1. Ịkọwa ihe bụ Ndakọrịta ụdaume
AGỤMAGỤ: Ọgụgụ banyere nsogbu a na-enwe na gburugburu ebe obibi dịka: 2. Inye ọmụmaatụ mkpụrụokwu nwere ndakọrịta ụdaume
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ide mmiri, igbutu osisi aghara aghara. 3. Ikwu ihe ha maara gbasara arụsị, mmụo, agbara na chukwu
4. Ịgụ ihe ọgụgụ na iji okwu ọhụrụ mepụta mkpụrụokwu
NGWA NKỤZI:
Akwụkwọ ọgụgụ họọrọ, ụgbọ ojii, kaadị mgbubam, tepụ rekọda, dgz.

9. ỤTỌASỤSỤ: Ọmụmụ akara ụdaolu –Itinye akara ụdaolu na mkpụrụokwu ndị IHE ỤMỤAKWỤKWỌ GA-EME
nwere otu nsụpe na nghọta dị iche iche iche. 1. Ige ntị 2. Itinye akara ụdaolu na mkpụrụ - okwu
OMENALA: Ọmụmụ ngwa ofufe – dk. Okpesi na ọfọ. Uru na ọghọm dị na ha. 3. Ịkọwa ngwa ofufe : okpesi na ọfọ
AGỤMAGỤ: Uru dị n’ilekota gburugburu (environment) na ọghọm na-adị ma 4. Ikwu uru na ọghọm dị n’iji ngwa ofufe ndị a
elekọtaghị ya. 5. Ịkwu uru na ọghọm na-adị n’ilekọta maọbụ elekọtaghị gburugburu anya.
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, tepụ rekọda, dgz.

10. ỤTỌASỤSỤ: Edemede ilu dk. “Ekwe ekwe na-ekwe n’ụta ekwere”.
OMENALA: Ọmụmụ ikenga na ọtọnsị. Ọrụ ha na ọghọm ha. IHE ỤMỤAKWỤKWỌ GA-EME
AGỤMAGỤ: Uche ụmụaka gbasara akwụkwọ agụmagụ ha dịka ejije ma ọ bụ 1. Ide edemede ilu 2. Ikwu ihe bụ ikenga na otọnsị
iduuazị 3. Idepụta ihe bụ ọrụ ha 4. Ikwu ọghọm na-eso ha
5. Ikwupụta uche ha gbasara akwụkwọ agụmagụ ha gụrụ
NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị/ejije, ụgbọ ojii, tepụ
rekọda, chaatị, dgz.
11. MMỤGHARỊ IHE A KỤZIRI

12. ULE

13. ULE NA MMECHI

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YORÙBÁ
SSS 2 – TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1 ÈDÈ: Àròkô Aláríyànjiyàn OLÙKÖ:
a. Śe àlàyé ìgbésê inú ìlapa èrò àkôlé àròkô aláríyànjiyàn kan ní kíkún.
ÀKÓÓNÚ IŚË b. Tö akëkõö sönà láti lo ìlapa èrò yçn láti kô àròkô.
a. Kíkô àwôn ìlapa èrò àròkô aláríyànjiyàn d. Yç iśë akëkõö wò
b. Àròkô aláríyànjiyàn kíkô e. Darí akëkõö láti śe àríyànjiyàn lórí orí-õrõ tí wön yàn ní kíláásì.
AKËKÕÖ:
a. Tëtí sí àlàyé olùkö kí o sì kíyèsí àwôn ìgbésê ìlapa èrò tí olùkö kô sílê.
b. Kô àwôn àlàyé ojú pátákó sílê.
d. Lo ìlapa èrò tí olùkö śe láti kô àròkô.
e. Kópa nínú śíśe àríyànjiyàn lórí orí-õrõ ní kíláásì.
OHUN-ÈLÒ ÌKÖNI:
• Ìwé tí ó ní ìlapa èrò nínú àti àpççrç àròkô aláriiyànjiyàn.
2. LÍTÍRÈŚÕ: Àtúpalê Ìwé Eré-Onítàn OLÙKÖ:
a. Tö akëkõö sönà láti kà ìwé eré-onítàn.
ÀKÓÓNÚ IŚË b. Śe àlàyé ní kíkún lórí ìjçyô atótónu iśë nínú ìwé eré-onítàn:
a. Kókó õrõ kókó õrõ Ìfìwàwêdá Àhunpõ ìtàn Ibùdó ìtàn
b. Ìfìwàwêdá Êdá ìtàn Ìlò èdè Ìjçyô àśà Àmúyç àti àléébù
d. Àhunpõ ìtàn d. Kíkô àwôn õrõ pàtàkì pàtàkì tó súyô sí ojú pátákó kí o sì śàlàyé ìtumõ wôn.
e. Ibùdó ìtàn AKËKÕÖ:
ç. Êdá ìtàn a. Ka ìwé eré-onítàn wá láti ilé àti nínú kíláásì.
f. Ìlò-èdè b. Tëtí sí àlàyé olùkö
g. Ìjçyô àśà d. Kô àwôn õrõ tí olùkö kô sí ojú pátákó ìwé
gb. Àmúyç àti àléébù OHUN-ÈLÒ ÌKÖNI: Ìwé eré-oníśe
3. ÀŚÀ: Ìsìnkú OLÙKÖ:
a. Śe àlàyé kíkún nípa oríśiríśi ikú tí ń pani
ÀKÓÓNÚ IŚË b. Śe àlàyé bí a ti ń sin oríśiríśi òkú àti ètùtù tí ó rõ mö ôn.
a. oríśiríśi bí ikú ti ń pani: àìsàn, ìjàýbá lóríśiríśi, ikú d. Kô àwôn õrõ pàtàkì pàtàkì sí ojú pátákó ìkõwé.
àìtöjö, fífôwö-rôrí-kú e. Śe àlàyé kíkún lórí ìsìnkú àgbà.
b. Ìtúfõ AKËKÕÖ:
d. Ìtöjú òkú a. Tëtí sí àwôn àlàyé olùkö.
e. Títë òkú ní ìtë êyç b. Kô àwôn õrõ pàtàkì pàtàkì tí olùkö kô sojú pátákó ìkõwé sínú ìwé rê
ç. Ìbánikëdùn OHUN-ÈLÒ ÌKÖNI:
f. Bí a śe ń sin òkú ní ayé àtijö • Pátákó
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g. Ìsìnkú abàmì êdá; abuké, çni ti odò gbé, çni tó • Rédíò

pokùnso, çni tó jábö lórí õpç. • Ìwé kíkà lórí ewì alohùn tó jçmö ìsìnkú
gb. Òkú ríró • Oríśiríśi àwòrán tí ó jçmö ìsìnkú.
h. Śíśe eegun òkú/ àgõ fífà abbl

4. ÈDÈ: Gbólóhùn OLÙKÖ:

a. Kô oríśiríśi àpççrç gbólóhùn sí ojú pátákó ìkõwé.
ÀKÓÓNÚ IŚË b. Sô fún akëkõö láti fa ìlà sí abë õrõ-ìśe àti olùwà nínú gbólóhùn
a. Oríkì gbólóhùn d. Śe àlàyé àbùdá gbólóhùn alábödé, oníbõ àti alákànpõ.
b. Àlàyé ìpín gbólóhùn nípa ìhun AKËKÕÖ:
d. Alábödé a. Tëtí sí àlàyé olùkö
e. Oníbõ b. Śe àwòkô àwôn àpççrç gbólóhùn tí olùkö kô sójú pátákó.
ç. Alákànpõ d. Fa ìlà sí abë õrõ-iśë àti olùwà rê.
OHUN-ÈLÒ ÌKÖNI:
• Pátákó ìkõwé
5. ÀŚÀ: Eré Ìdárayá OLÙKÖ:
a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá tí ó mënuba.
ÀKÓÓNÚ IŚË b. Tö àwôn akëkõö sönà láti śe àwôn eré ìdárayá.
a. Oríśiríśi eré ìdárayá d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó
b. Eré òśùpá bí i – bojúbojú, sa-n-sálùbö AKËKÕÖ:
d. Eré abëlé a. Sô ohun tí o mõ nípa eré ìdárayá sáájú ìdánilëkõö.
e. Eré ìta gbangba bí i; òkòtó, àrìn, ìjàkadì/ çkç, ògò b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ.
gbígbõn abbl. d. Tëtí sí àlàyé olùkö.
e. Kópa nínú eré ìdárayá tí olùkö kô sójú pátákó.
OHUN-ÈLÒ ÌKÖNI:
• Ôpön ayò
• Ômô ayò
• Òkòtó
• Àrìn abbl
6. LÍTÍRÈŚÕ: Àtúpalê Ewì Alohùn (Àsàyàn ìwé kan) OLÙKÖ:
a. Jë kí àwôn akëkõö gbìyànjú láti ka ewì alohùn löpõlôpõ ìgbà.
ÀKÓÓNÚ IŚË b. Śe àlàyé lórí kókó õrõ, êkö, ìlò-èdè àmúyç àti àléébù inú ìwé àsàyàn ewì alohùn.
a. Àkóónú AKËKÕÖ:
• Kókó õrõ, àśà tó súyô a. Fi etí sí ewì tí olùkö ń kà fún wôn.
• Ìhun b. Gbìyànjú láti kéwì tí o bá mõ.
• Lílé/ gbígbè, àdákô, àjùmõkô abbl d. Ka ìwé àsàyàn yìí.
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• Ìlò èdè: ônà èdè àti ìsôwölo-èdè OHUN-ÈLÒ ÌKÖNI:

• Ìjçyô àśà • Ìwé tó jçmö ewì alohùn
b.Lítírèśõ alohùn mìíràn • Àwòrán tó bá ewì yìí mu.
d. Õgangan ipò àwôn akéwì, êsìn/ ìśe wôn, àkókò ìkéwì • Pátákó ìkõwé
abbl • Téèpù

7. ÀŚÀ: Ètò Ìśèlú OLÙKÖ:

a. Śe àlàyé lórí ààtò agbo-ilé àti ààtò oyè jíjç.
ÀKÓÓNÚ IŚË b. Śe ètò eré-oníśe lórí àśà ìfinijoyè
a. Ààtò agbo ilé d. Fi fídíò ayçyç ìfinijoyè han àwôn akëkõö
• Iśë baálé ilé AKËKÕÖ:
• Iśë ìyálé ilé a. Tëtí sí àlàyé olùkö
• Iśë obìnrin ilé b. Kópa nínú eré-oníśe lórí àśà ìfinijoyè
• Iśë ômô ilé d. Wo fídíò ìfôbajç
• Ètò oyè jíjç OHUN-ÈLÒ ÌKÖNI:
• Oyè ìdílé • Àwòrán
• Oyè ìfidánilölá • Fídíò ayçyç ìfinijoyè, ìdájö ní köõtùìbílê abbl.
• Oyè êsìn
• Oyè ògbóni
• Oyè ológun
8. ÈDÈ: Àròkô Oníròyìn OLÙKÖ:
a. Śe àlàyé ìgbésê àròkô
ÀKÓÓNÚ IŚË b. Śe àlàyé ìfáàrà
a. Àròkô oníròyìn d. Śe àlàyé ìpín afõ
i. Ìròyìn jàýbá ôkõ kan tó sojú mi pàtó e. Śe àlàyé ìfàmìsí
ii. Ìròyìn eré böõlù tí ó sojú mi ç. Śe àlàyé ìgúnlê
iii. Ìrìn-àjò ojúmitó sí Àgö ôlöpàá f. Śe àlàyé ìlò èdè
AKËKÕÖ:
a. Ka àròkô oníròyìn tí ó pegedé
b. Kô àròkô oníròyìn nípa títêlé ìgbésê tí olùkö ti śàlàyé rê
OHUN-ÈLÒ ÌKÖNI:
• Ìwé àpilêkôlórí àròkô
• Ìwé iśë àti pátákó ìkõwé
9. ÀŚÀ: Ètò Ôrõ-Ajé (Ìpolówó Ôjà) OLÙKÖ
a. Ìdí tí a fi ń polówó ôjà a. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún àwôn akëkõö gbö.
b. Bí a śe ń polówó ôjà, b.a êkô tútù, ç ç jçran êkô b. Fún àwôn akëkõö ní àýfààní láti śe ìpolówó ôjà ní kíláásì.
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d. Ôgbön ìpolówó ôjà ní ayé àtijö àti òde òní, b.a ìpolówó d. Kó akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.
lórí rédíò, tçlifísàn, ìwé ìròyìn, ìkiri abbl AKËKÕÖ
a. Tëtí sí téèpù tí olùkö tê
b. Kópa nínú śíśe ìpolówó ôjà nínú kíláásì
d. Śe àbêwò sí ôjà tàbí ìdíkõ láti gbö oríśiríśi ìpolówó ôjà.
OHUN-ÈLÒ ÌKÖNI: Àtç Fídíò Rédíò Êrô agbõrõ sílê
Téèpù Tçlifísàn Ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn abbl.
10. LÍTÍRÈŚÕ: Itêsíwájú Àtúpalê Ewì Àpilêkô OLÙKÖ
a. kókó õrõ a. jë kí akëkõö ka ewì àpilêkô
b. Àśà àti ìśe tó súyô nínú ìwé náà b. śe àlàyé ní kíkún lórí ìjçyô àkóónú
d. Ètò/ Ìhun d. kô bí ó śe jçyô nínú ewì àpilêkô àsàyàn:
e. Ìlò èdè • kókó õrõ
ç. Àmúyç àti Àléébù • ìhun (ètò)
• ìlò èdè
• àmúyç àti àléébù
d. Kô àwôn õrõ tí ó śe pàtàkì pàtàkì sí ojú pátákó ìkõwé, śíśe àlàyé lórí ìtumõ wôn.
AKËKÕÖ
a. Ka àsàyàn ewì ní àkàsínú àti àkàsíta
b. Tëtí sí àlàyé olùkö
d. Da àwôn õrõ tí olùkö kô sójú pátákó kô sínú ìwé.
OHUN-ÈLÒ ÌKÖNI
• Àsàyàn ìwé ewì àpilêkô
• Àwòrán tó bá ewì kõõkan mu.
11. ÈDÈ: Õrõ Àyálò OLÙKÖ
a. Àlàyé lórí õrõ àyálò a. Śe àlàyé kíkún lórí õrõ àyálò
b. Òfin tí ó de õrõ àyálò b. Śe àlàyé okùnfa õrõ àyálò
d. Okùnfà õrõ àyálò–Êsìn, Ètò ôrõ-ajé àti bëê bëê lô. d. Śe àlàyé fún àwôn akëkõö lórí ìlànà õrõ àyálò àfojúyá àti àfetíyá.
e. Ìlànà õrõ àyálò (àfojúyá àti àfetíyá)
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
b. kô kókó ìdánilëkõö sílê.
OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
• Kádíböõdù tí ó śe àfihàn õrõ àyálò tí a yá wô inú èdè Yorùbá.
12. ÈDÈ: Õrõ àgbàsô (Afõ asafõ àti afõ Agbàrán) OLÙKÖ
a. Ìtumõ õrõ àgbàsô a. Śe àlàyé ìtumõ õrõ àgbàsô fún àwôn akëkõö.
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b. Àlàyé lórí afõ asafõ àti afõ agbàrán b. Jë kí akëkõö mô ìyàtõ láàrin afõ asafõ àti afõ agbàrán.
d. Àwôn atöka õrõ àgbàsô. d. Kô àwôn atöka àgbàsô fún akëkõö
e. Àwôn ìsõrí õrõ tí ó máa jçyô nínú õrõ àgbàsô. e. Kô àwôn ìsõrí õrõ tí ó máa ń jçyô nínú õrõ àgbàsô sí ojú pátákó ìkôwé.
AKËKÕÖ
a. Tëtí sí àlàyé olùkö.
b. Kí akëkõö śe àgbàsô õrõ láàrin ara wôn.
d. Kô àwôn õrõ tí ó śe pàtàkì tí olùkö kô sí ojú pátákó sí inú ìwé.
OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
• Kádíböõdù tí ó śe àfihàn õrõ atöka õrõ àgbàsô.
13. ÀTÚNYÊWÒ ÊKÖ

14. ÌDÁNWÒ

YORÙBÁ
SSS 2 – TÁÀMÙ KEJÌ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÈDÈ: Àròkô (Lëtà gbêfê) OLÙKÖ:
a. Tö akëkõö sõnà láti kô àròkô
ÀKÓÓNÚ IŚË b. Gbìyànjú láti kô àròkô tí olùkö bá yàn fún wôn
a. Àdírësì AKËKÕÖ:
b. Ìkíni a. Têlé ìlànà olùkö láti kô àròkô.
d. Àkôlé b. Gbìyànjú láti kô àròkô tí olùkö bá yàn fún wôn
e. Déètì OHUN-ÈLÒ ÌKÖNI:
ç. Kókó õrõ • Ìwé àpilêkô lórí àròkô
f. Àsôkágbá • Àpççrç lëtà gbêfê tó múná dóko
• pátákó ìkõwé
2. ÌWÉ KÍKA: Àtúpalê Ìtàn Àròsô OLÙKÖ:
a. Jë kí akëkõö ka ìwé ìtàn àròsô ní àkàyé
ÀKÓÓNÚ IŚË b. Śe àlàyé tó kún lórí ìwé ìtàn àròsô
Akëkõö yóò le śe àtúpalê d. Kô àwôn õrõ pàtàkì pàtàkì tí ó jçyô jáde sójú pátákó
a. Kókó õrõ AKËKÕÖ:
b. Àhunpõ ìtàn àti ìfìwàwêdá a. Ka ìwé ìtàn àròsô wa láti ilé àti nínú kíláásì
d. Ibùdó ìtàn b. Tëtí sí àlàyé olùkö
e. Ôgbön ìsõtàn d. Da àwôn õrõ tí olùkö kô sójú pátákó kô sínú ìwé rç.
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ç. Ìlo èdè OHUN-ÈLÒ ÌKÖNI:

f. Àśà tó jçyô nínú ìtàn àròsô • Fídíò
• Téèpù
• Tçlifísàn
• Êrô agbõrõ sô
3. ÈDÈ: Aáyan Ògbufõ OLÙKÖ:
a. Tö akëkõö sönà láti túmõ ewì kúkurú kan ní èdè geeai sí Yorùbá.
ÀKÓÓNÚ IŚË b. Tö akëkõö sönà láti túmõ ewì Yorùbá sí èdè Gêësì.
a. Títúmõ àyôlò ewì ní èdè Gêësì kan sí èdè Yorùbá AKËKÕÖ:
b. Títúmõ ewì ní èdè Yorùbá sí èdè Gêësì. a. Túmõ àyôlò ewì kúkurú kan ní èdè Gêësì àti Yorùbá
b. Túmõ ewì kúkurú ní èdè Yorùbá sí èdè Gêësì
OHUN-ÈLÒ ÌKÖNI
• Ìwé ewì àpilêkô ní èdè Gêësì àti Yorùbá.
• pátákó ìkõwé
• ìwé atúmõ èdè
4. ÈDÈ: Ìhun Gbólóhùn – oríśiríśi awë gbólóhùn OLÙKÖ:
a. Ìhun awë-gbolohun a. Śe àlàyé ìyàtõ láàrin àpólà àti awë-gbólóhùn.
b. Iśë tí awë-gbólóhùn ń śe nínú gbólóhùn b. Śe àlàyé àbùdá awë-gbólóhùn.
d. Śe àlàyé olórí awë-gbólóhùn
e. Śe àlàyé awë-gbólóhùn afarahç
ç. Fi ìyàtõ han láàrin olórí gbólóhùn àti awë-gbólóhùn afarahç.

AKËKÕÖ:
a. Fi àpólà gbólóhùn wé awë-gbólóhùn láti le mô ìyàtõ tó wà láàrin wôn.
b. Sô àbùdá awë-gbólóhùn afarahç
OHUN-ÈLÒ ÌKÖNI:
• Pátákó ìkõwé
• Kádíböõdù tí ó ní àkôsílê àpólà õrõ-orúkô, àpólà-atökùn, olórí awë-gbólóhùn àti awë-
gbólóhùn afarahç
5. ÀŚÀ: Ètò Ogún jíjç OLÙKÖ:
a. Śe àlàyé ohun tí ogún jíjç jë fún àwôn akëkõö.
ÀKÓÓNÚ IŚË b. Tö àwôn akëkõö sönà láti śe eré oníśe lórí ètò ogún pínpín nínú kíláásì.
a. Ìtumõ ogún àti ohun tí à ń jç lógún d. Śe àlàyé ìyàtõ ogún ìyá àti ogún baba
b. Ìyàtõ láàrin ogún ìyá àti ogún baba e. Jë kí akëkõö wo/ tëtí sí ètò ogún pínpín lórí ètò ìyanjú aáwõ lórí tçlifísàn àti rédíò.
d. Õnà tí à ń gbà pín ogún AKËKÕÖ:
e. Àwôn tó ní êtö sí ogún a. Tëtí sí àlàyé olùkö
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ç. Wàhálà tí ó rõ mö ogún pínpín b. Kópa nínú eré ètò ogún pínpín nínú kíláásì
d. Wo ètò ogún pínpín ní kóòtù
OHUN-ÈLÒ ÌKÖNI:
• Àwòrán ohun tí à ń jogún; ilé, ilê, aśô abbl
• Fídíò tí ó fi ibi tí a ti ń pín ogún hàn.
6. ÈDÈ: Pípajç àti ìsúnkì OLÙKÖ:
a. Sô oríkì ìpajç àti ìsúnkì àti ìjçyôpõ
ÀKÓÓNÚ IŚË b. Sô òfin tó de ìpajç, ìsúnkì àti ìyöpõ fáwëlì
a. Oríkì ìpajç d. Sô oríśiríśi ìpajç tí ó wà
b. Òfin ìpajç e. Béèrè ìbéèrè löwö akëkõö
d. Fáwëlì pípajç ç. Dáhùn ìbéèrè àwôn akëkõö
e. Köńsónáýtì pípajç f. Yan kókó sójú pátákó
ç. Ìyöpõ fáwëlì AKËKÕÖ:
f. Oríkì ìsúnkì a. Tëtí sí olùkö.
g. ìbáśepõ tí ó wà láàrin ìpajç àti ìsúnkì b. Béèrè ìbéèrè löwö olùkö
d. Dáhùn ìbéèrè olùkö
e. Śe àkôsílê sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
7. LÍTÍRÈŚÕ: ÌtêsíwájúÀtúpalê Ewì Alohùn OLÙKÖ:
a. Śe àlàyé àwôn kókó õrõ inú ewì náà
ÀKÓÓNÚ IŚË b. Śe àlàyé ààtò
a. kókó õrõ d. Śe àlàyé ônà èdè àti ìsôwö-lo-èdè tó jçyô
b. Êsìn/ ìśe tí ewì rõ mö e. Kô àwôn õrõ pàtàkì pàtàkì tí ó súyô sí ojú pátákó
d. Ìlù, ijó, orin tí ó jç mö ewì AKËKÕÖ:
e. Ìjçyô àśà àti ìśe a. Fi ara balê ka àsàyàn ìwé ewì alohùn
ç. Ìlò èdè b. Śe àkôsílê àwôn kókó õrõ śíśê-n-têlé
f. Àmúyç àti àléébù nínú ewì náà d. Töka sí ônà èdè àti ìsôwö-lo-èdè
e. Kô àwôn õrõ pàtàkì pàtàkì ojú pátákó ìkõwé sílê
OHUN-ÈLÒ ÌKÖNI:
• Àsàyàn ìwé ewì alohùn
• Àwòrán ohun tí ewì alohùn dálé
• Êrô agbõrõsílê àti téèpù
8. ÀŚÀ: Ètò Ìdájö OLÙKÖ:
a. Śe àlàyé ètò ìdájö látijö àti lóde oni
ÀKÓÓNÚ IŚË b. Śe àlàyé ewu tó wà nínú dídájö èké àti àýfààní ìdájö òdodo
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a. Õnà tí a fi ń śe ìdájö látijö ni õdõ; baálê, ìjòyè ìlú, ôba. Ipa AKËKÕÖ
çmçsê/ ìlàrí a. Sô ohun tí o mõ nípa ètò ìdájö
b. Ìdájö lóde òní: ilé çjö ìbílê, ilé çjö gíga, ilé çjö kò-të-mi- b. Tëtí sí àlàyé olùkö lórí ètò ìdájö
lörùn, ilé çjö tó ga jù. Ìgbìmõ elétíigbáròyé, ipa aködà, d. Béèrè ìbéèrè tí ó bá rú ô lójú
ôlöpàá, wödà abbl. OHUN-ÈLÒ ÌKÖNI
• Àwòrán tí ó fi ètò ìdájö hàn
• Fíìmù àti fídíò ibi tí wôn ti ń fi ìdájö hàn.
9. ÈDÈ: Àrànmö OLÙKÖ
a. Śe àlàyé fún àwôn akëkõö ohun tí àrànmö jë
ÀKÓÓNÚ IŚË b. Sô oríśiríśi àrànmö tí ó wà pêlú àpççrç tí ó múná dóko
a. Oríkì àrànmö d. Béèrè ìbéèrè löwö akëkõö
b. Àrànmö ohùn e. Śe àkôsílê sójú pátákó
d. Àrànmö Fáwëlì AKËKÕÖ
e. Àrànmö iwájú a. Tëtí sí olùkö
ç. Àrànmö êyìn b. Béèrè ìbéèrè löwö olùkö
f. Àrànmö aláìfòró àti àrànmö afòró d. Dáhùn ìbéèrè olùkö
e. Śe àkôsílê sínú ìwé rç
OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
10. ÈDÈ: Wúnrên onítumõ gírámà OLÙKÖ
a. Olùkö yóò śàlàyé fún akëkõö ohun tí à ń pè ní wúnrên onítumõ gírámà.
ÀKÓÓNÚ IŚË b. Olùkö yóò kô àwôn wúnrên yìí sílê: yóò, máa, ti, ń, àti bëê bëê lô
a. oríkì wúnrên onítumõ àdámö d. Olùkö yóò kö àwôn akëkõö ní ibá yìí; ôjö iwájú, löwölöwö, aśetán, atërçrç àti bárakú.
b. Ibá-ìśêlê ôjö iwájú AKËKÕÖ
d. Ibá-ìśêlê löwölöwö a. Akëkõö yóò tëtí sí olùkö
e. Ibá-ìśêlê atërçrç b. Akëkõö yóò dáhùn ìbéèrè
ç. Ibá-ìśêlê aśetán d. Akëkõö yóò kô àkôsílê sínú ìwé rê
f. Ibá-ìśêlê bárakú OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
• Kádíböõdù tí olùkö ti kô àwôn õrõ tí ó śàfihàn àwôn ibá yìí nínú gbólóhùn láti ilé.
11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ

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YORÙBÁ
SSS 2 – TÁÀMÙ KËTA
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÈDÈ: Àtúnyêwò Àròkô Ajçmö-ìsípayá OLÙKÖ
a. Rán akëkõö létí ìlànà tí wön ní láti têlé láti kô àròkô ajçmö-ìsípayá
ÀKÓÓNÚ IŚË b. Śe àlàyé àwôn ìlapa èrò lórí àròkô ajçmö-ìsípayá
a. Ìlànà èrò àròkô ajçmö-ìsípayá d. Tö akëkõö sömà layi kô àròkô
b. Àkôlé AKËKÕÖ
d. Ìfáàrà a. Tëtí sí àlàyé olùkö
e. Kókó àròkô b. Lo ìlapa èrò olùkö láti kô àròkô ajçmö-ìsípayá
ç. Àgbálôgbábõ OHUN-ÈLÒ IKÖNI
f. Àtúntò àwôn ìpín afõ • Pátákó ìkõwé
g. Kíkô àròkô lórí àkôlé bí i ôjà, omi, ìwé-ìròyìn, ààwê abbl
2. ÀŚÀ: Ìranra-çni-löwö OLÙKÖ
a. Śe àlàyé oríśiríśi àśà ìranra-çni-löwö àti àýfààní wôn.
ÀKÓÓNÚ IŚË b. Śe àlàyé ipò àśà ìranra-çni-löwö nínú iśë àjùmõśe àti ôrõ-ajé
1. Èsúsú d. Darí akëkõö láti jíròrò lórí çgbë aláfôwösowöpõ
2. Àjô e. Kó akëkõö lô sí ìdí çbu níbi tí wön ti jô ń fôwösowöpõ śiśë
3. Õwê AKËKÕÖ
4. Àáró a. Tëtí sí àwôn àlàyé olùkö sì śe àkôsílê kókó kókó õrõ bí ó ti yç
5. Àrokodóko b. Śe ìbéèrè lórí ohun tí kò bá yé ô
6. Gbà- mi-o-rà-mí d. Kópa nínú ìjíròrò tí olùkö darí lórí çgbë aláfôwösowöpõ
7. Çgbë Aláfôwösowöpõ OHUN-ÈLÒ ÌKÖNI
• Fídíò
• Fíìmù
• Àwòrán
3. ÈDÈ: Õrõ Àyálò OLÙKÖ
a. Śàlàyé kíkún lórí õrõ àyálò
ÀKÓÓNÚ IŚË b. Śàlàyé okùnfa õrõ àyálò
a. Àlàyé lórí õrõ àyálò d. Śàlàyé fún àwôn akëkõö lórí ìlànà õrõ àyálò àfojúyá àti àfetíyá
b. Òfin tí ó de õrõ àyálò AKËKÕÖ
d. Okùnfà õrõ àyálò – Êsìn, Ètò ôrõ-ajé àti bëê bëê lô. a. Tëtí sí àlàyé olùkö
e. Ìlànà õrõ àyálò (àfojúyá àti àfetíyá) b. kô kókó ìdánilëkõö sílê.
OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
• Kádíböõdù tí ó śe àfihàn õrõ àyálò tí a yá wô inú èdè Yorùbá.
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4. ÈDÈ: Àròkô Alápèjúwe OLÙKÖ: a. Olùkö śàlàyé orí-õrõ àròkô alápèjúwe fún àwôn akëkõö bí i – Ilé-Ìwé Mi, Títì Márosê Èkó
sí Ìbàdàn, Õgá Yorùbá Mi abbl
ÀKÓÓNÚ IŚË b. Olùkö yóò kö àwôn akëkõö bí a śe ń śe ìlapa èrò wa lórí àròkô yìí.
a. Kókó õrõ b. Ìlapa èrò d. Olùkö yóò kö àwôn akëkõö bí wôn yóò śe śe ètò kókó tí wön ní láti kô sílê
d. Ètò kókó e. Ìfáàrà AKËKÕÖ: a. Akëkõö yóò tëtí sí olùkö
ç. Èdè f. Ìkádìí b. Akëkõö yóò śàpèjúwe bí olùkö Yorùbá wôn śe rí
d. Akëkõö yóò kô kókó inú ìdánilëkõö sílê
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé. Kádíböõdù tí ó śe àpèjúwe títì márosê.
5. ÀŚÀ: Õnà Ìbánisõrõ OLÙKÖ
ÀKÓÓNÚ IŚË a. Śàlàyé õnà ìbánisõrõ ní ayé àtijö
1a. Lílo êyà ara fún ìbánisõrõ b. Śíśe ni ni èékánná b. Śàlàyé õnà ìbánisõrõ ní ayé òde òní
d. Orí gbígbõn e. Ojú sísë d. Śàlàyé ohun èlò ìbánisõrõ ní ayé àtijö àti òde òní
ç. Títçnimölê AKËKÕÖ
f. Imú yínyín a. Śàlàyé nípa õnà ìbánisõrõ yálà ayé àtijö tàbí òde òní
2. Ìpàrokò b. Sô nípa ohun ìbánisõrõ tó mõ
a. Ìbánisõrõ ayé òde òní bí àpççrç ìwé ìròyìn, tçlifísàn, rédíò d. Śàlàyé bí a śe ń fi ìpàrokò bánisõrõ
abbl OHUN-ÈLÒ ÌKÖNI: Ìwé àśà tó jçmö õnà ìbánisõrõ. Tçlifóònù. Kõýpútà
6. ÈDÈ: Ìhun gbólóhùn OLÙKÖ: a. Tö àwôn akëkõö sönà láti dá àwôn àpólà-orúkô mõ nínú gbólóhùn .
ÀKÓÓNÚ IŚË b. Śe àlàyé fún àwôn akëkõö lórí fönrán inú àpólà, ìhun wôn àti ìśesí wôn nínú gbólóhùn
a. Àpólà õrõ-oruko AKËKÕÖ: a. Tëtí sí ìdánilëkõö olùkö
b. Àpólà õrõ-ìśe b. Kô àwôn àpççrç tí olùkö kô sí ojú pátákó sí inú ìwé wôn
d. Àpólà õrõ-atökùn OHUN-ÈLÒ ÌKÖNI: Ìwé Gírámà òde òní. Ìwé Èdè Ìperí Yorùbá .
7. ÀŚÀ: Owó yíyá àti gbèsè gbígbà OLÙKÖ: a. Àlàyé kíkún lórí owó yíyá
b. Olùkö yóò śàlàyé àwôn ìdí tí a fi ń yáwó fún akëkõö
ÀKÓÓNÚ IŚË d. Àlàyé lórí bí a śe ń gba gbèsè
1a. Àlàyé lórí owó yíyá e. Jíròrò pêlú àwôn akëkõö
b. Ìdí tí a fi ń yáwó ç. Śàlàyé owó yíyá ní òde òní fún àwôn akëkõö
d. Onídùúró AKËKÕÖ: a. Tëtí sílê
2. Àlàyé lórí bí a śe ń gba gbèsè b. Kô kókó ìdánilëkõö sílê
a. Dídógò d. Kópa nínú ìjíròrò bí a śe ń yáwó.
b. Òsómàálò abbl OHUN-ÈLÒ ÌKÖNI
3. Owó yíyá òde òní • Fíìmù àwòrán bí a śe ń yáwó
• Pátákó ìkõwé
8. ÈDÈ: Òýkà Èdè Yorùbá láti Çgbàá dé Àádöta Õkë OLÙKÖ: a. Śàlàyé ohun tí òýkà jë b. Sô ìwúlò òýkà
d. Tö àwôn akëkõö sönà láti kô òýkà láti çgbàá títí dé àádöta õkë e. Śe àlàyé ìgbésê õnà ní kíkún b.a.
ÀKÓÓNÚ IŚË i. 20 + 10 = àròpõ

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a. Kín ni òýkà? ii. 13 – 18 = àyôkúrò

b. Òýkàa Çgbàá dé Àádöta õkë iii. 10 x 5 = ìsôdipúpõ
d. Ìlò òýkà AKËKÕÖ: a. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê
b. Ka òýkà láti çgbàá dé àádöta õkë
OHUN-ÈLÒ ÌKÖNI: Kádíböõdù tí a kô òýkà láti çgbàá títí dé àádöta õkë.
Kádíböõdù tí a kô òýkà kõõkan sí
9. ÈDÈ: Àmì Ohùn OLÙKÖ: a. Olùkö yóò śàlàyé bí èdè Yorùbá śe jë èdè olóhùn
ÀKÓÓNÚ IŚË b. Olùkö yóò śàlàyé oríśi àmì ohùn tí a ní nínú èdè Yorùbá
a. Irú èdè wo ni èdè Yorùbá: Èdè olóhùn d. Olùkö yóò jë kí o yé àwôn akëkõö pé ìró fáwëlì ni ó máa ń gba àmì lédè Yorùbá àyàfi köńsónáýtì
b. Àmì tí ó wà nínú èdè Yorùbá aránmú aśesílébù
d. Àmì òkè AKËKÕÖ: a. Akëkõö yóò tëtí sí olùkö.
e. Àmì àárin b. Akëkõö yóò kô kókó ìdánilëkõö sínú ìwé wôn
ç. Àmì ìsàlê d. Jíròrò pêlú olùkö lórí bí a śe ń lo àwôn àmì yìí.
2. Àwôn õrõ onísípëlì kan náà tí àmì yà sötõ – agbôn, ôkô, OHUN-ÈLÒ ÌKÖNI: Ôwö fífi śe àpèjúwe àwôn àmì náà. Kádíböõdù tí olùkö ti śe àfihàn àmì ohùn
aya abbl mëtêêta sí láti ilé.
10. FÓNËTÍÌKÌ: Àpèjúwe Ìró Köńsónáýtì OLÙKÖ
ÀKÓÓNÚ IŚË a. Olùkö yóò kí oríkì fónëtíìkì fún àwôn akëkõö
a. Kín ni fónëtíìkì? b. Alífábëêtì Yorùbá b. Olùkö yóò śàlàyé bí a śe ń śàpèjúwe ìró köńsónáýtì
d. Ìró Köńsónáýtì e. Àpèjúwe ìró Köńsónáýtì d. Olùkö yóò śàlàyé ìró akùnyùn àti ìró àìkùnyùn
i. ibi ìsçnupè AKËKÕÖ: a. Akëkõö yóò tëtí sí ohun tí olùkö ń wí
ii. õnà ìsçnupè b. Akëkõö yóò kô kókó ìdánilëkõö sí inú ìwé wôn
iii. ipò tán-án-ná d. Akëkõö yóò kópa nínú ìjíròrò
ç. Ìró köńsónáýtì jë méjìdínlógún OHUN-ÈLÒ ÌKÖNI: Kádíböõdù tí olùkö tí kô àwôn ìró köńsónáýtì àti àpèjúwe wôn sí. Pátákó ìkõwé
11. FÓNËTÍÌKÌ: Àpèjúwe ìró fáwëlì OLÙKÖ: a. Olùkö yóò śàlàyé oríkì fáwëlì fún àwôn akëkõö
ÀKÓÓNÚ IŚË b. Olùkö yóò śàlàyé ipò ètè, ipò àfàsé àti ipò ahön nígbà tí a bá ń pe ìró fáwëlì.
a. Kín ni ìró fáwëlì? b. Àpèjúwe ìró fáwëlì d. Olùkö yóò śàlàyé oríśi fáwëlì tí a ní.
i. Ipò ètè – pçrçsç, roboto AKËKÕÖ: a. Akëkõö yóò tëtí sí ohun tí olùkö ń kö wôn
ii. Ipò ahön – iwájú, êyìn àti àárin ahön b. Kô kókó ìdánilëkõö sínú ìwé wôn d. Béèrè ìbéèrè löwö olùkö
iii. Ipò àfàsé – Àránmú àti Àìránmú – ìró fáwëlì jë méje OHUN-ÈLÒ ÌKÖNI: Fídíò Êrô agbõrõ Pátákó ìkõwé
12. ÀTÚNYÊWÒ IŚË
13. ÌDÁNWÒ

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TECHNICAL DRAWING
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 SPECIAL CURVES Explain locus, the practical applications of special curves e.g.
Locus: definition and practical application of special (a) parabola in architraves
curves e.g. parabola, hyperbola, involutes cycloids etc. (b) state locus definition of special curves
Learning Resources: Models, chart, posters
2 SPECIAL CURVES Demonstration and construction of special curves using different methods (parabola, hyperbola)
Construction of special curves e.g. parabola, Construct parabola, hyperbola involutes etc.
hyperbola, involutes cycloids Learning Resources: Drawing instrument, computers.
3 SPECIAL CURVES. Demonstration and construction of special curves using different methods (involutes, cycloids)
Construction of special curves, involutes, cycloids Construct involutes and cycloids etc.
Drawing instrument, computers.
4 LINK MECHANISM Explain the working process of link mechanism and terms associated with it e.g. clock & anti clockwise
Concept of link mechanism motions, vertical and horizontal motions, and path or locus
Interpret different link mechanism
Learning Resources: Postal chart models.
5 LINK MECHANISM Demonstrating the plotting of points on different link mechanism.
Plotting the loci of points on link mechanism Plot the loci of point on different mechanisms.
Learning Resources: Posters, charts model, drawing instrument.
6 TRUE SHAPES Demonstrating how to determine the true shapes of cut geometrical solids
True shapes of truncated solids-cones, prisms, Determine the shape of cut geometrical solids
pyramids and cylinders Learning Resources: Models, posters, drawing instruments, card and board.
7 TRUE SHAPES Demonstrate how to develop models of cut solids from cardboard sheets
Development of models using true shapes of Develop models showing true shapes of cut.
truncated solids Learning Resources: Model posters drawing, instrument cardboards.
8 INTERSECTION OF SOLID Demonstrating how to determine line and curves of two intersecting cylinder { equal diameters,
Two intersecting cylinders. unequal diameter and inclined cylinders}
Determines lines and curves of two intersecting cylinders.
Learning Resources: Models, posters, charts, drawing instruments.
9 INTERSECTION OF SOLID Demonstrating how to determine lines and curves of two intersecting prism e.g. square prism,
Two intersecting prisms hexagonal prism etc.
Determine line and curves of two intersecting prisms
Learning Resources: Models, poster chart, drawing instrument.

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10 INTERSECTION OF SOLID Demonstrating how to determine lines and curve of two intersecting pyramids.
Two intersecting pyramids Determine line and curves of two intersecting pyramids
Learning Resources: Models, poster chart, drawing instrument
11 INTERSECTION OF SOLID. Demonstrates the development of the surface intersecting solids. E.g.
Surface development of intersecting solids. (a) Two intersecting cylinders
(b) Two intersecting pyramids
(c) Two intersecting prisms
Develop surfaces of intersecting solids.
Learning Resources: Models, posters, chart, cardboard, drawing instrument.
12 Revision Revision
13 Examination Examination
14 Examination Examination

TECHNICAL DRAWING
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 PERSPECTIVE DRAWING Explain the uses, types and main terms of perspective drawing
Uses and types of perspective drawing Demonstrate how to simple object in one and two-point perspective using drawing instrument.
(a) One-point perspective Participate activities in class discussion and activity.
(b) Two-point perspective Making perspective drawing using drawing instrument.
Identification and location of main terms in perspective Learning Resources: Posters, charts, computer, drawing instrument and materials.
drawing e.g. horizon, station point, vanishing point and
planes.
2 AUXILIARY VIEW OF GEOMETRICAL SOLIDS Explains the uses and types of auxiliary view ( 1st and 2nd ) auxiliary
Uses and types of auxiliary view ( 1st and 2nd auxiliary view) Participant activity in class discussion
Learning Resources: Video chips, posters and chart.

3 AUXILIARY VIEW OF GEOMETRICAL SOLIDS Demonstrate how to draw the auxiliary plans and elevation of shaped blocks and geometrical
Draw the 1st and 2nd auxiliary elevation and plans of shaped solid.
blocks Draw auxiliary plans and elevations of shaped blocks and geometrical solids
Learning Resources: Video chips, posters, charts, drawing instrument etc.

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4 AUXILIARY VIEW OF GEOMETRICAL SOLID. Demonstrate how to draw the auxiliary view of full geometrical solid e.g. cones, pyramid,
Draw the auxiliary view of full geometrical solids cylinder etc.
Draw the auxiliary view of full geometrical solid. Cone pyramid, cylinders.
Learning Resources: Video chips, posters, charts, drawing instrument etc.
5 AUXILIARY VIEW OF GEOMETRICAL SOLID. Demonstrate how to draw the auxiliary view of truncated geometrical solid e.g. truncated
Draw the auxiliary view of truncated geometrical solids pyramid, truncated prism.

6 COMPUTER AIDED DRAWING, PICTORIAL AND AUXILIARY Demonstrate how to use the computer to draw isometric, oblique, and perspective views.
VIEWS. Use the computer to draw isometric, oblique and perspective drawing.
Use of the computer for isometric oblique and perspective Learning Resources: Computers and application programmes e.g. CorelDraw and Harvard
drawing of shape blocks graphics.
7 COMPUTER AIDED DRAWING. Demonstrate how to use the computer to draw the 1st and 2nd auxiliary elevations and plans.
Fictional and auxiliary view Use of the computer to draw the use the computer to draw the 1st and 2nd auxiliary elevations and plans
auxiliary elevations and plans of truncated geometrical solids. Learning Resources: Computers and application programmes e.g. CorelDraw and Harvard
graphics.
8 TRACES OF A POINT AND LINE IN SPACE Explain how points and lines in space are traced, guides student to trace line In space.
Projection of a point and a line in space. Trace a point and line in space
Learning Resources: Video clip projector and model drawing.
9 TRUE LENGTH AND ANGLES OF A LINE IN SPACE Guides the student to determine true length and angles of a line in space
Draw true length and angles of line in space.
Learning Resources: Video clip, projector, model drawing instrument and protractor.
10 Revision Revision
11 Examination Examination
12 Examination Examination

TECHNICAL DRAWING
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 PLANES AND VIEWS IN SPACE: Explains terms used in plane in space: -vertical plane (VT) and Horizontal plane(HT)
Key terms in planes and views in space. Angle of inclination:
Line inclined to horizontal and vertical plane. Draw true length and true angle of a line inclined to horizontal and vertical planes:-
Learning Resources: Models projector, drawing instruments and materials.

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2 ORTHOGRAPHIC PROJECTION: Define, explain and describe the principle of orthographic projection:
Definition principles and types of orthographic projections. Participate actively in class discussion:
Learning Resources: Models, charts.
3 ORTHOGRAPHIC PROJECTION: Demonstrate how to draw and dimension orthographic views:
Orthographic views (first and third angles). Observe and draw orthographic views from given pictorial views:
Learning Resources: Drawing instrument and materials.
4 Orthographic projection: Demonstrate how to draw isometric view from any given orthographic view:
Conversion of given orthographic views to isometric vies. Observe and draw isometric view from given orthographic view:
Learning Resources: Drawing instruments.
5 BUILDING DESIGN AND WORKING DRAWING Explains building design process:
Building design process. Participation in building design process:
Learning Resources: Building plan sketches.
6 BUILDING DESIGN AND WORKING DRAWING Guide the students to design building to meet given specifications:
Prevention of working drawings showing Design building to meet given specifications:
a) building plans b) elevations Learning Resources: Models and posters.
c) electrical & plumbing symbols
d) Dimensions.
7 BUILDING DESIGN AND WORKING DRAWINGS Guide students in the preparation of working drawings showing building plans, elevations
Types of building to be design. dimensions electrical and plumbing symbols of different of building types:-
Prepare building plans from sketches of different building types:-
Learning Resources: Models and posters.

8 DETAILS OF PARTS OF BUILDINGS Guide students to identify parts of a building:

Identification of parts of building. Identify parts of a building:
Learning Resources: Posters.

9 DETAILS OF PART OF BUILDINGS: Guide students to draw details of a building with dimension:
Detail building drawing: Draw the details of a building and indicate members and dimensions:
(Foundations, floors, walls opening and lintels). Learning Resources: Charts.
10 DETAILS OF PARTS OF BUILDINGS:- Guide students to draw, identify roof types
Roof types and roof members: pitch roof, cable roof, hipped roof Guide students to draw roof members:
etc, rafters wall plates king post purloins etc. Identify roof typesand draw roof members.
Learning Resources: Diagrams.
11 Revision Revision
12 Examination Examination
13 Examination Examination
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BASIC ELECTRICITY
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 ELECTRICITY GENERATION Illustrate, using diagrams, the operation of hydro-

-Concept of electricity generation -Types of generating station power station.
-Principles of operation . Hydro-power station
-Advantages and disadvantages of hydro-power generation.
2 ELECTRICITY GENERATION Illustrate with diagram, the operation of the various
-Principles of operation of; types of power station.
Gas power station Steam power station Thermal power station
-Advantages and disadvantages of the types of power station.
3 TRANSMISSION OF ELECTRICITY Illustrate with pictures, showing parts of the national
-Concept of transmission of electricity -Method of transmission of electricity grid.
-Differences between the short and medium transmission lines.
4 TRANSMISSION OF ELECTRICITY Display some components of transmission system
-Components of transmission system -Function of components of transmission system. (conductors, insulator, protective devices) etc
-General layout for transmission of electric power.
5 DISTRIBUTION OF ELECTRICITY Sketch the layout of main components of electricity
-Basic concept of electricity distribution -Layout and main components of electricity distribution.
distribution
-Function of sub-station, transformers, distributors, and feeders.
6 DISTRIBUTION OF ELECTRICITY Take students to see PHCN’s distribution network.
Field trip
7 DC GENERATORS Demonstrate with the right hand, Fleming’s right-
Induced EMF. - Definition of DC generator. - Principles of operation and main parts of DC generator. hand rule.
8 DC GENERATOR Calculate generated voltages, and output voltage.
Calculation of generated voltage and output voltage.
9 DC GENERATORS Sketch diagram of different types of DC generators.
Types of DC generators.
10 DC GENERATORS Sketch the connecting diagram for series, shunt, and
-Methods of connection of DC generators. -Differences between series shunt and compound DC - compound DC generators.
generators. -Uses of DC generators.
11 Practical Practical
12 Revision and Examination Revision
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BASIC ELECTRICITY
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 AC GENERATORS Draw and label the diagram of an AC generator and
-Principles of AC generator. - -Description of the constructional features of AC generator. explain each part.

2 AC GENERATOR Draw label and explain the wave generated by AC

-Characteristics of AC generator. - Application of AC generator. generators, showing the characteristics.
3 AC MOTORS:-Definition of AC motors. Draw and label the main features of an AC motor.
- Principles of operating AC motors. - Description of main features of AC motor.
4 AC MOTOR State with examples, the types of AC motors.
-Types of AC motors. - Differences between single and three phase motors.
5 AC MOTORS Display some electrical appliances that use AC
- Domestic and industrial application of AC motors. motors, e.g. electric fan, drilling machine etc.
6 MEASURING INSTRUMENTS Use electrical measuring instruments to measure
-Identification of electrical measuring instruments. - Operational range of measuring instruments. electrical quantities.
7 MEASURING INSTRUMENTS Demonstrate the conversion of moving coil
-Conversion of moving coil instrument into ammeter. instrument into ammeter/voltmeter.
-Conversion of moving coil instrument into voltmeter.
8 MEASURING INSTRUMENTS Carry out practical on measurements of voltage,
Measurement of various electrical quantities using the measuring instruments. current, and resistance using measuring
instruments.
9 INSTRUMENTATION ERRORS Demonstrate how instrument errors can be reduced
-Identification of sources of errors in electrical measuring instruments. during measurements.
-Reduction of electrical instruments errors.
10 INSTRUMENTATION ERRORS Taking of readings with electrical instruments with
Measurement of electrical quantities with electrical instruments with minimal errors. minimal errors.
11 Practical Practical
12 Revision Revision
13 Examination Examination

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BASIC ELECTRICITY
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 WIRING REGULATIONS Use the current I.E.E regulation for explanation.
-I.E.E regulation. - Application of I.E.E regulation.
2 HAND TOOLS AND TESTING IMPLEMENTS Use hand tools and testing instruments.
-Identification of hand tools. -Identification of testing instruments.
-Application of tools and testing instruments.
3 TYPES OF ELECTRICAL WIRING Carry out practical surface wiring.
Types of wiring; surface, conduit, trunking, ducting etc.
4 LIGHTING POINTS AND SWITCHES Display types of lighting points and switches.
-Identification of lighting points. -Identification of control switches.
5 WIRING REGULATION 2 Demonstrate by joining two ends of cables with connector block.
-Preparation of cable ends. -Method of termination of cables.
6 CONDUIT MATERIALS Display various types of conduit materials.
-Types of conduit materials. -Classification of conduit materials.
-Application of conduit materials.
7 CONDUIT FITTINGS Display various types of conduit fittings.
-Types of conduit fittings. -Classification of conduit fittings.
-Application conduit fittings.
8 INSTALLATION OF CONDUIT SYSTEM Take a field trip to a building site and observe, demonstrate the
Conduit practical work; making out, preparing the conduit, termination, fixing, and practical process of conduit installation.
drawing cables into conduit.
9 TRUNKING AND DUCTING Describe where trunking and ducting are used, with the aid of a
-Types of trunking and ducting. -Types of trunking and ducting fittings. diagram.
-Area of application of trunking and ducting.
10 POWER SOCKET OUTLETS Catty out practical on a wiring board
-Layout diagram of radial circuit, ring circuit, final sub circuit, and spur.
-Areas of application.
11 MAINTENANCE AND REPAIRS Demonstrate the repair of a faulty appliance, dismantle and
-Types of maintenance; preventive and corrective. reassemble an appliance.
-General preventive maintenance of electrical appliances.
-Trouble-shooting; faults and remedy.
12 - 13 Revision and Examination

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BASIC ELECTRONICS
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ALTERNATING CURRENT Teacher explains the concept of capacitive reactance, inductive reactance, and impedance.
Concept of capacitive, reactance, inductive Students participate in class. Define the following terms; capacitive reactance, inductive reactance and
reactance and impedance. impedance.Calculator resistors, inductors,
Instructional Materials; capacitors, A.C source.
2 ALTERNATING CURRENT. Teacher explains RL, RC and RLC circuits. Students explain RL, RC, and RLC circuits. Calculator resistors,
RL, RC, circuits. Symbols units, inductors, capacitors, AC source. Circuit diagrams, teacher demonstrates the operations of RL,
Abbreviations. Instructional Materials; RC, and RLC circuits.
3 ALTERNATING CURRENT; Teacher calculates capacitive reactance and inductive reactance.
CALCULATION OF CAPACITIVE REACTANCE AND Students calculate Xc and XL in a circuit, e.g calculate XL in a circuit of frequency of 50HZ and inductance
INDUCTIVE REACTANCE (XC and XC) of 20H. Calculate XC in a circuit of frequency 10HZ and Instructional Materials; Capacitance of 100MF.
Circuit Instructional Materials; Diagrams.
4 ALTERNATING CURRENT. Teacher explains resonance frequency, series and parallel resonance. Circuit diagrams. Students explain
Concept of resonance frequency, series and parallel series and parallel Instructional Materials; Resonance.
resonance.
5 ALTERNATING CURRENT Teacher calculates series and parallel resonance students. Calculate series and parallel resonance.
Calculation of series and parallel resonance. Instructional Materials; Calculator, circuit diagrams.
6 POWER IN AC CIRCUIT. Teacher explains power triangle, power factor and power factor correction.
Power and power triangle. Students participate in class, explain power and power factor in AC circuits.
Power factor and its correction. Instructional Materials; Charts on power triangle.
7 POWER IN AC CIRCUITS Teacher explains the advantages and disadvantages of power factor correction.
Advantages and disadvantages. Students state the advantages and disadvantages of power factor correction.
Power factor correction. Instructional Materials; Chart on power triangle and power factor. Teacher calculates power factor.
Calculation of power factor. Students calculate power factor.
8 POWER IN AC CIRCUITS Teacher explains Q-factor and bandwidth (FH and FL).
Q factor and bandwidth. Students explain Q-factor and bandwidth.
Instructional Materials; Calculator, power triangle circuit diagram.
9 TRANSISTORS Teacher explains the concept of transistors. Leads discussion on biasing of a transistor. Students explain
Concept of transistors. the concept of transistors, draw the transistor symbols. Explain biasing arrangement, draw transistor
Biasing of transistors. biasing arrangements. Transistors e.g. bipolar, FET, JFET, MOSFET etc. charts showing pictures of
transistors, it symbols.

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10 TRANSISTORS Teacher discusses basic bipolar transistor circuits. Explains types of transistors and symbols.
TYPES OF TRANSISTORS Students draw and explain common emitter collector and base circuits. State types of transistors and
Bipolar (NPN and PNP) transistor. Field effect symbols.
transistor (FET). (N-channel and P-channel). Instructional Materials; Chart on types of transistors, biasing arrangements and bipolar transistor
MOSFET transistors, meaning and symbols. circuits.
11 TRANSISTORS Teacher states the application of transistors.
APPLICATION OF TRANSISTORS, Students state the application of transistors charts on areas of application of transistors.
(e.g.- amplifiers, switches, etc.).
12 Revision Revision
13 Examination Examination

BASIC ELECTRONICS
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 INTEGRATED CIRCUITS (IC) AND MICRO PROCESSORS. Teacher explains the concept of integrated circuit. Discusses the advantages and disadvantages
Concept of integrated circuits (IC). of IC. Students participate in class, define IC, state the active and passive components of IC.
Advantages and disadvantages of IC. ICs, microprocessors.
Instructional Materials; Charts on ICs and microprocessors.
2 INTEGRATED CIRCUITS (IC) AND MICRO-PROCESSORS. Teacher leads discussion on application of IC. Students state the application of IC.
Application of IC and microprocessors. Instructional Materials; Chart on areas of application of IC.
3 INTEGRATED CIRCUIT (IC) AND MICRO-PROCESSORS. Teacher explains the following terms as related to micro-processor; RAM, ROM, EPROM. State
Concepts of micro-processors. application of micro-processor.
Explanation of terms in micro-processor--- RAM, ROM, EPROM. Students state the application of micro-processor, define; RAM, ROM AND EPROM as they
Applications of micro-processors. relate to microprocessor.
Instructional Materials; Chart on micro-processors.
4 RECTIFICATION Teacher explains rectification, guides discussion on the principle of operation of rectifier, half-
REGULATION ware, and full-ware rectifiers. Explains regulators and its functions.
Students explain the use of rectifier in power supply unit. State the difference between half-
ware and full-ware rectifiers. State the functions of voltage regulator in power supply unit.
Instructional Materials; Diodes, resistors, transistors, pictures of rectifiers and voltage
regulators. Students; draw the circuit diagrams of full-ware and half-ware rectifiers.
5 POWER SUPPLY UNIT Teacher lists and explains the different types of voltage regulator.
Types of voltage regulators. State the difference between series voltage regulator and transistorized voltage regulator.
Series voltage regulator. Students listen attentively and state the functions of a voltage regulator in a power supply unit.
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Transistorized electric voltage regulator. Instructional Materials; Pictures of rectifiers and voltage regulators, transistorized electronic
voltage regulator.
6 POWER SUPPLY UNIT Teacher explains the principles of operation of a voltage regulator.
Operation of voltage regulators (series voltage regulators and Students describe the operation of a voltage regulator. Demonstrate, constructing a full-ware
transistorized electronic voltage regulator). rectifier circuit with a transistorized voltage regulator.
Instructional Materials; Project board, diodes, resistors, transformer, wires, transistorized
voltage regulator.
7 RADIO TRANSMISSION AND RECEPTION Teacher explains the concept of radio-transmission and reception.
Principles of radio transmission and reception. Students listen and participate in class discussion, describe the concept of radio transmission
and reception system.
Instructional Materials; Charts showing block diagram of radio transmission system.
8 RADIO TRANSMISSION AND RECEPTION Teacher explains the functions of each stage of AM &FM radio receiver.
Stages of radio receiver (AM & FM) e.g. Tuner, AF amplifiers, Students carry out systematic detection in a typical radio receiver.
detector and power supply. Instructional Materials; Charts showing stages of a typical radio receiver.
9 RADIO TRANSMISSION AND RECEPTION Teacher demonstrates how to dictate fault in a radio receiver. Take students on field trip.
Comparison of AM and FM receiver, fault detection in, radio Students go on field trip.
receiver. Instructional Materials; Multimeter, oscilloscope
10 RADIO TRANSMISSION AND RECEPTION Teacher explains the stages of a TV receiver using a block diagram.
Block diagram of stages of a TV receiver. Students describe each stage of a TV receiver using block diagram.
Instructional Materials; Charts showing stages of a typical receiver.
11 HAND TOOLS Teacher defines hand tools. Explains the different hand tools and their uses.
Meaning of hand tools. Students participate in class discussion, ask and answer questions, copy notes.
Types and uses of hand tools (soldering iron, nose- plier, side- Instructional Materials; Various hand tools, charts showing hand tools.
cutter etc), electrician knife, brushes, screw-drivers.
12 Revision and Examination Revision

BASIC ELECTRONICS
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 MEASURING INSTRUMENTS Teacher explains the concept of measuring instruments.
Concept of measuring instruments. Explain the terms analogue and digital measuring instrument. Students listen to teacher’s explanations,
Classification of measuring instrument (analogue and digital). participate in discussion.
Define measuring instrument. Differentiate between analogue and digital.
Instructional Materials: Various measuring instruments both analogue and digital.

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2 MEASURING INSTRUMENTS Teacher demonstrates using measuring instruments to measure electric quantities;
Types and uses of measuring instruments (multimeter, Multimeter, voltmeter, ohmmeter, ammeter, wattmeter, oscilloscope etc.
voltmeter, ammeter, oscilloscope, ohmmeter, wattmeter etc.) Explains the uses of measuring instruments.
Students use measuring instruments to measure electronic quantities; various measuring instruments.
Instructional Materials; Charts showing measuring instruments, circuit boards.
3 TRANSDUCERS AND SENSORS Teacher explains the meaning of transducers and sensors and their types (acoustic and photo electric
Transducers transducers).
Sensors (Proximity sensor). Demonstrate the uses of sensors.
Types and uses of transducers a. Students participate in class discussion. b. Observe teacher’s demonstration
Types and uses of sensors. c. Define transducers and sensors. d. State types of transducers.
e. State types of sensors. f. Explain uses of transducers and sensors.
Instructional Materials; Charts showing different types of transducers and sensors.
4 TRANSDUCERS AND SENSORS Teacher describes the operation of a transducer, and the operation of a sensor.
Principles of operation of transducers and sensors. Students participate in class discussion. Practice use of sensor as demonstrated by teacher.
Instructional Materials; Charts showing different types of transducers and sensors.
5 TRANSDUCERS AND SENSORS Teacher explains the different types of acoustic transducers. Explains the application of acoustic transducers
Acoustic transducer. e.g. tweeter, micro-phone, underwater speaker.
Types of acoustic transducers, e.g. loud-speaker, microphone, Students participate in class discussion, ask and answer questions, copy notes.
ear-phone. Instructional Materials; Loud-speakers, micro-phones, ear-phones, and charts showing acoustic transducers.
Application of acoustic transducer.
6 NUMBER SYSTEM Teacher explains different number system.
Identification and formation of different number systems e.g. Students participate in lessons; write sequentially in figure, different number system.
binary, octal, hexadecimal Instructional Materials; Logic modules
7 NUMBER SYSTEM Teacher demonstrates addition and subtraction in binary numbers. Converts from one number base to
Simple calculation in binary number. another.
Conversion from one base to another, e.g. binary to octal or Students practice addition and subtraction of number base, convert from one base to the other.
hexa to binary and vice versa. Instructional Materials; Logic modules, charts showing different number system.
8 LOGIC GATES Teacher explains logic gates, leads students to identify different logic gates.
Concept of logic gates. Students listen attentively, participate in class discussion,
Types of logic gates, e.g. OR, NOR, AND, NAND, etc. Instructional Materials; Charts showing different logic gates.
9 LOGIC GATES Teacher demonstrates the construction of truth table of the above logic gates.
Construction of TRUTH tables (OR, NOR, AND, etc) Students construct TRUTH tables of OR, NOR, AND, and NAND.
Instructional Materials; Charts showing different TRUTH tables.
10 LOGIC GATES Teacher demonstrates neither construction of NOR, XOR, XNOR, logic gates.
Construction of TRUTH table. (NOR, XOR, XNOR). Instructional Materials; Charts showing different TRUTH tables.
11 - 12 Revision Revision

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HOME MANAGEMENT
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Energy management - Teacher explains the meaning and process of energy management.
- Meaning of energy management. Advantages of energy management. -Guides students on discussion.
Guidelines for energy management. Students: Ask and answer questions. - Copy notes.
Fatigue – meaning, types-, physiologic fatigue etc. Prevention of fatigue. Learning Materials: chart showing the processes of managing energy.
2- Energy management - Demonstrate the use of labour saving devices.
Work simplification Students: Participate in class discussion.
Application of management process to energy use. Relationship Instructional Resources: Real objects e.g. labour saving devices e.g. blender.
between time and energy management. Factors that affect energy use.
Meaning and advantages.
3- Work simplification -Guides students in class discussion.
Guidelines and principle of work simplification. Ways of achieving -Collects and marks note.
work simplification. Application of work simplification principles to Students: 1- Participate in class discussion. 2- Copy notes.
specific tasks e.g. meal preparation etc.
4- Human and social skills development 1- Explain the meaning and importance.
Meaning of human rights and development. Human skills- Types e.g. 2- Give students assignments.
courage, zeal, enthusiasm etc. Social skills-Types e.g. communication, Students: 1- Listen to the explanation. 2- Carry out the assignment.
respect etc. Importance of human and social skills. Ways of developing Learning Materials: charts.
human and social skills.
5- Human rights 1- Motivate students to stand for their rights.
Meaning. Fundamentals of human rights. Rights of the child. Rights of a Students: 1-Participate in class discussion.
woman. Human rights violation. Learning Materials: charts and pictures of violation of human rights.
6- Sexually Transmitted Diseases (STIs or STDs) 1- Explain the meaning of sex education and STDs.
Sex education – meaning and importance. Meaning of STDs. Types and 2- Guides students in class discussion.
causes. Signs/ symptoms of each type. Prevention and treatment. Care Students: 1- Listens to the teacher. 2- Take part in class discussion.
and support of infected persons. Learning Materials: charts and pictures of infected persons.
7- Courtship and marriage Guides students in discussion. Gives assignment.
Boys’ and girls’ relationship. Courtship- meaning and importance. Students: 1- Participate in class discussion. 2-Carryout assignment.
Marriage meaning and importance. Types of marriage. Learning Materials: charts and pictures.
8- Marriage 1- Explain boy and girl relationship.
Planning a family 2- Guide students in class discussion.
Advantages and disadvantages of each type: Students: 1- Listen to teacher. 2-Copy notes.
Learning Materials: charts.
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Factors to consider when choosing a partner for marriage. Procedures

for marriage (engagement). Tips to successful marriages- love,
companionship etc. Establishing a family. Financial plans family
planning. Advantages of family planning.
9- Scientific study of food nutrients
Food nutrients- sources and functions. Effects of deficiency and excess
of each nutrient. Treatment of the effect.
10- Effect of heat on nutrients -Demonstrate the effect of heat on these nutrients.
Test for- protein e.g. millions reagent. Carbohydrate- iodine test fats Students: Carry out the practical.
and oil e.g. blotting paper. Practical. Effect of heat on proteins e.g. meat. Learning Materials: Real objects meat, eggs, yam and butter.
Carbohydrate e.g. starch (yam). Fats and oil e.g. butter, palm oil.
Practical.
11- Food storage and preservation Meaning of food preservation. Discusses methods of food storage and preservation.
Guidelines for preserving foodstuffs. Methods of food storage. Methods Students: 1- Listen to the teacher. 2-Carryout the practical work.
of food preservation. Practical work on food preservation. Learning Materials: Real objects maize, meat etc.
12- Food storage and preservation 1- Guide students in discussion. Students: listen and partake in class discussion.
Preservation of foods continued. Guidelines for food preservation
13- Revision and Examination

HOME MANAGEMENT
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Flour and Flour mixture Teacher discusses flour and its mixture. Demonstrates uses of flour in cooking.
Types of flour, rice, cassava, wheat, plantain Students: 1- Listen to teacher, use flour in cooking (practical)
Characteristics of each type. Learning materials: Real objects; Samples of flour e.g. wheat flour.
Uses of flour in cooking e.g. cakes, doughnut etc.: Practical
2- Laundering equipment Leads students on discussion.
Classification and uses of laundering tools and equipment. Gives assignment.
Guidelines for utilization. Care and maintenance. Laundering agents: - Students: Participate in class discussion
Types laundering blue, fabric rinses etc. Carry out assignment.
Stiffening agents etc. Learning materials- sample of laundering agent (real object) e.g. starch, detergent etc.
Characteristics are uses of laundering agents.

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3- Laundering Processes Explains the meaning of laundry and reasons of laundry, discusses the process of
Revision for laundry. laundry and carryout practical.
Steps and guidelines in laundry work. Students:
Practical laundry of specific items e.g. cotton, wool, fabrics and satin Listen and participate in the practical.
using laundry agents e.g. starch, Dettol, blue etc. Learning materials: Same as number 2 above.
4- Stain and stain removal Explain the meaning and types of stain.
Meaning of stain and types. Demonstrate the skills in removing different stains.
Stain removing agents. Students – listen to teacher and copy notes.
Process / procedures of removing stain. Learning materials: Real objects, bleach, stained fabric etc.
Practical.
5- Interior decoration Discuss interior decoration and flower arrangement.
Meaning and importance of interior decoration. Demonstrate the arrangement of flowers.
Uses and application of elements and principles of art and design. Students:
Guidelines for interior decoration. Listen to teacher, participate in the practical.
Flower arrangement – Types of flower arrangement. Learning materials: Flower vases, fresh flowers (real object).
Flower vase and holders.
Guidelines and steps in arranging flower. Practical
6- Maintenance and care of home Discusses cleaning agents.
Tools and equipment for cleaning the home. Prepares cleaning agents.
Cleaning agents and materials, types. Students: participate in making cleaning agents.
Practical- preparation of simple cleaning agents.
7- Maintenance and care of home - Discuss the maintenance and care of the home.
Care of home furnishing and ornaments. - Prepare simple cleaning agents.
Bed making. Students: listen to the teacher.
Practical. Participate in practical.
Cleaning different functional areas of the home. Practical
8- Environmental friendly consumption practices. Teacher- Discusses friendly and non-friendly consumption practices.
- Friendly and non-friendly consumption practices. Gives assignment.
- Friendly environmental consumption practices e.g. foods, housing, Students: participate in the discussion
clothing, toiletries or beauty. Carry out assignment learning materials real object: Chart.

- Practical (visit to saloon). Non-friendly environmental consumption

practices e.g. Tobacco, Cocaine, heroin, etc.
9- Environmental friendly consumption practices. Teacher gives group project.
- Promotion of environmental friendly consumption practices e.g. Award mark on project-developing song and messages.
through messages and songs. Student-carry out the project

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- Group word in developing messages on promotion of friendly Learning materials-chart.

environmental consumption practices practical.
10- Principles of consumer education -Discuss and explain the functions of consumer agents.
1- Meaning and importance of consumer education. Students: listens and copy notes.
2- Consumer agents- Types and functions of each agent. Learning materials: charts.
11- Consumer legislation -Explains consumer legislation and their functions.
1- Types of consumer legislation- SON Standard Organization of Students: listens to the teacher.
Nigeria, price control board etc.  Asks and answer questions.
2- Functions of consumer legislation. Learning materials: charts.
3- Regulations of agencies.
12- Revision Revision
13- Examination Examination

HOME MANAGEMENT
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1- Test interpretation Explain the interpretation of test.

Making a time plan to show the order of work. Makes time plan.
Interpretation of test. Students: listens to the teacher. Participate in time planning.
Learning materials: past WAEC and NECO questions.
2- Test interpretation Explain the interpretation of test.
Making a time plan to show the order of work. Makes time plan.
Interpretation of test. Students: listens to the teacher. Participate in time planning.
Learning materials: past WAEC and NECO questions.
3- Developing creative problem-solving skills and Explains the meaning and importance of creative entrepreneurship.
entrepreneurship
- Creative entrepreneurship
- Meaning and importance.
Relationship between creativity and entrepreneurship.
Creative problem solving- importance and development.
4- Developing creative problem-solving skills and Discuss skills of entrepreneurial.
entrepreneurship Conduct practical on activities of entrepreneurial.
Entrepreneurial Students: listens and participates in practical.
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Skills- e.g. creativity, management, communication and Learning materials: beads and tools for beads making, designing cards and tools for designing
critical thinking. cards.
Activities (enterprises) fashion, designing, fast-food, bed
making.
Practical.
5. Money management - Guide students in discussion of money management and family budget.
Meaning and importance. Students: listen and make family budget.
Guidelines and steps in money management. Learning materials: chart.
Family budget- meaning and importance.
Steps in budgeting.
6. Wealth creation Explain the meaning and advantages of wealth.
Capital market and investment Discuss the topic with the students.
Meaning and types of wealth. Advantages.
Ways of creating wealth e.g. saving, investing and trading. Students: listen and copy notes.
Meaning, advantages. Learning materials: stock exchange shares, firms and certificate, charts .
Guidelines for investing.
Opportunities- stock shares, e-marketing, net marketing,
treasury bills.
7. Utilities in the home Discuss the uses of water and sources.
Water: Sources, uses in the home. Purification and storage. Carryout practical on water purification.
Water cycle. Hardness of water. Laundry water. Students: participate in the practical.
Practical (water purification)
8. Utilities in the home Explain: Electricity in the home. Discuss the topic with students. Collect and mark notes.
Electricity: Definition of related terms- current, voltage etc. Students: listen to teacher, copy notes.
Meter reading and electric bills. Safety measures in the use Learning materials: charts.
of electricity.
9. Utilities in the home Explain: Electricity in the home. Discuss the topic with students. Collect and mark notes.
Household Fuel. Meaning, types Students: listen to teacher, copy notes.
Advantages and disadvantages of each type. Learning materials: charts.
10. Prevention of wastage Discuss wastage. Lead students to discuss causes and types of wastage.
Disadvantages of wastage. Causes of wastage. Type of Student –participate in class discussion
wastage: Water , gas, food, toiletries etc. Prevention of Learning materials: charts and real object
wastage in the home.
11- Revision Revision
12-13 Examination Examination

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FOOD AND NUTRITION

SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Kitchen equipment and utensils. Teacher: Guides the discussion on - Identification of correct kitchen equipment. - Demonstrate how to use
Identification of different equipment for one kitchen equipment. - Supervise the students practice.
various tasks. Students: Identify kitchen equipment. Participate in class discussion. Practice using one kitchen equipment
- Large equipment: mechanical equipment. each.
- Small equipment. Learning materials: - Charts on kitchen equipment. - Visit to an institutional kitchen.
2 Labour saving devices. Teacher: Leads the discussion on labour saving devices. - Demonstrate on the use of some of the devices
1- Use of labour saving devices. available. - Correct notebooks and make necessary corrections.
2- Importance of labour saving devices. Students: - Listen and participate in the discussion. Ask and answer questions. Practice using the saving
3- Factors to consider when choosing devices.
labour saving devices. Learning materials:
Pictures of both small and large labour devices e.g. cut outs, photographs of labour saving devices.
3 Labour saving devices. Teacher: Demonstrate on the operation of labour saving devices. Demonstrate the care and maintenance.
1- Operation of labour saving devices. Students: Observe the teacher’s demonstration. Participate using the saving devices.
2- Care and maintenance –practical. Learning materials: - Blender, fruit extractor, mixer. - Liquid soap, sponge. -Clean towel.
4 Time and energy management in food Teacher: Explain the meaning of time and energy management. Discusses its importance. Displays a chart on
preparation. the guidelines for time and energy management. Displays time and energy saving devices.
Meaning of time and energy management. Students: Participate in class discussion. Ask and answer questions. Identify time and energy saving devices
Tasks that require time and energy in the chart.
management e.g. laundry, cake making etc. Learning materials: Charts showing drawing of time and energy saving devices. Time and energy saving
devices. Charts stating guidelines for time and energy management.
5 Time and energy management in food Teacher: Discusses the importance of time and energy management in food preparation.
preparation. Students: Participate in class discussion.
Importance of time and energy management Learning materials: Charts showing the importance of time and energy management in food preparation.
in food preparation.
6 Flour mixture Teacher: Explains the types of flours in flour mixtures. Guides the discussion on raising agents such as air,
Types of flour in cooking: - Whole wheat flour. baking powder, yeast etc. Demonstrates how to mix, use different types of flour mixtures, cakes, brew etc.
- All purpose, instant blending flour etc. Students: Participate in class discussion. Ask and answer questions. Practice how to prepare products from
- Flour from local foodstuff. flour mixtures.
- Raising agents. Learning materials: Flours, raising agents. Flavourings and colourings in flour.
- Air, baking powder, yeast, Palm wine, steam.
7 Flour mixture Teacher: Displays process flours from local foodstuffs. Supervises student’s work. Gives a chalkboard
- Flour mixtures summary.

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Cakes, burns, sweets, (puddings and jellies). Students: Listen attentively. Demonstrate the use of flour mixtures. Copy notes from chalkboard.
Practical. Learning materials: Baked products of flour mixture.
8 Flour mixture Teacher: Describes the natural and artificial flavourings. Displays process flours from local foodstuffs.
Flour mixtures- Pastries and breads. Students: Observe each of the flour. Participate in bread making.
Practical continues. Learning materials: Flours. Raising agents. Flavourings.
9 Flour mixture Teacher: Displays the natural and artificial flavourings and colourings.
Food flavourings and colourings. Students: Participate in the class discussion. Differentiate each.
- Natural and artificial. Learning materials: Natural and artificial colourings and flavourings.
- Food colouring materials.
10 Food study (egg) Teacher: - Displays the different types of eggs.
- Types of eggs. - Explains the:
- Nutritional value of eggs. Nutritional value of eggs. Uses of eggs in cookery. Demonstrate the test for egg freshness.
- Test for eggs e.g. water, eye view test. Students
Identify the eggs on display. Listen to the teacher.
Ask questions. Draw the structure of an egg.
Learning materials: Diagram of an egg structure. Different types of egg samples.
11 Egg cookery Teacher: - Demonstrate methods of cooking eggs. - Gives chalkboard summary.
Uses of egg in cookery. - Collects notebooks and make necessary corrections.
Baking, binding agents, raising agents, Students: - Draw the structure of an egg. Practice how to test for egg freshness.
thickener. - Practice cooking eggs in groups.
Practical. Learning materials: Diagram of an egg structure. Different types of egg samples.
12 – 13 Revision and Examination

FOOD AND NUTRITION

SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Milk and milk products. Teacher: Explains the types of milk (aninet and plain)
Types of milk (Aninet type): - Explain the food value of milk and milk products. Demonstrate the production of milk products.
Fresh milk - pasteurized. Homogenized, sterilized, and - Practical.
evaporated. Cultured milk nono yoghurt. Plant milk Students: Participate in the discussion. Ask and answer questions. Participate in practical
source and soy beans. Types of milk products- wara demonstration.
(local cheese). The food value of milk. Uses of milk. Learning materials: Sample of milk products. - Tin milk. - Nono yoghurt.
- Charts with labeled milk and milk products.

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2 Sea foods Teacher: Explain the different types of sea food. Discusses the nutritional value of sea food.
Type of fish in local and sea water. Demonstrates sea food cookery by frying, grilling. Supervises student’s practical.
Classes of sea food e.g. fine fish, lean and shell. Students: Participate in the discussion. Ask and answer questions. Participate in the practical
Food value. Methods of cooking: e.g. baking, grilling, cooking some sea foods.
steaming and frying etc. Learning materials: A chart showing different types of sea. Samples of any available sea food.
Practical. Real objects.
3. Food study (meat) Teacher: Explains the meaning of meat. Explain types of meat e.g. Cow- beef. -Pig- pork.
Definition of meat. -Lamb- mutton. -Crab- veal.
- Types of meat. - Different cuts of meat. Food value. Students: Participate in the discussion. Ask and answer questions.
- Factors to consider when choosing meat. Learning materials: A chart showing the structure of meat. Pictures showing different meat cuts.
Structure of meat.
4. Food study (meat) continued Teacher: Draw the structure of meat and explain. List the advantage and disadvantage of cooking
Structure of meat. Cooking method for meat. Effect of meat. Demonstration (practical).
heat on cooking meat. Advantages and disadvantages of Students: Participate in the discussion. Ask and answer questions. Participate in practical
cooking method. demonstration.
- (Practical demonstration). Learning materials: A chart showing the structure of meat.
A picture of different meat cuts (food and nutrition text book).
5. Poultry Teacher: Explain the definition of poultry. Explain the different types of poultry. Discuss the food
Definition of poultry. Types of poultry e.g. chicken value of poultry. Explain the factors to consider when choosing poultry.
turkey, goose, game. The nutrive value. Structure of a Practical demonstration.
chicken. Factors to consider when choosing poultry. Students: Participate in the discussion. Ask and answer questions. Participate in practical
Preparation of poultry for cooking. Cooking method – demonstration.
stewing, frying, grilling, roasting etc Learning materials: Sample of poultry (chicken). Real object.A chart showing the structure of
Practical demonstration. poultry (chicken).
6. Condiment and seasoning. Teacher: Explain condiment and seasoning. Explain the different types of herbs and spices (local and
Types of herbs and spice local, curry, thyme and scent foreign).
leaves. Students: Participate in the discussion. Ask and answer questions.
Local spices – ginger, garlic, pepper. Learning materials:
Foreign herbs –bay leaf parsley. Sample of different herbs and spices (local) curry leaves, scent leaves.
Foreign spices – curry powder, thyme.
7. Storage and preservation of foods. Teacher: Explain the of food storage and preservation. Explains the meaning of food storage and
- Meaning of food storage and preservation. preservation (local and foreign).
- Reasons for food preservation. Students: Participate in the discussion. Ask and answer questions. Copy summary work.
Types of foods to be preserved (local and foreign). Learning materials: A sample preserved food
8. Storage and preservation of foods. Teacher: Explains the different steps in food preservation and storage. Discuss the advantages and
- Preparation of food for preservation. disadvantages of food preservation.

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- Advantages and disadvantages of food preservation. Students: Participate in the discussion. Copy summary work.
- Methods of food preservation. Learning materials: A chart showing steps involved in food preservation.
9. STORAGE AND PRESERVATION OF FOOD: Teacher: Explain the difference between jam and marmalade. Explain the importance of sugar,
Making of jam/mamalade. pectin, and acid fruit. Explain the methods of making jam/ marmalade.
Important ingredients in jam making (sugar, pectin, Students: Participate in the discussion. Ask and answer questions.Participate in practical
fruit). Methods of preparation of jam/mamalade demonstration.
Practical demonstration Learning materials: Samples of jam and marmalade.
10. Test interpretation/practical Teacher: Discuss the general rules for making jam/ marmalade. Practical.
Students: Practical demonstration.
11 – 12 Revision and Examination

FOOD AND NUTRITION

SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Preservation of foods. Teacher: Explain the meaning of convenience foods. Explain preserving food in relation to
Convenience foods. convenience. E.g. using chemicals and preservatives.
- Definition of convenience foods. - Frozen foods. - Dehydrated foods. - Tinned or canned foods. - Processed foods.
- Preserving foods. Mention the various types of convenience foods.
- Types of convenience foods. Students: Participate in class discussion. Identify convenience foods. Ask and answer questions.
- Advantages and disadvantages of convenience. Learning materials:A chart showing a table of advantages and disadvantages of convenience foods.
2 Preservation of foods. Teacher: Leads discussion on: - Types of food preservation. - Methods of food preservation.
Convenience foods. Advantages and disadvantages. - Guidelines for selecting convenience. - Prepares food for preservation. - Supervises the students
Guidelines for selecting convenience food. Practical on work in groups. - Gives a chalkboard summary.
the use of convenience in food preparation. Students: Demonstrate the use of convenience foods.
Learning materials: Charts
Choice and storage of food stuffs. Teacher: Lead discussion on equipment. Explain the different between perishable and non-
- Storage equipment. perishable examples. Explain the various factors affecting food selection.
- Storage of perishable and non-perishable foods. Students: Copy the chalk/white board summary in their notebooks.
- Factors affecting food selection. Learning materials: Charts showing perishable foods.
4 Choice and storage of food stuff. Teacher: Explain the meaning of bulk purchase. Discuss the advantages and disadvantages of bulk
- Bulk purchasing. purchase. Explain the following term in relation to:
- Shopping list market survey cost analysis. - Bulk purchase. - Shopping list. - Market survey. - Cost analysis.
- Storage method. Students: Participate in class discussion. Draw up a good shopping list.
Learning materials: Samples of shopping list.

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5 Choice and storage of food stuff. Teacher: Lead in discussion. Explain the meaning of the various terms and their functions to food
Meaning of common terms. Price list. Food list. Bulk storage and food stuff.
buying. Commercial foods. Homemade foods. Brand Students: Participate in class discussion. Copy the chalk/white board summary in their notebooks.
name. Net weight. Gross weight. Learning materials: Samples of food/ shopped items.
6 Test interpretation and practical
7 Food budgeting Teacher: Explains the meaning of food budgeting. Discuss family and their types (primary and
Meaning of food budgeting. The family budget. Types of secondary budget). Explains the factors influencing food budgeting.
family budget e.g. primary and secondary budget. Students: Participate in class discussions.
Factors influencing food budgeting. Learning materials: A chart showing a family budget.
8 Food budgeting Teacher: Lists the various types of food budgeting. Explain the factor to consider.
Types of food budgeting. Factors to consider when Students: Write an imaginary budget for a family of four.
budgeting our food. Shopping list. Petty cash. Food cost. Learning materials: A chart showing an imaginary food budget.
Making a price list. Periodical and preparing food budget
considering the nutritional need of family members.
9 Nutritional needs of the family. Teacher: Plan a simple and adequate meal for a family.
Meaning of the nutritional needs. Nutritional need of Students: Listen and participate in discussion.
different e.g. infants and children. Adolescents. Adults Learning materials: Food items, dishes cooking utensils etc.
and the aged. Pregnant and lactating mother.
10 Meal planning Teacher: Explain meal planning. Discuss the factor affecting meal planning.
Factors affecting meal planning. Students: Participate in the class discussion.
Planning of adequate diet. Learning materials: Sample of planned meal.
11 Revision Revision
12-13 Examination Examination

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CLOTHING AND TEXTILES

SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 PATTERNS Teacher: Displays paper patterns and explain the marking, then demonstrate how to draft
- Taking of body measurement patterns.
- Drafting of bodice block – male and female Resources: Paper patterns, tape measure, pencil, block pattern, ruler
2 PATTERNS Teacher: Demonstrates how to draft a block for a skirt.
- Drafting of block for skirt or short Resource: Brown paper, ruler, tape measure, pencil
3 PATTERNS Teacher: Demonstrates how to draft a block for a sleeve.
- Drafting of block for sleeve Resource: Brown paper, ruler, tape measure, pencil
4 ADAPTATION OF PATTERNS Teacher: Defines alteration of patterns. Displays the paper pattern and explains the markings
i. Definition and notations on them.
ii. Adaptation of block patterns to different style of Resources: Ruler, pencil, brown paper, charts on pattern adaptation.
choice and fit.
5 ALTERATION OF PATTERNS Teacher: Defines alteration, demonstrates the adjustment of patterns to a given measurement,
i. Definition – addition or reduction demonstrate how to reduce or enlarge pattern sizes.
ii. Alteration for fit and style – commercial or Resources: Block pattern, tape measure, ruler, pencils etc.
drafted.
iii. Advantages and disadvantages of using pattern
in garment construction
6 FREE HAND CUTTING Teacher: Leads discussion on measurement required for a garment. Demonstrates how to cut
i. Cutting of bodice front and back a garment freely.
ii. Skirt front and back Resource: Scissors, pins, tailor’s chalk, thread, needle etc.
iii. Sleeve
iv. Advantages and disadvantages of free hand
cutting.
7 FREE HAND CUTTING Teacher: Leads discussion on the features of a baby dress. Demonstrate how to cut a simple
- Practical – construction of a simple baby dress baby dress.
RESOURCE: Catalogue, pencil, tape measure, brown paper
8 GARMENT FEATURES Teacher: Discusses the factors to consider when arranging fullness. Leads discussion on the
Arrangement of Fullness use of different style features effectively and appropriately.
- Gathers RESOURCES: Garment with different styles and features, catalogue, tape, measure, pencil,
- Pleats – knife, box eraser etc.
9 GARMENT FEATURES Teacher: Leads discussion on the basic rules that governs the arrangement of fullness
Arrangement of Fullness RESOURCES: Same as above

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- Smocking for children

- Shirring
10 GARMENT FEATURES Teacher: Leads discussion on the basic rules that govern the arrangement of fullness
Arrangement of Fullness RESOURCES: Same as above
- Tucks
- Darts – waist, bust etc
11 COSTUME AND FASHION DESIGNING Teacher: Explains the differences between fads and fashion. Discuss the fashion of yesterday
Trends In Fashion and today.
i. Definition of fashion and fashion designing RESOURCES: Photographs of parents, grandparents, old magazine, catalogue.
ii. Trace and compare fashion trend over the years.
iii. Distinguish between fashion and fashion fad.
12 COSTUME AND FASHION DESIGNING Teacher: Guides students in sketching appropriate styles. Guides students to adapt the
i. Sketching appropriate styles for costume sketched style on the block pattern.
designing using different style features to flatter RESOURCES: tape, material, block patterns, sewing machine, pins etc.
the design e.g. collar, sleeve
ii. Cutting out patterns
iii. Adaptation of basic blocks for costume.
13 Revision Revision
14 Examination Examination

CLOTHING AND TEXTILES

SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 GARMENT FEATURES STYLE FEATURE Teacher: Demonstrates how to draft pattern for the different style features – collars
- Drafting patterns for collars and cuffs and cuffs.
Resources: Garment with different style features, brown paper, pencils, tape measure
2 GARMENT FEATURES STYLE FEATURE Teacher: Guides students to list the functions of different style features. Demonstration
- Drafting patterns for yokes and pockets Resources: Garment with different style features, brown paper, pencils, tape measure
3 GARMENT FEATURES STYLE FEATURE Teacher: Leads discussion on how these features can be used to flatter the figure.
- Drafting patterns for Belts and frills Demonstrates how to draft pattern for Belt and frills.
Resources: Garment with different style features, brown paper, pencils, tape measure
4 DECORATIVE DESIGNS Teacher: Guides students to enumerate them. Discusses points to consider when
i. Embroidery work-decorative stitches e.g. satin stitches planning an embroidery work. Demonstrates how to transfer designs unto fabrics
stem stitch etc. using tracing paper/carbon etc.

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ii. Points to consider when planning embroidery work Resources: Pressing iron, album, samples of embroidery threads etc.
iii. Types of embroidery design e.g. self-made, iron on,
transfer etc.
5 DECORATIVE DESIGNS Teacher: Guides students to identify different types of design used for embroidery.
Materials for Embroidery Discusses and demonstrates the method of transferring designs unto fabrics.
i. Threads – anchor, raffene Resources: Embroidery machine, samples of embroidery needles, textbook.
ii. Needles – Crewel, sharp
iii. Types of embroidery work e.g. household articles
iv. Transferring designs unto fabric – using tracing paper.
6 DECORATIVE DESIGNS Teacher: Explains the traditional background of beads and sequins. Leads discussion
Traditional Designs on how to use bead/sequins to form decorative designs. Practical demonstration on
i. Traditional background of beads and sequins methods of designing beads.
ii. Methods of designing beads e.g. bead stitched down Resources: Samples of beads, sequins, embroidery thread and needle.
separately. Beads/sequins thread linked and sewn down.
7 DECORATIVE DESIGNS Teacher: Discusses the types of needle craft and practical demonstration
Needle Craft RESOURCES: Tatting tool kit, pair of scissors, crochet hooks, chart showing picture of
i. Definition and uses needle craft.
ii. Tatting
iii. Crochet

8 DECORATIVE DESIGN Teacher: Demonstrates to students how to make them and then supervises them.
Needle Craft Resources: Charts showing pictures of appliqué, patchwork, tape measure, etc.
i. Appliqué
ii. Patch work e.g. baby cot cover, pillowcase etc.
9 DECORATIVE DESIGN Teacher: Practical demonstration on making of different macramé knot e.g. flat, spiral,
i. Macramé Josephine knots.
ii. Making decorative articles using the needle craft e.g. table Resources: Macramé twine, pair of scissors, tape measure etc.
dolly, centre piece.
10 DECORATIVE DESIGNS Teacher: Practical demonstration and supervision of students.
Needle Craft Resources: Different materials, pair of scissors, tracing paper, tracing wheel, pencil,
- Making of soft toys – duck, dog, teddy bear etc. tape measure.
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CLOTHING AND TEXTILES

SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 HOUSEHOLD LAUNDRY Teacher: Defines dry cleaning, discusses the different methods of dry cleaning and types of
Dry Cleaning dry cleaning agents.
i. Definition and importance Resources: Samples of dry cleaning agents.
ii. Methods of dry cleaning
iii. Dry cleaning agents e.g. French chalk, talcum powder,
kerosene etc.
2 HOUSEHOLD LAUNDRY Teacher: Discusses the general rules for removing stains during dry cleaning. Discusses
Dry Cleaning the advantages of dry cleaning clothes. Demonstrates how to use dry cleaning agents to
i. Types of dry cleaning – home and commercial remove stains.
ii. General rules for removing stains during dry cleaning. Resources: Samples of dry cleaning agents, samples of soiled George wrapper, textbook.
iii. Advantages of dry cleaning
3 CARE OF CLOTHES Teacher: Discusses the meaning of repairs in clothing and textiles. Demonstrates how to
Clothing Repair repair clothes using patching, darning.
i. Meaning of repairs Resources: Samples of torn garment, pieces of plain fabric, needle, threads, sewing
ii. Types of repairs – patching, darning etc. machine, textbook.
4 CARE OF CLOTHES Teacher: Guides students to list other types of repairs in clothing. Demonstrate the repair
Clothing Repair. of broken zippers, slack elastic etc.
i. Other simple repairs e.g. loose buttons, broken zippers, Resources: Buttons, zipper, elastic, pieces of fabric, needle etc.
slack elastic
5 CARE OF CLOTHES Teacher: Explains the meaning of reconstruction/remodeling and differentiate them.
Renovation Processes Discusses on renovation techniques. Guides students to renovate some household articles.
i. Meaning of renovation Resources: Samples of torn materials, faded garment, scissors, etc.
ii. Reconstruction/Remodeling
6 CARE OF CLOTHES Teacher: defines dye and discuss on the different types of dye stuff, methods of dyeing and
Renovation Process supervises students to renovate old garment by dyeing.
Dyeing Resources: Samples of different dyes, plastic basin, wooden stick, water, scissors, needle
i. Definition and thread, nylon twine etc.
ii. Types of dye e.g. acid, vat, basic etc
iii. Methods of dyeing e.g. tie-dye, batik
7 DRESS SENSE Teacher: Explains the meaning of good grooming and its principles.
Good grooming Resources: magazines showing picture of a well groomed individual
i. Meaning of good grooming

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ii. Principles of good grooming e.g. exercise, relaxation,

sleep etc.
8 DRESS SENSE Teacher: Distinguishes between proper and improper dressing. Discusses on colour
Good grooming combination.
Harmonization of colours Resources: Colour wheel chart, colour triangle.
i. Primary, secondary and tertiary colour
ii. Group of colours – warm, cool, contrast etc.
9 DRESS SENSE Teacher: Explains the meaning of a wardrobe, discusses on the points to consider when
Wardrobe planning planning the wardrobe. Explains clothes suitable for different occasions – their features
i. Meaning of wardrobe Resource: A wardrobe or cupboard, hangers.
ii. Principles of wardrobe planning – basic rules
iii. Clothes for different occasions
10 DRESS SENSE Teacher: Discusses on the factors that could influence decisions to buy or make clothes.
Wardrobe planning Guides students on ways of selecting and purchasing good readymade clothes.
- Factors influencing decision to buy or make clothes. Resources: Sample of different dresses, textbooks.
- Selecting and purchasing readymade cloths
11 DRESS SENSE Teacher: Guides students to mention the different types of accessories. Explains how to
Dress Accessories select matching accessories for different clothes and occasions. Demonstrates how to
i. Definition of dress accessories make some simple accessories e.g. necklace, hat
ii. Types of dress accessories e.g. handbags, shoes, ties Resources: Samples of beads, necklace, earring. Charts showing different accessories,
etc. textbooks.
iii. Factors to consider when choosing accessories.
iv. Making simple accessories e.g. hat, necklace, earning.
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DATA PROCESSING
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Data Models - Defines Data Model
-definition of data models -Discusses the concept of data modeling. -Give example ties of data models
-types of data models Instructional Resources: charts, software package.
2 Data Modeling -Demonstration how to Create Table, Form, Queries and Reports
- Creating tables - Creating forms watch teacher’s demonstration
- Creating queries - Creating reports Instructional Resources: computer set, software packages.
3 Data Modeling - Explains the significance of data model
- Significance of data model - Participate in classroom activities
- Examples of standard of a standard data model data Instructional Resources: computer set, software packages
models
4 Normal Forms -Demonstrate how to create table in normal forms
- Examples of tables in first normal forms -Watch teacher demonstration
- Tables in second and third normal forms Instructional Resources: computer set, tutorial packages.
- Problems of table in first normal form
5 Normal Forms Explain the determinant of normal forms unique determinant non-unique determinant
- Determinants of normal forms -State the concept of foreign key. - Differentiate between primary key and foreign key.
-foreign keys -Students should participate in creating tables in normal form.
Intentional Resources: Computer set, tutorial package.
6 Entity Relationship Entities Explain the main components of an entity relationship (er) model with examples.
attributes and - Illustrate relationship between entity and attribute with (er) diagrams
relationships Students listen and participate.
Instructional Resources: Charts and computer set.
7 Entity – Relationship Model Give additional features of Entity Model e.g. connectivity and cardinality.
-additional features of entity model -Listen and participate in class discussion Instructional Resources: Charts and computer set
8 Relational Model -Explain and demonstrates how to create and modify relation using SQL
-creating relations using sql -Listen and participate
-modifying relations using sql Instruction Resources: SQL soft ware, computer set.
9 Relational Model -State integrity constraints over relations such no not null, unique, primary key, foreign key and
-Integrity constraints over relations check. - The constraints to define the ways automatically enforce the integrity of a database.
Instructional Resources: Computer set, software.
10 Relational Model enforcing integrity constraints -The SQL to show how to enforce integrity constraints e.g. no action
Instructional Resources: SQL software, computer set
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11 Relational Model Explains how to use SQL and query a relational data e.g. to create a view statement” create view
-querying relational data name and select query”.
12 File Organization -Define file organization
-methods of file organization -State and explain methods of file organization e.g. heap, sentential, hash and btree files
-State characteristics of each file structure. Instructional Resources: Computer set, chart.
13 Revision and Examination

DATA PROCESSING
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Internet -The teacher leads the students to define internet. - List internet browsers (Opera, Explorer, Mozilla
- Definition of internet. - Internet browser Firefox, UC) etc. -Show the students their icons on the computer.
- Benefits of internet -Explain / demonstrate the benefits of internet
2 Internet Names requirements for internet commotion e.g. modem, computers etc.
- Requirements for internet connection -Defines internet security and list examples AVG, Avast, Nortons
- Internet secreting. - Abuses of internet -Students to mention the abuses of internet
3 Internet -guides the students to browse and open a web page on the net.
- Searching for information -Demonstrates how to download and copy from a web page
- Downloading a file from a web page Instructional Resources: computer set with internet facility.
- Copying from a web page.
4 Presentation Package Guides the student to:
- Meaning of presentation package -definition presentation package with examples (PowerPoint)
- Uses of presentation package -State the uses /importance of presentation packed. -The teacher loads PowerPoint presentation and
- Identification of PowerPoint toolbar and its content. guides the students to identify the tool bars and its contents.
5 Creating Presentation Lead the students to
-inserting slides -applying design -Work with slides, applying designs e.g. design template, colour scheme, animation scheme
6 Modifying Slides Formatting Text On The Slides -Format texts on slides by changing their style size colour and orientation
-animation texts and chart in presentation -Apply an imitation to text e.g. entrance, exit etc.
-Applying animation to inserted pictures e.g. motion path, PowerPoint software, computer set
7 Final Presentation -Set slide tuning and transition style
- save presentation - set slide timing -Save the presentation run the slide show both automatically and by monde click.
- ste transition - run slide show -Close and exit presentation instructional materials PowerPoint presentation software, computer set.
- close presentation
8 Web Design Packages -Define web design packages
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-meaning of web design packages -State uses of web design package. -Participate in clan room discussion
-uses of web design packages Instructional Resources: charts pictures
9 Web Design Packages -Give examples of web design packages, e.g. serif web plus, ace html g pro dream wearer, nettbject
-components of web design packages function etc. -Lead the students to discover the four components e.g. solid layout effective typography,
-examples of web design packages colour scheme etc.
10 Creating Websites Lead the students to create a simple web page using Google by adding text images , links and tables to
-add text , images, links and tables to web pages the web pages. -Guides the students to format ext (change fort colour, size and type ) and change paper
-format text and change page properties properties. -Lead the students to their web sites.
-publish web pages Instructional Resources - internet
facility, computer sets.
11 REVISION
12 EXAMINATION

DATA PROCESSING
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Graphic Packages -Teacher leads the students to define graphic software package
-meaning of graphics software package -outlines the uses of graphic package.
-uses of graphic software package Instructional Resources: charts, pictures, computer laboratory
2 Graphic Packages -Teacher gives examples of graphic packages - CorelDraw, Photoshop, paint etc.
-examples of graphic package -CorelDraw software and would be opened to see and identity their basic components like standard
-component ion of graphic package menu, tool box, pallet box. etc.
Instructional Resources: computer set, CorelDraw software.
3 Corel Draw -Hovers around the different components and states what each in used for e.g.
Environment standard menu to see file, edit, view, arrange, layout and effects, file in the place to make a new sheet open
-uses of the components of the warded a file, save, print and scan.
students to participate actively in the practice.
Instructional resources: Computer set, CorelDraw software.
4 Object - Defines objects transformation
Transformation - Guides the students to draw an object after which, they will practice scaling, stretching etc on the object.
-definition -object stretching Instructional Resources: Computer set, CorelDraw software.
-scaling, mirroring, rotating, skewing objects etc.
5 Object Transformation -Draw an object and guides the students to perform the different kind of transformation on it.
-object shaping and text kerning Instructional Resources: computer set, CorelDraw software.
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-editing and shaping -colour and pattern filling

6 Object Editing/Arrangement -Draws an object and guides the students to duplicate and move it.
-object duplication -object movement -guided the students to group the duplication object and align them etc.
-grouping and alignment Instructional Resources: computer set, CorelDraw software.
-intersecting and trimming
7 Object Editing / Arrangement -Draws an object and demonstrates object and demonstrates object envelope roll – up and blending of
-object envelope two or more objects.
-blending students follow teachers example to practice.
Instructional resources: Computer set, CorelDraw software.
8 Working With Layout -leads the students to create a drawing page and background.
-drawing page and background -border -guide the students to create border and set guidelines.
-set guidelines Instructional resources computer set, CorelDraw software.
9 Working With Layout -Lead the students to import images (pictures) from another package like paint or ms – word.
-importing image -inverting image -lead the student to in set images on their drawing page and add artistic texts.
-adding armistices Instructional resources: Computer set, CorelDraw software.
10 Maintenance Of Computer -Explain and demonstrate how to make computer dust-free.
-general cleaning of the workshop and computers. -Students to clean the computers and the workshop with the supervision of the teacher.
-basic maintenance procedure -Participation in carrying out basic maintenance like blowing dust out. etc.
Instructional Resources: computer set, broken down computer sets(scraps)
11 Maintenance Of Computers Explains and demonstrates how to charge and replace batteries and how to clean the lines of DVD drive.
-battery charging and replacement Instructional Resources: AC power source screw driver and clean clothes.
-DVD drive lens cleaning
12 REVISION and EXAMINATION

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FISHERIES
SSS 2 – FIRST TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES
1 Fish Pond Meaning of fish pond. Types of fish pond: Teacher guides students in making sketches of
- Earthen - Concrete - Barrage different pnd types
- Rosary - Diversion - Parallel
2 Other Culturing - Tanks (fibre glass) - Pen & cages Guide the students to construct school fish pond.
facilities - Race ways. Practical
3 Components of - In-lets - Out-lets - Dykes Arrange a visit to a standard fish pond.
pond - Spill ways - Monks etc. Practical
4 Culture system - Monoculture - Polyculture - Mono-sex culture Teacher explains culture systems, gives examples
- Integrated fish farming. Practical. and ask questions. Students give their own
- Intensive fish farming. - Semi-intensive fish farming. - Extensive farming examples and ask their own questions
6 Water Quality - Meaning. Conditions of water quality that promote good health of fish survival. Carry out laboratory experiment on water quality
Practical
7 Water Quality - Dissolved oxygen (Do) - PH - Temperature Guide the students to carry out the tests on water
Parameters - Turbidity - Conductivity Practical quality
8 MONITORING Use of dissolved oxygen meter. - Wrinklers method Guide the students to carry out the tests on water
WATER QUALITY Use of PH meter - Litmus test quality parameters.
9 Optimum water - Dissolved oxygen (Do) 5.0-8.0) Laboratory experiment on water quality parameters
parameters - Turbidity less than 3.0cm
10 How to increase - Use of oxygen pump. - Beating the water top with paddle. - Making rowing Students write reports on the demonstrations
oxygen in the pond movement to create water current. - Add fresh water. - Change the water.
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12-13 Examination Examination Examination

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FISHERIES
SSS 2 – SECOND TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES
1 FISH FEED Natural Fish Feed: - Photo planktons –Algae & water plants. - Zoo-planktons – Display feed stuffs and diss the nutritive value of
Amoeba , rotifers. – Earthworms. each feed stuffs or materials
2 FISH FEED - Molluses. - Insects and larvae. - Paw-paw leaves. - Maggots Display feed stuffs and diss the nutritive value of
each feed stuffs or materials
3 FISH FEED Artificial Feed: Artificially formulated feeds, e.g. pellets & unpelleted feeds Display feed stuffs and diss the nutritive value of
each feed stuffs or materials
4 FISH FEED - Rice bran. - Soya bean cake. - Groundnut cake. Display feed stuffs and diss the nutritive value of
each feed stuffs or materials
5 FISH FEED - Fish meal. - Bone meal. - Blood meal. - Wheat bran. Display feed stuffs and diss the nutritive value of
- Cotton seed cake each feed stuffs or materials
6 FISH FEED - Red oil. - Garri/corn flower. - Vitamin premix Display feed stuffs and diss the nutritive value of
each feed stuffs or materials
7 NUTRITIVE VALUE Energy yielding feeds –sources: - Corn & wheat bran - Garri & rice “
OF FEED Protein yielding Feeds –sources: - Soya bean - Fish meal -Groundnut cake
COMPONENTS - Blood meal
8 ESSENTIAL - Protein & amino acids. - Carbohydrate. - Fats & fatty acids Display feed stuff and discuss their nutritive value
NUTRIENTS OF - Vitamins and minerals
FISH FEED
9 EXPLOITATION OF - 4% -5% body weight for fingerlings, juveniles and sub-adults Students should determine the feeding regine of a
FEEDING REGINE - 2.5-3.5% body weight for adults number of fish based on their body weight
10 PERIOD OF - Three (3) times daily for fingerlings Students should be engaged in feeding the fish
FEEDING - Two (2) times daily for adults,
11 METHODS OF - Broad casting - Spot feeding Teacher guides the students to practice the different
FEEDING - Automatic feeding (using automatic feeder) feeding methods
12 Revision Revisions Revision
13-14 Examination Examination Examination

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FISHERIES
SSS 2 – THIRD TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES
1 ESTABLISHMENT Pre-operations before the establishment of new pond: - Site selection Teacher guides the discussion on the preparation of
OF FISH POND - Surveying of the land - Clearing and stumping of the land - Practical the ponds to stocking
2 ESTABLISHMENT - Construction of dam. - Construction of core trench. - Construction of Demonstration of the activities involved in pond
OF FISH POND spill way. - Construction of monk. - Practical. establishment
3 ESTABLISHMENT - Liming. - Impoundment of the pond. - Pond fertilization. “
OF FISH POND - Pond inoculation. - Practical
4 –5 PREPARATION OF - Drain & dry the pond. - Desilting –removal of silts & debris. Prepare the old pond for stocking
POND (OLD - Check cracks. - Lime. - Practical
PONDS) FOR NEW - Impoundment. - Fertilization. - Inoculation.
STOCKING - Stocking. - Practical
6 STOCKING Definition and meaning Demonstrate the stocking principles
Principles of stocking: - stock fish of same species to avoid cannibalism.
- Stock fish of same age with same growth rate. - Avoid overstocking since it
results in competition for feed, space, oxygen.
7 PROCEDURES FOR Period of stocking: Morning or late in the evening Demonstrate the stocking procedures
STOCKING Stocking density: 2-4 fish per square metre
Procedures for stocking: - Immersed the bags (polythene bag or fire glass tank
containing fingerlings, water and dissolved oxygen) in the pond water for 30
minutes. - Open the bag carefully. - Allow pond water to gradually flow in & mix
the the water in the bag/tank. - Allow the fingerlings to swine off into the pond
- Practical.
8–9 POND Practical carried out to ensure fish production: Demonstration of the various pond management
MANAGEMENT - Disease control - Hygiene regular feeding
- Regular change of water - Regular supply of oxygen
10 FISH Fingerlings should be transported by using oxygenated bags & clean big
TRANSPORTATIO containers. - Feeding should be done daily. - Sorting should be done monthly.
N
11 Revision Revision Revision
12 Examinations Examinations Examinations

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MARKETING
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Types and distribution The Teacher guides the students and gives the meaning of distribution
- Function of distribution Instructional Materials
- Meaning of distribution Material, magazines, diagrams, pictures etc
- Types of distribution
2 Types and function of distribution Cont. The Teacher explains the functions choice and distribution channels.
- Channels of distribution Instructional Materials
- Functions of distribution channels Diagrams, pictures
- Choice of distribution channels
3 Transportation The Teacher explains the meaning of transportation in marketing. The Teacher states the
- Meaning importance of transportation
- Importance Instructional Materials
Newspaper cutting pictures, map of Nigeria showing transportation routes ,
4 Transportation Cont. The teacher identifies the major modes and illustrates on them.
- Identification of major modes of transportation The teacher explains the advantages and disadvantages of land transportation
- Land transport Instructional Materials
- Road and Rail transport Map of Nigeria showing transport routes
- Advantages and disadvantages of land transportation
5 Transportation (Water Transport) The Teacher explains the meaning of water transport and also engages the students in the
- Meaning disadvantages and disadvantages of it.
- Types Instructional Materials:
- Advantages and Disadvantages - charts showing the advantages and disadvantages.
6 Transport by Air The teacher explains the meaning and further highlights the advantages and disadvantages.
- Meaning Instructional Materials
- Advantages and disadvantages A Picture of an aeroplane.
7 Transport by Pipeline Teacher explains the meaning and guides the students in meaning discussions on the
- Meaning advantages and disadvantages.
- Advantages and disadvantages Instructional Materials
A pictures of a pipeline transport
8 Transportation The Teacher tells the students the advantages of Air transport over rail and also discusses
- Advantages of one mode over the other e.g advantages the factors that determines the choice of transport
of Air over rail. Instructional Materials
- The factors that determine the choice of transport. A chart

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9 Documents used in transportation The teacher explains the documents used in transportation and its terminologies.
- Documents used in transportation Instructional Materials
- Terminologies used A sample of bill of lading
10 Documents Used in Transportation Cont. The teacher explains documentary credit, Bill of exchange and types.
- Documentary credit Instructional Materials
- Bill of exchange A sample of Bill
- Types of bill of exchange
- Others e.g. charter
11 Trade The teacher explains trade, talks about the types and gives the features of home trade.
- Meaning Instructional Materials
- Types A trade chart
- Features of home trade
12 Trade Cont. The Teacher explains the division of home trade and its functions
- Division of home trade Instructional Materials
- Functions A chart.
13 Revision and Examination

MARKETING
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Warehousing The teacher explains the meaning of warehouse and warehousing. The factors that affect
- Meaning of warehouse and warehousing the location of a warehouse.
- Factors that affect the location of warehouse Instructional Materials
A picture of a warehouse, magazines, etc.
2 Warehousing Cont. The teacher explains the functions and types of warehousing. Takes students out on a visit
- Functions to a warehouse.
- Types of warehousing Instructional Materials
- Activities of warehousing Warehouse or a chart showing a warehouse
3 Structure and market unions for the sale of goods. The teacher explains primary and secondary products.
- Structure and market union for sale of goods Instructional Materials
- Identification of channels or structure. Invites a market union leader to discuss their roles in marketing process.
- For marketing primary and secondary and secondary
products
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4 Structure and Market Unions for the Sale if Goods Cont. The teacher takes students to visit a nearby market
- Market union involvement Instructional Materials
Resource person
5 Roles of facilitators The teacher explains the meaning of facilitators engage students in the discussion on the
- Facilitators roles of facilitators. Also guided students to role-play the roles of facilitators in marketing of
- Roles of facilitators in: food processing, industries, banks, primary and secondary products
co-operative societies Instructional Materials
- Basins and board Co-operative societies
- Micro finance companies
6 Marketing of Mineral Products The teacher explains the meaning of mineral products, oil and non-oil products
- Minerals products Instructional Materials
- Oil and non-oil product Map of Nigeria showing location of the mineral products
7 Marketing of Mineral products Cont. The teacher discusses the methods of marketing mineral products
- Methods of marketing mineral products Instructional Materials
The teacher states the channel of marketing the products
8 Market Segmentation The teacher explains the characteristics of market segmentation and its advantages
- Characteristics Instructional Materials
- Advantages A shop
9 Public Relation and Customer Services The teacher defines public relation, the media and explains it role. A chart, calendar and
- Definition magazines
- Public relation media
- Role of public relations
10 Public relation and customer services Cont. The teacher explains pre-sale, after-sale and importance of customer services
- Pre-sale services Instructional Materials
- After-sale services Magazines, calendars
- Importance of customer services
11 Revision and Examination

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MARKETING
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Meaning and reasons for international marketing The teacher explains international marketing and its importance.
- International marketing Instructional Materials
- Importance Trade journals, pictures, magazines etc
2 Meaning and reasons for international marketing Cont. The teacher explains international trade system, market decisions and reasons
- International trade system Instructional Materials
- Market decision and reason e.g wider market escape from Magazines, internets, pictures Radio and television
competition
3 Meaning and Reasons for International Marketing Cont. The teacher directs discussion on features of international marketing
- Features of international marketing-Economic political, Instructional Materials
legal, social, cultural, geographic features Internets, Trade journals
4 Organizing for International marketing The teacher leads discussion on the key approaches to entering international market
- International marketing Instructional Materials
- Approaches to international marketing Pictures of foreign products catalogues
5 Organizing for International Marketing Cont. The teacher guides discussion on restriction and rules involved in international
- Adaptation of marketing plans for international marketing marketing
Instructional Materials
Pictures of foreign products catalogues
6 Application of Information Communication Technology (ICT) in The Teacher leads discussion on ICT in International marketing
International Marketing Instructional Materials
- Information and communication Technology in international - GSM, telephone and computer system
marketing
7 Application of Information Technology (ICT) in International The Teacher demonstrates the use of the internet in electronic marketing
Marketing Cont. Instructional Materials
- Internet browsing electronic Laptops, GSM, Computer
8 Application of Information Technology (ICT) in International The Teacher guides students to use internet facilities
Marketing Cont. Instructional Materials
- Ethics and Internet Website
9 International Trading The teacher explains foreign trade, its reasons and the differences between domestic
- Foreign trade. - Reasons for foreign trade and international trade
- Difference between domestic and international trade Instructional Material: A chart
10 Revision /Examination

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ANIMAL HUSBANDRY
SSS 2 – FIRST TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES
1 Processing of animal i. Processing of eggs - Teacher demonstrates processing of animal products.
products ii. Processing of meat - Students are asked to make a collection of processed animal products.
2 “ i. Processing of meat. ii. Processing of hide and skin. iii. - Teacher demonstrates processing of animal products.
Processing of wool. - Students are asked to make a collection of processed animal products.
3 Marketing of animal i. Definition of marketing. ii. Marketing channels - Teacher illustrates and demonstrates marketing channels.
products iii. Advantages and disadvantages of marketing channels. - Students to participate in marketing of animal products from school
farm.
4 Animal nutrition and i. Definition of animal nutrition - Teacher displays charts and pictures
classes of animal feed ii. importance of animal nutrition - Students are asked to make collection of common animal feeds
iii. Classification of farm animal feeds
5 Sources of animal feed i. Carbohydrates and their sources. ii. Protein and their - Students are asked to make collection of feed stuff and classify
stuff sources. iii. Fats and oils and their sources. them
6 Sources of animal feed i. Vitamins and their sources - Teacher displays charts and pictures of various sources of feed
stuff ii. Minerals and their sources stuff
iii. Water and their sources - Live specimens to be displayed by the teacher
7 Values and functions of i. Supply of energy. ii. Help in milk production. - Teacher leads discussion in the classroom
various animal feed iii. Help in tissue formation. iv. Repair of worn out tissues. - Students participates in the classroom discussion
stuff v. Help in temperature regulation.
8 Values and function of i. Insulates the body. ii. For growth and development - Teacher leads classroom discussion and ensures that students
various animal feed iii. Aid resistance to diseases. iv. Used in acid base participate actively in the class
stuff balance. v. Essential for digestion of food.
9 Practical on animal i. Meat processing. ii. Milk processing i. Teacher demonstrates meat processing stages. ii. Teacher organizes
products processing iii. Egg processing. vi. Hide and skin processing field trip to abattoir. iii. Teacher provides videos of animal product
processing for students to watch in the laboratory.
10 Practical on animal i. Identification and collection of animal feed stuff e.g. - Students to produce their individual feed stuff album
nutrition cereals, tubers, roughages, domestic waste - Teacher displays charts and pictures of various sources of feed
ii. Plant and animal sources of protein, fats and oils, stuff
vitamins etc. iii. Sources of water e.g. feeding sources,
drinking sources and metabolic water.
11 Practical on animal i. Preparation of hay, silage etc. ii. Preparation of poultry - Teacher demonstrates Preparation of hay, silage etc
nutrition feeds. iii. Milling of animal feeds. - Students work in groups to produce hay and silage
12 Revision and Examination Revision and Examination Revision and Examination

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ANIMAL HUSBANDRY
SSS 2 – SECOND TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES
1 Livestock rations i. Definition of animal ration. ii. Types of rations e.g. balanced ration, Teacher leads the classroom discussion and ensures that
maintenance ration and production ration. students participate actively.
2 “ i. Distinguish between the various rations Teacher leads the classroom discussion and ensures that
ii. Identify the nutrients that constitute the various types of ration. students participate actively.
3 Formulation of i. Methods of ration formulation. ii. Identification of ingredients for i). Students to make collection of various feed ingredients.
livestock ration ration formulation e.g. blood meal, fish meal, cotton seed meal, bone ii). Students to work in group to formulate animal ratio.
meal, oyster shell, ground nut cake, maize grain, palm kernel cake etc.
iii. Factors to consider in formulation of animal ration.
4 Malnutrition in i. Definition of malnutrition. ii. Symptoms of malnutrition i. The teacher provides malnourished farm animals for
livestock production iii. Causes of malnutrition. students to watch.
iv. Effects of malnutrition on livestock production
5 Practical on formulation i. Formulation of poultry feeds. ii. Preparation of hay, silage and husk i. The teacher guides the students on the preparation of
of livestock ration iii. Build an album of various ingredients used for formulation of hay, silage, husk etc.
animal feeds.
6 Practical on formulation i. Formulation of ration for pigs, rabbit, sheep and goats The teacher groups the students into project groups to
of livestock ration ii. Build an album of different feed stuff used for formulation of feeds formulate rations for different classes of livestock
for pigs, rabbit, sheep and goats.
7 Pasture management i. Meaning of pasture. ii. Meaning of forage crop The teacher guides classroom discussion and ensure that
practices iii. Distinguish between pasture and forage crops students participate actively
8 “ i. Types of pasture: - natural pasture - artificial pasture. “
9 Characteristics of Examples of pasture grasses e.g. guinea grass, elephant grass, bahama The teacher exhibits the different pasture grasses for
pasture grasses grass, northern gamba, giant star grass, spear grass. students to observe and identify them
legumes
10 Characteristics of Examples of pasture legumes e.g. centro, tropical kudzu, stylo, calapo, “
pasture legumes etc.
11 Practical on pasture Identification of common pasture grasses and their botanical names. ii. i. The students are asked to produce their individual
grasses and legumes Identification of common pasture legumes and their botanical names pasture grasses and legume albums
12 Revision Revision Revision
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ANIMAL HUSBANDRY
SSS 2 – THIRD TERM
WEEK THEME TOPIC – CONTENTS ACTIVITIES
1 Range land Definition of range land. Characteristics of range land. The teacher guides classroom discussion. Provides
pictures/videos of a typical rangeland. Field trip to a
rangeland.
2 Importance of State importance of range land e.g. Provides balanced feeds. Provides “
range land protein needs. Source of cheap quality feeds for animals. Animals
exercise themselves maximally. Reduce cost of feeding. Prevent soil
erosion.
3 Methods of range Reseeding. Padlocking. Controlled stocking. Avoidance of overgrazing. The teacher guides classroom discussion
land improvement Fertilizer application. Pest control. Controlled burning.
4 Practical Field trip to a range land. Collection of common pasture grasses from a Students exhibit their collections of pasture grasses and
range land. Collection of common pasture legumes from a rangeland. legumes in the laboratory
5 Factors affecting Rainfall. Grazing pattern. Grasses and legumes. Weed control. Disease The teacher guides classroom discussion
production of and pest control. Drought resistance. Controlled burning. Irrigation.
herbage
6 Practical on animal Formulation of balanced feeds in the laboratory. Feeding of the school Teacher demonstrates stages involved in formulation of
feeds and feeding farm animals with the formulated feeds in the laboratory. balanced diet. Students are assigned to feed different farm
animals available in the school farm.
7 Practical on animal Expose students to diet formulation for different classes of farm animals The teacher guides classroom discussion. The teacher
feeds e.g. Starter; Grower; Finisher. Students to identify different feed provides formulated animal diet for students to observe.
ingredients used for diet formulation e.g. Blood meal; Fish meal; Cotton Students are asked to make a collection of feed ingredients.
seed cake; System shell; Groundnut cake; Maize grains e.t.c.
8 checking Feeding balanced diet. Feeding weaker animals separately. Deworming The teacher guides discussion in the laboratory. Teacher
malnutrition in of animals. Giving supplementary feeds and feeds additives to stimulate demonstrates deworming and feeding of weaker animals.
animal husbandry appetite. Adjust stock rate.
9 Processing and Slaughtering and dressing of poultry, goat, sheep etc. Marketing of The teacher demonstrates slaughtering and dressing of farm
marketing of processed animal products. animals. Provides videos of farm animal processing for
animal products students to watch.
10 Field trips Visit to a modern abattoir. Visit to meat shops in the market. Visit to cold The teacher organizes a trip. Students are asked to write
room where animal products are stored. report on their visits to abattoir.
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BOOK KEEPING
SSS 2 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Accounting Concepts and Conventions: Teacher Activities: Define accounting concepts and conventions. Identify basic accounting
Explain the meaning of accounting concepts and conventions. concepts.
Identify basic accounting concepts. Student Activities: Learners make note on accounting concepts and conventions.
Instructional Resources: A chart showing diagrams and relevant text books.
2 Accounting concepts: Teacher Activities: Explain basic accounting concepts.
Explain basic accounting concepts. Students activities: Learners ask questions on basic accounting concepts
Instructional Resources: Charts showing diagrams and relevant text books.
3 Accounting conventions: Teacher Activities: Teacher list and explain basic accounting conventions.
Identify basic accounting conventions. Student Activities: Learners ask questions on basic accounting conventions
Explain basic accounting conventions. Instructional Resources: A chart showing diagrams and relevant text books.
4 Depreciation: Teacher Activities: Define depreciations
Explain or define depreciations. Student Activities: Learners identify causes of depreciation
Identify causes of depreciations. Instructional Resources: A chart showing diagrams and relevant text books.
5 Depreciation methods: Teacher Activities: List various methods of depreciation. Explain fixed installment
Mention various types of preparing depreciation. method
Explain fix instrument method. Student Activities: Learners identify various method of depreciation
Instructional Resources: A chart showing diagrams and relevant text books.
6 Depreciation methods: Teacher Activities: - guides the students to identify and understand depreciation
Explain diminishing balance sheet method. methods.
Explain revaluation method. Student Activities: learners understand method of depreciation.
Instructional Resources: charts, diagrams, videos.
7 Depreciation computation: Teacher Activities: -
Compute simple depreciation by using Demonstrate how to compute the simple depreciate
- Fixed or straight-line method - Diminishing balance method Student Activities: learners practice various methods of depreciations.
- Revaluation methods Instructional Resources: charts, diagrams, videos.
8 End of year Adjustment: Teacher Activities:
Explain adjustment. Explain adjustment and lead students to identify two types of adjustment.
Identify two types of adjustments Student Activities: Learners write note on adjustment.
Instructional Resources: charts, diagrams, videos
9 End of year Adjustment: Teacher Activities: Explains accruals and prepayments.
Explain the treatment of Accrual expenses and in the end of the Students Activities: Learners write note on accruals and prepayments.
year adjustment. Instructional Resources: relevant text books.

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Explain the treatment of prepaid expenses and income in the end

of the year adjustment.
10 Bad and doubtful debts Teacher Activities: - demonstrate adjustment in the appropriate book.
- Define bad debt. - Define doubtful debts. Students Activities: learners understand and practice adjustment in the appropriate books.
- Differentiate between bad debt and doubtful debt. Instructional resources: relevant text books and calculators
11 Bad and doubtful debts: Teacher Activities: Define bad debt and doubtful debts
Explain how to make provision for doubtful debts. Student activities: learners understand difference between bad and doubtful debt.
Explain methods of recording bad depts. and doubtful debts in Instructional resources: relevant text books and calculators.
the appropriate book Teacher Activities: guide the students on how to post bad debt and doubtful debts in the
appropriate books.
Student’s activities: Learners understand bad and doubtful debt.
Instructional resources: relevant text books
12 Revision Revision
13 Examination Examination

BOOK KEEPING
SSS 2 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Stock valuation: Teacher Activities: Teacher explains stock valuation and states its purpose.
i. Explain stock valuation Students Activities: Learners ask questions on the purpose of stock valuation.
ii. State the purpose of stock valuation Instructional Resources:
A chart showing stock valuation.
2 Stock valuation: Teacher Activities:
i. List different method of stock valuations. i. List different methods of stock valuation.
ii. Compute stock valuation using FIFO method.ie first in first ii. Compute FIFO method
out. Student’s activities: learner understands different methods and compute FIFO method.
Instructional resources: A chart showing different methods of stock valuation.
3 Three-column cashbook: Teacher Activities:
i. Revisit single column and double column cashbook as a Guide the students to identify the columns of three columns cash book.
reminder. Students Activities- leads students to differentiate between single double and three
ii. Explain the three-column cashbook column cashbook.
iii. Identify the column of a three-column cash book. Instructional Resources: A chart showing the format of three-column cashbook.

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4 Three-column cashbook: Teacher Activities:

i. Differentiate between single, double and three-column i. Differentiate between single column cash book double and three-column
cashbook cashbook.
ii. Prepare three-column cashbooks. ii. Prepare three-column cashbook.
Student Activities: learners understand the differences between single, double and three-
column cashbook.
Instructional Resources: A chart showing the format of three-column cashbook.
5 Classes of ledger: Teacher Activities:
i. State the classes of ledger i. Explains classes of ledger
ii. Identify column in ledger. ii. Lists the columns in the ledger.
Students Activities: Learners ask questions on columns of ledger.
Instructional Resources: A chart showing the format of three-column cashbook.
6 Classes of ledger: Teacher Activities: Teacher posts transactions into ledger.
i. Explain extraction from cash book to ledger Student Activities - Learner to understanding how to post transactions into a ledger and
ii. Post transactions into a ledger. practice more exercises.
Instructional Resources: A chart showing the format of ledger.
7 Trading, Profit and loss Account: Teacher Activities:
i. Define Profit and loss accounts. i. Defines trading profit and loss account.
ii. Preparation of profit and loss account with adjustment e.g. Explain trading profit and loss account with adjustment. Instructional Resources: A chart
prepayment, accruals, depreciation, bad and doubtful debts. showing the format of trading profit and loss accounts.
8 Trading, Profit and loss Account: Teacher Activities:
i. Practise more exercises on trading profit and loss account i. Guides students to make adjustment
with adjustment ii. Prepare trading profit and loss account.
ii. Excursion to a business organisation. Student activities: Learner practices more exercise.
Instructional Resources: Annual Report, a chart showing the format of trading profit,
relevant text books.

9 Trading, Profit and loss Account and balance sheet: Teacher Activities: Guides the students to make adjustment as it affects balance sheet.
i. Explain the treatment of the adjustment in the balance Student Activities: learner practice more exercise.
sheet i.e. bad and doubtful debts on debtor, depreciation on Instructional resources, annual report, chart relevant text books.
fixed assets, accruals as liabilities and prepaid as assets
10 Revision Revision
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BOOK KEEPING
SSS 2 – THIRD TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Receipt and payment: Teacher Activities:

i. Meaning of receipt and payment (i) Define receipts and payment.
ii. Limitation of receipt and payment. (ii) State the limitations
Student Activities: learners take notes
Instructional Resources: A chart showing the limitations of receipts and payments.
2 Receipt and payment: Teacher Activities:
i. State the purpose of receipt and payment (i) Explain purpose of receipt and payment.
ii. Explain features of receipts and payment. (ii) State the features of receipt and payment.
Student Activities: Learners take note on receipts and payment account.
Instructional Resources: A chart showing the purpose of receipt and payments.
3 Receipt and payment: Teacher Activities:
i. Identify users of receipts and payment (i) List the users of receipt and payment
ii. Identify the concepts of receipts and payment. (ii) Guide the student to understand its content.
Students Activities: Learners understand the content of receipt and payment.
Instructional Resources:
(i) Annual report of nonprofit making organisation
(ii) Excursion to nonprofit making organisation.
4 Receipt and payments: Teacher Activities: Prepare a simple receipt and payment account.
i. Prepare a simple receipt and payment Students Activities: Learner understands how to prepare a simple receipt and payment
ii. Excursion to a non- profit making organisations account.
Instructional Resources: A chart - Annual reports of a non-profit organization.
5 Income and expenditure: Teacher Activities:
i. Meaning of income and expenditure (i) Explain income and expenditure
ii. Differentiate between income and expenditure and (ii) Differentiate between income and expenditure and receipt and payment.
receipts and payment. Student Activities:
Learner understands the income and expenditure account
Instructional Resources: A chart showing the difference between income and expenditure,
Receipt and payment.
6 Income and expenditure: Teachers activities:
i. Identify the users of income and expenditure i) List the users of income and expenditures
account. ii) Explain the content of income and expenditure.

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Identify the contents of income and expenditure Student Activities:

i) Understand the users of income and expenditure
ii) Understand the content of income and expenditure
Instructional Resources: A chart showing the list of users of income and expenditure
account.
7 Income and expenditure: Teacher Activities:
i. Features of income and expenditure. i. Explain the Features of income and expenditure.
ii. Source of income of nonprofit making organisation. ii. List source of income of nonprofit making organisation.
Student Activities: Learners understand income and expenditure account.
Instructional Resources: a chart showing the list of sources of income of nonprofit making
organization.
8 Income and expenditure: Teachers Activities: explains how to determine sales and purchase when preparing trading
i. Determination of purchases through the use of total assets of non-profit making organization
purchases/creditors control account. Student Activities: learners understand the income and expenditure account.
ii. Determination of sales through the use of total Instructional Resources: A chart showing the format of total debtors and creditors control
debtors control account. account.

9 Income and expenditure: Teacher Activities: Explain treatment of subscription in arrears and advance in income and
Prepare a subscription in advance and arrears as it affects expenditure account.
income and expenditure account. Student Activities: Learner’s organize more exercise on the treatment of subscription in
arrears and advance.
Instructional resources: A chart showing the format of subscriptions in arrears and
advance.
10 Income and expenditure: Guides the students to prepare income and expenditure account.
Prepare a simple income and expenditure account. Students Activities: learner goes on excursion to non-profit making organization.
Instructional resources: annual report of a non-profit making 446 organization.
- Formats of income and expenditure.
11 Income and expenditure: Teacher activities: Teacher supervises the preparation mark the exercises and do
Prepare more exercises on income and expenditure account. corrections.
Instructional Resources: Annual Report and a chart showing the format of a non-profit 446
organization.

Revision Revision
Examination Examination

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SCHEME OF WORK
FOR
S.S.S 3

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ENGLISH STUDIES
SSS – 3 FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES LEARNING
RESOURCES
1 SPEECH More on consonant sounds in sentences. Practise of rising and falling tones Textbook

VOCABULARY Words associated with culture, development Students mention and describe cultural ceremonies in their Newspaper
institutions and ceremonies places. articles and
COMPREHENSION - Silent reading of material that are topical Students read articles and passages from their textbooks. They Magazines
SUMMARY answer questions and summarize the points.
STRUCTURE Revision of nouns and noun phrases Teacher revises nouns, and students give examples. Charts
CONTINUOUS Expository composition reflecting current issues Teacher and students discuss the topics; students develop
Workbook
WRITING their essays based on points raised.
2. SPEECH More practice with intonation The “WH” Rising tone is indicated with an arrow while falling tone is Phonics
questions. marked. textbook
VOCABULARY Words associated with culture continued Students discuss religions and marriages rites, burial etc. in
their culture. General English
COMPREHENSION Points to note in writing summary Student’s identity main points from a comprehension passage. textbook
SUMMARY They phrase them into correct sentences.
STRUCTURE Functions of noun phrases in sentences – subject Students identify noun phrases, using definite articles. E.g. The Grammar
of sentences school, the Head Boy. Mr. President. The Honourable Minister workbook
and their functions as subject sentence.
Random
CONTINUOUS Exposing essays continued Students write on electrons, drug abuse, examination
articles
WRITING malpractice or excursion.
3 SPEECH Introduction practice using tag – questions Students learn how to tag questions in rising and falling tones. Textbook
E.g. You came late, didn’t you? today is October the 6th isn’t it?
COMPREHENSION - Reading for contextual meaning of words Students learn to distinguish words in isolation from words in Newspaper
SUMMARY contextual. E.g. Chair + Man is nor the same as chairman. articles and
VOCABULARY Words associated with motor vehicles Teacher leads students to mention and discuss the parts and Magazines
functions of a motor vehicle.
STRUCTURE Verbs and verb phrases Teacher revises verbs and verb phrases with students. Charts
CONTINUOUS Narrative Essays Students narrate factual or fictional stories in a cohered order.
Workbook
WRITING

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4 SPEECH Listening to speeches and taking notes Students listen to the teachers and note rising and falling Textbook
tones.
VOCABULARY Words associated with road travel. Students relate their travel experience using appropriate Newspaper
words. articles and
COMPREHENSION/SU Identifying topic sentence in paragraph. Students read a paragraph of about 5 paragraphs and identify Magazines
MMARY the topic sentence for summary.
CONTINUOUS Descriptive essays. Students write on the recent journey they undertook by. Charts
WRITING Workbook
5 SPEECH More on vowel sounds – monotony’s and Students practice to contract/ae/ad/a:/; with /a/ Phonics
diphthongs. textbook
VOCABULARY Words associated with travelling control Students and teachers discuss words related to road travel –
highway patrol, tollgate, vulcanizer, mechanic, tyre, etc. Textbook
COMPREHENSION/SU Textbook passage on travelling generally Students read, discus and answer comprehension question.
MMARY Newspaper
STRUCTURE Modal auxiliary verbs forms and uses Words like can, will, shall, would, could, must, may, etc. are articles and
explained by the teacher. Magazines
CONTINUOUS Letters – informal letters and features. Address, date, salutation and subscription for informal letters.
Charts
WRITING
Workbook
6 SPEECH Words with two consonant clusters occurring in E.g. sports, bags, mops, dolls, tops, etc. are practiced aloud. Textbook
final position.
VOCABULARY Words associated with government and Students read and pick words from a passage from the General English
administration textbook on government or give their own examples of words textbook
on administration.
COMPREHENSION – A passage on government or administration. Students read and summarize the passage Charts
SUMMARY Workbook
STRUCTURE Adjectival clauses. Teacher distinguishes clauses from phrases sentence, etc.
student identify main and subordinate clauses, and their Grammar
functions. textbook
CONTINUOUS Summarizing in a specified number of sentences. Rubrics from examination papers should guide teacher in
WRITING directing the exercise.
7 SPEECH Listening to oral presentation by student on a Teacher and students listen and comment on stress and Textbook
given topic. intonation especially rising and falling tones and consonant.
General English
VOCABULARY Idioms and idiomatic expressions. Use of phrasal verbs as idiomatic expressions. E.g. take up, textbook
take off, take after, take in, etc.
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COMPREHENSION/SU Reading for implied measuring Teacher and students read a passage and study the deep Charts
MMARY meaning. Workbook
STRUCTURE Sentence analysis simple, compound, complex Students and teachers identify main verbs, finite verbs, etc. in
sentences. analysis sentences. Grammar
CONTINUOUS Letters: semi-formal letter writing Address, date, solution and subscription for semi-formal textbook
WRITING letters.
8 SPEECH Test of rhyming Pairs of homophones, e.g. fair/fare/air red/read maid/made, Textbook
etc. are pronounced alike.
VOCABULARY Words associated with science and technology. Students mention and discuss vocabulary cell phone, SMS, Charts
smartphone, social media, email, browse upload, download, Workbook
etc.
COMPREHENSION/SU Reading to identify the writers purpose Students read a passage from their text or newspapers, if Grammar
MMARY possible on ICT they summarize the writer’s purpose. textbook
STRUCTURE Identify grammatical names and functions Teacher demonstrates with ample examples adverbial clauses
and their functions in selected sentence
CONTINUOUS Article writing for newspaper and magazines’ Students are shown samples of articles from newspapers they
WRITING try to write theirs on any topic their interests them.
9 SPEECH Words with 3 consonants dusters at the final E.g. aunts, crafts, shifts, burst, tricks, etc. Textbook
position
VOCABULARY Foreign elements in English, French words A list of loan words from French vis-a-vis, genre, sachet, Phonics
bouquet, abattoir, chef etc. textbook
COMPREHENSION/ Reading and listening for main points Group reading, one group reads the other listens, vice versa.
SUMMARY Charts
STRUCTURE Grammatical names and functions commands Adverbial clauses underlined in reading passages for Workbook
identification.
Grammar
CONTINUOUS Reading and summarizing selected passage Points in summary writing – paraphrasing, no detrain
textbook
WRITING punctuation etc.
10 SPEECH Word stress Two syllable words stressed on the first syllable, table, Textbook
comfort, export, import, tailor etc.
VOCABULARY Identification of more two syllable words A text book passage for students to read and underline the General English
stressed on the first syllable expected words for oral practice. textbook

COMPREHENSION/SU Reading and answer questions on a given Appropriate textbook passage to read and answer questions Charts
MMARY passage on. Workbook
STRUCTURES Subjects + verb agreement Ample examples with present simple tense.
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CONTINUOUS Paraphrasing a prose passage Students paraphrase a textbook passage. Grammar

WRITING textbook
SPEECH Sentence stress-emphatic stress Differentiation between normal stress and emphatic stress
with ample example.

VOCABULARY Collocations e.g. whims and caprices, hook, line Teacher lists such collocations as hue and cry, ups and down,
and sinker pros and cons etc. and explains their uses to the students.
COMPREHENSION/SU Reading argumentative passage Students summarize an argumentative passage.
MMARY
11 REVISION Revision Revision
12 EXAMINATION Examination Examination

ENGLISH LANGUAGE
SSS 3 – SECOND TERM
WEEK TOPIC CONTENT ACTIVITIES LEARNING
RESOURCES
1 REVISION Revision of WAEC, NECO, SSCE general Sample of past question papers on English language are Past Question
instructions and requirements. reviewed. Pack
2. SPEECH Vowels consonant in minimal pairs /i/aw/i:, Teacher draws up minimal pairs and drills the students in Phonics
/ae/aw/a:/ comparing the pronunciations. E.g. bit/beat, fit/feet, textbook
wick/weak, back/bark, fat/fart, cat/cart.
VOCABULARY Words associated with law and order The registers of crime and criminality, law and order are General English
studied, words like accused, suspect, arrest, counsel, textbook
prosecutor, defence, lawyer etc.
COMPREHENSION Reading a passage on law and order Students read selected passages and answer questions. Writing manual
SUMMARY
STRUCTURE Revising pronouns and their uses Subject and object pronouns are consonant and practiced e.g. Grammar
I/me, we/us, they/them, he/him, and she/her. workbook
CONTINUOUS Argumentative, Essay, Debates Features of both forms of writing are treated. Students write
WRITING according to the form.
3 SPEECH Four consonant words occurring at the final Ample examples of such words, e.g. sixths, glimpsed, prompt,
position tempts, etc.

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VOCABULARY Register of law and order control More examples of words from the law – judge, magistrate,
bailiff, remand, acquitted, sentence, etc.
COMPREHENSION – Guidelines on answering questions on a given Points to note in answering comprehension questions are
SUMMARY passage highlighted. Students summarize the passage.
STRUCTURE Adjuncts forms and functions Teacher and students identify and explain the forms and
functions of adjuncts in clauses of time, place, manner,
comparison, result, etc. from sentences.
CONTINUOUS Report writing Teacher helps to distinguish report from minutes so that
WRITING students can write each well.
4 SPEECH Consonant contrasts Minimal pairs of the words that highlight the different sounds.
E.g. kits/kids, feats/feeds, ferry/very, leaf/leave etc.
VOCABULARY Registers for ICT Words such as microchip, data, processing, bytes and software,
etc. are discussed.
COMPREHENSION – Differentiating phrases from clauses Teacher revises finite and non-infinite verbs, main and
SUMMARY subordinate clauses as well as punctuation marks.
CONTINUOUS Writing speeches Students are guided to write valedictory speeches, welcome
WRITING address or keynote address.
5 EXAMINATION

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GENERAL MATHEMATICS
SSS 3 – FIRST TERM
WEEK TOPIC - CONTENTS ACTIVITIES
1 – 2 LOGARITHMS Teacher:
ai) Revision of law of indices Brings the logarithm rules chart and solution charts of logarithm to the classroom
ii) Revision of the use of logarithm Guides students to revise the use of logarithm rules.
table to calculate logarithm of - revises the use of logarithm table in problems involving calculations
numbers
bi) Theory of logarithm Students:
ii) Rules connecting logarithm Study the two charts.
Log(pq) = log p – log q Deduce laws of logarithm especially
Log (p/q) = log p – log q Log10 (pq) = log10 p + log10 q
Log10 (p/q) = log10 p – log10q
Logaxn = nlogax etc. Log10pn = nlog10p
Verify logarithm laws with simple exercise. Revise the use of logarithm table to solve problems involving calculations.
Instructional Resources:
Logarithm law chart, solution chart of logarithm, logarithm table.
3 MATRICES – I Teacher:
i. Definition of matrix Leads students to define a matrix.
ii. Order and notation of matrix Leads students to understand the notations of matrices
iii. Types of matrices (null, unit etc.) - identifies the different t types of matrices and performs the addition and subtraction operation
iv. Addition and subtraction of - perform scalar multiplication of two by two matrices and three by three matrices.
matrices Students:
v. Scalar multiplication of two by two Define matrix, identify matrix notation, identify different types of matrices, perform the operation of addition and
matrices (2 x 2) and three by three subtraction of matrices. Perform the scalar multiplication of 2 x 2 and 3 x 3 matrices.
(3 x 3) matrix Instructional Resources:
Matrix charts, matrix addition charts, subtraction charts, determinant charts, computer assorted instructional
material.
4 MATRICES – II Teacher:
i. Transpose of a matrix Leads students to find transpose of a matrix by interchanging the rows with column
ii. Determinant of a matrix (2 x 2) and -calculates the determinant of a matrix or matrices
(3 x 3) -applies determinant of matrices to solutions of simultaneous equations in two unknown and three unknowns
iii. Solution of simultaneous equations Students:
using determinant method (two Find the transpose of a matrix and calculate the determinant of matrices.
equations in two unknown and three -applies determinant of matrices to solutions of simultaneous equations.
equations in three unknowns). Instructional Resources:
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iv. Inverse of 2 x2 matrix. Matrix charts, matrix additions charts, subtraction charts, determinant charts, computer assorted instructional
material.
SURDS Teacher:
i. Conjugate of binomial surds. Guides students to conjugate binomial surds using the idea of difference of two squares.
ii. Simplification of surds including Leads students to appreciate the application of surds to trigonometric ratios e.g.
difference of two squares in the 3 1
denominator. sin 600 = √2sin 450 = √2 etc.
iii. Application to solving triangles Students:
involving trigonometric ratio of Apply the principles of difference of two squares to the conjugate of surds expressions.
special angles 30o, 60o and 45o. -relate surds to trigonometric ratios.
iv. Evaluation of expression involving Instructional Resources:
surds. As in week 9 above.
5 ARITHMETIC OF FINANCE Teacher:
i. Revision of simple interest Guides students to recall formula for calculating interest and derive the formula for computing compound interest and
ii. Compound interest including use of table in compound interest.
arithmetic of finance Guides students to define and compute depreciation value of an item.
iii. Definition and calculation of Guides students to define and determine the annuity.
depreciation Students:
iv. Definition and determination of Calculate the simple interest and compound interest with the given formula. And table of logarithm in compound
annuity. interest.
Define and compute the value, compute the annuity.
Instructional Resources:
Charts, solution charts of logarithm on compound interest, solution chart on bond and debentures, solution charts of
rate, taxes and value added tax.
6 ARITHMETIC OF FINANCE – II Teacher:
i. Definition and computation of Guides students to define and compute the amortization.
amortization. Guides students to calculate interest on bonds and debentures, shares, rate, income tax and value added tax using
ii. Solving problems in capital market logarithm table.
e.g. bonds and debentures, shares, Students:
rate, income tax and value added tax. Compute amortization
Calculate interest on bunds and debentures using logarithm table.
Instructional Materials:
Solution chart of logarithm on compound interest.
Solution charts on logarithm on bond and debentures, logarithm table.
Solution charts of rates, taxes and value added tax. (Excursion to stock exchange or inland revenue offices could be an
added advantage. Stock exchange expect can also be invited to do simple calculations.

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7–8 APPLICATION OF LINEAR AND Teacher:

QUADRATIC EQUATION Displays chart of simple linear and quadratic equation.
i. Revision of solution of simultaneous -revises the solution of simultaneous linear and quadratic equations.
linear equations and quadratic -guides students to discover how word problems can be interpreted into: linear, quadratic, simultaneous equation and
equations. quadratic equations one linear one quadratic.
ii. Word problem on linear equations. Students:
iii. Word problem on simultaneous Study the chart; solve the solution of simultaneous linear and quadratic equation. Use steps given by the teacher to
linear equations. solve word problems.
iv. Word problem on simultaneous Instructional Resources:
equations one linear one quadratic Solution chart of simultaneous linear and quadratic equation.
v. Application to capital market.
9 – 10 TRIGONOMETRY Teacher:
i. Graph of trigonometric functions Guides students to construct tables of values for sine and cosine.
(sine and cosine graph for angles 0≤x≤ Plots graphs of sine and cosine for 0o≤x≤ 360o. Interprets the graph and read out given values.
360o) Students:
ii. Interpretation of graphs of Construct table of values for 0o≤x≤ 360o. Plot the graphs of the tables of values. Interpret and read out given values.
trigonometric functions. Instructional Resources:
Graph board, graph books, pencil, ruler, broom stick/twine. (graph board and books mandatory).
11 REVISION
12 EXAMINATIONS

GENERAL MATHEMATICS
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENT ACTIVITIES
1 - 3 THE EARTH AS A SPHERE Teacher:
i. Describe the earth as a sphere and Guides students to revise the concepts of circles and spheres. Describes the earth a sphere. Brings skeletal and real
identification of the line of longitude globe to class.
(meridian), latitude, equator, north Leads students to identify the following North and South, Poles, Lines of longitudes and latitude, small circles and great
pole and south pole, small circle and circles, meridian and equator, parallel of latitude, radius of parallel of latitude. Radius of Earth, Deduce the formula for
great circle. distance along great circle, distance along parallel of latitude.
ii. Distance along the great circle Leads students to solve problems on longitude and latitude.
iii. Radius of parallel of latitudes Students:
iv. Distance along the parallel of Study the skeletal and the real globe; participate in identification and locations.
latitudes. Solve given problems on longitude and latitude.

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v. Mathematical problems on earth as Instructional Resources:

sphere. Circles, spheres, real globe, skeletal globe, charts, charts of problems on longitude and latitude.
4 SURFACE AREA AND VOLUME OF Teacher:
SPHERE Brings cylinders, cone and spheres to the class. Determines the volume of a sphere practically by filling a cone and a
i. Volume of a sphere cylinder with water/sand and then pouring them in the sphere. - Notes the height of the cylinder and the diameter of
ii. Surface area of a sphere the sphere. - Leads students to find the volume of the sphere by formula and apply to solve problems.
iii. Volume of hemisphere (half of Brings a sphere to class and explain the concept of surface area, find the formula and solve problems.
sphere) Students:
iv. Surface area of hemisphere. Study the cylinder, cone and sphere.
-participate in finding the volume of the sphere practically.
-Find the formula for volume and apply it to solve problems
Note the concept and find the surface area.
Instructional Resources: Cylinder tin, sphere, cone, spherical globe etc.
3 LOGARITHMS Teacher:
ai) Revision of law of indices Brings the logarithm rules chart and solution chart of logarithm to the classroom
ii) Revision of the use of logarithm Guides students to revise the use of logarithm rules.
table to calculate logarithm of - Revises the use of logarithm table in problems involving calculations
numbers
Students:
bi) Theory of logarithm
Study the two charts.
ii) Rules connecting logarithm
Deduce laws of logarithm especially
Log (pq) = log p + log q
Log10 (pq) = log10 p + log10 q
Log (p/q) = log p – log q
Log10 (p/q) = log10 p – log10q
Log10pn = nlog10p
Logaxn = nlogax etc.
Verify logarithm laws with simple exercise. Revise the use of logarithm table to solve problems involving calculations.
Instructional Resources:
Logarithm law chart, solution chart of logarithm, logarithm table.
4 Revision Revision
5 Examinations Examinations

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CIVIC EDUCATION
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING RESOURCES
1 POPULAR PARTICIPATION Teacher: Identifies the various types of popular participation. Explain and discuss the Charts
Types of popular participation – political, popular participation to the students. Posters
economic
2 POPULAR PARTICIPATION Teacher: Explains the meaning of popular participation to the student. Charts
Need for popular participation in the society. Posters
3 POPULAR PARTICIPATION Teacher: Explains the meaning of popular participation. Video clips
Traditional and modern mode of popular Charts
participation. Posters
4 DEMOCRACY Teacher: Defines and explains the meaning of democracy. Demonstrate how election Charts
Meaning and definition of Democracy. is conducted. Video clips
5 DEMOCRACY Teacher: Defines and explains the meaning of democracy. Demonstrate how election Charts
Importance and problems of Democracy is conducted. Video clips
6 DEMOCRACY Teacher: Defines and explains the meaning of democracy. Demonstrate how election Charts
Process of Democracy. is conducted. Video clips
7 CONSTITUTIONAL DEMOCRACY Teacher: Leads discussion on the meaning of democracy. Leads students to identify Charts
- Meaning and types of constitutional the importance and problems of democracy. Guides students to enumerate and Video clips
democracy. explain the process of democracy.
- Concepts of constitutional democracy.
8 CONSTITUTIONAL DEMOCRACY Teacher: Leads discussion on the meaning of democracy. Leads students to identify Charts
- Features of constitutional democracy e.g. the importance and problems of democracy. Guides students to enumerate and Video clips
popular sovereignty, majority rule and explain the process of democracy.
minority rights.
9 CONSTITUTIONAL DEMOCRACY Teacher: Leads discussion on the meaning of democracy. Leads students to identify Charts
Advantages of constitutional Democracy. the importance and problems of democracy. Guides students to enumerate and Video clips
explain the process of democracy.
10 CONSTITUTIONAL DEMOCRACY CONT. Teacher: Leads discussion on the meaning of democracy. Lead students to identify Charts
Disadvantages of constitutional Democracy the importance and problems of democracy. Guides students to enumerate and Video clips
explain the process of democracy.
11 Revision Revision
12 Examination Examination

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CIVIC EDUCATION
SSS 3 – J SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES LEARNING RESOURCES

1 RULE OF LAW Teacher: Explains the meaning and importance of rule of law. Video clips
- Meaning and definition of Rule of Charts
Law. Posters
- Importance of Rule of Law
2 RULE OF LAW CONTINUED Teacher: State the process of rule of law Video clips
Process of Rule of Law Charts
Posters

3 RULE OF LAW CONTINUED Teacher: Identify and explain the problems of rule of law. Video clips
Problems of rule of Law Charts
Posters

4 Revision Revision
Examination Examination

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BIOLOGY
SSS 3 – FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES INSTRUCTIONAL
MATERIALS
1 REPRODUCTIVE SYSTEM i). Parts and functions of reproductive part of i). Show charts of male and female reproductive Charts
AND REPRODUCTION IN human system Video clips
HUMAN ii). Structure of male sperm cell and female egg cell ii). Show charts of male sperm and female gamete Textbooks
iii). Students should identify and observe them.

2 REPRODUCTIVE SYSTEM (i) fertilization – fusion of gametes implantation (ii) i). Show photograph or chart of a developing foetus Charts
IN HUMANS development of embryo ii). Show the specimen i.e. Developing foetus in the Video clips
– selective exchange between mother and child laboratory. Textbooks
– removal of excretory products foetus.
3 DEVELOPMENT OF SEEDS (i) Process of development of Zygote in flowering i). Provides students with dissected flowers to show Charts
AND FRUITS plants – pistil, stem, fertilization the parts involved in fertilization Video clips
ii). Germination of seeds ii). Guides students to soak seeds in water and plants Textbooks
iii). Types of germination some in milk tin to observe types of germination and
iv). Conditions necessary for germination conditions necessary for germination
v). Fruits – structure of fruits – types of fruits and iii). Show different types of fruits and seeds and let
seed. students know their differences
– agents of dispersal.
– differences between fruits and seeds.
4 REPRODUCTIVE Courtship behaviors in animals pairing – (i) shows students pictures of colorful birds and Charts
BEHAVIORS territoriality, display of colours and body parts, preserved specimen of Agama lizard Video clips
seasonal migration – nocturnal flight e.g. termites ii). Take students to where lizards, cocks, turkey bask Textbooks
to note the courtship behaviors
5 BIOLOGY OF HEREDITY i). Definition of heredity i). Discuses with students Mendel’s experiments with Charts
ii). Transmission and expression of characters in red and white flowered peas Video clips
organisms ii). Show students a chart depicting products of cross Textbooks
iii). Variation – Definition fertilization and self-fertilization.
iv). Chromosomes – Location and structures
v). Process of transmission of heredity tracts from
parents to offspring
vi). Probability in genetics
6 BIOLOGY OF HEREDITY i). Mendel’s work in genetics ii). Application of the i). Carry out Mendelian cross to explain offspring’s Charts
CONTINUES principles of heredity genotypes
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- In agriculture for seed improvement, and disease ii). Students carry out Mendelian cross to explain Video clips
resistance. offspring’s genotypes.
- In medicine e.g. sickle cell management. Textbooks
- compatibility of blood groups.
iii). Explain the terms -
Gross fertilization self-fertilization – out breeding
and in breeding using crosses.
7 VARIATION IN i). Morphological variation (physical appearance of i). Teacher measures the height of students of the Charts
POPULATION individuals) same age group e.g. 13-15 and 16-17 year
a). size, height, weight, ii). Teacher ask students to roll their tongues Video clips
b) colour (skin hair, eyes, coat of animals) iii). Ask students if they know their blood group
c). finger print iv). Demonstrates the making of finger prints and Textbooks
ii). Physiological variation identify the different patterns made e.g. Whorl, Arch,
a). Behaviour loop.
b). Ability to role tongue
c). Ability to taste phenyl thiocarbamide (PTC)
iii). Application of variations (a) Crime detection
b). Blood transfusion
c). Determination of paternity.
8 EVOLUTION i). Progressive change in structures and anatomy of i). Teacher show life specimens of tadpoles in the Charts
organism using example or features from water to external gill stage, fish with internal gills and toad
land ii). Structural adaptation: Adaptive coloration with lungs Video clips
and their functions e.g. Camouflage income lions, ii). Provides male Agama Lizard to show colours
green snake, in green grass bright colour of flowers iii). Discuses with students the reality of the law of use Textbooks
to attract pollination and discuses by referring to boxers or athletes
iii). Structural adaptation for obtaining food e.g. iv). Show termites soldiers king, queen and
Probosis for sucking cell sap insects mimicry reproductive males and females.
colours for security mates for regulating Teacher show a broken pieces of castes of termites to
temperature etc. the students
iv). Different castles of termites and their roles.

9 THEORY OF EVOLUTION i). Theories of evolution (Darwin’s) i). Discusses the possibility of transfer of such Charts
ii). Larmak’s evolutionary law acquired characteristics e.g. Can a footballers child
ii). Modern evolution theory iv). Evidence of have big and developed leg even without training? Video clips
evolution – Fossu record, - Embryology v). forces
Textbooks

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responsible for evolution, - mutation, gene flow and

genetic drift
10 PRACTICAL ON FOOD i). Test for presence of starch i). Teacher set up the experiment in the laboratory. Charts
TEST AND FRUITS ii). Test for presence of protein ii). Allow the students to participate. Video clips
iii). Test for the presence of simple reducing sugar. iii). Students write and draw the inference. Textbooks
iv). Test for a complex sugar. Flower
i). Show the life flower Food samples
Arrangement of floral parts, placenta ion, types of ii). Show the floral part of the flower
cevary conditions necessary for photosynthesis e.g.
Pride of Barbados, flame of the forest, Hibiscus
11 Revision
12 Examination

BIOLOGY
SSS 3 – SECOND TERM
WEEK TOPIC CONTENT ACTIVITIES LEARNING
RESOURCES
1 REVISION i). Revision of all relevant topic in national Teachers using the past questions booklets and other
examination relevant text books to revise with the students.
ii). Revision of past WAEC NECO and UME Questions
2 REVISION ON Revision of past practical questions alternative to Teacher using some relevant practical books, past
PRACTICAL’S practical questions and other relevant specimens.

3 REVISION
4 EXAMINATIONS

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CHEMISTRY
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 METALS AND THEIR COMPOUNDS Teacher:
Metals: Explains the general characteristics of metals.
- chemical characteristics Lead the students to identify parts of the periodic table containing metals.
- relative abundance Show on charts the relative abundance of metals in nature with emphasis on the occurrence of certain
Compounds of metals metals as minerals in Nigeria i.e. Tin, iron etc.
Principles of extraction of metals: Discuss using diagrams the principles of extraction of metals with tin-mining and iron and steel as
- electrolysis. - reduction of oxides examples (emphasis on Nigeria).
- reduction of chlorides.
- reduction of sulphates Instructional Resources:
The alkali metal (General properties) Samples of metals and their compounds.
Sodium: Periodic table of elements.
- extraction of sodium Charts of mineral ore distribution in Nigeria.
- properties of sodium. - uses of sodium.
2 METALS AND THEIR COMPOUNDS Teacher:
The alkali earth metals (general properties) List and explain the general properties of alkali and alkali earth metals.
Calcium: Discuss the extraction, properties and uses of sodium, calcium, aluminum and tin.
- extraction of calcium - properties of calcium
- compounds of calcium. - uses of calcium Instructional Resources: list of mining and metal-related industries in Nigeria.
Aluminum:
- extraction of aluminum
- uses of aluminum
3 METALS AND THEIR COMPOUNDS Teacher:
Tin: Explains the general properties of transition metals: list the 1st transition series and explain their
- extraction of tin. - uses of tin electronic configuration. – discuss the oxidation states and complex formation for the 1st transition
- Transition metal series.
- properties of transition metals
(the first transition series only)
4. METALS AND THEIR COMPOUNDS Teacher:
Copper: Discuss the extraction and uses of copper and iron.
- extraction of copper Explain the rusting of iron and methods of its prevention.
- uses of copper Discuss the general reaction of metals.
Show samples of various metal ores to the students.

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5. IRON Teacher:
- Extraction Perform experiment to show:
- Uses Brown ring test. Rusting of iron. Corrosion of iron nails.
- Rusting of iron and methods of prevention Take students to visit the iron and steel industry at Ajaokuta, Nigeria if possible.
Instructional Resources:
Iron. Water. Paint or oil, grease. Rusted nails, keys, spoons, etc.
6 FATS & OIL Teacher:
Sources Guides students to identify the sources of fats and oils
Physical and Chemical properties Performs simple demonstrations to show the properties of fats and oils.
Reactions of fats and oil, (saponification) Takes students on visit to a local vegetable industry.
Uses Instructional Resources:
Samples of fats and oils. Paper.
7 SOAP AND DETERGENTS Teacher:
Soap: Demonstrates the preparation of soap
- preparation - structure Explains the cleansing action of soap.
Instructional Resources: Vegetable oil. Caustic soda or potash. Wood ash.
Action of soap as an emulsifying agent. Containers or reaction vessels.
8 SOAP AND DETERGENTS Teacher:
Detergents: Explains the cleansing action of detergents
- Preparation Takes students on a visit to a local soap factory and guide them to identify the raw materials and
- Mode of action of detergents process for making soap and detergents.
Differences between soap and detergents. Assigns students in groups to make soaps from locally available materials.
Instructional Resources: Water. Thermometer. NaCl.
9 GIANT MOLECULES Teacher:
Sugars: - Sources. Guides students to:
- Classification as monosaccharides, disaccharides - identify sources of sugar and starch - classify sugars as mono-, di-and polysaccharides.
and polysaccharides. - differentiate between reducing and non-reducing sugars. - state the uses of sugar and starch.
- as reducing and non-reducing sugars. Instructional Resources: Samples of glucose, starch, sugarcane, dilute acids, source of heat.
10 GIANT MOLECULES Teacher:
Hydrolysis of sucrose and starch. Performs simple experiments to demonstrate the hydrolysis of starch and sucrose to produce glucose.
ii. takes students on a visit to a local sugar factory.
iii. guides students to test for sugars and starch.
Instructional Resources:
i. containers e.g. beaker
ii. iodine
iii. Fehling’s solution

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iv. Benedict’s solution

v. Concentrated H2SO4

11 GIANT MOLECULES Teacher:

4. Test for starch and sugars i. Guides students to:
5. Uses of starch and glucose: - list sources of protein
- proteins - give examples of proteins
- sources - state the uses of proteins
- structure and properties ii. Explains the structure of proteins to students
- test for protein iii. Performs simple experiments to:
- uses of proteins - Illustrate the chemical and physical properties of proteins
- Test for proteins.
Instructional Resources:
1. Samples of food containing protein.
2. Test reagents: - million’s reagent - HNO3
3. Burette. 4. Test tubes 5. Source of heat etc.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

CHEMISTRY
SSS 3 – SECOND TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 ETHICAL, LEGAL AND SOCIAL ISSUES Teacher:
1. Chemical wastes i. Name some chemical industries in Nigeria.
2. Industrial pollutant ii. Teach students about the adverse effects of chemical waste on the environment.
3. Roles of governments in preventing chemical iii. Sensitize the students about the hazards of working in chemical industries.
degradation: iv. Take students on a visit to chemical industry.
- legislation v. Guide the students to discuss:
- setting of minimum standard - ways of preventing chemical degradation
- Enforcement of stand. - The role of government in preventing chemical degradation.

2 QUANTITATIVE AND QUALITATIVE ANALYSIS Teacher:

i. Carry out titration to determine:

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1. Acid/Base titrations (neutralization) - percentage purity

continued. - heat of neutralization
2. Redox titrations involving KMnO4, Fe2+, C2O4, I2, - water of crystallization etc.
kI, S2O32- ii. Guide students to test for oxidants in redox reactions.
3. Test for oxidants and reductants. Instructional Resources:
i. Indicator extract from flowers
ii. Bomb calorimeter
iii. Relevant acids and bases.

3 QUANTITATIVE AND QUALITATIVE ANALYSIS Teacher:

4. Identification of ions (Fe2+ NH4+, Fe3+, Cu2+, i. Guides students to identify ions (cations and anions)
Pb2+, etc); chlorides, nitrates, sulphates, sulphide, ii. Guides students to test for simple sugars, fats and oils, proteins, starch, etc.
bicarbonates, carbonates, sulphate etc. iii. Identification of fats & oils, simple sugar, proteins, starch.
5. Test for hydrogen NH3, HCl, NO3, Oxygen, CO2,
Cl (bleaching action). Instructional Resources
i. Relevant salts
ii. Relevant acid and bases
i. Starch, fats and oils, protein etc.
ii.
4 Revision of SS 1 work
5 Revision of SS 1 work
6 Revision of SS 1 work
7 Revision of SS 1 work
8 Revision of SS 2 work
9 Revision of SS 2 work
10 Revision of SS 2 work
11 Revision of SS 2 work
12 Examinations
13 Examinations

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PHYSICS
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 SIMPLE A.C CIRCUITS The teacher uses vectors to show the directions of resistance,
-Nomenclature in A.C circuits. -Peak and RMS values. -Resistance in AC circuit inductance and capacitance in an a.c circuit
-Capacitance in AC circuit. -Inductance in AC circuit
2 SIMPLE A.C CIRCUITS The teacher leads the students on how to calculate current in a simple
-Reactance and impedance AC circuit
-Series circuit containing resistance, inductance and capacitance
-Power in AC circuits.
3 MODELS OF THE ATOM The teacher leads discussion on the scattering experiment and its
-Concept of the atom analogue using charts etc.
-The various models of the atom: Thomson, Rutherford, Bohr, Electron cloud
models. -Limitations of physical models
4 NUCLEUS The teacher leads discussion on random event and probability of
-Radioactivity: natural and artificial decaying atoms
i) Isotopes ii) Radioactive elements
iii) Radioactive emission iv) Half-Life and decay constant
5 NUCLEUS -The teacher leads discussion on nuclear fission and fusion
-Transformation of elements -The teacher leads discussion on the applications of radioactivity in
-Nuclear reaction: medicine, agriculture, science, industry, etc
i) Fission ii) Fusion iii) Nuclear energy
-Applications of radioactivity. -Nigeria nuclear energy programme.
6 ENERGY QUANTIZATION
-Energy level in atoms
i) Ground state ii) Excited state
iii) Emission of light energy on return to ground state. (Atomic spectra)
7 ENERGY QUANTIZATION Excursion to x-ray unit in any hospital or centre for the students to
-Photo-electric effect observe the operation of the X-ray equipment
-Einstein photo-electric equation and its explanation
-X-ray: i) Production ii) Characteristics and properties iii) Uses
8 DUALITY OF MATTER The teacher leads discussion using simple illustrations, theories of
-Wave nature of matter: nature of light particle theory and wave theory
i) Electron diffraction

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-Particle nature of matter:

i) Photoelectric effect ii) Compton effect
-The uncertainty principle
9 PHYSICS IN TECHNOLOGY The teacher leads the students to construct a battery of at least 3 cells
-Constructing a battery and use it to light a bulb
-Electroplating
10 PHYSICS IN REAL WORLD (or Technology) The teacher guides the student s on the construction of any of the
-Application of electromagnetic field following:
i) Construction of a galvanometer, an electric motor and generators -A galvanometer. -An electric motor. -D.C and A.C generator.
11 PHYSICS IN REAL WORLD (PHYSICS IN TECHNOLOGY) The teacher to guides the students to construct a model transmission
-Construction of a model transmission system using a transformer system using a transformer
12 PHYSICS IN TECHNOLOGY -Teacher leads discussion on the need for the use of machines
-Need for use of machines in doing work:
i) Easier ii) Quicker iii) More conveniently -The teacher leads discussion on various instances for the uses of
-Instances of the use of machines machines
i) At home ii) In offices iii) In industry iv) In agriculture
v) In transportation, etc
-Repairs and maintenance of machines
i) Need for repairs of machines. ii) Need for regular maintenance of machines
iii) Maintenance schedule of machines.
13 Revision Revision
14 Examination Examination

PHYSICS
SS 3 SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ENERGY AND SOCIETY Teacher lead discussion on how electricity is produced from a dam
-Dams and Energy production
i) Location of dams for producing electricity in Nigeria
ii) Principle of production of electricity from a dam
2 ROCKETS AND SATELLITES The teacher leads the discussion on the functions of rockets and satellite,
-Component parts of rockets and satellites using charts
-Functions of rockets and satellites
-Uses of rockets and satellites

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3 NIGERIAN SATELLITE The teacher to provide pictures and charts and watch film on Niger-SAT
-Nigeria Sat-1 1 to facilitate learning
i) Features of Niger Sat 1
ii) Its operation and uses
-NICOM-SAT 1
i) Features of NICOM-SAT 1
ii) Its operation and uses

4 – 12 Revision and Examination Revision and Examination

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FURTHER MATHS
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 PARTIAL FRACTIONS Teacher: leads students to resolve rational functions into partial fraction.
i. Basic definition Students: practice and solve different types of partial fractions.
ii. Proper rational function with denominators as linear Instructional Resources: charts of problems involving partial fractions etc.
factors (distinct and repeated) and others.
2 INTEGRATION Teacher: guides students to understand integration as the reverse process of differentiation.
i. Understand integration as reverse process of Students: identify integration as the reverse process of differentiation.
differentiation. Instructional Resources: charts, showing integration as the reverse process of differentiation
ii. Integration of algebraic polynomial etc.
iii. Integration of logarithmic functions.
3 INTEGRATION Teacher: guide students to integration algebraic polynomials and logarithmic function.
i. Definite integrals and application to kinetics Students: solve problems on integrate of algebraic polynomials and logarithmic function.
ii. Application of definite integral to v-t and s-t graph. Instructional Resource: charts of problems on integration of polynomial etc.
4 INTEGRATION Teacher: guide students to solve problems on area bounded by two curves.
i. Area under the curve Students: Solve problems on integration including areas bounded by two curves
ii. Trapezoidal rule Instructional Resources: charts showing integration, including area bounded by curves etc.
iii. Volume of solids of revolution
5 MATRICES AND DETERMINANTS Teacher: leads students to identify concept of matrices as linear transformation
i. Matrices as linear transformations Students: Work out examples on matrices
ii. Determinants Instructional Resources: charts showing different types of matrices etc.
6 MATRICES AND DETERMINANTS Teacher: leads students to solve systems of 2 and 3 simultaneous equations
i. Solution of 2 simultaneous equation Students: engage in solving systems of 2 and 3 simultaneous equations.
ii. solution of 3 simultaneous equation Instructional Resources: charts showing 2 and 3 simultaneous equation etc.
7 CONIC SECTION Teacher: introduces the equation of parabola, ellipse and hyperbola.
i. Equation of parabola, ellipse, hyperbola in rectangular Students: use the equation to solve practical problems
Cartesian coordinates. Instructional Resources: the solid shapes of parabolic, elliptic and hyperbolic types etc.
ii. Parametric equations
8 CORRELATION Teacher: guides the students to identify the concept of correlation from scatter diagram.
i. Concept of correlation as measure of relationships Students: solve practical problem on correlation
ii. Rank correlation Instructional Resources: Real life data i.e. scores, ages etc.
iii. Scatter diagrams
iv. Product moment
v. Tied rank

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9 PROBABILITY DISTRIBUTION AND APPROXIMATIONS Teacher: Exposes students to the shapes and properties of the normal, poison and Binomial
i. Binomial distributions.
ii. Poison Students: solve simple problems and apply probability distribution for approximation.
iii. Binomial approximation by poison
iv. Normal distribution
v. Normal approximation by binomial distribution.

10 VARIANCE OF THE DIFFERENT PROBABIILTY Teacher: defines the terms under consideration
DISTRIBUTIONS Students: write down mean, variance and coefficient of variance.
a. Mean Instructional Resources: chart showing variance of probability distribution.
b. Variance
c. Coefficient of variance
11 INEQUALITIES Teacher: guides students to solve quadratic inequalities.
i. Quadratic inequalities Students: solve problems on quadratic inequalities.
ii. Inequalities in two variables Instructional Resources: chart showing quadratic inequalities and inequalities in two
variables.

12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

FURTHER MATHS
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 STATICS Teacher: defines forces and their effect on a body leads the students to resolve
i. Forces in equilibrium forces.
ii. Resultant of parallel forces (in the same direction) and (in opposite Students: appreciate the concept of forces and their action on a rigid body. Find the
directions) acting on a rigid body moment of forces.
iii. Moment of a force (2 and 3 forces) acting as a point. Instructional Resources: chart showing various components of forces.
iv. Polygon of forces
v. Resolution of forces of friction.
2 MODELLING Teacher: explains and gives practical examples of model.
i. Introduction to modeling Students: construct some simple mathematical models.
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ii. Dependent and independent variable in mathematical modeling. Instructional Resources: chart showing various types of model, i.e. symbolic, conic,
iii. Construction of models mental models etc.
iv. Methodology of modeling
v. Application to physical, biological, social and behavioural services.
3 GAMES THEORY Teacher: Represents games in matrix form.
i. Introduction to games theory Students: describes the various types of games.
ii. Description of types of games Instructional Resources: chart of various types of games.
iii. Solution of two persons, zero sum games using pure and mixed
strategies
iv. Matrix games.
4 General Revision (SS 1 work)
5 Revision (SS 2 work)
6 General Revision (SS 3)
7 Solving past questions
8 Solving past questions
9 Solving past questions
10 Examinations
11 Examinations

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AGRICULTURAL SCIENCE
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Crop Improvement Growing of local and improved (exotic) varieties of crops in the school
a. Meaning and aims of crop improvement farm.
b. Mendelian Laws
2 Crop Improvement continues Display of pictures of improved varieties of crops and their yield
c. Processes of crop improvement pattern (performance).
i. Introduction
ii. Selection
iii. Breeding
3 Principles of Animal Health Management Collection of farm animals and inspection of animal body for lice, ticks
a. Susceptibility and resistance to diseases etc.
b. Predisposing factors:
i. Health status of the animals
ii. Environment
iii. Nutrition.
4 Principles of Animal Health Management Continues Display pictures of disease infested animals and visit a veterinary
c. Symptoms, effects and mode of transmission e.g.
i. Viral-foot and mouth diseases, rinder pest, new castle disease
ii. Bacteria-anthrax, brucellosis, tuberculosis
iii. Fungal-scabbies, ringworm
iv. Protozoa-trypanosomiasis, coceidiosis.
5 Principles of Animal Health Management Continues Display specimens of common ecto-endo parasites e.g. fleas, ticks, lice,
d. Ecto-Endo parasites, life cycles and mode of transmission. tapeworm, roundworms.
e. Methods of:
i. Preventing – quarantine, inoculation, vaccination, hygiene, breeding. Demonstrate spraying or dipping.
ii. Control – treatment by a veterinary doctor, destruction.
6 Fish Farming and Fishery Regulations An aquarium can be used to demonstrate this or a fish pond.
a. Establishment and maintenance of fish pond.
7 Fishery Regulations Excursion to a fish pond
b. Fishery regulations.
8 Animal Improvement Identify the different types of breeds and their similarities and
a. Aims and Meaning of animal improvement performance.

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b. Methods of animal improvement;

- Introduction - Selection
9 Animal Improvement continues Display pictures on outcomes of cross breeding animals.
- Breeding-inbreeding, line-breeding, cross breeding.
10 Irrigation and Drainage Display pictures of Dams, Irrigated fields.
a. Importance of irrigation and drainage
b. Irrigation system; channel, sprinklers, underground etc. Use waste water to demonstrate channel drainages.
c. Drainage system- channel, underground etc.
11 Irrigation and Drainage continues Display pictures of drainage systems e.g. channels.
d. Merit and Demerit of each; irrigation and drainage systems.
e. Problems associated with irrigation:
High cost of maintenance. Water availability. Build-up of pest and diseases.
12 Revision Revision
13 Examination Examination

AGRICULTURAL SCIENCE
SSS 3 – SECOND TERM

WEEK TOPIC / CONTENT ACTIVITIES

1 Marketing of Agricultural Produce Display marketing board produce and their structural organization
a. Meaning and importance of marketing
b. Marketing agents:
i. Marketing Boards.
2 Marketing of Agricultural Produce continues Excursion to a co-operative society organization.
ii. Cooperative societies
iii. Middlemen – Wholesalers, Retailers
iv. Producers etc.
3 Agricultural Extension Display of teaching aids used by Extension workers (agents)
a. Agricultural extension as a teaching and learning
process.
b. Agricultural extension programmes e.g. ADP
c. Diffusion of new ideas and techniques
(innovations) to farmers.
4 Revision Revision
5 Examination Examination
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PHYSICAL EDUCATION
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Greek Festival and The Olympic Games -Teacher explains the significance of Greek festival. -Discusses the origin of the Olympic games. -Highlights
-Greek festivals the values of the Olympic games. -Discuss the role of Pierre de Coubertin in the revival of the Olympic
-Ancient Olympics games games.
-Modern Olympic games -Students note the significance of Greek festivals. -Take parts in class discussion and ask questions. -List
the value of the Olympics games.
-Note the roles of Pierre the Coubertin in the revival of the modern Olympic games
-Instructional Resources:- text books, posters, charts, CD-ROMs
2 International Competition -Teacher explains various acronyms. -Identifies various secretariats and their locations. -List various
-The FIFA world cup. -Olympics games symbols on the Olympic flag.
-Para-Olympics games -Students listen and take notes. -Ask questions and answer questions.
-World secondary school soccer championships -Identity symbols on the Olympic flag in group
-The world volley ball league -Instructional Resources;- textbook, manganese, flags of the governing bodies
3 Sports Governing Bodies -Teacher discusses various sports governing bodies
-National and international -Invites a guest speaker to give talk on the administrative structures and functions at the national state
Sports governing bodies e.g. FIFA,NSC,IOC,SCSA and local government levels
-Administrative structures and function at -Students participate in class discussions actively and copy notes from the board
national state and local government levels -Listen to teacher, ask and answer questions
-Administrative structure at primary, secondary -Instructional Resources:- textbooks, chart, flags of the sport governing bodies, video- documentaries
and tertiary levels.
3–4 Ball Game Hockey -Teacher narrates brief history. -Explains nature of the game. -Narrate basic skills in the game. -Explain
-History of hockey game and demonstrate and supervises the skills in hockey. -Mention the two types of hockey pitch.
-Nature of hockey game -Students listen to teacher: -Demonstrate and practice skills. -Participate in class discussion.
-Basic skills in hockey -Ask and answer questions
-Types of hockey pitch -Instructional Resources: hockey sticks, balls, -Diagram of the pitch, textbooks.
6 Hockey -Teacher lists the facilities and equipment. -Enumerates the officials and their functions. -State the rules
-Facilities and equipment officials and regulations of the games and the terminologies of the games as used.
-Rules and regulations -Students listen and take notes down participate in the class discussions
-Terminologies -Instructional Resources:- textbooks, charts balls, and the pitch
7–8 Gymnastics Box Work -Teacher defines gymnastics. -Describes box work in gymnastics. -Enumerates the various vaults
-Definition of gymnastics. -Description of box -The students practice the venous gymnastics activities under the supervision of the teacher
work in gymnastics. -Various box work. -Astride -Instruction Resource: valut, maitresses posters etc.
vault through vault. -Long arm over string treat

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under approach. -Execution and handing

techniques.
9 – 10 Field Events -The teacher demonstrates. -The students practise the skills.
-Long jump (Practical) -Instructional Resources –take off board, landing pit, whistle flags,
11 Revision Revision
12-13 Examinations Examinations

PHYSICAL EDUCATION
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
Ball games (Basketball) -The teacher demonstrates the skills. -The students practice the skills under the supervision of the teacher
1 -Practical basketball game skills -Instructional Resources: basketball, -Basketball count, net, whistle, canvas
2 Volley Ball Game -The teacher demonstrates the skills. -The students practise the skills.
-Practical in volleyball game –skills -Instructional Resources: -Volleyball, volleyball court, whistle, canvas, net etc
3 Tennis Game -The teacher demonstrates the skills. -The students practise the skill.
-Practical in tennis skills -Instructional Resources: -Tennis rackets. -Tennis balls. -Canvas. -Tennis court etc.
4 Soccer Game -The teacher demonstrates some of the skills in soccer
-Practical in soccer -The students practice the skills
-Skills in soccer -Instructional Resources
-Soccer ball/ Football
-Whistle
-Soccer pitch
-Flags
Stop watchers
5 Revision Revision
6 Examination Examination

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HEALTH EDUCATION
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 PIONEERS OF HEALTH EDUCATION IN NIGERIA Teacher leads students to discuss the profile of notable pioneers of health education
-Profile of pioneers of health education like: in Nigeria.
Z.A Ademuwagun, J.A Ajala, C.O Udoh, J. Fawole, Owie Oshodin Folawiyo, INSTRUCTIONAL RESOURCES:
O.C Nwana, G.B Onuha, J.O Adeniyi, Ogundeji, etc. Film clips.
2 ENDOCRINE SYSTEM Students draw and label the endocrine system
-Endocrine system INSTRUCTIONAL RESOURCES
-Disease of the endocrine system Posters, charts, CDs showing endocrine system
3 POSTURE AND POSTURAL DEFECTS Demonstrate correct sitting, walking, pushing, pulling, standing and lifting postures
-Definition of posture
-Correct postures for human activities INSTRUCTIONAL RESOURCES:
-Determinant of correct postures(nutrition and exercise) Posters, charts and students.
4 HEALTH MAINTENANCE AND RROMOTION Teacher leads the students to discuss the essential health maintenance and
-Definition of: promotion programs.
i) health maintenance ii) health promotion
-Essentials for health maintenance and promotion INSTRUCTIONAL RESOURCES:
i) exercise ii) nutrition iii) regular medical check up Posters, charts, etc. showing health maintenance and promotion programs.
-Health screening
i) visual ii) auditory
5 DENTAL HEALTH EDUCATION Teacher guides students to compare children and adult dentition and state the
-Types of human teeth (incisor, canine, premolar and molar) differences.
-Teeth diseases e.g. dental caries gingivitis. INSTRUCTIONAL RESOURCES: Posters, charts, students and a child.
6 EPIDEMIOLOGY AND VITAL STATISTICS INSTRUCTIONAL RESOURCE
-Definition of terms: Posters, charts and magazines illustrating vital statistics, population, etc
i) epidemiology ii) vital statistics iii) population dynamics
- Components of vital statistics:
i) fertility rates ii) mortality rates iii) morbidity rates
-Major components of vital statistics and their uses.
7 PESTS AND VECTORS CONTROL -Teacher guides students on how to use materials for pest and vector control in their
-Pests and vector: community.
i) meaning ii) differences between pest and vector iii) habitats -Students draw diagrams of some pests and vectors in their community.
iv) harmful effects v) control INSTRUCTIONAL RESOURCES: Insect treated nets, pesticides, insecticides, rat,
cockroach, etc.

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8 FOOD HYGIENE, PRESERVATION AND STORAGE Students visit kitchens and restaurants to observe principles of food hygiene and
-Principles and meaning of food hygiene practice.
-Food preservation, storage and poisoning. INSTRUCTIONAL RESOURCES: Empty cans, containers, apron, detergent, flask, salt,
food items, etc.
9 DISABILITY AND REHABILITATION Students dramatize types of rehabilitation strategies.
-Meaning and prevention of disability. -Types of disability (primary,
secondary and tertiary). -Meaning of rehabilitation
-Types of rehabilitation (medical, vocational, social and psychological)
10 PATHOGENS AND PARASITES Teacher guides students to discuss the activities of pathogens and parasites and
-Define pathogens and parasites with examples (e.g. bacteria, fungi, tabulate them into different disease causation.
rickettsia, helminthes, worms). -Differences between pathogens and
parasites. -Characteristics of each non-communicable disease in relation
to causation.
11 POPULATION EDUCATION Field trip to National Population Commission and find out their activities.
-Meaning of population and population education. -Census and its
problems in Nigeria. -Small and large population. INSTRUCTIONAL RESOURCE
-Advantages and disadvantages of different types of population Charts, posters, films, etc.
12 Revision and Examination

HEALTH EDUCATION
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 HEALTH INSURANCE AND ADVERTISEMENT OF HEALTH Students compile the list of organizations handling operations of health insurance scheme in
PRODUCTS AND SERVICES Nigeria and assemble print media cuttings on health products and consumer services.
-Meaning and importance of health insurance. -Health
insurance in Nigeria. -Advertisement of health products and INSTRUCTION RESOURCES
consumer services. Charts, posters, collections, etc.
2 NOSTRUM Teacher guides the students to discuss types of nostrum.
-Definition of nostrum. -Types of nostrum:
i) Health tonic ii) Miracle substances INSTRUCTIONAL RESOURCES
iii) Magic portions iv) Amulets and talisman Charts, posters, collections, etc.
3 NOSTRUM Teacher leads students to discuss why nostrum should be avoided.
-Classification of nostrum. -Reasons for avoiding nostrum INSTRUCTIONAL MATERIAL: Charts, posters, etc.
4 Revision and Examination

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COMPUTER STUDIES
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 NETWORK -Teacher leads students to define and list types of networking e.g. Ethernet, Token ring, Arcnet.
-Definition of networking. -Types of networking. -Displays each network topology in class. -Drawing of flow diagram for each network topology in
-Network topology. -Network devices. the class. -List network devices e.g. (Hubs, Modems, Switches, Router)
-Benefits of networking -State benefits of networking e.g. Sharing resources, easy communication, etc.
2 INTRODUCTION FOR WORLD WIDE WEB - Teacher leads students to define and gives full meaning of www.
-Definitions and full meaning of www -Brief history of www in the class
-Brief history of www -Basic terminologies: www, website, webpage, home page.
-Introduction to www -Lists the protocols with full meaning, e.g. HTTP, html
-Basic terminologies protocols -Hypertext transfer protocols
-Hypertext markup language

3 USES/BENEFITS OF WWW - Teacher leads students to display and demonstrate a website on the internet (H.O.E)
-Navigating through websites -Navigate through websites e.g. finegoving.org
-Software for web development, cables and connectors -Displaying network cables and connectors in the class, e.g. twisted pair, fiber option, telephone
-Network cables and connectors -Displays data cables
-Power cables, data cables: Printer, USB, monitor etc.
-List types of connectors: e.g. male, female.
4 DATA BASE - Teacher leads students to define database and D.B packages
-Definition -Mention examples of database packages: e.g. D-base-III, D-base-IV, Foxbase.
-Examples of DBMS -Basic technologies: e.g. file, record, field, keys.
-Basic technologies -List different forms of data base organization
-Forms of data base organization -Displays an existing data base (file) in the system and features e.g. file designed as tables
-Tables composed of rows and columns (field) contains specific types of information.

5 DATABASE - Teacher guides students to create a database in the system (H.O.E). -Define the structure
-Creating database -Indicate field type. -Enter and save data. -Basic operations:
-Basic operations i) Searching ii) Sorting iii) Modifying iv) Generating report
6 GRAPHICS(INTRODUCTION TO COREL DRAW) - Teacher leads students to define graphics. -Examples of graphics packages:
-Definition of graphics, examples of graphics i) Paint ii) Harvard graphics iii) Photoshop iv) Corel draw, etc.
-Features in CorelDraw e.g. environment: tools, color -Features: Tools, and color pallets
pallets. -Opening Corel; draw from programs (H.O.E)

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7 GRAPHICS(COREL DRAW) -Application to make simple design e.g.

-Simple design. -Basic programming III i) Complimentary card, Business card ii) Birthday and congratulatory cards
(one-dimensional array) iii) School logo, Nigeria flag.
-DIM statement -Guide students to close and exit Corel draw. -Define one dimensional array (i.e. using DIM
statement). -Operations on array: input of an array, output of an array, arithmetic array.
8 BASIC PROGRAMING III - Teacher guides students to write simple program segments on each operation and program using
-Review of the for next statement, while end statement FOR-NEXT and WHILE-END statement.
-Write BASIC program -State data in vector of 10 integers with and without a FOR-NEXT statement
-Calculate the average of one dimensional array with 100 numeric value.
9 BASIC PROGRAMMING III - Teacher guides students to calculate area of 10 different rectangles with and without the WHILE-
-Calculate the area of 10 different rectangles with and END statement. -Output the sum of the first 100 integers. -Output the value elements of
without while-end statements. - High Level Language a given array. -Define high level language(HLLs).
(HLL). Definition of HLL -BASIC, FORTRAN, ALGOL, C, PASCAL, P/I, PROLOG, COBOL, as given examples
Examples:- BASIC, FORTRAN, ALGOL etc. -BASIC, FORTRAN, ALGOL(scientific).
1O HIGH LEVEL LANGUAGE - Teacher leads students to classify HLLs based on suitable application of C, PASCAL, P/I (General
-Classification of (HLLs) Purpose), LISP, PROLOG(Artificial Intelligent AI), SNOBOL(Special Purpose Programming
-Features of BASIC, C, PASCAL, COBOL. Language), COBOL(Business). -Interpreted Language: BASIC. -Compiled Language: PASCAL,
-Advantages of HLL over ML, LLL COBOL, FORTRAN. -State the advantages of HLLs over ML, LLL.
-State features of: HLLs, BASIC, C,L PASCAL, COBOL, etc.
11 OVERVIEW OF NUMBER BASES -List digits in each number bases:
-Review of number bases: decimal, hexadecimal. i) Binary-2, Octal-8, Decimal-10, Hexadecimal-12
-Conversion in number bases ii) Leads students to carry out conversion of a given number to another number base. E.g.
810 to binary number
=810 =10002
12 OVERVIEW OF NUMBER BASES -Carry out simple arithmetic operation using each number bases.
-Basic arithmetic in number bases i) Addition operation e.g.
-Addition and subtraction 1102 +1112 , 0045 +2345
ii) Subtraction operation e.g.
1224 -0324 , 11102 -01012 etc.
13 Revision Revision
14 Examination Examination

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COMPUTER STUDIES
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 DATA REPRESENTATION -Teacher leads students to define and list methods of data representation.
-Definition of data representation. -Description of data representations method: Bits, BCD, EBCDIC, -ASCII
-Description of data representation. -Display character sets. ASCII: American Standard Code for Information Interchange.
-Character set.
2 SECURITY AND ETHICS Teacher leads students to list out the sources of security branches. E.g. Virus, worms and Trojan
-sources of security breaches horse.
-virus, worm and Trojan horse. - Poorly implemented or lack of ICT Policy
-Poorly implemented or lack of ICT Policy. -poorly implemented network
-careless giving out of personal and vital information on the net without careful screening.
3 SECURITY AND ETHICS Leads students to list preventive and discuss preventive measures against security breaches:
- Preventive measures -use of anti-virus software
- Legal issues -use of fire fox
- Web content -exercising care in giving out personal and vital information
- Piracy -encryption, proper network, implementation and policy, using sites with web certificates,
- Cyber-Crime exercising care in opening e-mail attachments.
- Hacking.
- Crime, etc.
4 SECURITY AND ETHICS legal issues:
-legal issue -Copy right
-web content -Ownership right to: text, image, audio, video
-piracy -Web content. Subject to existing laws of host country
-cyber crimes -piracy: software, audio, video
Hacking - Cybercrimes: identify theft, internet fraud.
-Hacking: gaining authorized access to resources with the intention to cause harm.

5 Revision Revision
6 Examination Examination

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FINANCIAL ACCOUNTING
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 PURCHASE OF BUSINESS ACCOUNT Teacher explains the meaning of purchase of business, lists and explains the terminologies used in
- Meaning. - Terminologies. purchase of business account, guides the learners in preparing the journal entries and the ledgers.
- Preparation of purchase of business in Students write short note on purchase of business account, practice some exercises on purchases of
purchaser’s books; journal entry. business account.
Resources; charts, purchase of business account format.
2 FURTHER TREATMENT OF PURCHASE OF Teacher explains the meaning of purchase of business, lists and explains the terminologies used in
BUSINESS purchase of business account, guides the learners in preparing the journal entries and the ledgers.
- Vendor’s account Students write short note on purchase of business account, practice some exercises on purchases of
- Balance sheet business account.
- Preparation Resources; charts, purchase of business account format.
3 HIRE PURCHASE AND INSTALMENT PAYMENT Teacher guides the students, explains their term hire purchase, types of goods on hire purchases, the
ACCOUNTS; operation and importance of hire purchase to the vendor and the hirer, prepare hire purchase and
- Definition, types of goods on hire purchase instalment payment account.
- Terminologies Students write short notes on the operation and importance of hire purchase, group discussion on hire
- Operation of hire purchase system purchase and instalment payment transaction, prepare hire purchase and instalment payment accounts.
- Calculation of interest charge. Resources; charts, pictures, invoice documents.
4 HIRE PURCHASE ACCOUNT Teacher guides the students, explains their term hire purchase, the operation and importance of hire
- Preparation of hire purchase account purchase to the vendor and the hirer, to prepare hire purchase and instalment payment account.
- The hirer’s books Students write short notes on the operation and importance of hire purchase, group discussion on hire
- The vendor’s books purchase and instalment payment transaction, prepare hire purchase and instalment payment accounts.
Resources; charts, pictures, invoice documents.
5 CONSIGNMENT ACCOUNT; Teacher discusses consignment account and its terminologies, guide students to prepare consignment
Meaning/definition account.
Terminologies Students listen and react by asking questions, take part in the preparation of the consignment account.
Preparation of account sales. Resources; chart, pictures, and invoice documents.
6 CONSIGNMENT ACCOUNT; Teacher discusses consignment account and its terminologies, guide students to prepare consignment
Entries in the books of consignor (preparation). account.
- Goods sent on consignment acct. Students listen and react by asking questions, take part in the preparation of the consignment account.
- Consignee’s account Resources; chart, pictures, and invoice documents.
- Trading, profit and loss account.

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7 JOINT VENTURES ACCOUNT Teacher guides the students to explain joint ventures account, distinguish between joint ventures and
- Meaning/definition partnership, prepare joint venture account.
- Differences between partnership and joint Students write short notes on joint ventures, differentiate between joint ventures and partnership, and
ventures prepare joint venture account.
Resources; chart, flash card.
8 JOINT VENTURES ACCOUNT Teacher guides the students to explain joint ventures account, distinguish between joint ventures and
- Preparation of joint venture accounts partnership, prepares joint venture account.
- Individual’s account Students write short notes on joint ventures, differentiate between joint ventures and partnership, and
- Joint venture memorandum account. prepare joint venture account.
Resources; chart, flash card.
9 DEPARTMENTAL ACCOUNT Teacher guides the students to explain joint ventures account, distinguish between joint ventures and
- Meaning/definition partnership, prepare joint venture account.
- Basis for apportionment of expenses Students write short notes on joint ventures, differentiate between joint ventures and partnership, and
- Advantages of departmental account. prepare joint venture account.
Resources; chart, flash card.
10 DEPARTMENTAL ACCOUNT Teacher explains the meaning of departmental accounts discusses the advantages and the need for
- Preparation of trading, profit and loss departmental account, prepares departmental account.
account Students write short notes on the meaning, need and advantages of departmental account, participate in
- Stressing departmental transfer the preparation of departmental account.
- Preparation of departmental balance sheet. Resources; chart, flash card.
11 BRANCH ACCOUNT Teacher guides the students to explain and differentiate between departmental and branch accounts,
- Description of branch organization explain the difference between local and foreign branch, state the importance of branch account, prepare
- Types of branch; local and foreign branch account.
- Importance of branch account Students listen to teacher and react by taking notes, distinguish between local and foreign branch,
- Difference between branch and observe and prepare branch account.
departmental organization. Resources; chart, pictures, invoice and document.
12 BRANCH ACCOUNT Teacher guides the students to explain and differentiate between departmental and branch accounts,
- Preparation of branch account explain the difference between local and foreign branch, state the importance of branch account, prepare
- Head office books branch account.
- Branch office books. Students listen to teacher and react by taking notes, distinguish between local and foreign branch,
observe and prepare branch account.
Resources; chart, pictures, invoice and document.
13 – 14 Revision and Examination

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FINANCIAL ACCOUNTING
SSS – 3 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 CONTRACT ACCOUNT Teacher guide the students to explain contract account items, prepare contract account.
- Meaning of contract account Students participate during explanation, work examples on contract account.
- Terminologies used Resources; charts, diagrams.
- Preparation in the proprietor’s book for
each contract
- Preparation in the contractor’s books.
2 PUBLIC SECTOR ACCOUNT Teacher guides the students to identify various sources of government revenue, explain and distinguish
- Sources of government revenue between capital and recurrent expenditures, list the items in capital and recurrent expenditures, explain the
- Terminologies used; uses of revenue by the government, prepare public sector accounts.
- Head, sub-head, estimate etc Students identify sources of government revenue, write the differences between capital and recurrent
- Classification of expenses: Capital expenditure expenditures, state at least five ways government uses its revenue, list the items on capital and recurrent
and Recurrent expenditure expenditures, participate in the preparation of public sector accounts.
- Preparation of public sector account Resources; charts, pictures, federal/states government’s budget, publications on revenue allocation by
- Capital expenditure account federal government, publications by federal, state and local government.
- Revenue account
- Recurrent expenditure account.
3 INTRODUCTION TO DATA PROCESSING Teacher explains the meaning of date processing , discusses the computer hardware and software, ask the
- Meaning/definition students to mention the factors to be considered in computer installation, list the application in an
- The computer; Hard ware system and software accounting environment, explain the advantages and disadvantages of computers, differentiate between
- Installation; factors to be considered. intranet and internet, state the advantages and disadvantages of intranet.
- Application in an accounting environment Students pay attention to the meaning of data processing, write short notes on the following; hardware and
- Advantages/disadvantages of computer software application in an accounting environment, factors to be considered in computer installation,
- Intranets and internet; advantages and intranet and internet.
disadvantages. Resources; pictures, computer set/laptop computer, resource person.
4 Revision Revision
5 Examination Examination

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OFFICE PRACTICE
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 MEETINGS – Meaning Students write down notes on meetings, participate in
- Types; board meeting discussion on types of meetings.
- Management meeting.
2 TYPES OF MEETINGS Resources; pictures of officers holding meetings.
- Emergency meeting
- Annual general meeting
- Staff meeting
- Committee meeting
3 PROCEDURES FOR MEETING Notice of meetings, minutes of meetings.
- Opening prayer
- Agenda
- Matters arising: AOB, etc.
4 MEETING TERMINOLOGIES;
- Agenda, adoption, quorum, motion etc.
5 ROLE OF A CHAIRMAN IN A MEETING Pictures of officers holding meetings in a conference room.
- Presiding over a meeting
- Taking a decision etc.
6 ROLE OF A SECRETARY IN MEETING Students will roll play meeting and write down the minutes of
- Calling for a meeting the meeting.
- Writing of minutes of a meeting.
7 REPORT WRITING; Meaning Students participate in the discussion on types of reports and
- Types- formal and informal. take notes from the chalkboard.
8 REQUIREMENTS FOR EFFECTIVE REPORT Visit ongoing trade fair and write report on the event.
- Gathering data and facts
- Interpreting data.
- Writing a draft report etc.
9 IMPORTANCE OF WRITING REPORTS Students participate in the discussion.
General rules/guidelines in writing reports. Resources; a sample of report written on an event.
10 Qualities of a Good Report Qualities of a Good Report
11 Revision Revision
12 Examination Examination

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OFFICE PRACTICE
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 INFORMATION – Meaning Students write down definition, participate in the discussion on the types of information.
TYPES: Primary, secondary, tertiary.
2 SOURCES OF INFORMATION Resources; periodicals, magazines, newsletters, textbooks, dictionaries, diaries, computer, newspapers,
Periodicals, radio, TV, textbooks, dictionary, diaries journals, mobile phones, radio, TV.
etc
3 USES OF INFORMATION; Resources; files, cassettes, VCD, memory cards, floppy disc.
Planning, decision making, future reference etc.

STORAGE OF INFORMATION; files

Tapes—cassettes, disc (VCD/DVD)
Electronic—flash drives, floppy disc, memory card.
4 Revision Revision
5 Examination Examination

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INSURANCE
SSS 3 – FIRST TERM
WEEK TOPICS – CONTENTS ACTIVITIES
1 General insurance: Teachers explain the special features of life assurance non life assurance do not have.
Special features of life insurance; Students participate in the discussion.
i. Long term contract Instructional recourses: card board displaying these features.
ii. Level of premium Teacher explains importance of life assurance.
iii. Surrender value Students participate in discussion.
iv. State recognition Instructional recourses:
v. Paid-up policy with profit policies Use of card board displaying benefits of life assurance to the individual.

2. General use of life assurance: Teacher explains benefits of life assurance to the society and government.
- Difference between life and non-life assurance Students participate in the discussion.
- Benefits of life assurances to the individual; Instructional recourses:
-educating one’s children Cardboard displaying these benefits
-investment -collateral
-monetary estate -protection etc.

3. General use of life assurance Teacher explains with examples.

Benefits of life assurance to the Students participate in the discussion. Students list three insurance intermediaries.
-Society Instructional resources: Costume (each students with tag broker, agents, loss adjuster).
-Government
State its suitability to various needs.

4. Meaning of Insurance Market:- Teacher explains the following:

i. Meaning of insurance market Insurance sellers, buyers, insurance supporting services.
ii. Insurance companies(giving examples Students list example of each.
iii. Insurance intermediaries e.g. Brokers, agents, loss Instructional resources- costumes.
adjusters
iv. Roles of insurance intermediaries
v. Why you should deal with a registered intermediary

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5. Insurance Market Teacher explains purpose of the association, membership requirement.

i. Insurance sellers Student listing, state a purpose of setting up the association and requirement.
ii. Insurance buyers e.g. Individual/private, cooperate Instructional resources: Word cards.
and public institutions
iii. Insurance supporting services.

6. Nigeria Insurance Association(NIA):-

i. Meaning and purpose of (NIA)
ii. Roles of the association
iii. Membership requirement of the association

7. Nigeria council of registered insurance brokers (NCRIB) Teacher explains the content one after the others.
i. Meaning of NCRIB Student state the purpose/roles of NCRIB.
ii. PURPOSE /ROLEs Teacher explains NCRIB.
iii. Membership of NCRIB

8. Institute of Lose Adjusters of Nigeria (ILAN):- Teacher explains establishment of ILAN.

i. MEANING and establishment of ILAN
ii. Functions of ILAN, how loss adjusters aid insurance
claim settlement
iii. Membership of ILAN
iv. International institute of Loss Adjusters (ILAN)

9. National Insurance Commission (NAICOM) Teacher introduces a resource person (insurance personnel) to discuss the operation of
i. Meaning of NAICOM NAICOM.
ii. Establishment of NAICOM Students participate in the discussion.
iii. Regulatory body of NAICOM Instructional resources; resource person, specimen document- registration certificate.
iv. Functions of NAICOM.

10. Chartered Insurance Institute of Nigeria (CIIN) Teacher explains the establishment of CIIN, Functions of CIIN.
i. Meaning of CIIN Students participates
ii. Establishment of CIN Instructional resources: Word cards
iii. Functions of CIIN

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Revision Revision

11.
Examination. Examination.

12

13.

INSURANCE
SSS 3 – SECOND TERM
WEEK TOPICS/CONTENT ACTIVITIES
1. Common Insurance Terminologies: Teachers explains the terminologies,
1. Concealment Students participates in the discussion, list five terms used in insurance and state their
2. Disclosure meaning.
3. Day of grace Instructional resources: Word cards.
4. Ex-gracia payment
5. Extra premium
6. Endorsement
Teachers explains the terminologies,
2. Excepted subject matter of insurance: Students participates in the discussion, list five terms used in insurance and state their
- Under insurance meaning.
- Subject matter of contract Instructional resources: Word cards.
- Return of premium (Insurance terminologies Cont.)

3-13 Revision/Mock and Examination.

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COMMERCE
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 CONSUMER PROTECTION Teacher discusses consumer right and consumerism, and agencies
- Meaning, need/reasons for protection. responsible for consumer protection.
- Consumer right and consumption. Students provide newspaper cuttings of advertised products.
- Instrument/agencies for consumer protection e.g. rent tribunal, Resources; paper cuttings of advertised products.
manufacturers association of Nigeria (SON),
- Professional bodies e.g. KAN, ANAN, NBA, NUT etc.
2 BUSINESS DOCUMENTS Teacher provides buying and selling documents, explains the functions of the
- Essential business documents; letter of inquiry, quotation documents.
catalogue, order. Students are encouraged to provides documents used in buying and selling.
- Invoice, receipt, delivery notes, statement of account, debit note,
credit note, etc.
- Trade terms and abbreviations; meaning of trade terms – FOB,
FOR, CWO, EXSHIP, COD, CIF, FAS.
3 TERMS OF TRADE/SALES-- Teacher describes various means of payments, explains payment through
- Cash, credit, or payment in arrears etc. banks.
- Means of payments—legal tender e.g. coins, bank notes. Students copy notes from the board.
- Through bank e.g. cheque, western union, money gram, electronic Resources; bank draft, cheques etc
money transfer, transfer credit card.
- Standing order
- Bank draft.
4 MEANS OF PAYMENT
- Through post office, stamps, money order, postal order,
promissory note.
5 COMMERCIALIZATION Teacher leads students in discussing commercialization, privatization,
- Meaning, reasons, advantages and disadvantages. deregulation and nationalization.
- Privatization- meaning, reasons, advantages and disadvantages. Students participate actively in the class discussion.
- Deregulation; meaning, reasons, advantages and disadvantages. Resources; pamphlets, newspaper articles.
- Nationalization;
- Meaning, reasons, advantages and disadvantages.
6 CAPITAL MARKET Teacher outlines evolution of Nigeria capital market from 1946 to date.
- Capital market; meaning. Students copy notes from the board on the topic.

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- Historical development; 1946 (development loan stock first issue)

1960; Lagos stock exchange act- 1962, capital issue committee,
1979- capital issue commission.
- 1979 securities and exchange commission decree no. 71.
- 1985; second tier securities market (SSM) 1999 investment and
securities act.
7 STOCK EXCHANGE Teacher discusses in detail the meaning, functions and the organizational set
- Stock exchange; meaning and functions, importance, up of the stock exchange in Nigeria.
organizational set-up, membership of the stock exchange, Students copy notes on the topic.
procedure of transaction at the stock exchange.
8 STOCK EXCHANGE Teacher guides students to role play the transaction on the stock exchange,
- Securities; meaning, types, shares, stocks, bonds, gilt-edged and invites a speculator to talk to students.
debentures. Students participate fully, listen, and ask questions.
- Capital market; method of raising fund, offer for sale,
offer/subscription, right issue, private placement.
- Speculation; meaning, speculators, bull, bear and stage.
9 STOCK EXCHANGE Teacher guides students to role play the transaction on the stock exchange,
- Bodies that can access the capital market, public companies, invites a speculator to talk to students.
government. Students participate fully, listen, and ask questions.
- Second tier security market, meaning, advantages to companies,
advantages to the investing public.
- Second tier security market; operating regulation, primary and
secondary market, first tier and second tier (differentiate).
10 ECONOMIC GROUPING Teacher shows map of West Africa to locate member countries of ECOWAS.
- ECOWAS, meaning, history, and member countries. Students copy notes.
- Objectives Resources; maps.
- Organs
- Achievements
- problems
11 NIGER BASIN COMMISSION
- History,
- Member countries
- Objectives
- Achievements
- Problems
12 LAKE CHAD BASIN COMMISSION (LCBC)
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- History
- Member countries
- Objectives
- West African clearing house (WACH); history, member countries,
objectives.
13 Revision Revision
14 Examination Examination

COMMERCE
SSS 3 – J SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 MANO RIVER BASIN COMMISSION
- History
- Member countries.
- Objectives.
2 MANO RIVER BASIN COMMISSION
- Achievements
- Problems.
3 REVISION OF WAEC PAST QUESTIONS
4 NECO PAST QUESTIONS REVISION
5 ERC MOCK

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LITERATURE
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Introduction to “purple Hibiscus” by - Background of the Novelist
Chimamanda N. Adichie - Background and setting of the Novel
- Plot summary /structure

- Identify those portions of the Novel where the themes are featured.
2 Themes and style in the Novel - Analyse the themes and relate them to human aspirations and fulfillment.
- Analyse the style used

3 Characterization - Examine the major characteristics in the Novel

- State their various roles and significances in the story.
- Discuss their relationships in the text.
- Use a family chart on a cardboard sheet to indicate relationships.

4 Characters - Examine the minor characters in the Novel

- Analyze their roles and significances
- Discuss their relationships
- Compete with: give project or pair students to discuss
- Lead discussion on how to relate with parents, children and fellow siblings in the family.

5 General Overview of the Novel - Background of the poet

- Background information on the poem.
- Subject matter and themes in the poem.
- Language, imagery and structure of the poem
- Relate the poem to life experiences.
- Analyse the poem stanza by stanza.
6
Introduction to “The Negro Speaks of Rivers” - Background of the poet
by Langston Hughes. - Background of the poem.
- Subject matter, theme, language and structure of the poem.
- Read poem and relate it to life experiences

7 Introduction to “Strange Meeting” by Wilfred - Background of the poet

Owen. - Background of the poem.
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8 Introduction to “Daffodils” by William - Subject matter, theme, language and structure of the poem.
WordsWorth. - Read poem and relate it to life experiences

9 - 12 Answering Past Questions and Revision - Attempting WAEC questions and NECO questions on prose.

13-14 Examinations - Conduct of examinations on work done.

LITERATURE
SSS 3 – SECOND TERM
WEEK TOPIC CONTENTS/ACTIVITIES
1 General Revision - Discussions on the literary Terms
- Students to mention as many as can be recalled.
- Teacher leads a discussion on how the literary terms are used and their relevance to life.

2 General Revision on the Prescribed - Analysis of the language of Shakespeare.

Shakespearean Text - The themes explored in the prescribed text
- Comprehending and attempting contextual subjective questions on Shakespeare

3 Answering WAEC/NECO questions - Attempting objectives or multiple-choice questions in WAEC and NECO
- Attempting theory questions in WAEC/NECO Examinations.
- Questions that demand:
-Discuss
-Analyse
-Compare and contrast
-Explain, as well as character analysis.
4 MOCK/SSCE - Use past questions and marking schemes to explain.

- Conduct of MOCK/SSCE for the students.

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LITERATURE
SSS 3 – FIRST TERM
WEEK TOPIC CONTENT/ACTIVITIES
1 Introduction to “the Pulley” by George - Background and setting of the poet and poem
Herbert - Subject-matter, theme language and structure of the poem.
- Read poem and relate it to life experiences.
2 - Examine the themes and style of the poem
Themes and style - Analyze the themes and style
- Relate the themes to personal life encounter

3 “Piano and Drums” by Gabriel Okara - Background and setting of the poet and poem
- Subject-matter, theme language and structure of the poem.
- Read poem and relate it to life experiences.

4 Themes and style - Examine the themes and style of the poem
- Analyze the themes and style
- Relate the themes to personal life encounter
5
General overview of the poems: “the - Discussion in groups by the students of the background and setting of the poems
Pulley” and - Discussion in groups by the students on the devices and images in the poems
“Piano and Drums”
6 “A Raisin In The Sun” by Lorraine - Background of the Play Wright
Hansberry” - Background and setting of the Play
- Plot and Summary
.

7 Theme(s) and style - Examine the Theme(s) and style in the play.
- Analyze the themes and style in the play.
- Relate the Themes to personal life encounters
- Analyze the style
- Use portions of the text to point out relevant sections.
8 CHARACTER ANALYSIS I - Examine the characters-major
- Analyze the major characters – their roles and significances
- How are the characters related?

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9 CHARACTER ANALYSIS II - Examine the characters – minor

- Analyze the minor characters
- How are the characters related?
10 ROLE PLAY “A RAISIN IN THE SUN” BY - Role play the actions of the major characters
LORRAINE HANSBERRY - Role play the actions of minor characters
- The relationship between the characters (major and minor)
- List of major and minor characters on a cardboard paper.
11 REVISION - General review of the term’s work
12 EXAMINATION - Conduct of examinations

LITERATURE
SSS 3 – SECOND TERM
WEEK TOPIC CONTENT – ACTIVITIES

1 “The Proud King” by William Morris - Background of poet

- Background of poem
- Subject matter, them, language and structure of the poem.
- Read the poem and relate it to life experiences.
2 “The Amil And The Hammer” - Background of poet
- Background of poem
- Subject matter, them, language and structure of the poem.
- Read the poem and relate it to life experiences.
3 “Birches” by Robert Frost - Background of poet
- Background of poem
- Subject matter, them, language and structure of the poem.
- Read the poem and relate it to life experiences.

4 “Shell/Compare Thee to a Summer’s Day (Sonnet - Background of poem

105) by William Shakespeare - Subject matter, them, language and structure of the poem.
- Read the poem and relate it to life experiences

5 Answering questions and general revision Attempting objectives or multiple-choice questions in WAEC and NECO. Attempting theory questions in
WAEC/NECO Examinations. Attempt questions and: -Discuss -Analyse -Compare and contras
-Explain, as well as character analysis. - Use past questions and marking schemes to explain.

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GEOGRAPHY
SSS 3 – FIRST TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 Earth Internal Process (Earth’s Quakes) Teacher:
- Definition of earth quakes and explanation of terms - Use elementary films to guide discussions on (meaning, origin/focus of earthquakes, causes
(origin, tremor, epicenter, and shock waves) of earthquake, earthquake regions and their characteristics features, effects of earthquakes
- Causes and region of earthquakes on earth’s environment
- Effects of earthquakes (displacement of earth’s crust, - Supervise and guide student to visit earthquake regions
rising and lowering of coastal rocks, rising and Students:
lowering of ocean flows, landslides and cracks, etc. - Watch documentary films
- Listen attentively to teachers’ explanation, ask questions and answer questions
- Draw and insert earthquake regions on a world map
Instructional Materials:
- Documentary, Video films, world Map, Diagrams and sketches, Drawing paper, Tracing Paper,
stencil.
2 Volcanicity: Teacher:
- Meaning, processes (crystal disturbances, intrusion and - Use documentary films to guide discussions on (volcanicity processes, volcanic regions of the
extrusion, eruption and emission, etc.) and regions of world
occurrence. - Intrusive features/landforms in volcanic regions, extrusive features and effect of volcanicity
- Characteristic features of landform in regions: Intrusive - Supervise and guide the students
features/landforms Students:
- Extrusive features /landform - Watch documentary films
- Listen attentively to teachers’ explanation, ask questions and answer questions
- Draw and insert volcanic regions on a world map.
Instructional Materials:
- Documentary, Video films, world Map, Diagrams and sketches, Drawing paper, Tracing Paper.
3 Karst (Limestone) Topography Teacher:
- Meaning and characteristics of karst topography - Takes students for field experience of karst regions (where possible)
- Surface features of karst regions - Use simple experiments, pictures, maps and documents
- Underground features and importance of karst - Helps and guides discussion on surface and underground water
topography Students:
- Go on field experience where possible
- Watch documentary films
- Listen attentively to teacher’s demonstration, explanation, ask questions and answer
questions
- Draw diagrams of karst regions
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Instructional Materials:
- Samples of limestone Documentary, Video films, pictures, Map,
4 Denudational Process Teacher:
- Meaning, types (weathering and mass movement) - Uses pictures, films and models to explain the meaning of denudation.
sequence and factors affecting denudation. - Takes students on fieldwork
- Weathering: Definition and factors affecting it. - Guide class discussions on denudational processes and factors affecting it.
- Types of weathering, physical and mechanical - Guide and supervise students on field work.
weathering Students:
- Watch documentary films
- Participate in class discussion and guided field work
Instructional Materials:
Films, pictures, models, diagrams and sketches. Quarry sites
5 Denudational Processes Cont. Teacher:
- Weathering : Chemical weathering - Takes students on field work to observe weathering effects
- Mass movement or mass wasting. - Use pictures, films and models to explain the meaning of weathering
- Definition and factors affecting it - Guide and supervise students
- Types and effects of mass movement Students:
- - Participate in field work
- Watch documentary films, ask and answer questions.
- Draw sketch diagrams showing effects of weathering in landforms
Instructional Materials:
Films, pictures, models, diagrams and sketches. Drawing paper.
6 Climatic Change Teacher:
- Meaning and causes (human and natural causes); - Use documentary /pictures to explain climatic changes on human environment.
human causes/greenhouse effect, ozone layer - Discuss causes and consequences of changes on human environment.
depletions, chloro-fluorocarbon (CPC) gasses, carbon - Give examples of observed consequences (Lagos and Port-Harcourt etc)
emission and deforestation and gas flaring - Guide students to identify preventive measures/remedies to the problem
- Natural causes: movement of continents(plate Student:
tectonics, solar output of radiation, variation in the - Watch documentary films
orbit of the earth, volcanism, ocean variability, etc) - Listen to teacher, ask and answer questions
- Consequences (effects) of climatic change. Melting of - Participate in class discussion
ice caps, high rain fall, increasing temperature, Instructional Materials:
submergence of coastal cities - Documentary films, posters, photographs, model, government publications e.g environmental
- protection laws.

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7 Climate change Contd. “

- Consequences (effects) of climate change;
desertification, flooding, drought, eye contacts, etc
- Solutions (Remedies) to climatic change: afforestation,
re afforestation, zero carbon emission
- Solution to climate change: population reduction,
legislation etc.
8 Satellites Remote sensing Teacher:
- Definition of the concepts - Explains the following with examples- Remote sensing, satellite e.g Nigeria Sat1, IKONOS,
’ Remote Sensing, satellite (Nigeria’s Sat 1, 1 KONOS, SPOT, Radar, NICOM SAT 1, ERs -1, etc. satellite remote sensing
SPDT, RADAR, NICON, SAT 1, ERs- 1, etc) and satellite - Takes students on field work
remote sensing - Supervising students on field work
- Guide discussion on application of remote sensing and the relationship between GIS
- Application of satellite remote sensing; forest
Students:
environment, agriculture, telecommunication,
- Go on field work
transportation, emergency responses, etc
- Listen to the teacher, ask and answer questions
- Relationship between GIS and remote sensing.
- Participate in class discussions
- Write reports
Instructional Materials:
Slides, satellite images, multimedia CD on satellite, posters etc.
9 Geographic Information system (GIS) Teacher:
- Areas of use: defence and agriculture - Explain the applications of GIS in various activities like agriculture, defence, mapping, urban
- Area of use: Urban development and mapping development, etc.
- Area of use: surveying, transportation and census - Initiates and guides class discussion on problems militating against implementation in
Nigeria
Students:
- Listen to the teacher, ask questions and answer questions
- Participate in class discussion
Instructional Materials: Slides, satellite images, multimedia CD on GIS published materials.
10 Problems with GIS Implementation in Nigeria “
- Power problem
- Personal problem
- Capital (cost of software and hardware)
11 Economic Community of West African States (ECOWAS) Teacher: - Explain the meaning of ECOWAS
Meaning, member countries and purpose/mandate of ECOWAS - Gives students assignment on the internet to obtain information on ECOWAS member states
Achievements/advantages of ECOWAS purpose and mandate, merits and problems of ECOWAS.

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Problems of ECOWAS and their solutions. - Guide class discussion and supervise students visit to internet cafe
Students: - visit internet café, write reports of their findings. - Participate in class discussion.
- Draw a map of West Africa and insert the countries on the map.
Instructional Materials: Slides, diagrams and sketches, internet, documentaries, drawing
paper tracing.
12 - 13 Revision and Examination

GEOGRAPHY
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Trade: Teacher: - Takes students to visit places where trading of different types take place. - Uses documentaries,
Definition and types of trade (national and illustrations, pictures and photographs. - Guide class discussions
International). Students: - Watch films on world trade centres. - Listen to teacher ask and answer questions.
Reasons for trade. - Participate in class discussions
Importance of trade (social, political and Instructional Materials: - Documentary films, markets, banks, maps etc.
economics.
2 Tourism (World) Teacher: - Takes students to visit recreational facilities in the locality. - Uses documentaries, illustrations,
Meaning of tourism /tourist centers. pictures and photographs to explain . - Helps students to locate world tourist centres. - Guide class
Justification for tourism(leisure, recreation and discussions.
education) and importance of tourism. Students: - Visit recreational centres, watch films, listen to teachers, ask and answer questions.
Problems of tourism and their solutions. - Participate in class discussions, locate tourist centres on maps.
Instructional Materials: - Documentary films, diagrams pictures, maps etc.
3 Agriculture in Nigeria: Teacher: - Takes students on field work to observe Fulani cattle rearers where possible.
Cattle rearing in Nigeria: Areas of cattle - Uses maps, pictures, documentaries, films and slide to guide class discussion.
rearing, consumption areas, factors that favour - Guide and supervise students as they draw the map of Nigeria
cattle rearing, importance and problems. - Asses students field work reports.
Fishing: Meaning, fishing areas, methods of Students: -Participate in outdoor activities. - Make reports/record of observations. - Identify and classify
fishing and types of fishes caught. various items. - Participate in class discussions. - Draw maps of Nigeria and insert the major area of
Importance of fishing, problems of fishing in production.
Nigeria and their solutions. Resources; maps, illustrative diagrams and sketches, pictures and slides, documentaries etc.
4-13 Revision and Examinations

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GOVERNMENT
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 FEDERALISM 1. Teacher leads discussion on adoption of federalism in Nigeria.
i. Emergence of federalism in Nigeria 2. Discusses the major constitutional conferences
ii. Factors that necessitated the formation of federalism 3. Students take notes. .
iii. Conferences organized by the colonial powers
2 NATURE AND STRUCTURE OF NIGERIAN FEDERALISM 1. Teacher leads discussion on the political structure and division of powers in
v. Federalism before independence from 1914 to 1959 Nigeria federalism
vi. 1960 – 1966 2. Leads debate on the advantages and disadvantages of federalism
vii. 1967 – 1975 3. Leads identification of the characteristics of Nigerian federalism
viii. 1976 – to date
3 PROBLEMS OF NIGERIAN FEDERALISM 1. Lead students to recognise revenue allocation as a major problem of Nigeria
i. Revenue allocation formula in Nigeria federalism.
ii. Need for revenue allocation in a federal state. 2. Lead discussion on the controversy over any adopted formula.
iii. Conflict over each adopted revenue allocation formula. a. Derivation
b. Population
c. National interest etc.
4 MINORITY ISSUE AND THE CREATION OF STATES 1. Teacher leads discussion on minority issues
i. The major and minor ethnic groups in Nigeria 2. Leads by students on the advantages of creating more states in Nigeria.
ii. Reasons for the demand of more states 3. Students will debate on the solutions to minority issues
iii. Complexity and endless nature of the state creation
iv. Recommendation of Wilkin’s commission
v. Solution to minority problems in Nigeria.
5 INTER-ETHNIC RIVALRY AND ISSUE OF STATE CREATION 1. Teacher leads discussion regionalism and ethnic conflicts in Nigeria.
i. The nature of ethnic conflicts and rivalry in Nigeria. 2. Explains the factors underlying the attempts by eastern Nigeria to secede.
ii. Problems of secession in Nigeria.
iii. Measures to avoid secession in Nigeria.
6 DEVELOPMENT OF POLITICAL PARTIES IN NIGERIA. 1. Teacher leads discussion on:
i. National democratic party (NNDP) a. Origin of the political parties.
ii. Nigerian youth movement (NYM) b. Organisational structure
iii. National council of Nigeria and Cameroun citizens (NCNC) c. Sources o finance
d. Aims/objectives
e. Performance
f. Common features among the political parties.

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7 DEVELOPMENT OF POLITICAL PARTIES IN NIGERIA (Cont.). 1. Teacher leads discussion on the formation, structure, sources of revenue,
i. Action group (AG) performance, objective of the parties.
ii. Northern people’s congress (NPC) 2. Explains the reasons for rivalries among the parties.
iii. Northern elements progressive Union (NEPU)
8 DEVELOPMENT OF POLITICAL PARTIES IN NIGERIA (Cont.). 1. Teacher leads students on the discussion of emergence/formation,
i. National Party of Nigeria (NPN) structure, sources of finance, objectives and achievements of the parties.
ii. Unity Party of Nigeria. (UPN) 2. The class discuss the crisis in the NPP. Students will take notes.
iii. Nigerian People’s Party (NPP)
9 DEVELOPMENT OF POLITICAL PARTIES IN NIGERIA (Cont.). 1. Teacher leads discussion on origin, structure, source of finance, objectives
i. Great Nigerian people’s party (GNPP) of the parties.
ii. People’s Redemption party (PRP) 2. Teacher explains the electoral performance of the parties.
iii. Nigerian Advance Party (NAP) 3. Students will take notes
10 DEVELOPMENT OF POLITICAL PARTIES IN NIGERIA (Cont.). 1. Teacher leads discussion on origin, structure, source of finance, objectives
i. Social Democratic Party (SDP) and performance of SDP and NRC
ii. National republican Convention (NRC) 2. Teacher explains the reasons government form the political parties.
11 DEVELOPMENT OF POLITICAL PARTIES IN NIGERIA (Cont.). 1. Teacher leads discussion on origin, structure, source of finance, objectives
i. People’s Democratic Party (PDP) and electoral performance.
ii. All Nigerian Peoples’ Party (ANPP) 2. Students will debate on the performance of the ruling party
iii. Alliance for Democracy (AD) 3. Teacher explains the relationship between the political parties.
iv. Action Congress (AC) and small political parties.
12 MAJOR POLITICAL CRISIS IN NIGERIA 1. Teacher leads discussion on main courses of political crisis, examine the
i. Kano riot 1953 consequences, the political implication and suggest ways of preventing
ii. Eastern region constitution 1953 political crisis.
iii. Census crisis 1962/63 2. Teacher leads discussion on immediate and remote causes of civil war,
iv. Action group Crisis consequences and how to stop civil war.
v. Nigerian Civil War 1967 – 1970
13 Revision Revision
14 Examination Examination

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GOVERNMENT
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 ELECTORAL CRISIS IN NIGERIA 1. Teacher leads discussion on major causes of electoral crisis in Nigeria, examine
i. Federal election 1964 consequences, political implication and suggest ways of preventing electoral crisis in
ii. Western Nigerian election 1965 Nigeria.
iii. General election 1979 2. Shows films on electoral crisis in Nigeria.
iv. Executive vs Legislative crisis in Kaduna
v. General election 1983
vi. General election 1993
2 MILITARY RULE IN NIGERIA 1. Teacher explains the features, causes, consequences and structures of military rule in
i. 1966 – 1975 Nigeria.
ii. 1975 - 1979 2. Evaluates justifications for military intervention
iii. 1983 – 1985 3. Students take note.
iv. 1985 – 1993
v. 1993 – 1999
3 CONFLICT RESOLUTION AND MANAGEMENT 1. Teacher leads discussion on conflict and conflict management.
i. Definition and meaning of conflict 2. Organises debate on conflict resolution
ii. Types of conflicts 3. Teacher leads students on discussing peace education
iii. Causes of conflicts 4. Students take notes
iv. Conflicts resolution
Peace Evaluation
i. Meaning of peace
ii. Mechanism for promoting peace.
4 INTER-DEPENDENCE OF NATION AND GLOBALIZATION 1. Teacher leads discussion on inter-dependence of nations.
i. Community of nations 2. Students debate on the merits and demerits of international interactions
ii. Purpose for interaction 3. Students take notes
iii. Nigeria’s interaction – economic, political and
socio-cultural
5-13 Revision Revision

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CHRISTIAN RELIGIOUS STUDIES

SSS – 3 FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES
1. The Baptism of a) Meaning and purpose of baptism. • Guide the students to clarify the meaning and purpose of
Jesus Christ b) Purpose of Jesus’ baptism. baptism.
c) Synoptic account of the baptism of Jesus. Matt. 3:13-17, • Explain the purpose of Jesus’ baptism since Jesus had no sin.
Mk. 1:9-11, Luke 3:21-22. • Meaning and types of baptism though they have the same
d) Significance of the baptism of Jesus Christ. purpose.
• Pictorial chart showing Jesus’ baptism by John the Baptist.
2. Temptation of a) Synoptic account of the temptation of Jesus. Matt. 4:1-11, • Compare and contrast the different accounts of the temptation
Jesus Mk. 1:12-13, Lk. 4:1-13. of Jesus Christ in the synoptic.
b) Significance of each of the three temptations. • Suggest ways of overcoming temptations in the world today.
c) Temptations in the world today. • Picture of Jesus being tempted by Satan.
d) Ways of overcoming temptation to sin today – prayer,
self-control, etc.
e) Means Jesus used to overcome three temptations – by
using words of God.
3. Call to Discipleship a) Importance of call of disciples to Jesus’ ministry. Matt. • Guide the students to read the reference passages.
28:19-20, Mk. 16:15-19, Lk. 5:10. • Discuss what their reactions should be if God calls them.
b) Attitude of Christians today to God’s call. • Lead them to discuss the different responses some gave to
c) Call of the disciples and their responses. Matt. 4:18-25, Jesus and how Jesus reacted to them. E.g. “Lord let me first go
9:9-13, 10-14, Mk. 1:16-20, 2:13-17, Lk. 5:1-11. and bid my people bye”, Lord let me first go and bury my
d) Factors that militate against discipleship. Matt. 8:18-22, father”.
Lk. 9:51-63, 14:25-33.
4. Mission of the a) Mission of the Twelve. Matt. 10:1-15, Mk. 6:7-13, Lk. 9:1- • Guide the students to read the gospel passages.
Twelve and the 16. • Note the instructions Jesus gave to each group.
Seventy b) Achievement of the Twelve Disciples. • Discuss the report of the group.
c) Mission of the Seventy. Lk. 10:1-20. • Outline the differences in the synoptic accounts concerning the
d) Achievement of the Seventy Disciples. instructions given to the disciples.
e) Differences in the Synoptic Accounts of The Mission of the • Lead the students to discuss the similarities and differences
Twelve: Mathew had The Jewish audience in mind. Luke between the mission of the twelve and the seventy.
had a more universal outlook.
f) Differences and similarities in the mission of the twelve
and seventy disciples.
g) Significance of each mission.

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5. Trial of Jesus a) Jesus before the high priest. Math. 26:36-75, Mk. 14:53-75, • Guide the students to read the reference passages.
Christ and His Lk. 22:66-71. • Guide the students to watch the video clip on the trials and
Death. b) Jesus before pirate. Math. 27:11-31, Mk. 23:1-25, Lk. 23:1- temptations of Jesus Christ.
5. • Pause at intervals to explain the topic and salient points.
c) Jesus before Herod. Lk. 23:6-12.
d) The crucifixion and burial of Jesus.
e) The significance of Jesus’ death on the cross for the
salvation of human beings.
6. The Resurrection a) The accounts of the resurrection of Jesus. Math. 28:1-8, • Discuss the activities of women in the resurrection.
of Jesus Christ. Mk. 16:1-8, Lk. 24:1-11. • Compare and contrast the synoptic accounts of resurrection.
b) Women activities in the story of resurrection. • Explain the importance of resurrection.
c) Compare and contrast the three accounts of resurrection • Pictorial charts showing the empty tomb, the women at the
in the synoptic. tomb, the angels watch the tomb, etc.
d) Importance of the resurrection of Jesus to Christian faith
7. Communal Living a) Election of the successor of Judas Iscariot. Acts 1:15-26. • Explain the differences between the Hellenistic and native
in the Early b) Characteristics of the early Christian community. Acts Hebrew/Jews.
Church. 2:41-47, 4: 32-37. • Guide the students to read the reference passages.
c) Problems of the early Christian community. Acts 5:1-11, • Lead the students to relate the problems of early Christians to
6:1. the problems of discrimination in our contemporary world.
d) Solutions to the problems of the early church community.
8. Holy Spirit and the a) The promise of the Holy Spirit. Jn. 14:15-31. • Lead the students to read Acts 2:1-13.
Mission to the b) The coming of the Holy Spirit. Acts 2:1-13. • Note the vital points in Peter’s speech.
Gentiles. c) Peter’s speech. Acts 2:14-41.
9. Mission to the a) Saul’s conversion. Acts 9:1-19. • Discuss the conversion of Saul.
Gentiles and b) Damascus and Jerusalem. Acts 9:20-30. • Identify the key points in Peter’s mission to Lydda and Joppa.
Opposition to the c) Peter’s ministry in Lydda and Joppa. Acts 10:44-48, 11:1-18. • Outline the charges against Stephen.
Gospel Message. d) Arrest and imprisonment of the Apostles. Acts 4:1-31, 5:17-42. • Discuss Saul’s and Herod’s opposition to the early church.
e) Opposition against Stephen. Acts 6:8, 7:10.
f) Saul’s opposition to the gospel. Acts 12:1-24.
10. Paul’s Missionary a) Paul and Barnabas are called by the Holy Spirit. Their • Lead the students to discuss the biblical references with aid of
Journey. missionary journey activities in the first missionary map.
journey. Acts 13. • Note the important events that took place at any place they
b) Paul’s activities at Macedonia in second missionary visited.
journey. Acts 15:40-41, 16:1-9, Acts 16:10-40.
11. Revision
12-13 Examination
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CHRISTIAN RELIGIOUS STUDIES

SSS 3 – SECOND TERM

WEEK TOPIC CONTENT ACTIVITIES

1. The need for a) Submission to those in legitimate authority. • Guide the students to discuss the meaning of “civic
order in the b) People in authority to serve with the fear of God. Rom. responsibilities”, “constitution”, “charter” and “human
society. 13:1-7. Discuss the meaning of “civic responsibilities”, rights".
“constitution”, “charter” and human right.
c) The constitution of Nigeria.
d) The African charter on human and people’s rights.
2. Civic a) The U.N. declaration on human rights – Good citizenship. • List the characteristics of a good citizen and guide the
Responsibilities b) Peter’s message on the duties of a good citizen. 1Pet. students to enumerate ways of maintaining law and order.
2:13-17. • Lead students to define HIV/AIDs.
c) Definition of HIV/AIDs. • Guide students to identify ways of contracting HIV/AIDs and
d) Different ways of contracting HIV/AIDs and the the symptoms and lead the students to describe how
symptoms. HIV/AIDs can be prevented.
e) Prevention of HIV/AIDs. • Pictures of those infected by HIV/AIDs in a hospital with
f) People were sick and Jesus care for them and healed people sitting beside.
them. Jn 4:46-54, Jn. 5:1-8, Jn. 9:1-7. • Guide students to narrate the love and compassion of Jesus
to the sick using biblical passage.
3. Dignity of Labour a) The obligation to work. • Guide the students to enumerate different types of labour
b) Enumerate different types of labour. Thess. 3:6-15, 2:9, and lead students to study the biblical passages.
Col. 3:23-25, Eph. 6:5-8, Titus 3:1. • Video films of people at their different work places.
c) Jesus the carpenter’s son. Math. 13:55, Mk. 6:3. • Guide students to list things they can do with their hands,
d) The Apostles as fishermen. Jn. 21:1-8. pictures of farmers, fishermen, etc.
e) Discussion on the concepts of skill acquisition • Lead discussions on the concepts of “skill acquisition and
“empowerment and creativity”. empowerment and creativity”.
4. Revision/Mock •
Examinations.

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ISLAMIC RELIGIOUS STUDIES

SSS 3 – FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES/TEACHING AIDS
1 The Glorious Suratul Nasr. Suratul Lahab. Suratul Ikhlas. Revision of the chapter as they appear on content the table.
Quran. Suratul Falaq. Suratul Nas.
2 Al-Hadith. Al-hadith Nos 23, 25 & 26 of Al-Nawawi and lessons Revision of work on the hadith as they appear on the content table.
learnt.
3 Islamic History. The contributions made by some selected Muslim Revision of work done on the selected philosophers/ Educationists on the
philosophers/ Educationists in world civilization. development of world civilization.
(i).Jabir Ibn Hayyah (721-1815 ce).
(ii).Muhammad Ibn Ar-Razi (805-925 ce).
(iii).Ibn Seria (980-1037 ce).
(iv).Muhammad bn Muhammad Al-Ghazali (1058-1111
ce).
4 Fiqhu An-Nikah: Definitions, Importance, Purpose, rules & Explain what NIKAH is all about and what it entails.
regulations governing its validity, rights, and duties of
both husband and wife.
5 Al-Hadith Al-hadith 32 & 34 of al-Nawawi and lessons learnt. Reading, meaning and explanation of the two hadith.
6 Tahdhib Moral Education: Explain to the students what is meant, by kindness in general and to parents in
i. Kindness to parents. particular. Honesty as a concept & in words & deeds as well as concrete
ii. Honesty in words & deeds. examples as it connects dignity of labour in different types of work.
iii. Dignity of labour.
7 Fiqhu The status of women in most society. Narrate the status of women in different societies and compare it with that of
i) Polygamy, rules that govern it. Islam. Bring out the wisdom behind polygamous marriage in Islam.
8 Fiqhu Divorce: Explain the meaning of divorce and state the procedure for divorce as well as
- Definition, attitude, kinds. - Iddah. Types & variations. its kinds. So also explain what Iddah is in general and its types & conditions for
i. Custody of children after divorce. it list in order of priority the people to take care of children after divorce.
9 Al-Hadith Modesty in dressing and behaviour, perseverance. Explain dressing for both male & female, state the requirements for both in
Allah’s consciousness in thought, words & deeds. terms of dressing (Islamic) and behaviours.
Explain and give examples of act of perseverance, so also Allah’s consciousness
with practical examples e.g. trustfulness, piety, good deeds, cleanliness,
avoidance of sins.
10 Fiqhu Trust, Leadership, Followership and Justice. Explain the concept of trust in general and Islamic in particular, so also define
leadership as well as the implication of lack of good leadership and
followership so also the roles justice plays in human existence.
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11 Fiqhu i) Unity & Brotherhood. Explain with practical examples the importance of unity as well as lack of it.
ii) Religious tolerance and peaceful co-existence. on brotherhood. Quate hadith or Qur’anic verse to show importance.
Explain that Islamic religion regards human beings with utmost respect. So
tolerance for one another is condoned.
12-13 Revision and Revision and Examination. Revision and Examination.
Examination.

ISLAMIC RELIGIOUS STUDIES

SSS 3 – SECOND TERM
WEEK TOPIC CONTENT ACTIVITIES/TEACHING AIDS
1 Fiqh/ Tahdhib Personal hygiene and environmental sanitation. Let the students take care of their personal hygiene e.g. cleanliness of the
Smoking cigarette body,(especially head) and the whole environment.
Prohibition of bribery, corruption and stealing. Show the danger of bribery and corruption in the society so also the end result of
cigarette smoking.
2 Al-Hadith. Al-hadith 38 & 41 and lessons from them. Reading translation and explanation of the Alhadith as they appear in the content
table.
3–4 Islamic History. Project Work On: Let students read and explain their project works.
Ibn Khaldun. Ibn Rushd. Ibn Sina. Ar-Razi. Jabir Bn Asking relevant important questions from the project by both the teachers and the
Hayyan. Uthman Dan Fodio. Al-Ghazali. students. The teacher to point out possible corrections.
5 Fiqhu Inheritance: Explain and write formula for inheritance with examples on the black board for
Definition. General principle of inheritance with students. Ask relevant questions and answers.
relevant Qur’anic version.
6 Fiqhu Inheritance: Explain the pre-requisites, before sharing the inheritance and the possible changes
Implications underlining the principles of in the position of the heirs.
inheritance in Islam.
7 Tahdhib Prohibition of gambling, intoxication and drug With examples on the implication of dealing with drugs and intoxicants point out
abuse. the bad effect of gambling and general intoxicants.
8 Tahdhib Arrogance, extravagance, Explain and point out to the students the consequences of being arrogant and
Miserliness. stingy.
9 -10 Revision and Revision and Examination. Revision and Examination.
Examination

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HISTORY
SSS 3 – FIRST TERM
WEEK CONTENT/TOPIC ACTIVITIES
1 ISLAMIC MOVEMENT AND ESTABLISHMENT OF ISLAMIC STATES IN WEST AFRICA I; Leads discussion on Hausa land and the jihad of Usman Dan Fodio
I; Islam in Hausa land and of jihad reasons; socio – political and religious of 1804\05
II; Sokoto jihad and Gobir under Sarki Bawa and Yunfa. II; Organizes a debate\drama on the jihad of Usman Dan Fodio and
III; Usman Dan Fodio; His background education and work in Gobir. effects of Islam in Hausa land and other parts of west Africa.
IV; Dan Fodio’s jihad, hijra, organization and causes of jihad. III; Visits museum archives in Hausa land/ kingdoms.
V; The impact of the jihad and the spread of Islam in Hausa land.
VI; The inauguration of the Sokoto caliphate.
2 THE JIHAD OF SEKU AHMADU ; I ; Illustrates how Usman Dan Fodio inspired Seku Ahmadu and the
I; Masina before the emergence of Seku Ahmadu politics, economy and religion. rise of Seku Ahmadu, His preaching Jihad and the impact on Jihad
II; Seku Ahmadu inspired by Usman Dan Fodio his teaching and jihad. on the masina people and their neighbours.
III; The establishment of a theocratic state of masinas. II; Organizes a debate /drama on the impact of Seku Ahmadu Jihad
IV; The effects of the jihad on the peoples of masina and their neighbours. in masina.
3 THE JIHAD OF ALHAJI UMAR; I; Guide the students to identify and discuss Alhaji Umar and the
I; The Tukuler people before the emergences Alhaji Umar and Tijjaniyya brotherhood Tukuler empire.
doctrine inspired by Usman Dan Fodio jihad. II; Organize debate and drama on the effect and impact of Alhaji
II; Alhaji Umar’s military campaign and the emergence of Tukuler empire and its Umar jihad on Tukuler people and their neighbours.
organization.
III; The effect of the jihad and the initiation of people in to the Tijjaniyya brotherhood.
IV; The French invasion and the collapse of the empire.
4 THE ACTIVITIES OF SAMORI-TOURE I ; Leads discussion on the rise of religions, political and economic
I; Samori-toure’s religious economic and political activities. activities of the sameri - toure
II; The establishment of the mandinka empire. II; Organize a debates/drama on the establishment and
III; His conflict with the French and the fall of Mandinka empire. organization, conflicts and fall of Mandinka empire.
5 THE MUSLIM STATE IN THE FACE OF EUROPEAN COLONIZATION I; Organizes excursion to some Muslim states of Kano, Zaria, Sokoto,
I; Muslim states in West Africa and early contact with European explorers, and traders Borno, Katsina etc.
II; changing pattern of relationship trade and treaties conquest and occupations. II; list major European powers e.g. Britain, France, Germany etc.
II; Reactions to Muslim leaders and people. III; Leads discussion on the political traditional rulers and people in
IV; Consequences of European imperialism, collapse of Muslim states and the beginning of Muslim states.
colonialism and infiltration of western culture. IV; Organize drama on the Muslim leaders, people and Europeans.
6 CHRISTIAN MISSIONARY ACTIVITIES IN WEST AFRICA; Leads the discussion on the abolition of slave trade in west Africa.
I; The role of evangelical movement in the suppression of slave trade. Humanitarian education, health etc activities.
II; The foundation of Sierra Leone and Liberia.

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III; Missionary activities in Sierra Leone and other West African states in charge of French ; Organizes a drama on missionary, political economic, social,
West African states. religious, health activities in West Africa.
IV; The impact of Christian missionary activities in west Africa on education, socio-
political, economic, health, humanitarian and colonization of west Africa.
7 EMPIRES IN WESTERN SUDAN; I; Leads the discussion and identify the western Sudan empires on
i. The geography and the growth of empires in Western Sudan. the map of Africa.
ii. The rise of Ghana, Mali, Songhai empires and the nature of their governments. II; Organizes a drama on the factors that led to rise, growth, decline
iii. The achievement of Mansa Musa and Askia the great. fall and achievements of Mansa Musa and Askia the Great of
iv. Internal problems, decline and fall of Western Sudan Empires. Western Sudan empires.
8 THE INDUSTRIAL REVOLUTION, NEW IMPERIALISM, BERLIN CONFERENCE AND I; Leads discussion on the impact of industrial revolution, reasons
SCRAMBLE FOR AND PARTITION OF AFRICA BY EUROPEAN POWERS; for Berlin conference and the reasons for British occupation of
I; The impact of industrial revolution large scale production of goods, accumulation of Nigeria
capitals and drift from rural to urban centers. II; Organizes a debate\drama on the scramble and partition of Africa
II; The new imperialism economic exploitation. by Britain, France, Belgium, Germany etc.
III; The Berlin conference and European competition for colonies in Africa (Britain,
France, Germany, etc) Rivalry over Congo and Bismack’s attempt to resolve the question
of colonial rivalry in Africa.
IV; The agreement at the Berlin conference and its effects on Africa, effective occupation,
freedom of trade and navigation, free access into the hinterland and partition.
V; Features and nature of the partition of the establishment of artificial boundaries.
9 COLONIAL SUBJUGATION, OCCUPATION AND AFRICAN REACTION; I; Leads discussion on the objective of imperial powers in Africa.
I; Methods and features of the of subjugation of military conquest in Algeria, Egypt II; Organizes debate on colonial subjugation and gun boat
Ashanti, and Treaties and peaceful occupation of Tunisia, Nigeria etc. diplomacy.
II; African reaction, peaceful and military confrontation. III; Examines African reactions to colonial subjugation.
III; British indirect rule of Uganda and Nigeria. IV; Defines the concepts; indirect rule, Assimilation and paternalism
IV; French assimilation policy in Senegal, Portuguese assimilation policy of Angola, policies in Africa.
German paternalism policy in Tanzania, Belgian paternalism policy in Congo. V; Leads the discussion on the features, similarities, differences and
VI; Comparison of various colonial rule in Africa. the effects of colonial rule and it “pattern” Africa.
10 CONSOLIDATION OF EUROPEAN CULTURE IN AFRICA, AND COLONIAL ECONOMY I; Leads discussion on western education and consolidation of
AND THE UNDER DEVELOPMENT OF AFRICA. European culture in Africa.
I; The establishment of western education, emergence of Africa elites and the adoption of II; Guides the students on how African economy was replaced by
European languages as lingua – franca in the colonies. European economy.
II; Promotion of European culture, architecture and transportation system among III; Organizes a drama\debate on the negative and positive effects of
Africans (mode of dress, eating/food habits and social habits.) European culture and the economy.
III; The nature of the colonial economy i.e. production of raw materials, cash crops,
banking, marketing etc.

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IV; The effects of European economy i.e. subordination of African traders to European
trading firms and the emergence of urban centres.
11 COLONIAL AFRICA AND THE TWO WORLD WARS, POLICIES AND AFRICAN I; Leads discussion on the cases of the two world wars and their
DISCONTENT; consequences on Africa, reasons for colonization and its
I; The causes of the first & second world wars and the re-division of colonial Africa. discriminatory policies
II; African soldiers’ participation in the world war besides being soldiers of their colonial II; Organizes debates\drama on the world wars, colonialism and
masters. emergence of U.S.A and U.S.I.R as world powers.
III; The impact of the world wars on political and social economy development of Africa III; Visits G.R.As where colonial buildings are located on the hills.
IV; The colonial political policy e.g. exclusion of Africa education elites from government
and establishment of privileges for Europeans.
V; The economic policy e.g. exploitation of African resources both material and, human
forced labour and taxation.
VI; Social policy establishment of government reserved areas, racism, discrimination and
pervasion of Africa culture.
12 FORMATION OF POLITICAL PARTIES, EXTERNAL INFLUENCE ON NATIONALIST I; Guides the student on the effects of the parties , associations as
MOVEMENT AND THE PATTERNS OF NATIONALIST MOVEMENT AND REGAINING OF arms NNDP, NCNC, GGLC, CPP, RDA, WASU for self-determination
INDEPENDENCE; struggle for independences.
I; Formation of political parties and associations, objectives, and strategies employed to II; Organize a drama \debate on the effects of the external influences
fight colonial rule in Africa and Indian independences on nationalist movement in Africa that
II; The effects of these organizations on decolonization process and attainment of examines the needs to attainment of independence by African
independence countries.
III; Negro world and the pan African movement. NEB Dubris, Marcus, Garvey etc
Concept of self-determination.
IV; The Atlantic charter by President Roosevelt of U.S.A and Prime Minster Churchill of
Britain and the Indian independence.
V; Armed confrontation by nationalist movement e.g. Kenya, Angola, and Zimbabwe
VI; Adoption of peaceful negotiations e.g. Ghana, Uganda, Nigeria, and Guinea.
VII; The effects of the two movements on the granting of independence to African
countries.
13 Revision Revision
14 Examination Examination

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HISTORY
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 PRELUDE TO APARTHEID LEGISLATION AND SUPPRESSION OF AFRICAN I; Leads discussion on the economic development land and political power
NATIONALIST MOVEMENT struggle between the boer and Africans and the British intervention in south
I; Economic developments in south Africa from 1870s discovery of mineral Africa.
resources. II; Organizes a debate\drama on central instrument of law and Africans’ reaction,
II; British in South Africa and Boer intransigence and the courses of Boer war. their arrest detention and suppression in South Africa by the white minority.
II; Britain public opinion on the war and the decline of the liberal spirit in
south Africa, the Union of 1910 and the exclusion of non – white population
from government
IV; Legislation on marriage, landownership, education, forced labour and
representation in parliament.
VI; The anti –communist suppression act and the trial and imprisonment of
ANC leaders.
VII; Police brutality, spy network and the presentation of African resistance.
2 EXTERNAL REACTION TO APARTHEID, OAU AND THE APARTHEID IN I; Leads discussion on common Britain link with south Africa and the reaction of
SOUTH AFRICA world public opinion to south Africa withdrawal from common wealth and the
I; Those who oppose; common wealth association and explosion of South ban from Olympic games.
Africa, Olympic committee, and ban of South Africa from the games, U.N.O II; Organizes a debate\drama on the evils of racism and apartheid, liquidation of
U.S.S.R. colonization, racism in other African countries to access the military strength of
II; Those who support the Britain and apartheid, New Zealand and supporting south African countries and Africa’s armed resistance.
links with south Africa, UNO members and implementation of sanctions.
III; The OAU charter, African reaction to apartheid and work of frontline
states.
IV; OAU and liberation movement in southern Africa, resolution of OAU on the
multi-national trading with south Africa.
3 NEO – COLONIALISM POLITICAL DEVELOPMENT AND ECONOMIC UNDER I; Leads discussion on the definition of neo –colonialism and under development,
DEVELOPMENT features of neo colonialism e.g. pressures and influence on political leaders by
I; The definition and features of neo –colonialism e.g. political instability, foreign powers.
constitutional crisis. II; Organizes a debate\drama on the effects of neo colonialism on political
II; The effect of neo –colonialism on Africa political development e.g. adoption development on constitution making, electoral malpractice, violence, police
of foreign political systems of government foreign backing for stay –put of brutality, emergence of stay-put politicians and economic under development and
political leaders and the continuing imperialism e.g. the effect of the struggle drought and famine in Africa.
between the super power on Africa and the Chad crisis.

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III; The meaning of underdevelopment, nature and the effects of

underdevelopment on Africa economy e.g. The single crop economy on states
where it exists, foreign debts, drought and famine in Africa.
4 UNEQUAL DEVELOPMENT WITHIN STATES AND INSTABILITY, I; Leads discussion on unequal development and reasons for military intervention
MILITARY IN AFRICAN POLITICS, BOUNDARY DISPUTE AND THE into Africa politics.
THREAT TOP OF AFRICAN UNITY; III; Organizes a debate\drama on unequal development reasons and effects,
I; Aspects of unequal development among African states e.g. colonial legacy problems of military intervention into African politics.
and ethnicity as factors for unequal distribution of social services , access to III; And the boundary disputes in Africa.
political power and infrastructural development in Africa
II; The effects of unequal development between states e.g. on the working of
OAU, ECOWAS etc.
III; Reason for military intervention in Africa politics.
IV; Problems and effects of military intervention in African politics e.g. the
impact on political culture unwillingness of the army to relinquish power.
VI; Reasons for boundary dispute in Africa e.g. colonial artificial division
during the scramble of Nigeria and Cameroons, Ethiopia and Somalia etc, and
the effects of such disputes on African unity of Inter- State conflicts.
2A THE COMMON WEALTH, OAU (AU) ECOWAS AND OPEC Leads discussion on why peoples join clubs and societies relate it to Nigeria
I; The formation of and membership common wealth, OAU/AU ECOWAS and reason of joining international and regional organization of common wealth
OPEC, aims and objectives and their organizational structure. OAU/AU, ECOWAS and OPEC.
II; Nigeria’s role in these organizations. II; Organizes debate/drama on the aims objectives, achievements and failure of
III; Achievements, failures and the role of ECOWAS these organizations.
B AFRICANS IN DIASPORA IN WORLD ISSUES I; Leads discussion on the definition of Africans in Diaspora and her contact with
I; Definition of Africans in Diaspora and contact with other outside world outside world.
before the 19th century. II; Organize a debate/drama on how Africans were moved to other parts of the
II; The Atlantic slave trade and the shipment of Africans to the new world. world and their contribution to the development of Asia, Europe and America.
III; The contribution of Africans, Europe, Asia, and the Americas. E.g. in
Diaspora to development of their host countries.
C RACISM AND THE AFRICANS I; Leads discussion on the definition and origin of racism and racial
I; The meaning of racism and the origin of racist ideas. discrimination in Europe , Asia and the U.S.A
II; Racism in the U.S.A, Europe and Asia. II; Organize a debate /drama on how apartheid was stopped in south Africa and
III; Apartheid and racial segregation in South Africa up to 1990 and the effect of racism in sport and politics in the world
African responses to racism

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D HISTORY OF DEVELOPED SOCIETIES I; Guides the discussion on the definition and impact of the renaissance
I; The Renaissance period in Europe. II; Discuss the origin and impact of the industrial revolution
II; The industrial Revolution. III; Organizes a debate /drama on how the Asian Tiger revolutionised their
III; The French revolution and the nationalism. economics and how Nigeria can benefit from the above experiences.
IV; The Asian Tigers and Rapid economic transformation.
V; Lessons Nigeria can learn from the above.

3 DEBT RELIEF AND INTERNAL AIDS I; Leads discussion on the meaning of international Aids and debt relief, poverty
I; Meaning of debt relief and international Aids. and Africa indebtedness.
II; Poverty and Africa indebtedness. II; Organize a debate on corrupt leadership and Africa indebtedness and the need
III; Debts emanating from corrupt leadership. for debt relief.
IV; Need for debt relief cancellation. III; Indicate aspect of international Aids and explains Aids and continued poverty
V; Aspects of International Aids and continuation of poverty in Africa. in Africa.
B PEACE-MAKING AND SOCIO-POLITICAL INTEREST OF THE DEVELOPED I; Leads discussion on the definition, aims, objectives of peacekeeping and give
SOCIETIES. examples of international and regional peacekeeping institutes.
I; The definition, aims objectives of peacekeeping and examples of II; Organizes a debate/drama on peace-making and socio-political interest of the
international and regional peacekeeping initiatives. developed societies and the Nigeria’s role in peace keeping programmes.
III; Peacekeeping and the socio-political interest of the developed societies
IV; Nigeria’s role in peacekeeping programmes.
C ARMAMENTS, NUCLEAR SCIENCE AND WORLD PEACE I; Leads discussion on the causes of cold war and the break of world war.
I; The origin and causes of cold war, the break of world war 11 and the II; Explain the meaning of armaments, acquisition of arms and arms trade.
potency of the atomic bomb. III; Access the evolution of SALT.
II; Armaments, acquisition of arms and arms trade IV; Organizes a debate/drama on how armaments, Nuclear science and Arms
III; Nuclear science and the proliferation of arms trade can affect world peace.
IV The strategic arms limitation treaty (SALT).
D MILLENNIUM DEVELOPMENT GOALS (MDGs AND NEEDS) Leads discussion on the definition, aims and objectives MDGs and NEEDs.
I; The definition of MDGs and NEEDs II; Highlights the seven points Agenda of MDGs.
II; Aims and objectives of the MDGs and the seven –point Agenda of the MDGs. III; Identify and discuss NEEDs and economic empowerment in Nigeria.
III; Aims and objectives of NEEDs.
Iv; NEEDs and economic empowerment in Nigeria.
4 Revision Revision
5 Examination Examination

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VISUAL ART
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 LIFE DRAWING AND PAINTING Explains the standard proportion of human heads to the whole body.
1. Anatomical studies relation of the whole body Draw and paint a human figure with water colour, coloured pencils, etc.
2. drawing and painting of portraits and quick action poses. Long poses for Resource; cardboard, colours etc.
detailed drawing and painting.

2 STILL LIFE DRAWING AND PAINTING Draw and paint the arranged still life objects.
1. Drawing and painting of objects Resources; cardboards, colours, brushes etc.
-furniture -utensils -flowers
-tools -machinery
3 LANDSCAPE OR SEASCAPE PAINTING Draw and paint from landscape or seascape scenery.
1. Composition of trees houses, sky, rocks, mountain etc. Resources: pen and ink, crayon, colour ink etc.
2. Seascape scenery consist: sea, boats, ship, waves, fishermen, harbor, etc.
4 SCULPTURE, WOOD CARVING RELIEF 1. Define and explains sculpture.
1. definition 2. describes types of reliefs and different carving tools.
2. function of craving tools: carve, chisel, etch, remove, etc. 3. explains carving in the round
3. 2-dimensional relief carving 4. illustrates by carving an object in the round for students to see.
4. relief carving: register type 5. Practise how to carve a figure in the round
-door -plaque -verandah posts -divination tray 6. produce a life form on wood.
5. Carving tools:
-gouge -rasps -steel
-sand paper -sharpening stone -oil for sharpening stone
- mallets -scrappers -steel wool
5 CARVING IN THE ROUND (SIMPLE AND LIFE FORMS) 1. practice carving with a chosen object.
1. Types of reliefs: -low relief -high relief 2. list four objects that can be carved in the round.
2.objects that can be carved in the round: 3. produce one carving.
-wooden shoes -paddles - ash tray -pestles Resources: wood, chisel, market, vice, riffles, iron sponge, rasps, sand paper oil for
-sancer -walking stick sharpening. sharpening stone.
3. Carving in the round:
-volume -plane -mass
4. Practical
i. Make a simple relief carving on wood
ii. produce a life form on wood.

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6 WESTERN ART 1. discusses the origin, stages of development, nature and characteristic styles of
1. Styles and periods: western art.
-pre-history art -Mesopotamia -Greek art - Roman art 2. discusses the achievements of the learning artists of the periods, styles and
-early Christian art -Islamic art -Medival art -renaissance art movements.
2. the differences in style e.g. Islamic and Christian art and the style of Resources: - Photographs - Maps - Slides, Projector
Leornado da Vinci and that of Greek vase painters
7 IMPACT ON AFRICAN ART ON WESTERN ART AND VICE VERSA 1. discusses the artistic revolution in western art due to contact with African art.
1. 19th - 20th century art of Europe: 2. Explains the origin and development of mainstream art.
- impressionism -expressionism -abstraction -cubism Resources:
-new concept and media for Africa -slides
2.neglect of African art education destruction of many artifacts -photographs.
8 IMPACT OF NIGERIAN ART ON WESTERN ART. Discusses the influence of these artworks/artifacts on western artworks.
1. Benin primitive and looted art works Resource:
2. Ife bronze heads Iron ceremonial screens. Slides -Photographs.
3. carved doors, back and pillar post
9 CONTEMPORARY WORLD ART Lead class discussion on new terms and directions in world art.
New art terms and direction in art: RESOURCES: Slides, projector, photographs etc.
-visual culture -installation art -performance art -video art
10 MAKING MODELS FOR ART PRODUCTS Introduces the general process of industrial design-model, photographs and tests,
1.Designs of objects: -cars - bottles -cell phone -buildings functionality, production.
-air planes -gliders RESOURCES: Selected objects for design and models
11 LETTERING: BLOCK AND CALLIGRAPHY Explains the characteristics features of block and Calligraphy letterings.
1.Block lettering exercise: -Roman -Bothic Practice block lettering
2. Calligraphy Lettering: -san - serifs - Ornamental Resource: Drawing set, calligraphy pen, etc.
3. QUALITIES of lettering: -legibility -suitability -spacing
12 COMPUTER ASSISTED DESIGN -Identify and explains the features of the Corel draw environment.
1. Corel Draw environment: -task bar -menu bar -Guides students on how to import clip arts for illustration.
Tools bar: -page view Resource:
2. Clip Art for illustration Computer set, compact disk/flash, paper, cardboard
3. Texts: -Dialogue boxes - Pop-up menu - Interactive fill tools
4. Layout features
13 Revision and Examination

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VISUAL ART
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 -STENCILS 1. Prepare a simple stencil and apply them in a design.
-LAYOUT AND BOOK ILLUSTRATION 2. Make simple layout and some illustrations.
1. Paper Stencil cutting. 2. Screen stencils laying and cutting Resources: Cardboard paper, wax, knives etc
3. Layout features: -Computer set, magazines etc.
-columns -margin -Spine -Bleeding -Blurb, etc.
4. Illustration techniques on computer using free hand tools.
2 SPINNING AND WEAVING Explains and demonstrate weaving technique
1. Basic principles of weaving: -warp -weft - Color -pattern 2. Spin some raw cotton into thread.
2. Spinning process Resource: Twilling wool, simple loom.
3 PHOTOGRAPHY 1. Identify the functions of a Camera. 2. Discusses with the aid of
1. Types of camera: -double lens reflex. -single lens reflex. -box camera photograph, terminologies of photograph. 3. States photographic
2. Terminologies in photography: -focus -snap - view -panning equipment’s and materials. 4. Explains photographic process
3. Parts of a SLR Camera:-aperture -Lens -view finder 5. Demonstrate loading, focusing and shooting.
4. Photographic materials and Equipment: -camera -film Resources: -still camera. -Video camera. -Digital camera. -photographs.
5. Photographic processes: -loading -shooting
4 – 12 REVISION and EXAMINATION

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MUSIC
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES/EVALUATION
1- Harmony 1- Harmonize the following melody in two parts.
Two-parts harmony 2- Analyze the chords used in the piece of music.
2- Harmony 1- Harmonize the following melody in two parts.
(continued) 2- Analyze the chords used in the piece of music.
Four-part harmony.
3- Composition 1- Write a simple 8 bar passage for soprano and alto voices.
1- Setting words to 2- Arrange a folk song for the xylophone and accompaniment of each other instruments named by the teacher.
a- Syllables
b- melody
4- Composition 1- Write a simple 8 bar passage for soprano and alto voices.
(Two-part writing) 2- Arrange a folk song for the xylophone and accompaniment of each other instruments named by the teacher.
Two-part writing
5- Composition 1- Write a simple 8 bar passage for soprano and alto voices.
(Four-part harmony) 2- Arrange a folk song for the xylophone and accompaniment of each other instruments named by the teacher.
Four-part harmony

6- Transposition 1- List 3 transposing instruments and their ranges e.g. Bь trumpets.

1- Musical instruments 2- Explain the term transposing instruments.
2- Maintenance
3- Transposing
instruments
7- Music of the romantic period 1- Discuss the lives and works of the 2 named composers of the romantic period.
(western period) 2- Identify the musical characteristics and styles used in the romantic period.
History and romantic
composers
8- Music Dictation 1- Listen to several playing by the teacher and write.
1- Listening and
appreciation
2- Ear training
9- Trends in Nigerian music 1- List 5 Nigerian contemporary musicians and two works by each of them.
(post-independence till date) 2- Write 3 differences between Nigerian music of the colonial era and that of the contemporary era.

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Modern trends in Nigerian

music
10- Nigerian musical 1- List 12 different musical instruments and group them into their various ethnic groups.
instruments of different
ethnic groups
Nigerian musical instruments
e.g.
1- Eyo- Lagos (Yoruba)
2- Swange- Benue (Tiv)
3- Atili-ogwu
11- Nigerian dance styles 1- Choreography a contemporary dance on any theme of their choice.
1- Dance Improvisation. 2- Analyze the differences between modern dance and traditional dance.
2- Dance Composition
3- Dance Techniques
12- Ensemble 1- Play their musical instruments.
Group performance. 2- Organize themselves in performance groups.
3- Develop improvisational skills.

13- Revision.
14- Examination.

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FRENCH LANGUAGE
SSS 3 – FIRST TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 Contrôle continu Avec l’aide de carte et d’un tableau, le professeur va donner le système éducatif et la vie sociale
Culture et civilisation: éducation d’un pays Francophone.
Vie sociale un pays Francophone. A l’aide d’une carte et d’un tableau, les élèves découvrent le système d’éducation et la vie
Le système d’éducation – école maternelle, sociale et les célèbres.
Ecole primaire, école secondaire, école avancée, vie Resource pédagogique
publique, vie privée, les célèbres, un pays Francophone La carte, CD/cassettes audio, document authentique.
2 La possibilité Le professeur donne aux élèves les expressions pour exprimer la possibilité.
Expression oral : c’est possible que + subjonctif, peut-être, Jeux de rôles, un entretien.
c’est possible, on verra, c’est peu certain, bien sur. Resource pédagogique
Maîtrise de la langue : conjugaison au présent du verbe Cassette audio/CD
‘assurer’, être au subjonctif, voir au futur simple.
3 Le but Le professeur fait compléter des phrases par des expressions de but.
Expression orale : les expressions qui renvoient au but : afin Trois élèves jouent respectivement les rôles d’accusé, d’avocat et de juge tout en mettant
de, pour que, afin que, dans le but de, croyant/pensant que l’accent sur leur action. Ils parlent en conséquence.
exemple : on a fait une fête pour que tout le monde soit Resource pédagogique
content. Textes de jeux de rôles.
Textes de « vrai/faux » etc.
4 L’opposition Le professeur proposé un sujet de débat comme : une fille est plus que le garçon.
Expression orale : par contre, au contraire, contrairement La classe est divisée en deux groupe : l’un parle pour et l’autre parle contre.
à…, vis-à-vis, cependant, mais, alors que…, tandis que… Resource pédagogique
Textes de jeux de rôles, cassette audio/CD
5 Contrôle continu Le professeur propose des exercices structuraux à compléter par des expressions de
La concession concession.
2eme Epreuve Les élèves répondent aux questions.
Expressions destinées à réaliser la concession : bien que… + Resource pédagogique
subj., même si, malgré… Textes basés sur la concession, CD/cassettes audio.
Expressions écrite : exercice écrits.
6 La condition Le professeur propose des exercices structuraux pertinents.
Expression écrite : expression qui renvoient à la condition, Les élèves relèvent dans une coupures de journaux. Jeux de rôles vous êtes père, votre fils vent
à condition de…, à condition que + subj, sous condition de, sortir. Vous précisez les conditions
tant que… + indicatif, aussi longtemps que + indicatif. Resource pédagogique
CD/cassettes audio, textes audio.

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7 La vérité générale Le professeur donne des dictées ou figurent de telles expressions.

Expression écrite : expression permettant d’exprimer la Les élèves copient et s’en servent éventuellement dans leurs présentations.
vérité générale : proverbe (exemple : c’est en forgeant, Resource pédagogique
qu’on devient forgeron). Dictions (exemple : voir c’est Textes audio.
croire) le temps présent, le futur.
8 Culture et civilisation et culture de l’Afrique de l’ouest. Comparer la culture d’un pays Francophone avec le Nigeria.
Le mariage traditionnel, les nourritures, les salutations, les Les élèves discutent de culture qu’ils ont chez eux
habilles, la mode.
9 Le sport Le professeur parle d’équipe différente.
3ème Épreuve Quel sport aiment ils et pourquoi
Le football, le tennis, le gymnastique, Resource pédagogique
Verbes jouer, sauter, gagner, au présent. Images/photos de joueurs

10 La santé Le professeur demande aux élèves de nommer des maladies qu’on connaît.
Expression écrite : la maladie, les malades, mal, Ils parlent de maladies et des médicaments.
médicament, hôpital, guérir. Comment est ta sante ? j’ai mal Resource pédagogique
à la…, avoir + mal. Les images/photos d’hôpital.
Je vous souhaite bonne santé, la fièvre, le SIDA
11 Revision Revision
12 Revision Revision
13 Examen Examen
14 Examen Examen

FRENCH LANGUAGE
SSS 3 – SECOND TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 Contrôle continu Le professeur montre l’action de s’excuser, s’amuser, avec jeste et dit : je vous accuse
Revue, s’excuser, se justifier, se défendre (jeu de rôle).
1ere Epreuve Le professeur met la cassette audio.
Etude de maîtrise de la langue : l’emploie des expressions de Le professeur pose des questions.
s’excuser, se justifier, s’amuser, se défendre, au présent. Le professeur accuse l’étudiant d’un mal fait.
Compréhension écrite : lecture sur l’acte de s’excuser etc. (Jeu de rôle)
Expression orale : entretien entre le professeur et l’étudiant, Les étudiants regardent curieusement d’abord.
l’étudiant et l’étudiant. Puis, ils se défendent, s’excusent, se justifient.

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Les étudiants écoutent,

Les étudiants répondent a l’écrit.
L’étudiant s’excuse, se justifier, se défendre avec les expressions : je m’excuse, c’est en
raison de, c’est pour (s’amuser) c’est par erreur.
Resource pédagogique
Texte de dialogues adapter, texte de production orale etc.
Cassette audio, texte audio, CD.
2 Revue Le professeur met les verbes en phrases avec le temps correspondent. Le professeur
Exprimer une obligation direct/implicite. explique le sens de mot nouveaux.
Maîtrise de la langue : emploi des verbes : falloir, aller, devoir, être, Jeu de rôle : le professeur divise la classe en deux groupes.
vouloir, pouvoir au conditionnelle, au futur simple, et a l’imparfait. Le professeur pose des questions sur l’image.
Emploie des expressions : il faut…, il doit…, va… allez… tout de suite, Les étudiants copient dans leurs cahiers. Ils font des exercices écrites (font des phrases)
un instant, j’allais, vous demander, pourriez / voudriez – vous, je au conditionnelle au futur simple et a l’impératif, en expriment une obligation
serais obligé etc. directe/implicite exemple : il faut, il doit.
Expression orale : exercices oraux sur exprimer obligation Le premier groupe s’adresse aux deuxième groupes en utilisant ces expression
direct/implicite. d’obligation direct exemple : il faut, il doit, va, viens tout de suite. Le deuxième s’adresse
Compréhension orale : écoute à la radio, réponse aux questions a l’aide des expressions implicite e.g je serais, pourriez vous, j’allais, vous demande, etc.
posées sur ce qu’on entend. Resource pédagogique
L’art de conjugué, le dictionnaire, extrait de texte, image, photo. Cassette, texte de
dialogue, adapté une radio, un film, coupures de journaux.

3 Revue Le professeur propose un sujet de débat comme école mixte est plus meilleure que……
L’opposition Le professeur montre des films et des photos.
Expression orale : par contre, au contraire, contrairement à…. vis-à- La classe est divisée en deux groupes : l’un parle pour, l’autre parle contre
vis, cependant ; mais, alors que…., tandis que. Les étudiants font textes de simulations.
Resource pédagogique
Textes de jeux de rôles, cassette audio, CD
4 Revue Le professeur propose des exercices structure à compléter par d’expression de
La concession concession.
Expressions destinées à réaliser la concession : bien que… + Les étudiants répondent aux questions.
subjectif, même si, malgré… Resource pédagogique
Expression écrite :Exercice écrits. Textes bases sur la concession.
CD, Cassettes Audio.

5 Révision Révision
6 Révision Révision

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‫المنهج الدراسي للسنة الثالث الثانوية‬

‫‪SCHEME OF WORK FOR S.S THREE‬‬
‫‪FIRST TERM‬‬ ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫الترجمة من العربية إلى اإلنجليزية أو يطلب من المدرس أن يختار نصا من نشرات‬ ‫األول‬
‫أو الجرائد أو من كتب القصصية‪.‬‬ ‫العكس‬
‫يطلب من المدرس أن يختار نصا من نصوص‬ ‫اإلمالء‬ ‫الثانى‬
‫األدبية أخالقية أو إجتماعية أو من كتب‬
‫تاريخية إسالمية فى شريط قاضى‪.‬‬
‫يطلب من المدرس أن يأتى بنص األنشودة‬ ‫األنشودة‬ ‫الثالث‬
‫المختارة ‪ -:‬كل شيئ فانى‪ #‬إال هللا باقى‪ .‬كل‬
‫شيئ فانى ‪ #‬إال هللا الباقى‪ .‬أحد صمد ‪#‬‬
‫اليموت أبدا‪ .‬صلوا على محمد‪ #‬صلوا على‬
‫محمد‪ .‬الصالة والسالم‪ #‬على رسول هللا‪.‬‬
‫الصالة والسالم ‪ #‬على رسول هللا‪.‬‬
‫الكتابة اإلنشاء‬ ‫الرابع‬
‫يطلب من المدرس أن يختار ألفاظ أو كلمات أو‬
‫عبارات مناسبة لكتابة إنشاء فى مختلف‬
‫موضوعات ‪ -:‬وصف مكتب‪ – .‬أيهما أفضل؟‬
‫الزراعة أو الصحافة؟ ‪ -‬عن إستقالل الدولة أو‬
‫المفردات‪ ,‬كالحقل‪ ,‬واألمن‪ ,‬سالمة‪ ,‬التعاون‪,‬‬
‫التفاهم‪ ,‬عالقات تجارية‪ ,‬إستبراد‪ ,‬إصدار‪,‬‬
‫ثروات‪ – .‬عن األم‪ ,‬الطفل‪ ,‬الصبي‪ ,‬الدعاء‪,‬‬
‫والدة‪ ,‬فأس‪ ,‬األرز‪ - ,‬عن األطعمة‪ ,‬العلم‪,‬‬
‫التعليم‪ - ,‬الجريدة أفضل أو المزياع‪ ...‬وما إلى‬
‫ذلك‪.‬‬
‫يطلب من المدرس أن يختارنصا تحتوى على‬ ‫النحو – (مفعول به)‬ ‫الخامس‬
‫جمل مفيدة تبرز المفعول به وموقعه اإلعرابى‬
‫كما فى األمثلة أالتية‪ - :‬شـدالتلمذالحبل‪- .‬‬
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‫طوت البنت الثوب‪ - .‬أكل الذئب الخروف‪- .‬‬

‫حاز السابق جائزة‪ - .‬يصيد الثعلب دجاجة –‬
‫يبيع الجزار اللحم‪ .‬ثم قاعدة نحوي‪ .‬المفعول به‬
‫إسم منصوب وقع عليه فعل الفاعل‪.‬‬
‫يطلب من المدرس أن يختار الجمل المفيدة‬
‫تحتوى على المفعول المطلق مثل –‬ ‫المفعول المطلق‬ ‫السادس‬
‫أنامسروربك مسرورا‪ - .‬يشرب الطفل اللبن‬
‫شربا‪ - .‬أكل أحمد أكلتين‪ – .‬إستريح فى كل‬
‫يوم مرحلة إستراحا‪ .‬ثم قاعدة نحوية‪" -:‬‬
‫المفعول المطلق إسم منصوب موافق للفعل فى‬
‫لفظ وجئ بعد الفعل لتأكيده أو لبيان نوعه أو‬
‫عدده‪.‬‬
‫من المدرس أيضا أن إختيار الجمل المفيدة‬
‫تحتوى على المفعول فيه ثم القاعدة أو كما يقال‬ ‫المفعول فيه‬ ‫السابع‬
‫أنه (الظرف) مثل – مكثت بأبوجا شهرا‪– .‬‬
‫تجمع النملة قوتها صيفا‪ – .‬قام الكلب خلف‬
‫الباب ‪ .‬ثم القاعدة ‪ " -:‬المفعول فيه إسم‬
‫منصوب يبين الزمن الفعل الذى حصل فيه‬
‫الفعل ويسمى ظرف الزمان أو المكان‪.‬‬
‫من الدرس أن إتيان بجمل فيها العدد بأنواعه ثم‬
‫القاعدة ‪ -١ .‬األعداد من ثالثة إلى عشرة تذكر‬
‫مع المؤنث وتؤنث مع المذكر ‪ -٢‬األعداد‬ ‫العدد‬ ‫الثامن‬
‫المركبة المبنية الجزئية على الفتح ماعدا إثنا‬
‫عشر فالجزء األول يعرب إعراب المثنى وأما‬
‫الجزء الثانى فيبنى على الفتح‪.‬‬
‫من المدرس أن إتيان بجمل المفيدة مشتمل على‬
‫المنادى كما فى األمثلة ‪ - :‬يا إبراهيم‪-٢ .‬‬
‫ياصالح الدين!‪ -٣ .‬يا مسافر! إلى الورى – يا‬ ‫المنادى‬ ‫التاسع‬
‫مسرعا فى العجل‪ – .‬ياالعبون! إسترحوا‪.‬‬

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‫قاعدة نحوية‪ :‬المنادى إسم يذكر بعد يا‬

‫وأخواتها‪ ,‬طلبا إقبال مدلوله‪ ,‬بنصب المنادى‬
‫إذا كان مضافا أو شبيها بالمضاف‪ ,‬أو نكرة‬
‫غير مقصودة‪ ,‬ويبنى علىمايرفع به إذا كان‬
‫نكرة مقصودة‪ ,‬أو علما مفردا‪ .‬والمراد بالمفرد‬
‫هنا ما ليس مضاف إلشبهبا بالمضاف‪.‬‬
‫من المدرس إتيان بنص مشتمل على تاريخ‬
‫حياة الشيخ عبد هللا ابن فودي فى رثاء‬
‫المصطفى كاآلتى‪:‬‬
‫أ‪ -‬األدب‪ – .‬من شعر الشيخ عبد هللا بن عفت عندى منازل أهل كبير ‪ #‬وحل على‬ ‫العاشر‬
‫معارفها نكير‬ ‫فودي (تزيين الورقات)‬
‫لفقـد المصطفى فيها بليل ‪ #‬لتصبح فى صباح‬
‫قمطرير‬
‫هو ابن الحاج أي عثمان عبا ‪ #‬سراج الحين‬
‫مأوى للفقير‬
‫لقد زرئت قبيلتنا جميعا لفقد الصالح الفطن‬
‫المجير‪.‬‬
‫من المدرس إتيان بمشتمل على تاريخ حياة‬
‫القاضى عمر إبراهيم أبيات شعر األحبـة‬
‫(ض‪ )149‬وقصيدة من كدونا إلى أهل‬
‫ب‪ -‬األدب‪ -‬شعر القاضى عمر إبراهيم ميدغورى‪.‬‬
‫من المدرس إتيان بما اشتمل على تاريخ حياة‬
‫الدكتور عيسى ألبى أبوبكر وبعض أبيات‬
‫شعره ‪ -‬إلى الشعراء ‪ -‬وصف القرآن‪.‬‬ ‫ج‪ -‬من شعر الدكتور عيسى ألبى أبى‬
‫يطلب من المدرس أن يختار نص يحتوى على‬ ‫بكر‬
‫كلمات وعبارات تتعلق بتربية البنين والبنات‬
‫منها تهذيب عادات وتقاليد‪ ,‬قدوة‪ ,‬إمتثال‪,‬‬ ‫الكتابة‬
‫إرشاد‪ ,‬خلق‪ ,‬رضا‪ ,‬طاعة‪ ,‬تثقيف‪.‬‬ ‫الحادى عشر‬

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‫يطلب من المدرس أن يختارنصا من نشرات‬

‫أو الجرائد أومن الكتب القصصية ويترجمه‬ ‫الترجمة من اإلنجليزية إلى العربية أو‬
‫حسب مستوى الطالب‪.‬‬ ‫العكس‪.‬‬ ‫الثانى عشر‬

‫المراجعة ثم اإلمتحانات ‪.‬‬

‫الثالث عشر‬

‫المنهج الدراسي للسنة الثالث الثانوية‬

‫‪SCHEME OF WORK FOR S.S THREE‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫قطعة مناسبة باإليجاز يمكن قراءته بالسهولة‬ ‫القراءة والكتابة‬ ‫األول‬
‫للطالب‪.‬‬

‫يطلب من المدرس أن ينظر إلى ما قد سبق من‬ ‫المراجعة عن بعض الموضوعات‬ ‫الثانى‬
‫الدروس ماله حاجة للمراجعة‪.‬‬ ‫السابقة‬
‫المراجعة عن بعض الموضوعات‬ ‫الثالث‬
‫يطلب من المدرس أن ينظر إلى ما سبق‬ ‫السابقة‪.‬‬
‫الموضوعات وتيقينها جيدا قبل بداية اإلمتحان‪.‬‬

‫‪ECONOMICS‬‬
‫‪SSS 3 – FIRST TERM‬‬
‫‪WEEK‬‬ ‫‪TOPIC – CONTENTS‬‬ ‫‪ACTIVITIES‬‬

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 NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

1 REVISION Teacher revises with the students and takes them through the
INDIGENIZATION – Meaning, objectives, problems and achievements. meaning, objectives, problems and achievements of indigenization
NATIONALIZATION - Meaning, objectives, problems and achievements. and nationalization.
2 ECONOMICS SYSTEMS – CAPITALISM, SOCIALISM AND MIXED ECONOMY Teacher takes pupils through the topics, explains in simple terms,
- Meaning, features, advantages amd disadvantages. gives detailed illustrations and initiates an open class discussion.
3 NATIONAL INCOME ACCOUNTING Teacher takes pupils through the topics, explains in simple terms,
Definition of terms: GDP, NNP, Disposable, GNP, etc. gives detailed illustrations and initiates an open class discussion.
4 MEASUREMENT OF NATIONAL INCOME Teacher takes pupils through the topics, explains in simple terms,
- Income Method - Output Method - Expenditure Method gives detailed illustrations and initiates an open class discussion.
Problems of measuring national income
Uses of national income estimate
5 ELEMENTARY THEORY OF INCOME DETERMINATION Teacher takes pupils through the topics, explains in simple terms,
- Factors that determine the income of an individual. – Why personal savings are low in gives detailed illustrations and initiates an open class discussion.
West Africa. – Circular flow of income.
CONSUMPTION – Meaning and factors that determine it.
SAVINGS – Meaning and factors that determine it.
INVESTMENT - Meaning and factors that determine it.
6 EQUATION AND CALCULATION OF INCOME DETERMINATION Teacher takes pupils through the topics, explains in simple terms,
Y = C + 1 + G + (X – M) gives detailed illustrations and initiates an open class discussion.
Calculation of: APS, APC, MPC, MPS. - The theory of multiplier and its calculation.
7–8 INTERNATIONAL TRADE Teacher takes pupils through the topics, explains in simple terms,
- Bilateral and Multilateral. – Reasons for international trade. – Barriers of international gives detailed illustrations and initiates an open class discussion.
trade. – Differences between domestic and international trade.
- Advantages and disadvantages of nternational trade. – The law of comparative (cost)
advantage. – Instruments of trade protection. – Reasons for trade protection.
9 EXPORT AND IMPORT Teacher gives examples and exercises on A/C and AM. Teacher
- Balance of trade. – Terms of trade. – Balance of payment. - Montary Movement. empasises a balance, surplus and deficit balance of payment.
10 HOW TO FINANCE DEFICIT BALANCE OF PAYMENT Teacher takes pupils through the topics, explains in simple terms,
Devaluation of of currency. – Economic integration. - Meaning, objectives and problems. gives detailed illustrations and initiates an open class discussion.
11 – 12 REVISION AND EXAMINATION

ECONOMICS
SSS 3 – SECOND TERM

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 NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

WEEK TOPIC – CONTENTS ACTIVITIES

1 ECONOMIC GROWTH AND DEVELOPMENT
- Definition and differentiation of terms
UNDERDEVELOPMENT – Meaning, characteristics, causes, solutions, strategies.
2 ECONOMIC DEVELOPMENT PLAN Teacher takes pupils through the topics, explains in simple terms,
Nigeria’s Planning Experience gives detailed illustrations and initiates an open class discussion.
3 NIGERIAN ECONOMY AND THE PEROLEUM INDUSTRY Teacher takes pupils through the topics, explains in simple terms,
Achievements and roles of NNPC and OPEC. gives detailed illustrations and initiates an open class discussion.
4 INTERNATIONAL ECONOMIC ORGANIZATIONS Teacher takes pupils through the topics, explains in simple terms,
Origin, objectives, achievements and problems of: gives detailed illustrations and initiates an open class discussion.
ECOWAS
IBRD
IMF
ADB
ECA
UNC-AD
EU
WACH
5 – 12 REVISION AND EXAMINATION

HAUSA LANGUAGE SS 3 FIRST TERM

ZANGO NA DAYA AJI UKU
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MAKO JIGO/MAKASUDI AYYUKA

1 Nazari akan rubutacciyar waƙa: A duba litattafan da NECO/WASSCE
Malami zai koyar da; ts amince
• waƙoƙi dangane da:
• jigo,
• zubi da tsari kamar;
• kar biyar da yawan baitoci da budewa da rufewa

2 Ci gaba da nazari akan rubutacciyar waƙa: A duba liitittifan NECO/WASSCE

Malami zai koyar da;
• salon sarrafa harshe; kamar
• dabarun jawo hankali,
• amfani da karin magana ds.

3 Naziri akan littafin wasan kwaikwayo: A duba liitittifan NECO/WASSCE

Malami zai koyar da;
• Ma’anar wasan kwaikwayo. Misali, ana yin wasan kwaikwayo na radiyo, talabijin dandali, silima da bidiyo ds.

4 Ci gaba da nazari akan littafin wasan kwaikwayo; Malami zai koyar da; rubutaccen wasan kwaikwayo na zaɓaɓɓen A duba liitittifan da NECO/WASSCE
littafi. Nazari akan; (a) Jigo misali soka amince
• Wayar da kai,
• Gyaran hali,
• Gargaɗi,
• Nasiha,
• Nishaɗi ds.

5 Ƙa’idojin Rubutu: A duba liitittifan da NECO/WASSCE

Malami zai koyar da; soka amince
• Alamomin tayar da amagana na keɓe zance
• Alamar keɓe Magana, wato baka biyu

6 Ci gaba da ƙa’idojin Rubutu: A duba liitittifan da NECO/WASSCE

Malami zai koyar da; soka amince
- Kalmomi masu gaɓa ɗaya ta hanyar aikace-aikace kamar shifta

7 Fassara a aikace: A duba liitittifan da NECO/WASSCE

Malami zai koyar da; - Fassara - Jawabi da labari - Fassara waƙa soka amince
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8 Ci gaba da fassara a aikace: A duba liitittifan da NECO/WASSCE

Malami zai koyar da; soka amince
- Yin fassara mai yanci - Gujewa yin fassarar kalma da kalma
9 Dangantakar iyali: A duba liitittifan da NECO/WASSCE
Malami zai koyar da; soka amince
- Ma’anar dangantakar iyali. - Dangantakar iyali da dangi a Hausa; Kaka, Uba, Uwa, Kawu, Gwaggo.

10 Ci gaba da dangantakar iyali: A duba liitittifan da NECO/WASSCE

Malami zai koyar da; - Dangantakar iyali da dangi kamar; Wa, Ƙane, Ya, Ƙanwa, Yan maza biyu, Ya’yan yan uwa ds. soka amince
11 Bukukuwa: A duba liitittifan da NECO/WASSCE
Malami zai koyar da; soka amince
- Ma’anar bukukuwa
- Ire-iren bukukuwa. Misali bikin aure, suna, cika-ciki, Sallah, nadin sarauta, takutuha, kalankuwa ds.
12 Ci gaba da bukukuwa: Malami zai koyar da; A duba liitittifan da NECO/WASSCE
- Yadda ake yin bukukuwa da lokacin da ake yinsa da masu yin bukukuwan da kuma muhimimcinsa ga jama’a. soka amince
misali; nishadi, zumunci, raha, da raya al’ada.
13 Maimaitawa: Maimaita ayyukan zangon karatu
14 Jarabawa

HAUSA LANGUAGE SSS 3 SECOND TERM

ZANGO NA BIU AJI UKU
MAKO JIGO/MAKASUDI AYYUKA
1 Tsarin sarautu da muƙamai: A duba liitittifan da NECO/WASSCE soka amince
Malami zai koyar da;
- Ma’anar tsarin sarautu da muƙamai - Ire-iren sarautun gargajiya
2 Nazarin littafin zube: malami zai koyar da; A duba liitittifan da NECO/WASSCE soka amince
- Nazarin littafin ƙagaggen labari
- Iya sarrafa harshe. Misali; jigon littafi,
Jarunta soyayya ban tausayi gyaran hali da dabarun zaman duniya

ASỤSỤ IGBO
SS THREE TAM NKE MBỤ

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IZUỤKA ISIOKWU /NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

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

keteknọlọjị. 1. Ige ntị 2. Ịkọwa nzikọrịtaozi keteknọlọjị
OMENALA: Ikwugharị ihe bụ agụmagụ ọdịnala, nkenụdị na uru ya 3. Ịkọwa agụmagụ ọdịnala na nkenụdị ya. 4. Ikwu uru dị ịgụ agụmagụ odịnala
AGỤMAGỤ: Nkọwa nsọala/ibeene, ịmaatụ akụkọ na-akọ etu ụfọdụ 5. ịkwu ihe nsọala na ibeene pụtara
nsọala siri bido. NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii, tepaurekọda, redio, chaatị, dgz.

2. ỤTỌASỤSỤ: Uru na ọghọm dị na nzikọrịta ozi keteknọlojị IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Ịgụ agụmagụ ọdịnala dị iche iche ndị a họpụtara 1. Ikwu uru na ọghọm dị na nzikọrịta ozi keteknọlọjị
AGỤMAGỤ: Ọrụ dị iche iche nsọala na-arụ n’obodo, ntaramaahụhụ 2. Igụ agụmagụ ọdịnala ndị a họpụtara 3. Ikwu ọrụ nsọala na-arụrụ n’obodo
dịịrị ndị mebiri iwu nsọlala , uru idebe nsọala obodo bara. 4. Ịkpọsịta ntaramaahụhụ a na-enye ndị mebiri nsọala.
5. Ikwu uru idebe nsọala na-abara obodo .
NGWA NKỤZI: Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati, foto/eserese, tepau rekọdụ, redio,dgz.
ỤTỌASỤSỤ: Ọmụmụ chaatị ụdaume, ebe mkpọpụta dị iche iche.
3. OMENALA: Mmụgharị echichi ọdịnala dịka nkọwa njirimara onye IHE ỤMỤAKWỤKWỌ GA-EME:
chiri echichi ọdịnala dk. Eze, nze, ọzọ na lọọlọ. 1. Ige ntị 2. Ịrụgosi n’eserese ebe mkpọpụta dị iche iche
AGỤMAGỤ: Inyocha na itule ndịna na njirimara agụmagụ ọdịnala. 3. Ịkwupụta ihe ụfọdu e ji ama onye chiri echiche
4. Ịtụle ndịna na njirimara agụmagụ ọdịnala
NGWA NKỤZI: Chaatị, akwụkwọ ọgụgụ, ugbo ojii, redio, tepụ rekọda,dgz.

4. ỤTỌASỤSỤ: Ọmụmụ Chaatị Mgbochiume – Ebe Mkpọpụta IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Uru na ọghọm dịịrị onye e chiri echichi. 1. Ige ntị 2. Ịrụgosị ebe mkpọpụta ụda dị iche iche
AGỤMAGỤ: Nnyocha akwụkwọ agụmagụ ọdịnala ndị a họpụtara. 3. Ịkwu uru na ọghọmdịịrị onye e chiri echichi
4. Inyocha na ịtụle ndịna akwụkwọ agụmagụ ọdịnala ha gụrụ
NGWA NKỤZI: Akwụkwọ ọgụgụ, akwụkwọ agụmagụ ọdịnala họọrọ, ụgbọ ojii, tiivi, redio,
tepụrekọda, dgz.

5. ỤTỌASỤSỤ: Mmụgharị chaatị mgbochiume - Ụdị mkpọpụta IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ịkọwapụta mgbanwe ndị batara n’echichi na 1. Ige ntị 2. Ịza ajụjụ gbasara ụdị mkpọpụta mkpụrụụda ụfọdụgasị
echimechi ụfọdụ 3. Ịkwu mgbanwe ndị batara nechichi ụfọdụ. 3. Ikwu ihe bụ agụmagụ ederede
AGỤMAGỤ: Mmụgharị ihe bụ agụmagụ ederede, nkenụdị na uru 4. Ikewapụta agụmagụ ederede na nkenụdIị ya
ịkọwapụta ya. 5. Ikwu uru dị n’agụmagụ ederede.
NGWA NKỤZI: Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese
6. ỤTỌASỤSỤ: Nkọwa na ọmụmụ nkeji okwu, nkewasị mkpụrụokwu IHE ỤMỤAKWỤKWỌ GA-EME
na nkeji na nkeji tinyere mkpụrụokwu nwere myiriụdaume 1. Ịkọwa ihe bụ nkejiokwu 2. Ịkewa mkpụrụokwu n nkeji na nkeji
OMENALA: Mmụgharị ihe gbasara alụmdina nwunnye. 3. Ịkọwa ihe bụ alụmdi na nwunye 4. Ịza ajụjụ gbasara alụmdi na nwunye
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AGỤMAGỤ:Nchịkọta na ntụlegharị iduuazị niile a gụrụ 5. Itụlegharị iduuazị ha gụrụ

NGWA NKỤZI: Akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị, ụgbọ ojii, kaadị mgbubam, dgz.

7. ỤTỌASỤSỤ: Mmụgharị ahịrịokwu mfe na nkenụdi IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Ọmụmụihe gbasara ịṅụ iyi maọbụ ịdụ isi 1. Imebe ahịrị mfe 2. Ikewa ahịrịmfe na nkenụdị ya
AGỤMAGỤ: Ntụlegharị na nchịkọta akwukwo abụ ederede a gụrụ 3. Ịkọwa ihe ịṅụ iyi /ịdụisi pụtara 4. Ịgụ abụ ederede na iza ajụjụ sitre na ya
NGWA NKỤZI: Akwkkwọ ọgụgụ na akwụkwọ abụ, ụgbọ ojii, kaadị mgbubam, dgz.

8. ỤTỌASỤSỤ: Mmụgharị ahịrịokwu ukwu na nkenụdi IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA: Mmụgharị akpalaokwu na usoro nkọwa ya 1. Imebe ụdịrị ahịrịokwu dị iche iche. 2. Ịrụgosi ụdịrị ahịrịokwugasị
AGỤMAGỤ: Ntụlegharị na nchịkọta akwụkwọ abụ ederede a gụrụ 3. Ịkọwa akpalaokwu 4. Ịgụ na itụle abụ ndị ha gụrụ
NGWA NKỤZI:
Akwụkwọ ọgụgụ klasi na akwụkwọ abụ a họọrọ, ụgbọ ojii, kaadị mgbubam, dgz.

9. ỤTỌASỤSỤ: Mmụgharị ahịrị nha na nkenụdị ya IHE ỤMỤAKWỤKWỌ GA-EME

OMENALA:.Mmụgharị ọnọdụ ò tù ọgbọ /uke/Ebiri, usoro e si aba 1. Imebe ahịrịnha dị iche iche 2. Idepụta nkenụdị ahịrịokwu gasị
ya, uru na ọghọm 3. Ịkọwa ò tù n’usoro abamaba ya 4. Ikwu uru na ọghọm dị n’ịba n’ò tù ọgbọ
AGỤMAGỤ: Mmụgharị ịtụ ilu na nkọwa ilu dị iche iche. 5. Ịtụ na ịkọwa ilu Igbo dị iche iche
NGWA NKỤZI: Akwụkwọ ọgụgụ klasi, ụgbọ ojii, kaadị mgbubam, dgz.

10. ỤTỌASỤSỤ: Ọgụgụ na aghọtaazaa – Ime mpụ ule, mkpatara ya na IHE ỤMỤAKWỤKWỌ GA-EME
ọghọm dị n’ime mpu ule n’oge ule 1. Igụ aghọtaazaa na ịza ajụjụ so ya
OMENALA: Ọnọdụ otu ọgbọ n’oge ugbu a 2. Ịkparịtaụka gbasara ọnọdụ ò tù ọgbọ n’oge ugbu a.
AGỤMAGỤ: Ọmụmu ilu gbasara alụmdi na nwunye dịka :Ogori lụọ 3. Ịtụ ilu na ịkọwa ilu ndị metụtara alụmdi na nwunye 4. Ijụ na ịza ajụjỤụ
di abụọ, ọ mara nke ka ya mma. NGWA NKUZỊ: Akwụkwọ ọgụgụ klasi, ụgbọ ojii, tepụ rekọda, redio, dgz.

11. MMỤGHARỊ IHE A KỤZIRI NA UlE

12. ULE

13. ULE/MMECHI

ASỤSỤ IGBO
SSS THREE TAM NKE ABỤỌ
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IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. ỤTỌASỤSỤ: Ọgụgụ na aghọtaazaa “Agụmakwụkwọ dịka ihe na- IHE ỤMỤAKWỤWỌ GA-EME:
eme ụzọ agamnihu”, uru na ọghọm dị n’agụghị akwụkwọ. 1. Ịgụ aghọtaazaa na ịza ajụjụ na-esote ya
OMENALA: Aha na udị chi dị iche iche dk. Amadịọha, 2. Ịkpọsịta aha na ụdị chi dị iche iche
Ibiniukpabị, dgz. Ndị Igbo nwere. Ọrụ chi ndị a na-arụrụ ndị Igbo 3. Ikwu ọrụ ụmụ chi ndị a na-arụgasị
AGỤMAGỤ: Mmụgharị na ileba anya n’akwụkwọ e wepụtara 4. Ịjụ na ịza ajụjụ sitere n’akwụkwọ ule, akwụkwọ ule
n’ule NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz.

ỤTỌASỤSỤ: Mmụgharị tensị na aspektị na nkenụdị ha IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA: Nkọwa echichi ndi Igbo gbasara ndụ na-esote ọnwụ 1. Ikwu nkenudị tensị na aspekịtị
dịka ọgbanje na ọnwụ 2. Imebe ahịrịokwu ndị na-ezipụta tensị na aspekịtị
AGỤMAGỤ: Mmugharị na ileba anya n’akwụkwọ agụmagụ e 2. Ịkọwapụta echiche ndị Igbo gbasara ọgbanje na ọnwụ
wepụtara n’ule. 3. Ikwu uche ha gbasara ndụ na-esote ọnwụ
4. Ijụ na ịza ajụjụ sitere n’akwụkwọ ule
NGWA NKỤZI: Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati, kaadị mgbubam, foto/eserese, dgz.

2. ỤTỌASỤSỤ: Mmụgharị nka edemede na ụdị edemede dị iche IHE ỤMỤAKWỤKWỌ GA-EME:
iche ọkachasị leta anamachọihe 1. Ikwu ụdị edemede dị iche iche
OMENALA: Nkọwa echiche ndị Igbo gbasara ndụ na-esote ọnwụ 2. Ịkọwa nkwenye ndị Igbo gbasara ịlọ ụwa
“ịlọ ụwa”. 3. Ileba anya n’akwụkwọ ụlọ e wepụtara
AGỤMAGỤ: Mmụgharị na ileba anya n’akwụkwọ ụlọ e 4. Ide ihe edemede leta anọmachọihe
wepụtara. NGWA NKỤZI: Akwụkwọ ọgụgụ, ugbo ojii, tepụ rekọda, redio, dgz.
3.

YORÙBÁ
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SSS 3 – TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÀŚÀ: Ìwà Ômôlúàbí OLÙKÖ

a. Sô irú çni tí à ń pè ní ômôlúàbí
ÀKÓÓNÚ IŚË b. Sô èrè tó wà nínú jíjë ômôlúàbí láwùjô
Òtítö sísô, níní sùúrù, ìkíni, ìbõwõ fágbà, d. Lo òwe, orin, ewì, àśàyàn õrõ àti ìtàn láti fi kö akëkõö nípa adùn tó wà nínú ìwà rere
śíśe ojúśe nínú ilé, ìwàpêlë, ìgböràn àti e. Sô ìśòro tí ômôlúàbí lè dojúkô àti bí ó śe lè borí wôn.
bëê bëê lô. AKËKÕÖ
a. Àwôn ìwà tó ń mú ni jë ômôlúàbí
b. Sô àpççrç ìwà ômôlúàbí
d. Àýfààní tó wà nínú híhu ìwà bëê
e. Àpççrç ìwà tó lòdì sí ìwà ômôlúàbí
ç. Irú ewu tí ìwà bëê lè fà
f. Wàhálà tó lè dé bá ômôlúàbí àti bí ó śe lè borí ìśòro yìí.
OHUN-ÈLÒ ÌKÖNI
• Àwôn ìwé lítírèśõ tó dá lórí ìwà ômôlúàbí
• Fídíò, fíìmù tó śe eré nípa ìwà ômôlúàbí
2. ÀTÚNYÊWÒ LËTÀ ÀÌGBAGBÊFÊ OLÙKÖ
a. Tö àwôn akëkõö sönà láti kô lëtà àìgbagbêfê.
ÀKÓÓNÚ IŚË b. Kô lëtà sí ilé-iśë rédíò kan nípa ire àti ibi tó wà nínú àśà ìgbàlódé tí àwôn õdö ń kó.
a. Rán àwôn akëkõö létí ìgbésê kíkô AKËKÕÖ
lëtà àìgbagbêfê a. Sô oríśiríśi lëtà tó wà
b. Fún àwôn akëkõö ní orí-õrõ lëtà b. Têlé ìlànà olùkö láti kô lëtà àìgbàgbêfê
àìgbagbêfê d. Sô ìyàtõ tó wà láàrin lëtà gbêfê àti àìgbagbêfê
OHUN-ÈLÒ ÌKÖNI
• Pátákó tí a kô ìlànà lëtà kíkô sí
• Ìwé àpilêkô lórí àròkô
3. ÈDÈ: Ìsõrí õrõ OLÙKÖ
a. Sô iśë tí õkõõkan àwôn õrõ wõnyí máa ń śe nínú gbólóhùn
Àkóónú iśë b. Kô àpççrç irúfë õrõ wõnyí sókè
a. Àlàyé lórí õrõ-àpèjúwe, õrõ- d. Pe àwôn õrõ náà fún akëkõö
àpönlé, õrõ-atökùn àti õrõ-àsopõ AKËKÕÖ
b. Sísô ipò tí õkõõkan máa ń wà nínú a. Dá àwôn ìsõrí õrõ yìí mõ nínú ìhun gbolohun
ìhun gbólóhùn b. Pe àwôn õrõ náà bí olùkö śe pè wön.
d. Śe àwòkô àwôn õrõ tí olùkö kô sójú pátákó.
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OHUN-ÈLÒ ÌKÖNI
• Kádíböõdù pélébé pélébé tí a kô àpççrç àwôn ìsõrí õrõ sí.
• Ìwé atúmõ èdè Yorùbá
• Pátákó ìkõwé àti çfun.
4. LÍTÍRÈŚÕ:Kíkö ni mímõ:Iśë Òýkõwé OLÙKÖ
Alátinúdá (Ewì, ìtàn àròsô, eré-onítàn) a. Śe àlàyé kíkún lórí kíkô ìwé alátinúdá.
b. Sô ìlànà ìgbékalê ìwé alátinúdá
ÀKÓÓNÚ IŚË d. Sô àwôn èròjà tó mú kí ìwé dùn
a. Àtúnyêwò àwôn ìlànà tí òýkõwé e. Jë kí akëkõö gbìyànjú àtikô ìwé àtinúdá
ní láti kíyèsí fún kíkô ìwé ç. Pípe àwôn gbajúmõ òýkõwé láti wá dá akëkõö lëkõö
alátinúdá AKËKÕÖ
b. Gbígbìyànjú láti kô ewì, ìtàn a. Tëtí sí àlàyé olùkö lórí kíkô ewì àtinúdá: ìlànà ìgbékalê, àtinúdá àti èròjà tó ń mú adùn bá ewì
àròsô àti eré-onítàn kékèèké b. Tëtí sí ìdánilëkõö láti õdõ gbajúmõ òýkõwé
d. Kô eré-onítàn àti ewì kékèèké.
OHUN-ÈLÒ ÌKÖNI
• Ìwé ìtàn àròsô
• Ìwé eré-onítàn
• Ìwé ewì
5. ÀŚÀ: Ètò Çbí OLÙKÖ
a. Sô oríkì çbí
ÀKÓÓNÚ IŚË b. Śàlàyé kíkún lórí ojúśe çnìkõõkan nínú çbí
a. Àlàyé lórí ohun tí à ń pè ní çbí d. Kô kókó pàtàkì pàtàkì sójú pátákó
b. Bàbá gëgë bí olórí çbí AKËKÕÖ
d. Iśë òbí sí ômô àti iśë ômô sí òbí a. Tëtí sí àlàyé olùkö
e. Ìbáśepõ láàrin ômô ìyá sí ômô ìyá b. Béèrè ìbéèrè löwö olùkö
àti ôbàkan sí ôbàkan. d. Dáhùn ìbéèrè olùkö
ç. Ìbáśepõ pêlú ìdílé ìyá çni àti bàbá e. Śe àkôsílê ohun tí olùkö kô sí ojú pátákó
çni OHUN-ÈLÒ ÌKÖNI
f. Ipò àti iśë tí çnìkõõkan ń śe nínú çbí. • Àwòrán
• Fídíò
• Tçlifísàn
• Téèpù

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6. ÈDÈ: Aáyan Ògbufõ OLÙKÖ

a. Śàlàyé bí a śe ń śe aáyan ògbufõ
ÀKÓÓNÚ IŚË b. Darí akëkõö láti túmõ àwôn õrõ àti èdè ewì tí a kô sójú pátákó láti èdè Gêësì sí èdè Yorùbá
a. Ìtönisönà lórí bí a śe ń śe aáyan ògbufõ. d. Kô àwôn õrõ àti ewì tí a túmõ sí ojú pátákó.
b. Túmõ àwôn õrõ àti èdè ewì láti èdè AKËKÕÖ
Gêësì sí Yorùbá. a. Tëtí sí bí olùkö śe ń túmõ àwôn õrõ àti ewì.
b. Túmõ àwôn õrõ tí olùkö fún un sí èdè Yorùbá.
d. Kô àwôn ohun tí olùkö kô sí ojú pátákó sí inú ìwé.
OHUN-ÈLÒ ÌKÖNI
• Ìwé tí a yàn
• Ìwé atúmõ
• Pátákó ìkõwé
7. LÍTÍRÈŚÕ: EwìÀpilêkô OLÙKÖ
a. Jë kí akëkõö ka àśàyàn ewì tí ó mõ
ÀKÓÓNÚ IŚË b. Jë kí akëkõö ka àśàyàn ewì síta
a. Kókó õrõ d. Śàlàyé nípa àkóónú iśë bí ó śe súyô nínú ewì
b. Ìhun (ètò) • Kókó õrõ
d. Ìlò èdè • Ìhun
e. Àśà àti ìśe tí ó súyô • Ìlò èdè
ç. Àmúyç àti àléébù inú rê • Àśà tó súyô
• Àmúyç àti àléébù
e. Kô àwôn õrõ tí ó śe pàtàkì tí ó súyô sójú pátákó pêlú àlàyé ìtumõ wôn
OHUN-ÈLÒ ÌKÖNI
• Àśàyàn ìwé àpilêkô
• Pátákó ìkõwé.
8. Ìtêsíwájú Eré Ìdárayá OLÙKÖ
a. Śàlàyé bí a ti ń śe díê nínú eré ìdárayá tí a mënubà
ÀKÓÓNÚ IŚË b. Tö akëkõö sönà láti śe àwôn eré ìdárayá náà
a. Oríśiríśi eré ìdárayá d. Kô àwôn orin inú eré ìdárayá tó lórin sójú pátákó
• Eré òśùpá, bojúbojú... e. Tö akëkõö sönà láti sô àwôn àýfààní àti ewu tí ó wà nínú eré náà
• Eré abëlé – àlô pípa AKËKÕÖ
• Eré ìta gbangba, òkòtó títa, àrìn a. Tëtí sí àlàyé olùkö
títa, ìjàkadì/ çkç àti bëê bëê lô b. Sô ohun tí o mõ nípa eré ìdárayá śáájú ìdánilëkõö
b. Eré òde òní d. Kópa nínú śíśe eré ìdárayá náà
• Böõlù gbígbá e. Béèrè ìbéèrè
• Eré sísá ç. Śe àkôsílê ohun tí olùkö kô sójú pátákó sínú ìwé

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• Díráfítì títa OHUN-ÈLÒ ÌKÖNI

• Káàdì títa • Àwòrán ohun èlò gidi: ôpön ayò, lúdò, díráfíìtì àti bëê bëê lô
• Lúdò àti bëê bëê lô • Àwòrán agbáböõlù àti bëê bëê lô

9. ÌTÊSÍWÁJÚ LÓRÍ ÀRÀNMÖ OLÙKÖ

a. Śàlàyé fún àwôn akëkõö ohun tí àrànmö jë
ÀKÓÓNÚ IŚË b. Sô oríśiríśi àrànmö tí ó wà pêlú àpççrç tí ó múná dóko
a. Oríkì àrànmö d. Béèrè ìbéèrè löwö akëkõö
b. Àrànmö ohùn e. Śe àkôsílê sójú pátákó
d. Àrànmö Fáwëlì AKËKÕÖ
e. Àrànmö iwájú a. Tëtí sí olùkö
ç. Àrànmö êyìn b. Béèrè ìbéèrè löwö olùkö
f. Àrànmö aláìfòró àti àrànmö afòró d. Dáhùn ìbéèrè olùkö
e. Śe àkôsílê sínú ìwé rç
OHUN-ÈLÒ ÌKÖNI
• Pátákó ìkõwé
10. ÀTÚNYÊWÒ ÈTÒ ÌŚÈLÚ OLÙKÖ
a. Śàlàyé ààtò agbo-ilé
ÀKÓÓNÚ IŚË b. Śàlàyé ní kíkún lórí oyè jíjç àti oríśiríśi tó wà
a. Ààtò agbo-ilé d. Sô nípa ìśèlú òde òní fún àwôn akëkõö
b. Ètò oyè jíjç AKËKÕÖ
• oyè ìdílé a. Sô àwôn tó ń kópa nínú àtò agbo-ilé
• Oyè ìfidánilölá b. Sô ipa akópa kõõkan tí wön dárúkô ní (a)
d. Ètò ìśèlú òde òní: d. Sô oríśiríśi oyè tí ó wà ní àwùjô
• Ìjôba àpapõ e. Śàlàyé ìjôba àpapõ àti ìbílê
• Ìjôba ìpínlê OHUN-ÈLÒ ÌKÖNI
• Ìjôba ìbílê • Fídíò ayçyç ìfinijoyè
11. LÍTÍRÈŚÕ: Àtúpalê àśàyàn ìwé ìtàn àròsô OLÙKÖ
méjì a. Mójú tó àwôn akëkõö láti kàwé ìtàn àròsô
b. Śàlàyé àhunpõ ìtàn, ìfìwàwêdá, ibùdó ìtàn, ôgbön ìsõtàn àti ti àśà tó súyô.
ÀKÓÓNÚ IŚË d. Jíròrò pêlú akëkõö láti sô àmúyç àti àléébù inú àwôn ìtàn tí wön kà.
a. Kókó õrõ AKËKÕÖ
b. Àhunpõ ìtàn a. Ka ìwé ìtàn àròsô méjèèjì
d. Ìfìwàwêdá b. Śe àtúnsô ìtàn inú ìwé ìtàn àròsô tí wön kà ní sókí
e. Ibùdó ìtàn d. Jíròrò lórí ìfìwàwêdá, ibùdó ìtàn àti ôgbön ìsõtàn.

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ç. Ôgbön ìsõtàn e. Sô àwôn àśà tó súyô nínú ìtàn tí wôn kà.

f. Àśà tí ó súyô OHUN-ÈLÒ ÌKÖNI
g. Àmúyç àti àléébù • Ìwé ìtàn àròsô tí a yàn
• Àwòrán tí ó bá lè jëwö ìśêlê inú ìwé ìtàn àròsô tí a yàn.

12. ÌTÊSÍWÁJÚ LÓRÍ ÌGBÉYÀWÓ, ÌSÌNKÚ OLÙKÖ

ÀTI OGÚN JÍJÇ a. Jíròrò pêlú àwôn akëkõö lórí ìsìnkú ìbílê
b. Śàlàyé ìsìnkú ômôlëyìn Kírísítì, Mùsùlùmí àti bëê bëê lô
ÀKÓÓNÚ IŚË d. Śàlàyé ogún jíjç ní ìlànà ìbílê
a. Àtúnyêwò ìsìnkú ìbílê e. Śàlàyé ogún jíjç ìgbàlódé
b. Ìsìnkú ômôlëyìn Kírísítì, Mùsùlùmí àti AKËKÕÖ
bëê bëê lô a. Śe àbêwò sí ibi ìsìnkú ìbílê
d. Àtúnyêwò ogún jíjç ní ìlànà ìbílê b. Śe àbêwò síbi ìsìnkú ômôlëyìn Kírísítì àti ti Mùsùlùmí
e. Ogún jíjç ní ìlànà ìgbàlódé d. Śe ìròyìn ojúmi to fún àwôn çlçgbë wôn lórí àbêwò wôn sí irúfë ìsìnkú mëtêêta.
OHUN-ÈLÒ ÌKÖNI
• Àwòrán ìjókòó àwôn àgbà níbi tí wön ti ń pín ogún
• Àwòrán àwôn tó gbé òkú tí wön ń tu adìyç ìrànà níwájú rê.
• Fídíò ìsìnkú àti àsìkò ogún pínpín.
13. ÀTÚNYÊWÒ ÊKÖ
14. ÌDÁNWÒ

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YORÙBÁ
SSS 3 TÁÀMÙ KEJÌ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÈDÈ: Àtúnyêwò gbogbo ìsõrí gbólóhùn, ìpàrójç àti ìsúnkì OLÙKÖ
ÀKÓÓNÚ IŚË a. Śàlàyé oríśiríśi ìsõrí gbólóhùn
a. Gbólóhùn abödé, gbólóhùn oníbõ, alálàyé, ìbéèrè àti àśç, b. Śàlàyé ìyàtõ tí ó wà láàrin gbólóhùn kõõkan
gbólóhùn alákànpõ, oníròyìn, alátçnumö àti gbólóhùn d. Sô oríkì ìpajç, ìsúnkì àti ìyöpõ fáwëlì
ìyísódì e. Sô òfin tí ó de ìpajç, ìsúnkì àti ìyöpõ fáwëlì
b. Oríkì ìpajç, òfin ìpajç, fáwëlì àti köńsónáýtì pípajç ç. Béèrè ìbéèrè löwö akëkõö
d. Ìyöpõ fáwëlì f. Yán kókó sójú pátákó
e. Oríkì ìsúnkì AKËKÕÖ: a. Tëtí sí àlàyé olùkö lórí oríśiríśi ìsõrí gbólóhùn àti ìyàtõ wôn. b. Da àwôn àpççrç ìsõrí gbólóhùn
ç. Ìbáśepõ tí ó wà láàrin ìpajç àti ìsúnkì. tí olùkö kô sójú pátákó kô sínú ìwé. d. Béèrè ìbéèrè löwö olùkö. e. Dáhùn ìbéèrè olùkö
ç. Śe àkôsílê sínú ìwé rç
OHUN-ÈLÒ ÌKÖNI: Pátákó ìkõwé
2. ÀŚÀ: Àtúnyêwò àwôn õnà ìbánisõrõ OLÙKÖ
i. Àrokò: oríśiríśi a. Śàlàyé ohun tí ìbánisõrõ jë
ii. Oríśiríśi õnà tí a lè gbà pàrokò b. Śàlàyé oríśiríśi õnà ìbánisõrõ tí ó wà láyé àtijö àti òde òní
iii. Ìyàtõ láàrin ìpàrokò láyé àtijö àti òde òní d. Śàlàyé ìdí tí sísô èdè abínibí fi pôn dandan.
iv. Ìwúlò àrokò AKËKÕÖ: a. Sô ohun tí ìbánisõrõ jë
ÀKÓÓNÚ IŚË b. Sô oríśiríśi õnà ìbánisõrõ láyé àtijö àti òde òní
a. Ohun tí ìbánisõrõ jë d. Sô õrõ láwùjô
b. Oríśiríśi õnà ìbánisõrõ láyé àtijö e. Jíròrò lórí ìdí tí a fi gbödõ máa sô èdè Yorùbá.
d. Oríśiríśi õnà ìbánisõrõ láyé òde òní. OHUN-ÈLÒ ÌKÖNI: Àwòrán àmì ìpàrokò bí i owó çyô, ìkarahun ìgbín, ìgbálê, ìyarun àti bëê bëê lô. Àwòrán
e. Pàtàkì sísô èdè abínibí àwôn àmì àrokò tòde òní. Fídíò çni tí ó ń sõrõ láwùjô.
3. LÍTÍRÈŚÕ: Àśàyàn àwôn ìwé ewì alohùn (ìwé méjì) OLÙKÖ
ÀKÓÓNÚ IŚË a. Śe àlàyé kókó õrõ àwôn ewì alohùn náà fún akëkõö
a. Kókó õrõ inú àwôn ewì alohùn náà b. Śe àlàyé ìlò èdè inú àwôn ewì náà
b. Ìlò èdè inú àwôn ewì alohùn náà d. Tç êrô fídíò fún wôn tàbí darí akéwì alohùn láti ké àwôn ewì náà
d. Àśà àti ìśe Yorùbá tó súyô nínú àwôn ewì alohùn náà e. Tö akëkõö sönà láti ké ewì bí i méjì tàbí mëta láti inú àwôn ewì alohùn ìwé wôn
e. õgangan ìró ewì alohùn tí a kà. ç. Fa àśà Yorùbá tó jçyô nínú ewì náà
Àwôn akéwì (êsìn/ iśë wôn). Ìlù, ijó ti wön ń lù sí i. Àkókò tí OHUN-ÈLÒ ÌKÖNI: Ìwé ewì alohùn tí a yàn. Fídíò àti fönrán tí a gba ewì alohùn sí. Akéwì alohùn
wön máa ń lo ewì náà. Kíké àwôn ewì alohùn náà.
4. Ìdánwò

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TECHNICAL DRAWING
SSS 3 – FIRST TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 FREE-HAND SKETCHING AND DRAWING Teacher: Explain the principles of free-hand sketching. Guides student in sketching in
Principles of free hand sketching of hand tools used by builders stitching hand tools.
and engineers e.g. hammer, saws, spanners etc Students: Make free hand sketches of hand tool
Teaching materials: Hand tools, posters.
2 ENGINEERING DESIGNS AND WORKING DRAWING Teacher: Explains engineering design processes. Guides students to design useable
Engineering design process and preparation of working drawing engineering items e.g. funnels, opener sparer etc. Guides students in the preparation of
e.g. plans, elevations etc. engineering work drawings.
Student: Select and deign a useable engineering item. Preparer the working drawing of
chosen item.
Teaching materials: Drawing instruments and model.
3 SCREW THREADS, FASTENER AND DEVICES teacher:
type of screw threads e.g. v-threads ,square buttress and display and describes type of screw threads
active etc and fasteners
type of fastener and their user e.g. bolt, nuts, studs screws etc students:
identify type of screw threads and fasteners
teaching materials
bench vice, bolts, screws nuts etc .

4 SCREWS, THREADS, FASTENERS AND DEVICES. Teacher:

Types of locking devices and their application e.g. lock, nut Guides student in the conventional represent of locking devise fastener and screw
washers, slotted nut keys, spines threads
Students:
Draw screw threads fasteners and locking devices using conventional symbols
Teaching Materials:
Lock nut scoffed nut keys, spines and pins

5 ENGINEERING WORKING DRAWINGS. Teacher:

Example of machine parts e.g. brackets, sleeves cylinders etc Guides student to prepare working drawing of simple machine parts e.g. crank and pedal
Student;
Prepare working drawing of simple machines past
Teaching materials
Crank and pedals

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6 ENGINEERING WORKING DRAWINGS Teacher:

Example of machine pasts e.g. block piston, connecting rod Guides students to prepare working drawing s of simple machine parts eg piston, crank
etc and commenting rod
Student :
Prepare work drawing of simple machines parts
Teaching Materials:
Piston, connecting rod crank
7 ENGINEERING WORKING DRAWINGS Teacher: Guides students to prepare working drawings of machine assembles to incarnate
Machine assemblies e.g. parallel clamps, water taps bolts and nuts.
Students: Prepare working drawing of machine assemblies
Teaching materials: Parallel clamps. Water tap.
8 ENGINEERING WORKING DRAWINGS Teacher: Guides student to prepare working drawings of machine assemblies to
Machine assemblies e.g. bearing barring bracket and pulley incorporate locking devices e.g. keys
Students: Prepare working drawings of machine assemblies
Teaching Materials: Bearing bracket and pulley
9 SECTIONS AND SECTION L VIEWS Teacher: Guides the students to draw sectional view of machine part and assemblies
Type of section revolving section off centre etc. Students: draw various sectional views of machine parts and assemblies.
Teaching materials: Diagrams, figures and charts.

10 SECTION AID SECTION L VIEWS Teacher: Guides student to draw sectional view of a building.
Sectional view of buildings Students: Draw the sectional views of a building
Teaching materials: Building drawings and models.
11 SECTION AND SECTIONAL VIEW Teacher: Guilds student to draw sectional views of a machine component
Sectional view of machine components Student: Draw the sectional views of a machine component
Teaching material: Machine parts and models.
12 Revision Revision
13 Examination Examination

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TECHNICAL DRAWING
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 COMPUTER AIDED DRAWING Teacher:
Building designs using Corel draw and Harvard graphics Guides the students to use the computer to design buildings.
etc. Student
Design buildings using the computer
Teaching material
Computer and appropriate software.
2 COMPUTER AIDED DRAWING Teacher:
Engineering drawing using Corel draw and herald graphics Guides the students to use the computer.
etc. Students:
Design engineering item using the computer.
Teaching materials
computer and appropriate soft ware
3 BELIEVE PRINT READING Teacher:
Reading and interpretation of building drawings Guides students to read and interpreted building drawings.
Student:
Read and interpret building drawings and visits to sites
Teaching material
Blue print of building drawings
4 BLUE PRINT READ Teacher
Reading and interpretation of engineering drawings. Guides students to read and interprets machine details.
Students
Read and interpret machine details and visits to machine shops.
Teaching materials
Blue print of engineering drawing.
5 Revision Revision
6 Examination Examination

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BASIC ELECTRICITY
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 TRANSFORMERS Display a transformer, draw its diagram, and identify the parts.
-Identification of a basic constructional feature of a transformer. -Connect a transformer and read the input and output voltage/current.
-Working principles of a transformer. -Calculation of a transformer ratio. -Illustrate calculation of transformer ratio.
2 TRANSFORMER EFFICIENCY Display sample types of transformer, illustrate calculation of transformer efficiency
-Classification of transformer by phase and by core. -Definition of using formulae.
transformer efficiency. - Calculation of transformer efficiency.
3 TRANSFORMER AND LOSSES & TRANSFORMER COOLING. Calculation of transformer losses, illustrate various cooling methods, use a type of
-Sources of transformer losses. energy to explain.
-Types of transformer losses.
-Effects of transformer losses.
4 ENERGY AND ENERGY CONVERSION Illustrate various cooling method, use a type of energy to explain, demonstrate
-Definition of energy energy conversion e.g mechanical to electrical as in electric motor.
-Types of energy
-Symbol and unit of energy
-Concept of energy conversion
-Relationship between various types of energy.
5 ILLUSTRATION TEST Carry out tests on completed installation.
Types of illustration test.
6 ELECTRICAL INSTALLATION FAULTS Illustrate common faults e.g open circuits, short circuits, earth faults etc.
-Fault location in completed installation.
-Fault remedy in completed installation.
7 EARTHING Describe various methods of earthing using samples of accessories.
-Importance of earthing
-Methods of earthing.
-Earthing accessories.
8 PROTECTIVE DEVICES Display various types of protective devices.
-Definition of electrical protective devices.
-Purpose of protective devices in electrical installation.
-Types of protective devices.
-Identification of protective devices.

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9 PROTECTIVE DEVICES Install fuses and circuit breakers in a given installation.

-Principles of operation of protective devices.
-Function of protective devices.

10 ELECTRICAL APPLIANCES Display functional electrical appliances.

-Definition of electrical appliances.
-Classes of electrical appliances.
11 Practical Practical

12 Revision Revision

13 Examination Examination

BASIC ELECTRICITY
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 ELECTRICAL APPLIANCES Demonstrate steps in trouble-shooting electrical appliances, methods of proper handling of
-Electrical appliances trouble-shooting. electrical appliances, repair simple electrical appliances.
-Electrical appliances maintenance.
-Electrical appliance repairs.
2 NUMBER SYSTEM Carry out mathematical operations in different bases.
-Number base
-Calculation involving number bases.
-Conversion from one number base to another.
3 LOGIN GATES Display samples of login gates.
-Definition of logic gates.
-Symbols of login gates. -Application of logic gates.
4–5 REVISION GENERAL REVISION
6-7 MOCK EXAMINATION

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BASIC ELECTRONICS
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 AMPLIFIER The teacher defines and explains the principle of amplifier. The students participate in
Concept and principles of amplifier. discussion.
Instructional Materials: Pictures of amplifier circuits.
2 AMPLIFIERS The teacher discusses the classes of amplifier, based on operating characteristic.
Classes of amplifier; bipolar, JFET, MOSFET, etc Students copy notes.
Instructional Materials: Pictures of amplifier.
3 AMPLIFIER The teacher lists the applications of amplifier. Students copy notes.
Applications of amplifier, e.g radio frequency, audio and Instructional Materials: Chart of applications of amplifiers.
intermediate frequency.
4 FEEDBACK CIRCUIT The teacher discusses types of feedback amplifier.
Principles of feedback and types of feedback amplifiers e.g Students ask questions and copy notes.
positive and negative feedback. Instructional Materials: Chart of diagrams of feedback amplifiers.
5 OSCILLATOR The teacher explains the principles of oscillator.
Concept of oscillator and feedback. Instructional Materials: Chart of oscillator.
6 OSCILLATOR Teacher lists and explains types of oscillator.
Types of oscillator e.g. tuned collector, Hartley oscillator and Students copy notes. Diagram of oscillator.
colpit oscillator etc.
7 OSCILLATOR Teacher guides students to state the applications of oscillator.
Applications of oscillator e.g. telecom, alarm clock, computer
etc.
8 SATELLITE The teacher explains the concept of satellite communication and the principles of
Concept and principles of transmission and reception system in transmission and reception system.
satellite.
9 SATELLITE The teacher explains the principles of operation of dish/ LNB, frequency change, video
Principle of operation of satellite receiver section e.g. dish/LNB, crystal.
decoder, MPV, audio section. Instructional Materials: Charts
10 SATELLITE The teacher leads the discussion on types of satellite dish and LBN. Students identify
Types of satellite dish and LNB sections of a telephone.
Instructional Materials: Pictures of different GSM phones.
11 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) The teacher explains the operation of telephone. Students identify sections of a telephone.
Principle of operation of telephone. Instructional Materials: Pictures of different GSM phones.
12 Revision and Examination
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BASIC ELECTRONICS
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 INFORMATION AND COMMUNICATION The teacher explains the operation of internet system. Students ask and answer questions.
TECHNOLOGY (ICT) Instructional Materials: Chart of operation of internet system.
Operation of internet system.
2 INFORMATION AND COMMUNICATION The teacher explains the operation of Global System Mobile (GSM) phones.
TECHNOLOGY (ICT) Students draw the block diagram of GSM phones, pictures of different GSM phones.
Operation of global system mobile (GSM) phones. Instructional Materials: Pictures of web connection.
3 CONTROL CIRCUITS The teacher explains the concept of control circuits, state types of control circuit.
Concept of control circuits and types of control Students participate in discussion.
circuits. Instructional Materials: Charts and software on control circuits.
4 CONTROL CIRCUITS The teacher explains principle of operation of control circuits. Students participate in discussion.
Principles of operation of control circuits. Instructional Materials: Charts and software on control circuits.
5 SERVO-MECHANISM The teacher explains the operation of servo-system. Students participate in discussion.
Operation of servo-system. Instructional Materials: Charts of objects that operate on the principles of servo- system e.g. car
doors, boots, and relays.
6 SERVO-MECHANISM The teacher explains applications of servo-system, e.g. car doors and boots, reflects photo-electric
Application of servo-system, e.g. in car doors, and rays etc.
boots reflects photo-electric rays etc Students ask and answer questions. Copy notes.
Instructional Materials: Charts of objects that operate on the principles of servo- systems, e.g. car
doors, boots and relays.
7 ENTREPRENEURSHIP IN ELECTRONICS The teacher explains business opportunities In electronics. Students listen attentively.
Business opportunities in electronics. Instructional Materials: Video clip.
8 ENTREPRENEURSHIP IN ELECTRONICS The teacher explains sources of fund for business take-off. Students ask questions.
Sources of fund for business take-off. Instructional Materials: Business proposal.
9 ENTREPRENEURSHIP IN ELECTRONICS The teacher explains budgeting. Students copy notes.
Budgeting. Instructional Materials: Visit to electronic business premises.
10 ENTREPRENEURSHIP IN ELECTRONICS The teacher explains business management. Students copy notes. Instructional Materials: Visit to
Business management. electronic business premises.
11 Revision Revision
12 Examination Examination

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HOME MANAGEMENT
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Test Interpretation
1- Interpretation of given test.
2- Time plan
3- Guidelines in making a time plan
2- Pregnancy and child development 1- Explain the meaning of pregnancy and child birth process.
1- The reproductive system of a woman and man. Students: 1- Listen to teacher. 2- Ask and answer questions.
2- Explanation of the following terms – ovulation, fertilization, signs of Learning materials: chart.
pregnancy.
3- Pre-natal / antenatal care, advantages.
4- Child birth preparation
5- Stages of labour.
6- Post – natal care and advantages.
3- Pregnancy and child development 1- Discuss babies layette and care of a baby.
Baby’s layette 2- Leads students to discussion.
1- Meaning and contents of baby’s layette. Students: take part in class discussion.
2- Factors to consider when selecting and buying baby’s layette.
3- Care of a baby.
4- Weaning of a baby.
4- Care of a toddler - Explain weaning and steps of weaning.
Parenting
1- Meaning and care of a toddler- feeding, hygiene etc.
2- Bowl and bladder control.
3- Meaning, importance and responsibilities of parents- modeling
mentoring, provision etc.
5- Child development and care - Discuss the topic.
1- Meaning of child development, related terms. - Guides students to discussion.
2- Principles of development. Students: listen and participate in class discussion.
3- Factors that affect development and growth. Learning materials: charts.
4- Types- mental, physical, social etc.

6- Common ailments in children - Discuss the topic with the students.

- Types, causes prevention and treatment of each type.
7- Common ailments in children - Explain immunization and play in early childhood.
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Immunization- meaning and schedule. Toys and play materials- Students: listen and copy notes.
1- Meaning of play. Learning materials: real objects e.g. toys of different types.
2- Importance of play.
3- Types of toys.
4- Factors to consider when choosing/selecting and buying toys.
8- Home health care - Discuss the topic with the students.
1- Common home accidents. Students: listen and ask questions.
2- The home medicine chest/first aid box and its contents. Learning materials: real objects.
3- Basic first aid to be given to accident victim in the home.
9- FOOD PURCHASING - Explains factors to consider when buying meat, fruits etc.
1- Factors to consider when buying- meat, tubers, grains, fruits and Students: participate in class discussion.
vegetables.
2- Guidelines and procedures for purchasing foods.
3- Wise purchasing practices- importance of wise purchasing.
4- Advantages and disadvantages of live purchase.
5- Record keeping.
10- Market survey 1- Leads students in discussion.
1- Roles of co-operatives in consumerism. 2- Gives assignment.
2- Meaning of market and market survey. Students- listen to teacher and carryout assignment.
3- Uses and importance of market survey, procedure for market survey. Learning materials: charts.
11- Market
Types of markets e.g. stock market and e- market etc

12- Advantages and disadvantages of each type.

13- Revision and Examination Revision and Examination

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HOME MANAGEMENT
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1- Sanitation in the home. 1- Explains sanitation in the home.
1- Meaning and importance of sanitation. 2- Takes students out to clean drains.
2- Drainage system, types, cleaning. Students: participate in cleaning of gutters.
3- Maintenance and repair of blocked gutters, sinks.
4- Household waste and disposal.
2- Household pests. - Explains pest and types. Guides students in discussion.
Meaning of pests, types, effect and control.

3- Kitchen plan, hygiene and safety. - Leads students in discussion of kitchen hygiene.
1- Kitchen plans- types. Students: participate class discussion.
2- Personal kitchen hygiene. Learning materials: real objects- kitchen utensils.
3- Safety measures in the kitchen.
4- Kitchen equipment and utensils; types, uses and
maintenance.
4- Table setting and meal services. 1- Explains table setting and table wares.
1- Types of table setting and meal services. 2- Guide students in the discussion of good host and hostess.
2- Table wares. Students: participate in class discussion.
3- Entertainment, occasion for entertainment e.g. wedding etc. Learning materials: real objects for preparing simple dish.
4- Guidelines for entertainment.
5- Plan for occasion.
6- Characteristics of a good host and hostess.
7- Practical (prepare a simple dish for entertainment).
5- Test interpretations.
Practical continues in all the various topics covered.

6- Revision Revision
7- Examination. Examination.

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FOOD AND NUTRITION

SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Consumer education Teacher:
1- Meaning of consumer education. Explains the meaning of consumer education.
- Principles of consumer education. Discusses the disadvantages of impulse buying and the concept of
- Rights of consumer education. consumer agents and their operations.
- Importance of consumer education. Students:
2- Consumer agents. Participate in class discussion, ask questions and copy notes.
- Marketers-definition and types e.g. distributors, hawkers, sales agents, Learning materials:
network, wholesalers and retailers. A chart showing distribution network.
3- Government agencies and their regulations:
- World food agencies.
- Regulations and functions.
- Federal and state agencies.
- Functions and regulations.
2 Food budgeting Teacher:
1- Meaning of food budgeting. - Explains the meaning of family budget. Prepares an imaginary
2- Types of budgeting (primary and secondary budget). budget for a family.
3- Factors influencing food budgeting. Students:
- Shopping list. Participates in class discussion, ask and answer questions and write an
- Petty cash. imaginary food budget for a family.
- Food cost. Learning materials:
4- Making a price list and preparing food budget considering the A chart showing an imaginary food and family budget.
nutritional need of family members.
3 Choice and storage of food stuff. Teacher:-
1- Storage equipment. - Guides the discussion on bulk purchasing of food, factors affecting
2- Storage of perishable and non-perishable foods. food selection.
3- Factors affecting selection. - Explains how to use some storage equipment and compare price
4- Bulk purchasing. of various goods.
- The shopping list Students:-
- Market survey Participate in the discussion, prepare some foodstuffs for storage.
- Cost analysis. Learning materials:-
5- Meaning of common terms price list, food list, bulk buying, commercial Charts on storage facilities and samples of perishable and non- perishable
foods, homemade foods, brand name, net weight, gross weight. foods.

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4- ICPC Teacher:
1- Definition, function of ICPC. - Explains consequences of family food budget misappropriation
2- Penalties for such offences. Students: Participate in the discussion, ask and answer questions
3- Misappropriation of family food budget e.g. diversion of food budget to
personal usage.
5 Nutritional needs of the family. Teacher:
1- Meaning of the nutritional needs. Discussion on nutritional needs of different age groups, factors affecting
2- Nutritional need of different e.g. infants and children meal planning. Demonstrate how to prepare simple and adequate meal
- Adolescents for the family.
- Adults and the aged Students:
- Pregnant and lactating Participate in discussion and plan simple and adequate meals for the
3- Factors affecting meal planning. family.
4- Planning of adequate diet. Learning material: Food items, dishes cooking utensils.
5- Test interpretation.
6- Practical
6 Special diets. Teacher:
1- Meaning of :- Explain the meaning of terms e.g. vegetarian, invalid etc. Plan a day’s diet
- Vegetarian, invalid, convalescent, overweight, underweight, HIV/AIDS. for vegetarian, invalid etc.
2- Vegetarian diets. Students:
- Strict vegetarian Participate in discussion and plan a day’s diet for special needs.
- Lacto vegetarian Learning materials: - Charts showing diets for special needs.
- Lacto- ovo- vegetarian.
3- Invalid and convalescent diets.
4- Diet for persons suffering from:-
- Fever and infection.
- HIV/AIDS.
- Over weight and weight.
5- Practical.
7 The art of entertainment Teacher:-
1- Being a good host/hostess. Discusses entertainment with students.
- Planning ahead. Demonstrates different table setting.
- Issuing invitation. Students:-
- Receiving guests. Participate in the discussion and observe teacher’s demonstration.
2- Table settings. Learning materials:-
- Formal table settings. Table setting materials and a chart showing different types of table
- Informal table settings. setting.

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3- Serving of foods.
- Waiting at table.
- Cleaning after meals.
4- Being a good guest.
- Response to invitation.
- Table manners.
5- Practical.
8 Cultural food habits. Teacher:-
1- Meaning of food habits and taboos. Guides the discussion on meaning of food, facts and fallacies, traditional
2- Food habits. dishes and foreign dishes.
- Facts and fallacies. Students:-
- Taboos. Participate in the discussion, ask and answer questions.
3- Traditional and foreign dishes e.g. Nigerian, Indian, American, Chinese Learning materials:-
and other African countries. Cut out photographs of intercontinental dishes, posters and charts.
4- Practical.
9 Food for special occasions. Teacher:-
1- Special occasions. Discuss food for special occasion and demonstrate the preparation of
- Weddings, thanksgiving services, birthdays, naming etc. food for special occasions.
2- Special foods. Students:-
- Fried rice, jollof rice, pounded yam/ soup, moi-moi, semovita/ soup. Participate in the demonstration.
3- Practical. Learning materials:-
Charts showing the different occasions and accompanying dishes.
10 Beverages Teacher:-
1- Types of beverages. List alcoholic and non-alcoholic beverages.
- Alcoholic e.g. beer, wine etc. Explain how to prepare different fruit juices and drinks and coffee and
- Non-alcoholic e.g. coffee and tea, cocoa drink, milk and egg drink, fruit tea.
juices and drinks. Students:-
2- Nutrive values of the drinks. Participate in the discussion and practice in groups to prepare fruit juice
and coffee and tea.
Learning materials:-
Sample of some alcoholic and non-alcoholic beverages and fruit juices.
11 Revision Revision
12 Examination Examination

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FOOD AND NUTRITION

SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1- Rechauffe (left-over Cookery) Teacher
1- Meaning of rechauffe Lead discussion on meaning of “rechauffe” left over food, packaging and storage
2- Use of left-over food in making new dishes. of left over foods. Demonstrate how to prepare some leftover foods.
- Rechauffe of meat. Students
- Rechauffe of vegetable. Participate in the discussion and observe teacher’s demonstration and packaging
- Rechauffe of fish. of left over foods.
- Rechauffe of other foods. Learning materials
3- Practical. Cut out photograph of displayed leftover food.
2- Food study (Meat) Teacher
1- Types and cuts of meat we use for meal preparation e.g. beef, veal, Displays types of meat and cuts.
pork, larub, mutton, goat, game, offals, liver, heart, kidney, etc. Demonstrate the cooking methods.
2- Factors to consider when choosing meat. Students: Identify the different type of cut and meat. Practice cooking some meat.
3- Nutrive value of meat. Teaching and learning Materials:- Samples of different cuts of meat. Chart
4- Methods of cooking meat. Showing some different cut s of meat.
5- Advantages and disadvantages of each method.
6- Practical.
3- Food study (poultry) Teacher
1- Types of poultry e.g. chicken, broiler, turkey, goose, game. Leads a discussion on poultry.
2- Factors to consider when choosing poultry. Demonstrate poultry preparation using different cooking methods.
3- Nutrive value of poultry. Students
4- Preparation of poultry for cooking. Identify the different types of poultry. Practice preparation and some cooking
5- Advantages and disadvantages of each method. methods.
6- Practical. Learning material
Pictures of different types of poultry.
4-5 Mock examination. Mock examination.

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CLOTHING AND TEXTILES

SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 ART ELEMENTS IN DECORATIVE WORK Teacher: Demonstrates how to make collage using different materials.
Collage – thread, sand, bottle filling etc Resources: Beads, sand, broken bottles, board template etc.
(Practical)
2 NEEDLE CRAFT Teacher; Discusses knitting abbreviations and demonstrates knitting stitches
i. Knitting – abbreviations Resources: Knitting pins, wool etc
ii. Starting to knit (methods)
iii. Knitting various patterns – ribbing, garter, stocking, stitches
etc. (practical)
3 NEEDLE CRAFT Teacher: Guides students in the making of the decorative articles.
- Knitting decorative articles – food cover, cap, stockings etc. Resources: Knitting pins, wools etc
(Practical)
4 INFORMATION COMMUNICATION TECHNOLOGY (ICT) Teacher: Explains the meaning and role of computer in clothing and textiles.
i. Meaning of ICT Demonstrates how to use the internet and how to use the computer to create
ii. Role of computer in Clothing and Textiles e.g. use of designs.
computerized sewing machine. Resources: Compute system.
iii. Computer technology and globalization in clothing and textiles
(obtaining information from the internet)
iv. Computer aided textiles designing
v. Use of computer in pattern drafting e.g. use of Corel draw.
5 ICT Teacher: Demonstrates how to use the computer to create designs
Textile Designs Resources: Samples of computerized textile designs.
i. Monogramming
ii. Embroidery
iii. Other computer aided designs
6 CONSUMER EDUCATION Teacher: Explains the definition, principles and rights of consumers and the
i. Definition disadvantages of impulsive buying.
ii. Principles Resources: Chart on Consumer Education
iii. Rights of consumers
iv. Disadvantages of impulsive buying
7 CONSUMER AGENTS Teacher: Leads the discussion on types of consumer agents.
- Market Resources: chart on consumer agents. (Pictures)
- Distributors

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- Hawkers
- Mobile shops etc.
8 GOVERNMENT AGENCIES Teacher: Discusses the rules and regulations of Government Agencies guiding
- Government Agencies and Regulations guiding the clothing and Clothing and Textiles Production.
textiles Industry e.g. Consumer Protection Council (CPC) Resources: Chart.
9 COMMUNITY PROGRAMMES Teacher: Discusses the meaning and importance of community programmes.
i. Cooperative societies – definition and importance Resources: charts on community programmes
ii. Advantages and disadvantages.
10 MASS MEDIA Teacher: Leads the discussion on meaning, types, advantages and disadvantages of
i. Definition mass media.
ii. Types e.g. electronic – radio, television. Print – newspaper, Resources: Pictures of mass Media types.
magazines, journals etc
iii. Advantages and disadvantages
iv. The role of mass media in fashion business – advertisement
11 MODELLING EDUCATION Teacher: Explains the meaning and skill of modelling
i. Meaning of modelling Resources: Charts on modelling
ii. Basic modelling skills
- Figure types in relation to modelling
- Good grooming and modelling
12 MODELLING EDUCATION Teacher: Explains the roles of posture, costume, culture and dressing in modelling.
i. Posture and modelling Resource: Pictures
ii. Costume and modelling
iii. Culture and dressing in modelling
13 Revision Revision
14 Examination Examination

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CLOTHING AND TEXTILES

SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 ENTREPRENEURSHIP IN CLOTHING AND TEXTILES Teacher: Explains the meaning and skills in entrepreneurship.
i. Meaning of entrepreneurship Resources: Chart
ii. Entrepreneurship skills in clothing and textiles e.g. integrity,
self-confidence, diligence etc.
2 ENTREPRENEURSHIP Teacher: Leads the discussion on small scale businesses in clothing and textiles.
Small Scale Businesses in clothing and textiles Resource: Pictures of different small-scale business.
i. Clothing merchandising sales of fabrics, sewing accessories
etc.
ii. Interior decoration
iii. Hat and bead making
iv. Dress making/tailoring
v. Textile designing – tie dye, batik etc.
3 ENTREPRENEURSHIP Teacher: Explains apprentice training programmes and list Nigerian fashion
i. Apprentice training programmes Designers and their areas of interest.
ii. Renowned fashion designers in Nigeria e.g. Dakova, Vans Kere, Resources: Pictures of fashion parades.
Emel, Kunlex etc.
4-10 REVISION Teacher: Guides on how to answer questions correctly.
WAEC and NECO past practical, Essay and Objective questions Resources: Past questions paper.

11-12 EXAMINATION

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DATA PROCESSING
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1 Indexes -Defines indexes
-index architecture -explains index’ architecture clustered and non – clustered
-types of indexes -lists and explains types of indexes e.g. print map, dense etc with their differences
-primary and secondary indexes -explains how data entries are organized in order to support efficient retrieval of data
-indexes using composite search keys. -explains features of primary and secondary indexed
Students to listen and participate actively.
Instructional Resources: Computer sets, library card.
2 Data Base Security -leads the students to define data security
-introduction to db security -leads the students to define access control.
-access control -lost and explains various ways of ensuring access control e.g. password security,
-methods of access control authentication etc.
students should listen and participate actively
Instructional Resources: Computer sets, library cards.
3 Data Base Security -State and explain the roles of database administrator in ensuring security e.g. insuring
-role of the database administrator in security password
-encryption -leads the students to define encryption and decryption
-state basic types of encryption (symmetric and public key encryption) students takes note
on teachers explanation
Instructional Resources: be the internet

4 Crash Recovery Leads the student to define crash recovery and explains the functions.
Introduction to arise Uncle pass
Other recovery Explain arias notations e.g. Log Seguin Number(LSN)
Relates date stricture Explains other recovery related structures such as database, backup and redo logs
Write ahead log Defines write ahead
protocol Protocol
Students to listen and participate actively in class
Instructional Resources: charts
5 Parallel and Defines the terms, parallel and distributed databases
Distributed Database Explains the architecture for parallel database (systems in parallel shared memory, shared
-architecture for parallel database dish etc.
-introduction to distributed database Students to listen and participate actively instructional resources chart

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6 Parallel and Distributed Databases -States the importance of distributed and parallel DBMS architecture
-Distributed DBMS architecture -List distributed DBMS architecture e.g storage devices multiple computers etc
-Storing data in a distributed DBMS Students to listen and participate actively instructional resources chart
7 Networking -Leads the students to define a computer network, internet and intranet
-Meaning of networking -Lists and explains terminologies network modes, topology
8 Networking -Leads the students to define network topology
-Networking topologies -shows illustrations of the different types of topology e.g. bus, starring, mesh, tree, line etc
-students should show these topologies using printed components in groups
Instructional resources pictures of computer in a network.
9 Networking -Lists and explain the different types of networks – LAN, WLAN, WAN, MAN, SAN, CAN, PAN,
Types of networking and DAN with examples students should listen and make notes
Instructional resources pictures of computers in a network
10 Computer Virus -Leads the students to define computer virus
-Meaning of computer virus -Give examples of virus (Trojan)
-Examples of virus -state how they are contacted(internet programs infected flash etc)
-Sources -leads the students to identify warning signs of computer virus
-Virus warning syns -guide the students to identify anti – virus software (AVAS, AVG, MIFEC etc.
-Virus detection and prevention Instructional resources pictures of anti virus packages computer system with anti – virus
software installed .

11 Maintenance of Computer II -Explains the process of maintaining computer hardware in detail students to copy board
-Details of Hardware maintenance summary in the note books
Instructional resources computers scraps in the lab.
12 Maintenance of computer II -guides students on the procedure for software maintenance in details
-details of software maintenance -students should be allowed to format system and install software’s .
Instructional resources software and hardware computers
13 REVISION
14 EXAMINATION

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DATA PROCESSING
SSS 3 – SECOND TERM
WEEK TOPIC / CONTENT ACTIVITIES
1 CAREER OPTIONS IN I.T Leads students to some computer profession e.g. application analyst
date processing professions in computer Business analyst
Data Base administrator
Certified Software Manager etc
Identify computer professions functions
Instruction Resource: Charts
2 Career Options in Data Processing Leads students and guides them to identify the qualities of a good professional e.g. responsive
Qualities of a good professional knowledgeable, trustworthiness etc
3 CAREER OPTIONS IN IT DATA PROCESSING Enumerates professional computer bodies in Nigerian e.g. computer professionals of Nigeria
Nigeria Information Technology Development Agency
Nigeria Internet Registration Association etc.

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FISHERIES
SSS 3 – FIRST TERM
WEEK TOPIC CONTENTS ACTIVITIES
1 MATERIALS AND Various types of gears: Present materials to students
METHODS OF Traps Hooks and line Cast nets Gill nets
HARVESTING FISH Drag nets Scoop nets Traw nets Practical
2 FISHING Various fishing crafts: Demonstrate the use of various gears and
- Dug-out canoe Wooden/flat botton canoe crafts
- Motorized canoe Dingy Trawlers
Methods of harvesting fish:
Hooks and line Netting Pond draining Impairing-spearing
Electrofishing Ultrasonic Trawling Pond draining – using
scoop net Practical
3 FISHING Construction and mending of the gears. - Practical Demonstration of the processing methods
4 POST HARVESTING Processing: Guide the students to identify various
PROCESS - De-gutting De-gilling De-scaling (for fish with scale) materials in processing, preservation and
- De capitation (in case of large fish) - Washing packaging
- Materials for processing Knife, basin, tables, cutting slabs, etc. Practical
5 POST HARVESTING Methods of preservation: Practice post harvesting process
PROCESS Sun-drying Wet-smoking Dry smoking Frying Freezing
Filleting Canning Salting(brining) Practical.
6 POST HARVESTING Packaging materials Students should give their own examples
PROCESS Nylon, cardboard box, baskets. Practical
7 POST HARVESTING Primary and Secondary markets Identify other markets
PROCESS Fish mongers Bars/restaurant Super markets Hotels
8 Brood Stock Selection Different between male and female sexually matured fish using sex organs. guide to students in the breed stock
and Handling - Striping them to know the stages of sex gemmates (eggs and milt) selection and handling
- Qualities of good breed: Hardy/active; Have matured gemmated; Fairly big size;
Broad stock handling:
Ensure that transportation takes place in the morning or late in the evening.
Allow a short period time (48 hours to one week) in a breeding compartment,
Ensure careful handling of the breeders to avoid stress.
9 ARTIFICIAL BREEDING Meaning to manipulate the sexually matured fish to spawn or reproduce. Demonstrate the striping of male and female
- Processes involved fish
10 ARTIFICIAL BREEDING Processes involved Demonstrate the process involved.
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11 ARTIFICIAL BREEDING Importance of artificial breeding Ask and answer questions

- To obtain fish seed
- To obtain large quality of seed fish
- To obtain high quality hybrids
- To make fingerlings readily available
12-13 Revision/Examination Revisions/Examinations Revision/Examinations

FISHERIES
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Artificial Breeding Cont. Various steps involved:
- Brood stock selection
- Conditioning of brood stock
- Inducement of brood stock
- Stripping the brood stock
- Fertilization (Mixing the milt and egg)
- Incubating the fertilized egg in an aquarium or hatch- e.g tank/troughs etc
Activities:
Demonstrate the various steps in artificial breeding
2 Managing and Nursing Fish seed The Nursing Processes
- Aaeration;
- Feeding with natural food organism (planktons) after four days.
- Introduction of artificial feeds (powdered feeds after one week)
Activities: Demonstrate the various processes in nursing fish seed
3 Managing and Nursing Fish seed Management Processes
- Separating dead/unfertilized eggs from the hatchlings
- Monitoring water quality (especially the dissolved oxygen Do, temperature etc)
- Transferring out doors to nursery tanks/ponds after 21 days
- Sorting the shooters/jumps from the stunts
- Rear or raise the jumpers separate from the stunts.
Activities: Demonstrate the management processes

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MARKETING
SSS 3 – FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Planning for a Personal Marketing outlet The teacher explains sources of funds for marketing outlets.
- Sources of fund The teacher explains methods of identifying good marketing locations. The students participates in
- Identify a good market location discussion
Instructional Materials
Diagrams, Charts
2 Planning for a personal marketing outlet The teacher organizes a seminar on setting up a personal marketing outlet
- Setting up and operating a marketing Instructional Materials
outlet Resource persons
3 Purchase, supply and merchandizing of goods The teacher explains the process of purchasing and supplying of goods and services.
and services The students listen and participates in discussion
- Purchase and supply of goods and Instructional Materials
services. Consumer goods
4 Purchase, supply and merchandizing of goods The teacher discusses the methods of pricing.
and services The Students demonstrate advertising skills
- Selling and bargaining skills Instructional Materials
Organizational goods of various types.
5 Purchase, supply and merchandizing of goods The teacher explains how to manage funds appropriately.
and services The students participate in discussion
- Fund management. Instructional Materials
Charts
6 Marketing mix (4 ps) The teacher explains marketing mix and explains product and price
- Explanation of marketing mix(4Ps) The students participate in the discussion
- Product and price Instructional Materials
- Products of different kinds
- Charts
7 Marketing Mix (4Ps) Cont. The teacher explains promotion and place extensively.
- Explanation of promotion and place The students participate in discussion
Instructional Materials
- Market/shops
- Radio advert
- Pictures
8 Distribution (types and functions) The teacher defines distribution and explains the types of distributions

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- Distribution – Meaning Instructional Materials

- Types of distribution - Charts
- Magazines
- Pictures
9 Distribution Cont. The teacher guides students to discuss the channels of distribution and to identify
- Channels of distribution The students ask questions
Instructional Materials: - Magazines, pictures, charts
10 Merchandising The teacher demonstrates packaging, branding and labelling of products.
- Merchandising – Meaning The students observe teachers demonstration
- Features of merchandising Instructional Materials: - Handbills, flyers, Magazines
11 Elements of marketing The teacher explains marketing, explains differences between marketing and selling.
Marketing –Meaning The students participate in discussion.
Differences between marketing and selling. Instructional Materials: - Productions, demonstrations, chart.
12 REVISION
13 EXAMINATION

MARKETING
SSS 3 – SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Marketing Concepts The teacher discusses the various marketing concepts
Meaning of marketing concept The students listen to the explanations
Concepts under which organization conducts marketing activities Instructional Materials
- The production concept - The product concept - Charts, products
- The selling concepts Marketing concept.
2 Marketing Concept (cont.) The teacher explains the various marketing concepts
- The societal marketing concept The students ask questions
- The consumer orientation Instructional Materials
- Integrated organizational efforts - Chart, products
- Profit orientation
3 Business management The teacher explains meaning of business management. The teacher explains business
Meaning of business management resources and business objectives
Business resources Instructional Materials
- Man - Money - Materials Charts, diagrams, calendars, materials of different kinds, machines
- Machines - Opportunities - Business Objectives
4 – 12 Revision and Examination
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ANIMAL HUSBANDRY
SSS 3 – FIRST TERM
WEEK TOPIC CONTENT ACTIVITIES

1 ANIMAL IMPROVEMENT i. Definition of animal improvement i. Teacher guides the classroom discussion
ii. Aims/importance of animal improvement ii. Students participate actively in the discussion
2 ANIMAL IMPROVEMENT i. Methods of farm animal improvement i. Teacher guides the classroom discussion
- Introduction, advantages and disadvantages ii. Students participate actively in the discussion
- Selection, advantages and disadvantages
3 ANIMAL IMPROVEMENT i. Methods of farm animal improvement i. Teacher guides the classroom discussion
- Breeding, advantages and disadvantages ii. Students participate actively in the discussion
- Hybridization, advantages and disadvantages
4 ARTIFICIAL i. Meaning of artificial insemination i. Teacher guides the classroom discussion
INSEMINATION ii. Methods of artificial insemination ii. Teacher demonstrates semen collection
- Artificial vagina
- Massage method
- Electro-ejaculation
- Recovery of semen from vagina after service

5 PRACTICAL ON i. The teacher organizes visit to an established farm i. The teacher provides videos of artificial insemination for
ARTIFICIAL ii. The teacher displays artificial insemination students to watch
INSEMINATION equipment/tools.

6. ADVANTAGES AND i. Advantages of artificial insemination i. Teacher directs classroom discussion

DISADVANTAGES OF ii. Disadvantages of artificial insemination ii. Students participate actively
ARTIFICIAL iii. Teacher displays pictures/charts.
INSEMINATION
7 FARM ANIMAL DISEASES i. Define disease i. Teacher directs classroom discussion
AND AGENTS ii. State the disease-causing organisms ii. Students participate actively
iii. Discuss factors that predispose farm animals to iii. Teacher displays pictures/charts.
diseases
iv. Basic symptoms of farm animal diseases.

8 DISEASE CAUSING Discuss the disease-causing agents and their mode of i. Teacher directs classroom discussion
AGENTS transmission ii. Students participate actively

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i. bacteria
ii. virus
iii. fungi
iv. protozoa
9 LIVESTOCK PARASITES i. Meaning of livestock parasites/pests i. Teacher displays live parasites
AND PESTS ii. Classes of livestock parasites e.g. ectoparasite, endo- ii. Displays pictures of farm animals affected by parasite
pararsite. iii. Effects of parasites on farm animals
10 PRACTICAL ON FARM i. Visit to a veterinary clinic to observe live sick farm i. Students to watch videos of sick farm animals
ANIMAL DISEASE animals. ii. Observation of and collection of ecto-parasites ii. Students to make collection of animal parasites in the
of farm animals. iii. Observation of and collection of endo laboratory
parasites of farm animals
11 PRACTICAL ON FARM i. Visit to an established poultry farm. i. The teacher demonstrates control measures of farm animal
ANIMAL DISEASE ii. Students to observe the school poultry birds for parasites
symptoms of disease and write report on them.
12 REVISION
13 EXAMINATION

ANIMAL HUSBANDRY
SSS 3 – SECOND TERM
WEEK TOPIC CONTENTS ACTIVITIES
1 Prevention and control I). Methods of disease control I). The teacher directs the classroom discussion
of farm animal diseases - Quarantine - Vaccination - Inoculation - Hygiene II). The students participate actively in the class
- Good feeding - Rotational grazing etc.
2 Prevention and control i). Methods of parasites control I). The teacher directs the classroom discussion
of livestock parasites - Isolation - Hygiene - Use of chemicals - Rotational grazing II). The students participate actively in the class
3 Practical on livestock i). Demonstration of various disease and pest control methods in the school Students are assigned to control disease in the school
disease and parasite farm. ii). Visit to a veterinary clinic to observe the animal health workers farm animals
control
4-12 REVISION/MOCK/WAS
SCE/SSCE

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BOOKKEEPING
SSS 3 – FIRST TERM
WEEK TOPIC – CONTENTS ACTIVITIES

1 Control Ledger: Teacher Activities:

i) Meaning of control ledger i) Define control ledger
ii) Classification of control ii) State the classification of control ledger
iii) Uses of control ledger iii) Outline the uses of control ledger.
Student Activities:
i) Identify the items in the general ledger
ii) Make notes on the general ledger
Instructional Resources: A chart showing the formats of control ledger.

2 Control Ledger Teacher Activities:

i) Advantages and disadvantages of i) Outline the advantages of control account.
control ledger ii) Outline the disadvantage of control account.
ii) Preparation of sales ledger control. iii) Solve exercises on control i.e sales ledger control account.
Students Activities:
-guide students in solving exercises on sales ledger control.
Instructional Resources: A chart showing the format of sales ledger control.

3. Control Ledger: Teacher Activities- solve exercises on purchases control ledger.

i) Preparation of purchases ledger control Student Activities- Guide students in solving relevant exercises.
Instructional Resources: A chart showing the format of purchases ledger control

4. Control Ledger: Teacher Activities-

i) Preparation of sales ledger control when Guide students in solving relevant exercises.
two balances are given. Student Activities- Practice more exercise on sales and purchase ledger control.
ii) Preparation of purchases ledger control Instructional Material: A chart showing the format of sale and purchases control ledger.
when two balances are given.

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5. Business organisation: Teacher Activities:

i) Meaning of business organisation. i) Define business organisation
ii) Explain the types of business ii) List and explain the type of business organisation e.g. sole, partnership, cooperatives
organisations. societies etc.
Student Activities:
i) Understand the meaning of business organisations.
ii) State the types of business organisations.
Instructional Resources:
Chart, pictures, magazine of business organisation.

6. Business organisation: Teacher Activities:

i) Enumerate the advantages and i) List the advantages and disadvantages of business organisations.
disadvantages of business organization. ii) State the features of business organisation.
ii) Outline the features of each types of Student Activities:
business organisation Understand the features and the advantages and disadvantages of business organisation.
iii) Take excursion to business organisation. Instructional Resources: A chart, pictures, magazine, annual reports.

Teacher Activities:
i) Defines capital
ii) Discusses the sources of capital
iii) Identifies the various sources of capital.
Students Activities:
i) Take notes on capital and its sources
ii) Mention various sources of capital and explain them.
Instructional Resources: picture, chart showing how shares are issued to public.

7 Sources of Capital: Teacher Activities:

i) Meaning of capital i) Mention the features of capital
ii) Identify various sources of capital e.g ii) List and explains types of capital
personal savings, loans from bank, Student Activities:
friends and relatives, plough back profit, Take notes on the features of source and types of capital.
issue of shares and debentures. Instructional Resources: Pictures, charts showing shares and debentures are issued to the puplic.

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Source of capital:
i) Outlines the features of sources of
capital.
ii) Explains types of capital

8 Entity Concepts: Teacher Activities:

i) Explain the meaning of concepts. i) Defines entity
ii) Explains the meaning of entity. ii) Defines concepts.
iii) Defies entity concepts.
Student Activities: understand the meaning of entity concepts.
Instructional Resources: photographs, videos, pictures.

9. Entity Concepts: Teacher Activities: list the features of entity concepts.

i) Features of entity concepts e.g legal Students Activities: understand the features of entity concepts and state them.
personality, ownership divorce from the
management etc. Instructional Resources:
Photographs, videos, pictures.

10. Entity Concepts: Teacher Activities: state the relevance of entity concepts.
Relevance of entity concepts. Student Activities- Understand the relevance of entity concepts.
Instructional Resources: photographs, videos, pictures.

11. Product and Service marketing: Teacher Activities:

i) Meaning of products i) Define product.
ii) Meaning of service ii) Define services
iii) Meaning of product and services iii) Guides students in differentiating products from services.
iv) Differences between product and Student Activities:
services. i) Copy notes on products and services.
ii) Understand the difference between product and services.
Instructional Resources:
Magazines, videos, posters. Samples of real objects.

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 NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

12. Revision Revision

13 Examination Examination

BOOKKEEPING
SSS 3 – SECOND TERM
WEEK TOPIC – CONTENTS ACTIVITIES
1. Product and Service Marketing Teacher Activities:
(Continue) Define marking
Meaning of marking. Student Activities:
Explain the meaning of marking.
Instructional Resources: magazines, pictorial poster , handbills.

2. Types of products and services. (product Teachers Activities:

and service marketing): Enumerate the various types of product and services
- Outline the various types of Students Activities:
products and services. Understand the types of product and services and copy notes.
Instructional Resources: magazines, pictorial posters, and handbills.

3. Product and Service Marketing: Teacher Activities:

- Meaning of promoting products and States the means of promoting products and services
services e.g advertising, after sale Students Activities: Learner understands the various methods of promoting products and services.
service, guarantee period sales
discount.

4. Revision Revision

5. Examination Examination

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NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES