TABLE OF CONTENT

About Us..................................................................................Page 3
Chapter One
About SSS2 Scheme of Work...................................................Page 5
Chapter Two
Syllabus...................................................................................Page 6
Chapter Three
Recommended Textbooks.......................................................Page 14
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 About SSS2 Scheme of Work
The SS2 unified scheme of work reviewed by the Lagos State Government details
the curriculum for students in their second year of senior secondary education. It
builds on the foundation from SS1, preparing students for their final year and major
external exams like the WASSCE and NECO. Covering core subjects such as English
and Mathematics, along with various science, arts, and vocational subjects, the cur-
riculum focuses on both theoretical knowledge and practical skills. It aims to de-
velop well-rounded students with critical thinking abilities and real-world problem-
solving skills. Regular reviews ensure the curriculum stays up-to-date with educa-
tional standards and societal needs, fostering the development of competent indi-
viduals ready for higher education or the workforce.

The primary goals of the SSS1 scheme of work include:

 Providing students with the knowledge and skills needed for academic achieve-
ment and personal growth.
 Deepening their understanding of core subjects to prepare them for more spe-
cialized studies in SSS2 and SSS3.
 Enhancing their critical thinking, problem-solving skills, and ability to learn in-
dependently.
 Promoting ethical behavior, civic responsibility, and a dedication to lifelong
learning.
 Preparing students for external exams such as the West African Senior School
Certificate Examination (WASSCE) and the National Examination Council (NECO)
exams.
To boost student engagement and learning outcomes, the SSS2 scheme of work
utilizes various teaching methods, such as:

 Encouraging active participation through discussions, group work, and presenta-

tions.
 Including laboratory experiments, field trips, and hands-on activities to support
theoretical learning.
 Using digital tools and resources to facilitate learning and provide access to in-
formation.
 Involving students in projects that demand critical thinking, creativity, and col-
laboration.
 Introduction

Geography in SSS2 is a vital subject that expands students' un-

derstanding of the physical and human aspects of the world. The Lagos
state unified scheme of work on Geography provides a thorough knowledge
of Earth's landscapes, environments, and the interactions between human
activities and natural processes.
Students at this level study a broad range of topics, from physical ge-
ography, which includes Earth's structure, landforms, climate, vegeta-
tion, and water bodies, to human geography, focusing on population
distribution, urbanization, economic activities, and cultural landscapes.
Fieldwork is also a crucial part of the curriculum, o ering students hands-
on experiences through trips to various geographical sites.
Geography in SSS2 encourages students to critically consider the con-
nections between natural and human systems and the long-term impacts
of their actions. By providing a holistic understanding of the world, Geog-
raphy prepares students to be informed, responsible global citizens.
2 Chapter Two
Scheme of Work
First Term
LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES
OF WORK FOR SENIOR SECONDARY SCHOOLS
Geography Scheme of Work for Senior Secondary Schools 2(SSS2)
CLASS S.S.S.2
SUBJECT Geography
TERM First Term
WEEK TOPICS Learning Objectives
1 EXTERNAL PROCESSES AND By the end of the lesson, students should
LANDFORM DEVELOPMENT be able to:
(ACTION OF RUNNING 1. describe water as an energy system
WATER) 2. Identify the stages rivers and their
characteristics;
3. explain the processes associated with
each Stage;
and
4. describe the features assocaited with
each stage
of river and their benefit to man.

2 ACTION OF WIND By the end of the lesson, students should

be able to:
1. mention examples, types and
characteristics of deserts;
2. explain the processes of wind erosion;
3. describe the features of wind erosion
and
deposition; and
4. analyse man survival strategies in desert
environment.

3 GLACIAL ACTION By the end of the lesson, students should

be able to:
1. describe the characteristics of gradual
landform,
features and highland and lowland area
2. explain with examples the modes of
formation of
these landforms features; and
3. examine the economic importance of
glacial
landform features to man
4 ACTION OF WAVE By the end of the lesson, students should
be able to:
1. mention concept that are associated
with
coastland
2. explain the processes of wave erosion
3. outline the characteristics of features of
coastal
erosion and despositon; and
4. analyse the impacts of waves action on
man and
coastand.

5 CLIMATE II By the end of the lesson, students should

be able to:
1. Identify factors affecting classification
2. describe the Greek/Koppens
classification of
climate
3. identify and explain the major and
subcategories
of Koppen's classification system; and
4. enumerate the advantages and
disadvantages of
the classification types.

6 CLIMATE CLASSIFICATION By the end of the lesson, students should

be able to:
1. identify major world climatic types;
2. mention the location, areas and
characteristics
of each climatic type; and
3. analyse the relevance of words climatic
types to
man

7 MID TERM BREAK

8 VEGETATION By the end of the lesson, students should
be able to:
1. identify major world's vegatation types
2. describe the distribution and
characteristics of
world's vegetation types
3. discuss the factors affecting their
distribution
4. examine the economic importance of
vegetation
as an environmental resource.
9 ENVIRONMENTAL By the end of the lesson, students should
RESOURCES be able to:
1. define environmental resources
2. identify the different types of
environmental
resources
3. mention examples of each types of
environmental
resources ;and
4. discuss the importance of each type of
environmental resources to man.
10 RENEWABLE NON. By the end of the lesson, students should
RENEWABLE RESOURCES be able to:
1. differentiate the concepts of renewable
and
non-renewable resources
2. mention examples of renewable and
non-renewable resources; and
3. Night the and disadvantages of
renewable and
non-renewable resources

11 ENVIRONMENTAL PROBLEMS By the end of the lesson, student should

be able to:
1. explain environmental problems
2. identify types of environmental
problems;
3. state the causesof each environmenatl
problems;and
4. Discuss effects of environmental
problems
remediés.

12 REVISION
 Second Term
13 EXAMINATION

CLASS S.S.S. 2
SUBJECT Geography
TERM Second Term
WEEK TOPICS Learning Objectives
1 WELCOME TEST/ By the end of the lesson, student should
ENVIRONMENTAL be able to:
CONSERVATION 1. explain environmental conversation
2. discuss the different methods of
environmental
conservation; and
3. examine the need/importance of
environmental
conservation of man.

2 TRANSPORTATION IN By the end of the lesson, students should

NIGERIA be able to:
1. discuss be contributions of tansportation
to the
economic developmet of Nigeria
2. examine the problems of tansportation
in
Nigeria ; and
3. suggest solutions to transportation
problems

3 MANUFACTURING By the end of the lesson, students should

INDUSTRIES be able to:
IN NIGERIA 1. explain and classify industries in Nigeria
2. describe the major industrial zones in
Nigeria
and their associated Industries.
3.explain the factors affecting the location
of
industries in Nigeria
4.analyse the problems of manufacturing
industries
and suggest solutions to them
4 COMMERCIAL ACTIVITIES IN By the end of the lesson, students should
NIGERIA be able to:
1. identify major commercial areas in
Nigeria
2. describe the commercial activities that
are
associated with these areas,
3. highlight the contributions of
commercial
activities to the economy of Nigeria
4. appraise the influence of foreign
exchange
markets on growth of businesses in
Nigeria.

5 WORLD POPULATION By the end of the lesson, students should

be able to:
1. describe world population in terms of
size and
density
2. explain the structure and distribution
patterns of
world's population
3. examine the factors affecting population
distribution

6 WORLD POPULATION By the end of the lesson, students should

(CONTD) be able to:
1. analyse factors of population growth
2. explain reasons for rapid population
growth
3. examine the problems of high population
density
in the world
4. discuss ways of solving world population
problems

7 MID TERM BREAK

8 SETTLEMENTS By the end of the lesson, students should
be able to:
1. explain settlements
2. identify types cf settlements;
3. describe characteristic of urban and
rural
settlement,
4. examine factors influencing location of
settlements

9 SETTLEMENTS(CONTD) By the end of the lesson, students should

be able to:
1. explain the major settlement
2. identify types of settlements
3. analyse settlement pattern interaction
with
respect to migration, and
4. discuss urbanization problems and ways
of
solving them.

10 SOIL By the end of the lesson, students should

be able to:
1. explain soil
2. classify and describe types of soil
3. describe various stages of soil;
4. examine the benefits of soil to man

11 GEO-POLITICAL ISSUES By the end of the lesson, students should

(LAND be able to:
RECLAMATION) 1. explain land reclamation
2. explain the various methods of land
reclamation
3. examine the importance of land
reclamation to
man

12 REVISION
13 EXAMINATION
 Third Term

WEEK TOPICS Learning Objectives

1 WELCOME By the end of the lesson, students should
TEST/GEOGRAPHIC be able to:
INFORMATION SYSTEM(GIS) 1. identify source of data in GIS
2. collect data for GIS
2 LOCATION SIZE, POSITION By the end of the lesson, students should
ANDPOLITICAL DIVISION OF be able to:
AFRICA 1. describe the location and position of
Africa
2. describe the size and political divisions
of Africa
and associated island
3. idemtify the countries of Africa and their
capiatal
3 AFRICA RELIEF AND By the end of the lesson, students should
DRAINAGE be able to:
1. Identify and describe highlands and
lowlands
area of Africa
2. state the advantages and disadvantages
lowlands
in Africa
3. describe the drainage pattern of Africa:
and
4. highlight the main characteristics of
rivers and
lakes in Africa and their importance to
man.

4 AFRICA: CLIMATE AND By the end of the lesson, students should

VEGETATION be able to:
1. explain factors affecting climate in Africa
2. describe types and characteristics of
climate in
Africa
3. discuss types, characteristic and factors
affecting
vegetation distribution in Africa, and
4. analyse the economic importance of
climate and
vegetation to the people of Africa
5 LUMBERING IN EQUITORIAL By the end of the lesson, students should
AFRICA ZAIRE AND NIGERIA be able to:
1. explain lumbering and identify lumbering
area in
Zaire and Nigeria
2. explain the favourable factors and
method of
lumbering activities in the two countries,
3, discuss the problems of lumbering in the
two
countries and profer solutions to them
4. Compare and contrast activities in the
two
countries

6 IRRIGATION AGRICULTURE By the end of the lesson, students should

IN NILE BASIN AND THE be able to:
NIGER BASIN 1. explain factors that favour irrigation
agriculture
in Nile and Niger Basin
2. discuss crop types and methods of
irrigation
agriculture in use in both countries
3. explain contribution of irrigation scheme
to
economic development in the two
countries
4. analyse the problems of irrigation
agriculture and
suggest solutions to them.

7 MID TERM BREAK

8 PLANTATION AGRICULTURE By the end of the lesson, students should
IN be able to:
WEST AND EAST AFRICA 1. explain plantation agriculture in West
and East
Africa state its characteristics.
2. Identify areas of plantation agriculture in
the
regions and explain factors that favour
3. enumerate the importance of plantation
agriculture two regions. and
4, examine the problems of plantation
agriculture
in the regions and suggest possible
solutions.

9 FRUIT FARMING IN THE By the end of the lesson, students should

MEDITERRANEAN REGIONS be able to:
OF 1. explain fruit farming
AFRICA 2. identify area of fruit farming and types
of fruit
produced
3. explain factors favourable to fruit
farming in
mediterranean regions of Africa
4. examine the importaance and problems
of fruit
farming in mediterranean regions of Africa
10 HYDROSPHERE (OCEAN By the end of the lesson, students should
BASIN) be able to:
1. identify and describe the major parts of
the ocean
basin;
2. explain ocean salinity and he factors
that
determine the salinity of the oceans;
3. discuss meaning, causes, types and
effect of
ocean current on the adjacent coastlands;
and
4. examine the importance of the oceans
to man.
11 EARTHQUAKES By the end of the lesson, students should
be able to:
1. explain the meaning and causes of
earthquake:
2. describe the features associated with
earthquake;
3. identify regions of earthquakes
occurrence: and
4. analyse the effects of earthquakes on
man and his

12 REVISION
13 EXAMINATION
3 Chapter Three
Recommended Textbooks
Recommended Textbooks

The recommended Geography textbooks for SSS2 include but are not
limited to the following:
● Senior Secondary Geography by S.A. Emielu
Geographical Bureau Nig. Ltd
● Learning Solutions Senior Secondary Atlas by Learning Solutions
Learning Solutions
● Comprehensive Cert Geography by K. Ahmed, O Areora et al
University Press Plc SS 1- 3
● A New Geography of Nigeria (New Education) by Iloeje, N.P.
● Certificate Physical and Human Geography for Senior Secondary
School (West African Edition) by Adeleke, B.O., Leong, G.C
Ibadan: Oxford.
● A Practical Approach to Map Reading for WAEC C.by A Aso
Spectrum Books Ltd SS 1- 3
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