FEDERAL CAPITAL TERRITORY, ABUJA

J S S THREE (3)

2014 Edition
EDUCATION RESOURCE CENTRE
Federal Capital Territory, Abuja

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

2014 Edition

Third Edition: 2014

Produced by ERC Mini Press

 Table of Contents

Islamic Studies------------------------------------
Christian Religious Studies--------------------
Social Studies-------------------------------------
Civic Education------------------------------------
Security Education-------------------------------
History ----------------------------------------------

Hausa Language------------------------------------
Igbo Language---------------------------------------
Yoruba Language-----------------------------------

Basic Science---------------------------------------
Basic Technology----------------------------------
Physical & Health Education-------------------
Computer Studies (ICT)_------------------------

Home Economics----------------------------------
Agriculture-------------------------------------------
Entrepreneurship----------------------------------
 Forward

It is my pleasure to introduce the 2014 edition of the FCT 9-Year Basic

Education Teaching Scheme for the Junior Secondary School. The 9-year
Basic Education Curriculum was developed by the Nigeria Educational
Research and Development Council (NERDC) and approve by the National
Council on Education (NCE).

This current edition is developed by the Curriculum Development Division

of FCT Education Resource Centre (ERC) with active participation of
subject teachers recruited from both the public and private Junior
Secondary schools in the FCT.

It is my hope that this document will provide teaching guide for teachers
and make monitoring of curriculum implementation more purposeful and
result oriented for principals and Inspectors.

I wish to appreciate the effort of the FCT Education Resource Centre,

especially the Curriculum Development Division (CDD) for the production of
this very important teaching guide for effective implementation of the 9-year
Basic Education Curriculum at the Junior Secondary (Upper Basic) School
level.

Finally, I recommend the 2014 edition of the Junior Secondary (Upper

Basic) School Teaching Scheme to all our Public and Private Junior
Secondary (Upper Basic) Schools.

Kabir Usman

Secretary for Education

FCTA, Abuja

Acknowledgement
The introduction of the Universal Basic Education (UBE) and the New Basic Education
Curriculum prompted the review of the 2004 edition of the Junior Secondary School
Teaching Schemes.

This 2014 edition is brought in line with the 9-year Basic Education Curriculum
developed by the Nigerian Educational Research and Development Council (NERDC).
To produce a standard document, FCT Education Resource Centre (ERC) organized a
one week workshop for subject Specialists from FCT Universal Basic Education Board,
Public and Private Junior Secondary Schools and ERC staff to develop the Teaching
Schemes.

In this regard, I wish to register my unreserved gratitude to the Chairman, FCT

Universal Basic Education Board (UBEB) and Proprietors of Private Schools for
facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC
staff especially of the Curriculum Development Division who participated in the exercise.
They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R
Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs.
Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday,
Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia
Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara C., Mrs.
S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs.
Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr.
Ibrahim Dalhatu.

I specially thank all the staff of ERC Mini Printing Press and others who contributed in
various ways to the production of the teaching schemes.

We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the
Secretary for Education, Kabir Usman for their kind support.

Mrs. Ramatu A. Ibrahim

Director, ERC
2014

ENGLISH LANGUAGE

ENGLISH STUDIES

JSS3 FIRST TERM

WEEK THEME CONTENT ACTIVITIES
1. Resumption Test Resumption Test Resumption Test

2 Reading Reading for critical Teacher explains what

evaluation is required in critical
Reading for critical evaluation reading, students read
Meaning of critical reading materials presented in
and aspect of critical reading class e.g. passages on
road safety, drug use
etc. reading materials
e.g. magazines and
newspaper cuttings.

Writing Revision on composition To identify different

writing types of composition
Types of composition and list the elements of
Narrative composition e.g.
Descriptive selected topics and
Argumentative stories.
Expository

Listening and Speeches (phonemes) Teacher identifies and

speaking Long and short vowels e.g, /i/ produces materials for
and /i/ bee/be, head/hid, correct pronunciation of
heat/hit, beat/bit the target sounds in
context.

Grammatical Adverbials and tenses Read a given passage

accuracy Identification and use of and identify adverbials
adverbials such as frequency and tenses in the
passage.

Literature Non-African folktales Narrates non-African

Features of non-African folktales and discuss
folktales: didactic, the folktales.
entertaining and archaic.

3. Reading Reading for critical Guides and practice

evaluation critical evaluation of the
Essence of critical reading texts through extensive
and selected passages on discussion, either in
critical reading highlighting: groups or as a whole
- Facts class.
- Opinions
- Deductions

Writing Composition writing To re-arrange ideas

Types of composition generated in logical
Narrative, descriptive, sequence and produce
argumentative and expository in logical sequence and
 produce a draft:
introduction, body and
conclusion.

Listening and Speeches (Phonemes) Teacher emphasizes

speaking Consonants e.g. fall/vim, the correct articulatory
fish/van; four/love, movements in the
Mathematics and Machine. pronunciation of the
sounds and practices
the articulation of the
sounds emphasized by
the teacher in context.

Grammatical Adverbials and tenses Teacher guides

accuracy (a) Course or reason e.g. students to read a given
so that, in order, so as, passage.
(b) Purpose e.g. because,
for
(c) Condition e.g. unless,
if, until, provided
(d) Contrast e.g. yet,
though, although

Literature Non-African folktales Teacher leads students

Features of non-African to identify the features
folktales: of the non-African
- Didactic folktale.
- Entertaining
- Archaic

4. Reading Reading for critical Teacher demonstrates

evaluation how to differentiate
Explanation on the meaning facts and opinions and
of practice.
- Danger signs on our
roads,
- Types of danger,
- Signs on the roads
-
Writing Composition writing Teacher leads students
Arrangement of ideas in to review the draft (edit,
logical sequence proof read, review and
amend)

WEEK Listening and Speeches (Phonemes) Teacher emphasises

speaking Consonant clusters: e.g. the correct articulatory
respect, principle, tactile, movements in the
struggle. pronunciation of the
 sounds.

Grammatical Adverbials and tenses Practice the use of

accuracy Identification and use of adverbials and tenses
tenses e.g. present, past and and the use of tenses in
future using such topics as: sentence.
(a) Importance of peace
education
(b) Need for computer
literacy
(c) Indiscipline among
youths

Literature Non-African folktales Teacher leads the

Features of Non-African students to identify the
folktales: themes of folktales and
(a) Didactic to identify the moral
(b) Entertainment lessons in non-African
(c) Archaic folktales.

5. Reading Reading for critical Teacher explains

evaluation different methods and
Reading for speed techniques conditions for faster
- Surveying/scanning for reading.
main to read a lot of Teacher guides
materials, read non- students on techniques
text materials quickly and selections for fast
and to cultivate the reading.
skill of referencing.

Writing Composition writing Teacher guides

Composition on motor vehicle students to write
parts that need regular care composition on the care
e.g. radiator, brake, fluid, of a motor vehicle
engine. (internal)

Listening and Speeches (Phonemes) Selected materials and

speaking Intonation, stress and rhythm makes appropriate
Listening to speeches on the statements for students
following: to listen to like poems
(a) Human rights and passages. Excerpts
(b) Gender issues from magazines,
(c) Value re-orientation newspapers. Students
(honest, respect for identify accurately the
elders, punctuality) intonation patterns from
passages read.
Teacher provides
sample sentences,
paragraphs passages
 for identification of
intonation pattern for
questions command
and statements.

Grammatical Adverbials and tenses Teacher gives

accuracy Adverbs, conjunctions and examples of adverbs
prepositions such as really, badly,
Examples of adverbs, abroad, often etc.
conjunctions and prepositions Conjunctions: e.g. and,
in a given passage e.g. or, but etc
(a) The ideal family size Prepositions: e.g. in, by,
(b) Effects of adulterated out etc
drugs The adverbs,
(c) The dangers of conjunctions and
examination mal- preposition.
practice
(d) Effects of corruption in
a society.

Literature Lesson from myths/legends Teacher narrates a

African and non-African tales myth/legend to the
comprising of myths and students, students
legends listen, the teacher leads
students to retell and
explain the themes of
the myth/legend.

6. Reading Reading for Summary Teacher guides

Importance of reading for students to see the link
speed: between reading for
- The link between speed and
reading for speed and comprehension and
comprehension students practice
- Scanning, skimming reading, scanning,
and normal rate skimming and normal-
reading. rate reading.

Writing Letter writing Teacher guides

Types of letter writing students to identify the
(informal and formal) types of letter writing
and formats of letters.

Listening and Speeches (Phonemes) Teacher provides

speaking Listening to speeches on the sample sentences,
following: paragraphs and
(a) Peace education passages, students
(b) Conflict resolution practice with different
 (c) Drug abuse passages to identify the
(d) Road safety correct points of
pauses, and
appropriate rhythm.

Grammatical Adverbial, conjunctions Teacher leads students

accuracy and prepositions to identify the features
Functions of adverbs, and functions adverbs,
conjunctions and conjunctions and
prepositions. prepositions in the
passage.

Literature Lesson from myths/legends Teacher guides

Moral lessons from given students to identify the
myths/legends moral lessons in given
Myths-Story about ancient myths and legend and
gods and heroes and students identify the
monsters. moral lesson from
Legends-An old traditional myth/legend.
story that is usually not true.

7. Reading Reading for critical Teacher presents

evaluation materials like magazine
Suitable passages/stories cuttings, course books,
that illustrate topic sentences, supplementary readers,
key ideas and expressions pictures of fully kitted
that redirect attention to main road traffic
points on: management officials
(a) Road traffic and other relevant
management materials.
(b) Reading food labels Teacher guides
with understanding students to identify
(c) Safe storage of food topic sentences and
key ideas in different
paragraphs/passages
students read the
materials, identify topic
sentences and key
ideas and identify
words and expressions
that emphasis main
points.

Listening/speaking Speeches (phonemes) Teacher stresses the

Diphthongs e.g. /ei/ rail, sail, distinction exemplified
date, late. in minimal pairs e.g. /t/
/ou/ load, road, coat, boat tins, /th/ things, /d/ den.
/i/ fierce, theatre, hero, Students practice the
serious differences in sounds
 /ai/ child, wild, mild, might exemplified in minimum
/au/ stout, rout, drought, bout pairs.

Writing Formal letter Teacher leads students

(a) Opening and writes a model
(b) Salutation formal letter format e.g.
(c) Correct heading sample of formal letter.
(d) Body of the letter Students copy the
(e) Closing teacher’s model
(f) Signature addresses.

Grammatical Adverbial and tenses Identify adverbials and

accuracy Identification and use of tenses in the passage
tenses e.g. present, past and and practice the use of
future using such topics as: adverbials and tenses.
(a) Inter-ethnic marriages Use passages,
(b) Global warming manuals, texts and
(c) Drug abuse sentence strips.

Literature Prose To identify different

Types of prose: types of prose from
(a) Narrative story books,
(b) Descriptive supplementary readers,
other relevant
materials.

8. Reading Reading for summary Teacher guides

Suitable passages/stories students to use
that illustrate topic sentences, appropriate words and
key ideas and expressions expressions to
that redirect attention to main emphasis main points.
points on:
(a) Road traffic
management
(b) Reading food labels
with understanding
(c) Safe storage of food

Writing Letter writing: formal e.g.

Letter writing formal (1) Writer’s address (2)
conventional form of two the person the letter is
addresses: written
(a) Opening Opening: Dear sir or
(b) Salutation madam
(c) Correct heading Correct heading with
(d) Body of the letter capital letter s and
(e) Closing underline the heading.
(f) Signature Guide students to write
a letter and the
 students write formal
letter
(a) Employment
(b) permission
(c) editor of a
newspaper etc.

Listening/speaking Speeches: intonation, Provide passage,

stress and rhythm identify accurately the
Listening to speeches on the intonation pattern for
following: Inter-ethnic questions, commands
Marriages, highlighting. and statements and
Correct intonation, stress and also respond to
rhythm commands using
different intonation
patterns provide (a)
sentences strips (b)
excepts from
magazines,
newspapers (c) tape
recorder
Grammatical Adverbial, conjunction and Teacher guides
accuracy preposition students to identify the
Functions of adverbs functions of adverbs,
conjunctions and conjunctions and
prepositions. prepositions and make
sentences using
adverbs, conjunctions
and prepositions.

Literature Prose Teacher guides

Features of prose e.g. students to list the
(a) Plot features and engage
(b) Character the students in
(c) Style discussion of the story
(d) Setting theme line in short stories.

9. Reading Reading for summary Teacher introduces

Suitable passages/stories resource persons and
that illustrate topic sentences, guide students to
key ideas and expressions interact with them,
that redirect attention to the students ask and
main points on: answer questions from
(a) Road traffic resource persons and
management write down the key
(b) Reading food labels point of the lesson as
with understanding summarized.
(c) Safe storage of food
 Writing Letter writing: (informal) Teacher writes a model
Informal letter-one address: format sample of
(a) Opening informal letter. Guides
(b) Salutation the students to write
(c) Body of the letter informal letter:
(d) Closing (a) Friends
(b) Parents
(c) Brother or sister
etc

Listening/speaking Speeches: intonation, Present sample poems

stress and rhythm and plays for controlled
Passages and poems, and intensive practice
highlighting correct intonation, and recorded materials
stress and rhythms. for controlled practices.

Grammatical Active and passive verbs Teacher defines active

accuracy Identification of active and and passive verbs e.g.
passive verbs e.g. active (a) What is active verb?
verb: “The cat chased the (b) what is passive
mouse” verb. Explains to the
Passive verb: “The leaves are students.
being eaten by caterpillars”.

Literature Prose Engages the students

Types of prose in discussion of a
(a) Narrative prose a story narrative story and
or a description of descriptive prose.
event
(b) Descriptive prose

10. Reading Reading for summary Teacher demonstrates

Selected passages on critical how to differentiate
reading highlighting: between facts and
(a) Facts opinions and practice
(b) Opinions how to differentiate
facts from opinions.

Writing Composition, writing, Teacher guides

exposition students to list
Elements of composition: elements of
(a) Introduction composition and lead
(b) Body students to re-arrange
(c) Conclusion ideas generated in
Arrangement of ideas in logical sequence, draft
logical sequence of composition, renew
the draft (edit, proof
 read, review and
amend) students write a
composition.

Listening/speaking Speeches: (Phonemes) Teacher emphasises

Consonant cluster e.g. the correct articulatory
respect, principle, tactile, movements in the
struggle. pronunciation of the
sounds.

Grammatical Active and passive verbs Teacher leads the

accuracy Passive verbs students to read a given
Identification of active and passage and guide
passive verbs in given them to identify active
passages on: and passive verbs in
(a) Dangers of pre-marital passage.
sex
(b) Consequences of
negative peer
pressure.

Literature Prose Teacher guides the

Features of prose: students to write a story
(a) Plot-the story of a book and list features of
(b) Character-a person in prose.
a story “Harry is a
character in the book”.
(c) Style: a particular way
a book is written “she
has a wonderful style
of writing”.
(d) Setting: the place or
period of time the book
is written “she chose
Abuja as the setting for
her novel”.
(e) Theme “The main idea
or subject in a book”.

11. Reading Reading for summary Students read

Empowers us to read a lot of appropriately various
materials such as: reading materials and
(a) Newspaper answer comprehension
(b) Magazines questions that
(c) Cuttings demonstrate mastery of
Help us to cultivate the selected materials.
skill of referencing

Writing Various types of Diagram of a motor

 composition writing: vehicle showing regular
Narrative activities, regular care
Descriptive material e.g. water
Expository brake fluid, engine oil
Argumentative etc. Produce first draft
Composition on: motor of the composition and
vehicle parts that need guide the students to
regular care e.g. ‘radiator’, write.
‘engine’, ‘brake’, ‘fluid’ etc

Listening/speaking Speeches: intonation, Teacher provides

stress and rhythm sample sentences,
Making statements, paragraphs and
commands and questions passages, poems and
using the correct stress, plays, tape recorder,
intonation and rhythm. students practice
different passages to
identify the correct
points of passes,
appropriate rhythm and
answer questions
respond to commands
using different
intonation patterns.

Grammatical Modal forms Teacher provides

accuracy Identification of modals from passages from
selected passages based on recommended texts,
the following: supplementary,
(a) Patriotism readers, read and
(b) Discipline discuss.
(c) Benefits of reading
newspapers etc

Literature Poetry Teacher provides

Poetry types e.g. (a) dirge, poetry books, read
epic, lyric, dramatic etc selected poems discuss
and explain the content
of the poems. Identify
and list different types
of poetry e.g.
(a) Epic – poem
about great
events or
exciting
adventure.
(b) Lyric – words like
a song etc.
 12 Reading Reading for speed To correctly survey and
Surveying/scanning for main scan while reading
points selected reading.

Writing Summary Writing Identifying accurately

Identification of topic topic sentences from
sentences from given paragraphs in selected
paragraphs/passages newspaper/magazine
cutting and course
books.
Summarize given
passages or
paragraphs.

Listening/speaking Speeches: Intonation, Teacher makes

stress and rhythm statements, ask
Making statements, questions, gives
commands and questions commands using
and questions using the appropriate intonation
correct stress, intonation and patterns.
rhythm

Grammatical Active and passive verbs Teacher makes correct

accuracy Making sentences with active sentences using active
and passive verbs e.g. ‘The and passive verbs
cat chased the mouse’ (active
verb)
“The leaves are being eaten
by caterpillars”
(passive verb)

Literature Poetry Identify two aspects of

Poetry language the language of poetry
(a) Concise and write two simple
(b) Unique poems.
(c) High

13. Revision Revision Revision

14. Examination Examination Examination

ENGLISH LANGUAGE
J S S 3SECOND TERM

WEEK THEME CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption test

2 LISTENING/SPEAKING 1. Listening to 1. Identify correct

Intonation, stress and speeches on the intonation patterns for
rhythm following: statements, questions
- Human right and commands.
- Gender issues 2. recite poems using
- Value orientation appropriate rhythms
(e.g. honesty,
punctuality etc.)
- Peace Education
- Drug Abuse
- Global warming etc,
high light correct
intonation, stress
2. Making
statements,
commands and
questions using
correct stress,
intonation and
rhythm.

WRITING Types of Practice writing on

Composition composition: practically given topics,
narrative, descriptive, e.g. narrative,
argumentative, descriptive,
expository etc. argumentative,
expository etc.

GRAMMATICAL Adverbial and tenses, 1. Read given

ACCURACY adverbial of: passages to identify
Speech adverbial manners, purpose, adverbial and tenses
frequency, reason
etc. 2. Use adverbials and
correct tenses in
sentences.

READING Reading techniques 1. Explain different

Reading for speech and such as surveying, methods of foster
accuracy scansion and reading.
skimming.
2. Write notes on
techniques of fast
reading
3. Practice reading fast

LITERATURE Types of prose Students to:

Prose (fiction/non fiction):
narrative and 1. Read short stories
descriptive
2. List features of prose
and explain themes in
 the read stories.

3 LISTENING/SPEAKING 1. Long and short 1. Identifies/produces

Phonemes vowels materials for the correct
pronunciation of the
/i/ Bee /i/ be target sounds in
context.
Heed hi
2. Practice the
Heat hit
articulation of the
2. consonants and sounds.
clusters e.g. four/vim,
fish/van
Clusters= respect,
principle, struggle,
etc.
3. diphthongs e.g.
/ei/ = rail, sail, date,
late, etc.
/ou/ = coat, boat,
road, ……
/ai/ = child, wild,
might, mild, ……

WRITING Essentials in 1. Reading selected

Summary writing summary writing passages for summary.
- identification of topic 2. Identify at least two
sentences main ideas from a
passage.
- identification of key
ideas from different
passages

GRAMMATICAL Identification of weak 1. Write out words with

ACCURACY forms, word weak forms, order of
boundaries e.g. merit e.g. butter and
above, alone abound bread, leader of etc.

READING 1. Meaning of critical 1. Select passages and

Reading critical reading. practice reading for
evaluation critical evaluation.
- Aspects of critical
and its essence
- select passage in
critical work.
 LITERATURE Reading of the 1. Read and explain the
Prose recommended text recommended prose.
(Prose)

4 LISTENING/SPEAKING i. Phrases and 1. Practice more of the

question tags question tags from the
text book.
ii. Phrases =e.g. a
crop of ideas, a 2. Call students out to
queue of traffic etc. converse on tags and
answers.
iii. Question tags e.g.
- Dapo is a naughty
girl, isn’t she? (No,
she isn’t)

WRITING 1. Summary writing 1. Select and read

Writing skills appropriate materials
2. Essentials of for topic sentences and
summary main ideas.

GRAMMATICAL Use of words that 1. Select and bring

ACCURACY modify (adjective & colours to class for
Modifiers (Adjectives & adverbs) “smell, recognition and
adverbs) colour” etc. discussion.

READING Reading composition 1. Select a relevant

Reading to grasp passages from passage.
meaning selected text
2. Read in class,
answer questions and
explain content.

LITERATURE Reading Class room reading of

Prose recommended prose the prescribed text
text

5 LISTENING/SPEAKING Reading a descriptive Teacher selects a

Composition passage composition aspects descriptive passage for
of descriptive reading in class.
- Identify the features
that make it descriptive.
Describe your
classmate.

WRITING Narrative composition 1. Write a narrative

Writing skills essay in the fight you
witness recently.

GRAMMATICAL Introduction to Select and practice

 ACCURACY synonyms. Words words and their
Grammatical structure that mean nearly the synonyms.
and usage same or exactly the
same.

READING Chanting a poem: 1. Select poem to be

Chanting a poem observing the metric read out aloud
pattern, rhyme and
other sound effects 2. Reciting a poem that
rhymes.

LITERATURE Reading the 3. Students should read

Reading Prose recommended prose in turns as directed by
text. teacher.

6 LISTENING/SPEAKING Speaking skills Students should ask

(conversation among and answer question
students) among them to show a
pattern of conversation.

WRITING Summary writing Students to summarize

Writing skills a passage in a given
number of words
sentences or
paragraphs.

GRAMMATICAL Using modal verbs 1. Use modals and

ACCURACY and adverbials to make correct
Model verbs and express willingness sentences.
adverbials. and unwillingness.
2. Express willingness
and unwillingness.
3. Give further
examples of modal
forms

READING Reading selected A passage to be

Reading for points passages for main selected and read.
points

LITERATURE Reading 1. Class room reading

Prose recommended prose of the prescribed text.
text
2. An assignment on
the prose text

7 LISTENING/SPEAKING Asking and Students to be paired to

answering questions ask and answer
questions on general
academic issues.
 WRITING Informal letters: 1. Sample letters be
Letter writing studied from the main
- Letter to parents text.
- Letter to friends 2. Features of informal
letter be further
- Close relations etc.
emphasized.

GRAMMATICAL Using suffixes to form Practice formation of

ACCURACY new words from root new words using
Word building words suffixes e.g. Time –
timely, advantage –
advantageous etc.

READING Reading to analyze, Selected passages to

Critical evaluation judge and give be read and criticized..
opinion.

LITERATURE Reading the 1. Paired reading to be

Prose reading recommended text done
(prose)
2. Explanatory notes be
given.

8 LISTENING/SPEAKING Consonant sounds Words to consider such

/h/ in h- occurring and as Home (Hour), House
non – occurring (Honour) etc.
words.

WRITING Informal letter its 1. Sample of informal

Letter writing (futures) letters be considered
from the text.
Address, date,
salutation, body, 2. Students to practice
complementary, informal letter.
close, first name of
the writer only.

GRAMMATICAL The use of Students to practice

ACCURACY conjunctions, using “and”, “because”
Conjunctions prepositions and etc. Hello etc.
interjections.

READING Summarizing in a A selected passage to

Summary number of sentences. be read and
summarized.

LITERATURE Reading the prose The recommended

Prose reading text for themes, prose text be read and
characters and plot explained in class.
structure.
9 LISTENING/SPEAKING Intonation stress A suitable topic be
Intonation pattern pattern on speeches chosen for discussion
involving conflict to show intonation
resolution, gender pattern.
issues, giving
instructions.

WRITING Writing informal A model letter from the

Letter writing letters, letters of students’ text be
appreciation, letter of reviewed.
complaint

GRAMMATICAL The use of 1. Make sentences

ACCURACY conjunctions, using conjunctions
Use of parts of speech prepositions and
interjections 2. Make sentences
using prepositions and
interjections.

READING Listening to A passage be treated in

Comprehension comprehension class.
passage taken from
students’ prescribed
text.

LITERATURE Reading the text for Read the presented text

Prose mood, tone, to get the techniques
symbolism and and explain their usage.
imagery.
10 LISTENING/SPEAKING Contrasting the 1. Practice the use of
Consonant sounds voiceless /ɵ/ and the /ɵ/ in words such as:
voice /ə/. thought, think, through
etc,
WRITING Revising formal letter 1. Class work to write
Writing skills in letter Types: = letter to an application letter for
writing business employment as a clerk
organization, or teacher.
= letters of
application for
employment
= letter of query etc.
GRAMMATICAL Modal verbs and 1. Indicate correctly
ACCURACY other forms of modals from selected
Verbs expressing a wish passages.
2. Give own examples
of direct and indirect
modals e.g. ” I may see
you tomorrow” (Direct)
“He said he might see
 you the following day”
(Indirect)

READING Reading for major Students to read and

and minor points. draw out the points
Reading for points Selected passage from given passages.
from the students’
prescribed text.

LITERATURE Reading the 1. Read and explain the

recommended poem recommended poem.
Poetry study for theme, structure
and symbolism. 2. Assignment (Home
work) to analyze the
theme(s) and bring the
symbols used.

11 Revision Revision Revision

12 Examination Examination Examination

ENGLISH LANGUAGE
J S S 3THIRD TERM

WEEK THEME/SKILL TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption Resumption test Conduct of

test resumption test

2 Listening and Consonant Consonant /Ѳ/ Make a list of

speaking sounds and /ā/ contrasted words with /Ѳ/
in words and sounds
sentence
contexts. E.g. Make a list of
cloth/clothe, words with /ā/
breath/breathe, sounds.
thanks/then
Use them in
sentence contexts.

Grammatical Verbs Using model Practice the use of

accuracy verbs and other verbs in roper
forms to express context to take
permission. permission/give
permission.

Reading Identifying Reading Read a given

active and passages on (a) passage to identify
passive verbs Dangers of active & passive
premarital sex (b)
 the right to verbs.
education (c)
consequences of Teacher guides
negative peer students to make
pressure. such sentences.

Writing Skills in writing Composing a Teacher writes a

a poem. simple poem in a simple narrative
concise, unique poem
but high
language. Identify different
types of poems.

Literature Drama Introduction to the The prescribed

prescribed drama text to be
dramatic text e.g. read in class-
‘trafficked students as
victims’, dinner characters.
for promotion.

3 Speech (listening Consonant Consonants/s/ Make a list of

and speaking) sounds usage. and/S/ contrasted words with /s/
in word and sound.
sentence
contexts. Eg. Make a list of
Save /shave, words with /s/
suit/shoot, sound
sleep/ship etc.
Make
speech/sentence
with the words.

Reading Reading to Reading Select passage

grasp meaning passages to form student’s text
grasp meaning in to read.
various context.
Answer question to
show
understanding.
Distinguish form
facts and opinions.

Grammatical Correct use of Using modal Practice the use of

accuracy. verbs. verbs to express modal verbs to
obligation and express obligation
necessity. Eg and necessity.
ought’, might.

Writing Writing skills Descriptive Teacher to mention

composition the various aspect
ways to describe of good description
 accurately : (external
features/internal
features)
Students to write a
description of a
given subject
(person, thing,
process).

Literature Biography Biography of the The teacher should

playwright (the give a vivid
prescribed drama biography of the
text) playwright for
understanding.

4 Speaking and Consonant Consonant Make a list of

listening (speech sounds sounds /p/ and /b/ words with /p/
work) contrasted in sounds
word and
sentence usage. Make a list of
Eg. Peace/beat, words with/b/
purse/bus, sounds
parch/batch etc.
Make
speech/sentences
with the words.

Grammatical Verbs Modal verbs for Practice the use of

accuracy expressing modal verbs to
possibility. express possibility.

Reading Reading for Reading form Read selected

evaluation student text for passage and
evaluation. answer the
question on it.

Writing Writing Skills Expository List out various

composition: techniques in
Techniques of expository liability.
writing exposition.
Practice writing an
expository essays
eg. Processing
Garri/weaving etc.

Literature Drama Introduction to the Read the txet to

theme, setting explain theme
and plot of the setting (place &
prescribed drama time) and plot in
txet. the text.
 Explain the
concepts.

5 Speech Speaking & Speaking skills: Pair student to talk

listening conversation on a given topic.
among students. Eg. What you love
doing best.
Conversation
between senior Pair senior to talk
and senior etc. to junior in age.

Grammatical Ability Modal for Practice the use of

accuracy expressing ability. modal verbs for
expressing ability.

Writing Writing skills Writing a fare well List features of

speech speech
State who and how
to write fare well
speech.

Reading Reading for Listening/Reading Read a given

comprehension to comprehend. passage
Selected passage Answer question
form student text. on comprehension

Literature Review Discussion of the The prescribed text

text and summary should be
of it. discussed.

6 Speech Listening and Asking and Practice asking

speaking answering and answering
questions question form
Adults, Peers and
Mates.

Reading Comprehension Reading selected Pick and practice a

passage form passage.
student text for
comprehension.

Writing Writing skills Summary writing: Practice a

summarizing summary passage
points. from the students
book

Grammatical Ability Modals for Practice the use of

accuracy expressing ability modal verbs for
expressing ability.
 Literature Reading Highlight of the List out the main
main characters characters in the
and events in the prescribed text
text. (drama) and
discss.
List out main
events and
discuss.

7 Speech Intonation Rising and falling Practice speaking

(listening/speaking tone. Speaking in with rising and
) high temper and falling tone.
low temper.

Writing Writing skills Diary and record Vital points in

keeping keeping records
and diary.
Practice recording
information.

Reading Reading skills Reading for Choose

maximum appropriate
retention and passage to read for
recall (form retention and recall
students text).
Answer question
bothering on
retention and recall
of information.

Grammatical Adverbials modes of List out adverbials

accuracy expressing
restriction using Practice using
adverbials. them to express
restriction.

Literature Reading Revision of Practice answering

treated literature past question on
texts. the treated
literature texts.

8 Revision Revision Revision work Revision using past

question papers.
Treating student’s
question as they
ask.

9 - 12 Examination Examination Examination Conduct/invigilation

of examinations
 MATHEMATICS

MATHEMATICS
FIRST TERM JSS 3

WEEK TOPIC / CONTENT ACTIVITIES

1 BINARY NUMBERS Students:

i. Addition and subtraction of i. Add binary numbers
binary numbers ii. Subtract binary numbers
ii. Multiplication and division of iii. Multiply binary numbers
binary numbers iv. Divide given binary numbers
iii. Solving Quantitative v. solve Quantitative Reasoning problems
Reasoning problems on binary
numbers. Instructional Resources:
Flash cards
2 BINARY NUMBERS CONT. Students
i. Conversion from base ten to a. change numbers from base 10 to base 2.
binary b. change base 2 numbers to base 10 or any
ii. Conversion from binary to required base.
other bases.
iii. Applying binary numbers as Instructional Resources:
two way classification system a. Flash cards showing a typical
using punch card. conversion from base 10 to base 2.
iv. Using computer to do simple b. Punch cards.
mathematical calculations.

3 DIRECT AND INVERSE STUDENTS:

PROPORTION i. Solve problems on direct and inverse
i. Direct proportion proportion including practical problems.
ii. Indirect proportion
iii. Apply direct and inverse Instructional Resources:
proportions to practical problems. Direct and inverse proportions chart

4 RATIONAL AND NON- Students:

RATIONAL NUMBERS a. Identify rational numbers amongst a
i. Identifying rational and non- set of given numbers.
rational numbers. b. Determine practically the approximate
ii. Determining the approximate value of some non-rational numbers.
value of some non-rational
numbers. Instructional Resources:
iii. Determining the approximate Chart showing some non-rational numbers.
value of pi.
iv. Finding reciprocals.

5 PLANE FIGURES Students:

 Problems in measuration a. Derive formula for area of triangles.
involving: b. Use formula to find the area of
i. Area of triangles parallelograms, trapezia and circles.
ii. Area of parallelograms c. Solve Quantitative problems on areas.
iii. Area of trapezium
iv. Area of circles and sectors Instructional Resources:
v. Word problems involving area. Models of indicated shapes (Triangles,
Circles etc.)

6 FACTORIZATION OR Students:
ALGEBRAIC EXPRESSION a. Factorize simple algebraic
Factorization of expressions of expressions
the form: b. Use the quadratic equation box to
i. ax+ay factorize quadratic expression.
ii. 3m+pq+3p+mq
iii. a2 – b2 Instructional Resources:
iv. a2 – 2ab + b2 a. Quadratic equation box
v. Word problems involving b. Flash cards of problems
factorization.

7 EQUATIONS INVOLVING Students:

FRACTIONS a. Solve simple equations involving
i. Solving simple equations fractions
involving fractions. b. Translate word problems to algebraic
ii. Word problems leading to equations and solve them
simple equation involving c. Simplify expressions with brackets.
fractions
iii. Simplifying expressions Instructional Resources:
involving brackets. Flash cards of simple equations involving
fractions.

8 SIMULTANEOUS EQUATIONS
i. Solution of simultaneous
equations by substitution method
ii. Solution by elimination method
iii. Applying substitution and
elimination method of solving Instructional Resources:
simultaneous equations to real Flash cards with simultaneous linear
life activities. equations.

9 GRAPHICAL SOLUTION OF Students:

SIMULTANEOUS EQUATIONS a. Compute linear equations for different
i. Compiling table of values for values for the variable.
simultaneous linear equations. b. Presenting calculated values in
ii. Solving problems involving tabular form.
simultaneous linear equations in c. Obtain the solution of pair of
2 variables graphically. equations from the graph drawn.

Instructional Resources:
 i. chart of table of values
ii. graph board
iii. flash cards with simultaneous linear
equations.

10 VARIATION i. Solves problems on direct variation

i. Definition of variation ii. solve problems on inverse variation.
ii. Direct variation y=kx Instructional Resources:
iii. Inverse variation y= k/x -flash cards
-source for relevant information on direct and
inverse variation.
11 VARIATION Students:
i. Partial variation y=kx+c Obtain the constant and solve problems on
ii. Joint variation y = kpq, where k partial and joint variation.
is a constant.

12 WORD PROBLEMS Students:

i. Translate word problems into a. Translate word problems into
numerical expression algebraic expression
ii. Interpreting and solving given b. Solve given word problems.
word problems.
Instructional Resources:
Flash cards

13 Revision Revision
14 Examinations Examinations

MATHEMATICS
SECOND TERM JSS 3

WEEK TOPIC / CONTENT ACTIVITIES

1 CHANGE OF SUBJECT OF Students:
FORMULA i. Re-write a formula with a new subject
i. Changing subject in a formula ii. Substitute values into a given formula
ii. Simplifying expression by
substituting in formula. Instructional Resources:
Flash cards of formula

2 COMPOUND INTEREST Students:

i. Revision of simple interest a. Compute simple interest
ii. Solving problems on b. Solve problems on compound interest
compound interest
iii. Applying the use of Instructional Resources:
compound interest in daily life Source for information on compound interest
activities. e.g. fixed deposits.

3 VIEWS, PLANS AND Students:

SKETCHES a. Draw views of common solids
 Drawing views and plans of b. Draw plans of common solids.
common solids
i. cube and cuboids Instructional Resources:
ii. cone Models or cubes, cuboids, cylinders etc.
iii. cylinder
iv. sphere
v. prism

4 PROBABILITY Students;
i. Define probability a. Give practical examples of chance
ii. Use probability to estimate the events
outcomes of real-life problems b. Determine the probability of an event.
involving chance.
iii. Express probability as a Instructional Resources:
fraction Dice, balls, marbles, coins.
iv. Determine the probability of
events such as throwing a die,
picking a ball from a bag etc.

5 SIMILAR SHAPES
a. Identify similar figures :
i. Triangles (ii) Rectangles
iii. Squares, (iv) Cubes
v. Cuboids.
b. Identify the presence of similar
shapes in the environment.

6 ENLARGEMENT AND SCALE Students:

FACTOR i. Identify and collect similar shapes
i. Meaning of enlargement and ii. describe the meaning of enlargement and
scale factor scale factor
ii. enlargement shapes using iii. enlarge shapes using scale factor.
scale factor
iii. Calculating and comparing Instructional Resources:
lengths areas and volumes of Similar shapes of triangles, rectangles,
similar figures squares etc.
iv. Quantitative Reasoning
involving similar shapes.

7 TRIGONOMETRY Students:
i. Identify sine, cosine and Obtain since ratio of a given acute angle.
tangent of an acute angle as
ratios of sides of a right-angled Instructional Resources:
triangle. - Models of right-angled triangles
ii. using trigonometric ratio to - Flash cards with different problems.
solve practical problems
iii. applying trigonometric ratios
to solve word problems.
 8 SOLID SHAPES Students:
Problems in measuration a. Compute volume of cylinders and
involving: cones
i. volume of cylinders, cones b. Calculate the surface area and total
ii. surface areas of cylinder and surfaces area of cylinders and cones.
cones.
Instructional Resources:
- Cylindrical shapes.
- Models of cones
9 CONSTRUCTION Students:
i. Bisecting of line segments a. Bisect line segments
ii. Bisecting of angles b. Bisect given angles
iii. Constructing simple shapes c. Construct simple shapes

Instructional Resources:
-Mathematical set
-Chalkboard construction set.

10 CONSTRUCTION Students:
i. construction of angles of a. Construct angle 90o
various sizes 90o, 60o, 45o, 30o b. Bisect 90o to construct 45o
ii. copying a given angle c. Copy a given angle
iii. Constructing simple shapes. d. Construct a triangle with 2 sides and
an included angle

Instructional Resources:
- Mathematical set
- Chalkboard construction set.

11 Revision Revision
12 Examinations Examinations

MATHEMATICS
THIRD TERM JSS 3

WEEK TOPIC / CONTENT ACTIVITIES

1 STATISTICS Students:
i. Calculating mean of a given Find the range, mean, median and mode of a
data from raw scores given data.
ii. Obtaining median
iii. finding mode Instructional Resources:
iv. Finding the range of any given Source data from the school e.g. age of
date students.
v. Calculating mean and median
from frequency table.
 2 STATISTICS (DATA Students:
PRESENTATION) a. Rank given data
i. Frequency table b. Group or present data in tabular form
ii. Pictograms c. Draw an accurate pie chart to
iii. Ordering or ranking data represent given information.
iv. Representing and interpreting
data on a bar chart Instructional Resources:
v. Representing and interpreting Model pie charts and bar charts.
data on a pie chart.

3 VARIATION Students:
Revision of problem solving a. Solve problems on direct and inverse
involving: variation
i. direct (ii) inverse (iii) joint b. Solve problems on partial and joint
iv. partial variation. variation

Instructional Resources
-Source data on the different types of
variation.
-Flash cards.

4 APPROXIMATION Students:
Revision of approximation of a. Rounds off numbers to decimal places
numbers to: and significant figures
i. decimal place b. Rounds off numbers to a required
ii. significant figures degree of accuracy.
iii. required degree of accuracy

5 FRACTIONS (Revision) Students:

i. Addition and subtraction of a. Add and subtract fractions
fractions b. Multiply and divide given fractions
ii. Multiplication and division of c. Simplify algebraic fractions.
fractions.
iii. use of order of operations in Instructional Resources:
simplifying expressions with Flash cards.
fractions.
iv. Simplifying algebraic fractions
with monomial denominators.

6 RIGHT-ANGLED TRIANGLES Students:

i. Use of Pythagoras rule in a. Give the sine, cosine and tangent
finding missing sides of triangles. ratios of required acute angles.
ii. Pythagoras triples b. Identify Pythagoras triples
iii. Finding trigonometric ratios of
sine, cosine, and tangent using Instructional Resources:
sides of right angled triangles. Flash cards with different problems.

7-13 Revision and Revision and

 BECE Examinations BECE Examinations

NIGERIAN LANGUAGES (NL)

HAUSA LANGUAGE L1 FIRST TERM

ZANGO NA DAYA AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Garbatar da jimla mai harshen damo.
Misalimyaron nana baki gare shi, ta ci wake,
yaron ya koma.
2 HARSHE:
Takaitaccen bayani akan lokutan Hausa.
Misali – lokaci mai zuwa, lokacin yanzu da
lokaci wanda ya gabata
3 ADABI:
Nazarin saukakan rubutattun waƘoƘi masu
ɗango biyu-biyu zuwa uku-uku.
4 ADABI:
Gabatar da bayani akan rubtun zube.
5 AL’ADA:
Ma’anar tsaro da nau’o’ina. Misali – tsaron kai,
gida, gari, kasa ds.
6 AL’ADA:
Ma’anar sana’a da ire-irenta. Misali – noma,
Ƙiwo, rini, Ƙira, saƘa, dukanci, jima, ɗinki, gini,
ds.
7 HARSHE:
Amfani da baban baki ko karami a inda ya
dace.
8 ADABI:
Ci gaba da nazari akan zaɓaɓɓun rubutattaun
waƘoƘi. (A kula da zubi da salonta tare da
jigonta)
9 AL’ADA:
Bayani akan hukumomin tsaro da irin
ayyukansu. Misali- yau sauda, soja (sama,
kasa, ruwa) kwastan, jamian kula da shiga da
fice, yau saudan – ciki, da ganduroba.
10 AL’ADA:
Tsokaci akan muhimmancin sana’a. misali –
dogaro da kai, kare mitunci, samun abin
masarufi, haɓaka tattalin arziki ds.
11 ADABI:
Ci gaba da nazari akan rubutun zube , misali-
kula da zubi da tsarin labari tare da jigonsa.
12 HARSHE:
Haɗawa ko raba Ƙalmomi inda ya dace.
 Misali- kodayaushe, ci gaba, barkonon-
tsohuwa, matsattsaku, shasshaka, ds.
13 Bitar aikin baya/maimaitawa

14 Jarabawa

HAUSA LANGUAGE L1 SECOND TERM

ZANGO NA BIU AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’ana da nau’o’in fassara. Misali – ta baki
(tafinta), da ta rubutu.
2 ADABI:
Nazari da bayanin zababbun rubutattun wasan
ƘwaiƘwayo.
3 ADABI:
Ma’anar adabin baka da rukunoninsa. Misali –
waƘoƘin baƘa, tatsuniyoyi, labaran gargajiya,
zaurance, Karin nagana, waƘoƘin makaɗa ds.
4 AL’ADA:
Ma’anar kare-saye da haƘƘoƘin kare saye.
(kiyaye haƘƘoin mai saye daga mai sayarwa).
Misali – samum biyan buƘata, rashin illa ga
lafiya, samum bayani, ds.
5 AL’ADA:
Nazari akan hanyoyin haɓaka tattalin arziki na
zamani. Misali – noma da kiwo na zamani,
sarrafa kayan abinci.
6 HARSHE:
Cikakke bayani akan rubutacciyar fassara.
Misali – fassara mai yanci da mara yanci.
7 ADABI:
Ci gaba da nazari akan rubutaccen wasan
 ƘwaiƘwayo. (kula da jigo da salon wasa)
8 ADABi:
Ci gaba da bayani akan ruƘunonin adabin
baƘa.
9 AL’ADA:
Ci gaba da bayani kan haƘƘoƘin kare saye.
Misali – haƘƘin zaɓi, kai kuka, ilimantar da
kai, koke ds.
10 AL’ADA: Ci gaba da nazarin hanyoyin habaka
tattalin arziki. Misali – sana’o’in hannu na
zamani, da cinikayyar zamani
11 Bitar aikin baya/maimaitawa

12 Jarabawa

HAUSA LANGUAGE L1 THIRD TERM

ZANGO NA UKU AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 ADABI:
Ma’anar rubutaccen adabi da ruƘunoninsa
2 AL’ADA:
Ma’anar da misalan keta haddi. Misali – satar
mutane, safarar mutane, azabtar da yara da
gallazawa mata.
3 HARSHE:
Bayani kan auna fahimta da nau’o’in sa. Misali
– na wayar da kai, fasaha da ƘirƘire-ƘirƘire.
4 ADABI:
Ci gaba daa cikakken bayani akan rukunonin
rubutaccen adabi. Misali – rubutun zube,
rubutacciyar waƘa da wasan ƘwaiƘwayo.
5 HARSHE:
Ci gaba da bayani akan auna fahimta. Misali -
 fasahar Ƙwanfuta da sadarwa
6 AL’ADA: Illolin keta haddin al’umma. Misali –
karuwanci, Ƙangarewa, shaye-shaye, hauka,
ds.
7 Bitar aikin baya/maimaitawa

8 Jarabawa

HAUSA LANGUAGE L2 FIRST TERM

ZANGO NA DAYA AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ƙa’idojin rubutu misali-amfani da babban bakiko
Ƙaramin baki inda ya dace.
2 HARSHE:
Koyar da alamomin rubutu. Misali-aya, waƘafi,
karan ɗori, alaman motsin rai, baƘa biyu ds
3 HARSHE:
Koyar da kiɗaya daga 100-1000
4 HARSHE:
Sunayen zahiri da badini misali-zafi, sanyi, iska,
teburi, mota, kujera, d.s.
5 HARSHE:
Ma’anar insha’i da rabe-rabensa (na labari,
muhawara, bayani, rubutun wasiƘa.dis)
6 HARSHE:
Sigar rubutun wasiƘa misali-adireshi, kwanun
wata, gaugaur jiki. d.s.
7 HARSHE:
Hadawa ko raba Ƙalmomi inda ya dace.
8 ADABI:
 Ma’anar Ƙarin magana da misalai. Misali-komai
nisan jifa……..rabon Ƙwado…..d.s.
9 HARSHE:
Tambaya da amsa, hira tsakanin aboki.
10 HARSHE:
Koyar da rubutu da karatu a aji.
11 ADABI:
Koyar da halin da mutum ke ciki misali-farin ciki,
juyayi, bakin ciki (labarin zucuja a tambayi fuska)
12 HARSHE:
Ma’anar ingausa tare da misali. Misali-zanje
makaranta, ya tafi kasuwa d.s.
13 Bita/maimaita aikin baya

HAUSA LANGUAGE L2 SECOND TERM

ZANGO NA BIU AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’anar fassara da rabe-rabenta
2 HARSHE:
Fassara Ƙalmomin turanci zuwa hausa. Misali-
fassara Ƙananan jinloli da gajerun labarari.
3 ADABI:
Wayar da kai game da ciwon sida (hiv),da shan
miyagun kwayoyi.
4 HARSHE:
Kara Ƙarfafa bayani kan auna fahimta
5 HARSHE:
Koyar da Ƙalmomi tare da Ƙishiyoninsu.misali-
rayuwa-mutuwa,zauna-tashi d.s.
6 AL’ADA:
Abincin hausawa (ganyayen da hausawa keci)
misali-zogale,rama,dinkin,kauci,yadiya,alayyahu
 d.s.
7 AL’ADA:
Ma’anar sana’a da rabe-rabenta (ta mata da ta
maza)
8 AL’ADA:
Bayani kan sana’ar noma da kiwo
9 AL’ADA:
Bayani a kan Ƙira da wanzanci
10 AL’ADA:
Bayani kan sana’ar fawa da su.

11 Bita/maimaita aikin baya

12 Jarabawa.

HAUSA LANGUAGE L2 THIRD TERM

ZANGO NA UKU AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 ADABI:
Manar rubutaccen adabi da ire-irensa misali-
rubutun zube; wasan ƘwaiƘwayo, rubutattun
waƘoƘi).
2 ADABI:
Ci gaba da bayani adabi.
3 AL’ADA:
Ma’anar maganin gargajiya da ire-irensa.
misali-turare,shafi,sake-safi,sabara,dauri,d.s.
4 HARSHE:
Fassara Ƙananan Ƙalmomi

5 Bitar aikin. zangon karatu na ɗaya da na

biyu.
6 Bitar aikin zango karatu na uku.
 ASỤSỤ IGBO (L1)

JSS 3 TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. ỌNỤỌGỤGỤ (0-1000) IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ ọnụọgụgụ (0-5000) 1. Ịgụ ọnụọgụgụ
2. Ịgụ ọnụ ọgụgụ na-agarirị 2. Ịdepụta ọnụọgụgụ
(501-1000) 3. Ịrụgosi ọnụọgụgụ
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, kaadị mgbubam,
mkpụrụokute, dgz.

2. OMENALA IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa Omenala 1. Ige ntị
b) Ịgụ nwa aha na ndị o metụtara 2. Ikwu ihe gbasara omenala ndị e
c) Ịhụ nwata eze na ndị o metụtara depụtara
d) Mgbanwe na-abatagasị 3. Ikwu ihe a na-emegasị n’omenala
n’omenala ndị a ndị a
4. Ịkowa mgbanwe batarala
n’omenala
NGWA NKỤZI:
Eserese/foto, akwụkwọ ọgụgụ,
tepụrekọda, redio, tiivii na ihe ndị ọzọ
dabara adaba

3. AGỤMAGỤ: ỊGỤ IDUUAZỊ A IHE ỤMỤAKWỤKWỌ GA-EME

HỌPỤTARA 1. Ige ntị
a) Nkọwaodee akwụkwo,isiokwu, 2. Ịgụ akwụkwọ iduaazị a họpụtara
ndị nisiokwu akụkọ ya 3. Inye nkọwa mkpụrụokwu na okwu
b) Ọgụgụ akwụkwọ iduuazị ọhụrụ ndị batara n’ihe ha gụrụ
c) Nkọwa mkpụruokwu na okwu NGWA NKỤZI
ọhụrụ batara n’ihe a gụrụ Akwụkwọ Iduuazị a họpụtara

4. OMENALA IHE ỤMỤAKWỤKWỌ GA-EME

A i) Nkọwa Omenala 1. Ige ntị
ii) Ile ọbịa na mkpọpụta ihe ndị 2. Ikwu ihe banyere ile ọbịa
ụfọdụ ndị Igbo ji ele ọbịa. Ya 3. Ịkpọsịta ihe ụfọdụ ha na-ahụ e ji
bụ ihe ndị na- anọchi anya ọjị. eme ọjị / ele ọbịa
B) Ọmụmụ ilu na nkọwa ilu ụfọdụ 4. Ikwu ilu Igbo ndị ha maara na
dị mfe. nkọwa ha
 NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, foto/eserese

na-egosi ọjị na ụmụ ihe oriri ndị e ji

anọchite anya ọjị na ihe oriri ndị ahụ
n’onwe ha

5. AGỤMAGỤ: IDUUAZỊ IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ akwụkwọ Iduuazị a 1. Ịgụ akwụkwọ a họpụtara
họpụtara 2. Ịkọwa okwu ọhụrụ batara n’ihe ha
2. Nkọwa usoro okwu na okwu gụrụ
ọhụrụ ndị bata n’ihe a gụrụ 3. Ịjụ na ịza ajụjụ
3. Ntụle agwa ndị gbara elu NGWA NKỤZI
n’iduuazị Akwụkwọ iduuazị a họpụtara
4. Nchịkọta akwụkwọ ejije na ihe
mmụta sitere n’akụkọ

6. NSOROEDIDE IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa na ọmụmụ iwu 1. Ige nti,
ndakọrịtaụdaume 2. Inye ọmụmaatụ okwu nwere
b) Iwu nsụpe dịka o metụtara ndakorịta ụdaume
ndekọ na ndesa mkpụrụokwu 3. Ndepụta ụfọdụ mkpụrụokwu a
c) Ndepụta mkpụrụokwu ndị na-edekọ ọnụ na nke a na-edesa
nwere ndakorịta na ndị dara edesa
n’iwu ndakọrịtaụdaume NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, chaatị ụdaume,
kaadị mgbubam (flash card)

7. NSOROEDIDE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọrụ “na” na-arụn’ahịrị- 1. Ige ntị
okwu dịka mbuụzọ, nnye- 2. Ịkọwapụta ọrụ “na” n-arụ
makangwaa, njikọ na isingwaa. n’ahịrịokwu
b) Nkụzi “na” dịka Njikọ 3.Igosipụta ebe “na” na-arụ ọrụ di
c) Inyegasị ọmụmaatụ ha iche
n’ahịrịokwu iche
5.Imebe ahịrịowku iji gosiputa ‘”na”
dịka njikọ
NGWA NKỤZI
Kaadị mgbubam, akwụkwọ ọgụgụ,
ụgbọ ojii, chaatị, dgz.

8. ỤTỌASUSỤ IHE ỤMỤAKWỤKWỌ GA-EME

i. Ọmụmụ “na” dịka mbuụzọ 1. Ige ntị
ii. Inyegasị ọmụmaatụ ha 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka

mbuụzọ
3. Inye ọmumaatụ ha gasị
 NGWA NKỤZI
Kaadị mgbubam, akwụkwọ ọgụgụ,
ụgbọ ojii, chaatị, dgz.

9. ỤTỌASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọmụmụ “na” dịka isingwaa 1. Ige ntị
b) Ọmụmụ “na” dịka 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka
nnyemaka ngwaa Isingwaa na nnyemaka ngwaa
c) Iwepụtagasị ọmụmaatụ ha 3. Inye ọmụmaatu nke ha
NGWA NKỤZI
Kaadị mgbubam, akwụkwọ ọgụgụ,
ụgbọ ojii, chaatị, dgz.

10. A. IBI N’UDO IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa ihe bụ ibi n’udo 1. Ịkọwa ibin’udo na mpụ ule
b)Ụzọ dị iche iche e si ebi 2. Ikwupụta ọtụtụ ụzọ e si ebi n’udo
n’udo 3. Ikwu uru na ọghọm dị n’ibi n’udo
c) Uru na Ọghọm dị n’ibi n’udo 4. Ịkpọsita ụzọ e si eme mpụ ule
B. MPỤ ULE 5. Idepụta uru na ọghọm mpụ ule
a) Nkọwa ihe bụ mpụ ule 6. Ikwupụta ndị a ga-ata ụta site n’iji
b) Ụzọ dị iche iche e si eme okwu dị omimi were kwado isiowu.
mpụ ule NGWA NKỤZI
c) Ọghọm dị n’ime mpụ ule. Tepụrekọda, akwụkwọ ọgụgụ,
d) NRỤRỊTAỤKA: Olee ndị a ga- eserese, ụmụaka n’onwe ha
aka ata uta gbasara mpụ ule. Ọ bụ
ndị nne na nna ka ọ bụ
ụmụakwụkwọ?

11. AGỤMAGỤ: IDUUAZỊ IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ iduuazị 1. Ige ntị
2. Nchịkọta isiokwu na ndịnisiokwu 2. Ikwu ihe ha mụtara n’iduuazị ha
akụkọ gụrụ
3. Nkọwa ihe mmụta dị n’akụkọ 3. Ịkọ agwa ndị masịrị ha na ndị
4. Ntụle agwa ndị batara n’akụkọ amasịghị ha. Ihe kpatara nke a.
4. Omenala Igbo ndị batara 4. Ịkpọsịta omenala ndị batara
n’akụkọ n’iduaazị
NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara
12 MMỤGHARỊ IHE A KỤZIRI

13. ULE

14. MMECHI
ASỤSỤ IGBO (L1)

JSS 3 TAM NKE ABỤỌ

IZUỤKA ISIOKWU/NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. AGỤMAGỤ: ABỤ EDEREDE IHE ỤMỤAKWỤKWO GA-EME:

a) Ịkọwa odee abụ na akwụkwọ 1. Ịgụ abụ a họpụtara
abụ ya 2. Ịkọwa isiokwu na asụsụ nka
b) Ọgụgụ abụ abụọ ndị a họpụtara ndị pụtara n’abụ
c) Ntụle abụ, isiokwu, asụsụ nka na 3. Ikwu ihe ha mụtara n’abụ ndị
ihe abụ na- akọ maka ya na ha gụrụ
nkenke NGWA NKỤZỊ
d) Ịkọwa ihe mmụta dị n’abụ Akwụkwọ abụ a họpụtara
e) Nkọwa okwu ọhụrụ ndị batara
n’abụ

2. ỌGWỤ IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa ihe bụ ọgwụ 1. Ịkọwa ihe ọgwụ bụ
b) Onye kwesiri inye ọgwụ 2. Ikwu nsogbu na-adapụta
c) Ebe e kwesiri ịzụta ọgwụ n’ịzụ/ịṅụ ọgwụike
d) Mgbe e kwesiri ịnụ ọgwụ 3. Idepụta ọghọm atọ na-adị
e) Nsogbu dị n’ịzụ na ịṅụ ọgwụ n’ịṅụ ọgwụ aghara aghara
f) Ịnụ ogwụ aghara aghara na NGWA NKỤZI
ọghọm ya Akwụkwọ ọgụgụ, eserese, ọgwụ
dị iche iche, tepụrekọda, dgz.

3. AGỤMAGỤ: ABỤ EDEREDE

a. Ọgụgụ abụ abụọ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
b. Ntụle abụ, isiokwu/ ihe abụ 1. Ịgupụta abụ
na-akọ maka ya na asụsụ 2.Ikwu isiokwu abụ na asụsụ
nka nka
c. Nkọwa ihe mmụta dị n’abụ 3. Ide na nkenke ihe abụ na-akọ
d. Itụle asụsụ nka ndị batara maka ya
n’abụ 4. Idepụta ihe mmụta abụọ dị
e. Nkọwa okwu ọhụrụ batara na n’abụ ndị ha gụrụ.
ha NGWA NKỤZI:
Akwụkwọ abụ a họpụtara

4. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị
NKEBIOKWU 2. Ịkowa ihe bụ nkebiokwu
a) Nkọwa nkebiokwu 3. Imebe ahịrịokwu ndị nwere
b) Ụdị nkebiokwu dị iche iche nkebiokwu
dịka: nkeaha, kenkọwa, 4. Ịgosiputa nkebiokwu n’ahịrị-
okwu
nkembuụzọ na nkenrụaka NGWA NKỤZỊ:
5. c) Mmebe ahịrịokwu ndị nwere Akwụkwọ ọgụgụ, kaadị
nkebiokwu. mgbubam, ụgbọ ojii, flanelgraf
 chaatị, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkparịtaụka maka edemede
EDEMEDE KỌMPOZISHỌN kọmpozishọn
a) Nkọwa edemede kompozishọn 2. Ikwu ka e si ahazi edemede
b) Nhazi ya kompozishọn
c) Ide otu edemede nkọwa NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, ụgbọ ojii

6. IHE ỤMỤAKWỤKWỌ GA-EME

1.Ige ntị
NKEBIOKWU 2.Ịkọwa maka nkebiokwu keaha
a) Nkọwa nkebiokwu na kenkọwaha
b) Ọmụmụ nkebiokwu keaha 3. Inye ọmụmatụ ha gasị
c) Ọmụmụ nkebiokwu kenkọwaha 4. Igosipụta ha n’ahịrịokwu
d) Ọmụmaatụ gasị n’ahịrịokwu 5. Imebe ahịrịokwu nwere
nkebiokwu
NGWA NKỤZI
Eserese, kaadị mgbubam,
7. flanelgraf chaatị, dgz

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa nkebiokwu kenrụaka
NKEBIOKWU nke mbuụzọ
a) Ọmụmụ nkebiokwu kenrụaka 2. Inye ọmụmaatụ nke ọ bụla
b) Ọmụmụ nkebiokwu kembuụzọ 3. Ịjụ na ịza ajụjụ
c) Ọmụmaatụ ha gasị n’ahịrịokwu NGWA NKỤZI
Akwụkwọ ọgụgụ, kaadị
mgbubam, ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụpụta abụ a họpụtara
8. AGỤMAGỤ: ABỤ EDEREDE 2. Ikwu uche ha banyere abụ ha
a) Ọgụgụ akwụkwọ abụ abụọa gụrụ
họpụtara 3. Ikwu isiokwu abụ na ihe abụ
b. Ntụle abụ, isiokwu/ ihe abụ na-akụzi
na-akọ maka ya na asụsụ NGWA NKỤZI
nka Akwụkwọ abụ a họpụtara.
c. Nkọwa ihe mmụta dị n’abụ
d. Nkọwa okwu ọhụrụ batara na
ha
9. IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịgụpụta abụ a họpụtara
2. Ikwu uche ha banyere abụ ndị
ha gụrụ
AGỤMAGỤ 4. Ịkọwa okwu ọhụrụ ndị
Ngụgharị akwụkwọ abụndị a pụtara n’abụ
họpụtara na nchịkọta ha. NGWA NKỤZI
 Akwụkwọ abụ a họpụtara.

10. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị
2. Ịkpọsịta ụdị edemede ndị e
nwegasịrị
EDEMEDE 3. Idepụta edemede n’ụdị
1. Nkọwa edemede edemede nke ọ bụla
2. Edemede dị iche iche NGWA NKỤZI
i) Leta nke onye Akwụkwọ ọgụgụ, ụgbọ ojii, tepụ
ii) Leta anamachọihe rekọda, dgz.
iii) Edemede mkparịtaụka
11.

12

MMỤGHARỊ IHE A KỤZIRI

ULE/MMECHI

ASỤSỤ IGBO (L1)

JSS 3 TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
2. Ntụle odee ejije, ihe ejije 2. Ikwu aha ode, ebe a mụrụ ya,
na-akọ maka ya na asụsụ nka Isiokwu akụkọ ya na asụsụ nka
odee ndị o webatara n’akụkọ ya.
c) Ọgụgụ akwụkwọ ejije 3. Ịkparịtaụka gbasara ihe ha
d) Nkọwa okwu ọhụrụ gụrụ
bataran’ejije 4. Ịkọwa okwu ọhụrụ batara n’ihe
ha gụrụ

IHE ỤMỤAKWỤKWO GA-EME:

2. OMENALA 1. Ịkọwaputa ihe ha maara gbasara
a) Ile ọmụgwọ ile ọmụgwọ na ibi ugwu
b) Ibi ugwu NGWA NKỤZỊ
Akwụkwọ ọgụgụ, foto, eserese,
tepụrekọda, redio, tiivii

3. IHE ỤMỤAKWỤKWỌ GA-EME:

OMENALA na-agarịrị 1. Ịkọwapụta ihe ha maara gbasara
a) Iri ji ọhụrụ iri ji ọhụrụ na ịwa ọjị
b) Ịwa ọjị NGWA NKỤZI
Akwụkwọ ọgụgụ, eserese,
oge/mkpurụ oji, ji, tepụrekọda,
redio, tiivii
4.
AGỤMAGỤ: Ejije ederede IHE ỤMỤAKWỤKWỌ GA-EME
i) Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
ii) Nkọwa usoro okwu na okwu 2. Ịkọwa okwu ọhụrụ bata n’ihe ha
ọhụrụ ndị batara n’ihe a gụrụ gụrụ
3. Ịjụ na ịza ajụjụ
NGWA NKUZỊ
Akwụkwọ ejije a họpụtara

5.
ỤTỌASỤSỤ:NKEBIAHỊRỊOKW IHE ỤMỤAKWỤKWỌ GA-EME
U 1. Ige ntị
i) Nkọwa ihe bụ nkebiahịrịokwu 2. Ikwu ihe bụ nkebiahirị
ii) Ụdị nkebiahịrịokwu dị iche 3. Ịrụgosi nkebiahịrị n’ahịrịokwu
iche NGWA NKỤZI:
iii) Ọmụmụ nkebiahịrị keaha na Akwụkwọ ọgụgụ, eserese, kaadị
izipụta ya n’ahịrịokwu mgbubam

6. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị
ỤTỌASỤSỤ: 2. Idepụta nkebiahịrị dị n’ahịrịokwu
i) Nkebiahịrị kenkọwa 3. Imebe ahịrị okwu ndị nwere
 ii) Izipụta nkebiahịrị kenkọwa Nkebiahịrị
n’ahịrịokwu 4. Ịgosiputa nkebahịrị n’ahịrịokwu
iii) Nkebiahịrị kembuụzọ na NGWA NKỤZỊ:
nzipụta ha n’ahịrịokwu Akwụkwọ ọgụgụ, kaadị mgbubam,
chaatị, flanelgraf, dgz.

7 IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ejije a họpụtara
AGỤMAGỤ:EJIJE EDEREDE 2. Ịkọwa okwu ọhụrụ
1. Ọgụgụ ejije a họpụtara 3. Ịkọwa ihe ha ma gbasara agwa
2. Nchịkọta akwụkwọ ejije a gụrụ ndị batara n’ejije ha gụrụ.
3. Ntụle agwa ndị kara pụta ihe 4. Idepụta omenala ndị kara pụta
n’ejije n’ejije
4. Nchịkọta akwụkwọ ejije na ihe NGWA NKỤZI
mmụta sitere n’ejije Akwụkwọ ejije a họpụtara

ULE

ASỤSỤ IGBO (L2)

JSS 3 TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. A) ỊKỌWA KA AHỤ NA OBI 1. Ikwu ka ahụ na obi dị ha
MMADỤ DỊ (dịka ịnọ na mwute, 2. Ịji ahịrịmfe kọwaa ka obi dị ha
n’ihe mgbu, n’ihe isiike, mgbe obi 3. Ide ihe odide
dị mmadụ ụtọ/njọ, dgz). 4. Ikwunwo/imenwo ihe
B) IJIAHỊRỊMFE KỌWAA KA NGWA NKỤZỊ
AHỤ NA OBI DỊ MMADỤ Olu onye nkụzi, ngwa nurụlere,
Akwụkwọ ọgụgụ, chaatị, kaadị
mgbubam,dgz.
A) IME NJEM
2. IHE ỤMỤAKWỤKWỌ GA-EME:
i) Nkọwa ihe bụ ime njem na
1. Ịkpọsịta ụzọ ndị e si eme nje
ụzọ dị iche iche e si eme
2. Ime mkparịtaụka
njemdịka : njemụgbọelu,
3. Mmenwo/ikwunwo ihe
ụgbọmmiri,ụgbọala,
NGWA NKỤZI
ụgbọokporoigwe/ụgbọoloko. Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye
ii) Ime mkparịtaụka gbasara nkụzi, kaadị mgbubam, tepụredio.
ime njem
IHE ỤMỤAKWỤKWỌ GA-EME:
 B. ỌNỤỌGỤGỤ 1. Ịgụ ọnụọgụgụ nke
i. Ọmụmụ ọnụọgụgụ nke (onye 2. Igosipụta ha n’ahịrịokwu
nke mbụ, abụọ.dgz) 3. Idetụ ọnụọgụgụ
ii. Onụọgụgụ mpekele ( ½, 3/5) NGWA NKỤZỊ
iii. Ọnụ ọgụgụ ọgwa (5 ½, 9 ¾) Eserese/foto, kaadị mgbubam, tebul
nnọchi, dgz.

3 AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

a. Ọgụgụ akụkọ nkenke abụọ 1. Igụ akụkọ nkenke a họpụtara
ndị a họpụtara 2. Ịkowa ihe isiokwu na mmụta dị
b. Ntụle isiokwu na ndịnisiokwu n’akụkọ
dị n’akụkọ nkenke 3. Ịkọwa okwu ọhụrụ/asụsụ nka
c. Ntụle agwa ndị pụtagasịrị odee
n’akụkọ a gụrụ NGWA NKỤZỊ
d. Ntụle ihe mụta dị n’akụkọ na Akụkọnkenke a họpụtara
asụsụ nka odee

4. ỊJỤTA NA ỊGWA MMADỤ IHE IHE ỤMỤAKWỤKWỌ GA-EME

a.Ịjụta ihe gbasara mmadụ 1. Ịjụrịta onwe ha ihe
b Ịjụta gbasara ihe na ebe dị 2. Imebe ahirịmfe
iche iche 3. Ịza na ide ihe odide
c.Iji nkenke ahịrịokwu jụta he NGWA NKỤZI
gbasarammadụ maọbụ ebe Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, olu onye nkụzi, tebul
nnọchi dgz.

5. ỌNỤỌGỤGỤ na-agarịrị IHE ỤMỤAKWỤKWỌ GA-EME

(100-1,500) 1. Ige ntị
2. Ịgụ ọnuọgụgụ
3. Irụgosi ọnuọgụgụ
4. Idepụta ha
NGWA NKỤZI
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, mkpụrụokwe, dgz.

6. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

a. Ọgụgụ akụkọ nkenke abụọ 1. Igụ akụkọ nkenke
ndị a họpụtara 2. Ikwu isiokwu na ihe mmụta dị
b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ
n’akụkọ nkenke 3. Ịkọ ihe ha ma gbasara agwa
c. Ntụle agwa ndị pụtagasịrị batara n’akụkọ
n’akụkọ a gụrụ NGWA NKỤZI
d. Ntụle ihe mmụta dị n’akụkọ Akwụkwọ ọgụgụ a họpụtara
7. ITI IWU NA ỊRỊỌ IHE N’ỤZỌ DỊ IHE ỤMỤAKWỤKWỌ GA-EME
MFE 1. Idepụta okwuntimiwu
a. Okwu ndị na-egosi iti iwu 2. ikwupụta okwu e ji arịọ ihe
b. Okwu ndị na-egosi arịrịọ 3. Iji ha mebe ahịrịmfe
c. Iji ahịrịokwu mfe gosipụta iti NGWA NKỤZI
iwu na ịrịọ arịrịọ. Akwụkwọ ọgụgụ
Eserese/foto, kaadị mgbubam, dgz.

8. AGỤMAGỤ : AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

i)Ọgụgụ akụkọ nkenke abụọ a 1. Igụ akụkọ nkenke
họpụtara 2. Ikwu aha odee, isiokwu na ihe
b) Ntụle aha odee, isiokwu, mmụta dị n’akụkọ
ndịnisiokwu na ihe mmụta dị 3. Ikọwa okwu ọhụrụ
4. Ịkọwa , omenala na agwa ndị ha
n’akụkọ nkenke gụtara n’akụkọ
c)Ntụle omenala, asụsụ nka na NGWA NKỤZI
agwa ndịpụtagasịrị n’akụkọ a Akwụkwọ akụkọ nkenke a họpụtara
gụrụ
d) Nchịkọta akụkọ nkenke ndị a
gụrụ

9. A) AHỤIKE NDỊ NTORỌBỊA IHE ỤMỤAKWỤKWỌ GA-EME

i) Nkọwa ihe bụ ahụike na 1. Ịkọwa ahụike na ntorọbịa
ntorọbịa 2. Ikwu ọrịa ụfọdụ na-emetụta
ii). Ọrịa ụfọdụ na-emetụta ahụike ahụike ha
ha 3. Ikwu ụzọ mgbochi ha
iii) Ụzọ mgbochi ha. NGWA NKỤZI
Akwụkwọ ọgụgụ
Eseresefoto, ụmụaka n’onwe ha,
kaadị mgbubam,dgz.

B) NRI : IHE ỤMỤAKWỤKWỌ GA-EME

i) Nrị ndị Igbo Ụfọdụ 1. Ịkpọsịta nri ndị Igbo
ii) Etụ e si akọpụta ha na etụ e 2. Ikwu ka e si akọpụta ha
si eri ha 3. Idepụta nri ndị a na-eri na
iii) Nrị a na-eri na mmemme dị mmemme dị iche iche
iche iche. NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
Eserese, nri Igbo dị iche iche,dgz.

10. A)AKAỌRỤ IHE ỤMỤAKWỤKWỌ GA-EME

i) Ụdị akaọrụ dị iche iche (Dịka 1. Ịkpọsịta akaọrụ ndị ha maara
ọrụ ugbo, izụahịa, ịkụ azụ, dgz) 2. Ịkwu ejirimara nke ọ bụla
na ejirimara nke ọ bụla 3. Inye nkọwa akụnụba
B)INWETA AKỤNỤBA N’ỤZỌ 4. Ikwu ụzọ ezighi ezi e si akpata
ZIRI EZI akụnụba
i) Nkọwa Ihe bụ akụnụba na NGWA NKỤZI
 inweta ya n’ụzọ ziri ezi Akwụkwọ ọgụgụ, ụgbọ ojii,
ii) Inweta akụnụba n’ụzọ ezighi foto/eserese, tepụ rekọda, dgz
ezi dịka: iji mmadụ atụ mgbere
ahịa, iji mmadụ gwọrọ ọgwụ
ego, ibu/ire ọgwụike

11. MMEMME OMENALA: IHE ỤMỤAKWỤKWỌ GA-EME

a. Iri ji 1. Ịkọwa omenala ndị a
b. Ịlụ nwaanyị 2. Ikwu ihe ndị e ji eme omenala
c. Ihe ndị e ji eme mmemme na ndị a
uru ha 3. Ikwu uru dị n’ime omenala ndị a.

12. MMỤGHARỊ IHE A KỤZIRI

13. ULE

14. ULE NA MMECHI

ASỤSỤ IGBO (L2)

JSS 3 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. MKPỤRỤEDEMEDE IGBO (abịịdị) IHE ỤMỤAKWỤKWỌ GA-EME:

a. Ndepụta mkpụrụabịịdị Igbo 1. Ịgụ abịịdị
na ikewa ha n’ụzọ abụọ 2. Ịde abịịdị
i) Ụdaume 3. Ime nkewa ụdaume
b) Mgbochume NGWA NKỤZỊ
Akwụkwọ ọgụgụ, chaatị, kaadị
mgbubam, dgz.

2. AGHỌTAAZAA: NRUBEISI NA IHE ỤMỤAKWỤKWỌ GA-EME:

NDEBEIWU 1. Ige ntị
i. Igụpụta ederede 2. Ịgụ ihe
ii. Idesita mkpụrụokwu ọhụrụ 3. Ide ihe odide
ndị batara n’ederede a gụpụtara NGWA NKỤZI
iii. Ịkọwa mkpụrụokwu ọhụrụ Ụgbọ ọjii, akwụkwọ ọgụgụ, olu
onye nkụzi, kaadị mgbubam

3. NZIKỌRỊTA NA NRỤKỌRỊTAỌRỤ IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa Nzikọrịta ozi nke teknọlọjị 1. Ịkọwa ihe bụ nzikọrịta ozi nke
b) Uru nzikọrịta ozi nke teknọlọjị teknọlọji
c) Nrụkọrịta ọrụ na uru ya 2. Ikwu uru nzikọrịta ozi nke
teknọlọjị bara
3. Ịkọwa ihe nrụkọrịta ọrụ pụtara
4. Ikwu uru dị na nrụkọrịta ọrụ
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, ekwe ntị, ogene,
eserese na foto, tepụrekọda,
oluonye nkụzi, redio, tiivii, dgz.

4. AGWỤGWA NA ILU ỤFỌDỤ DỊ IHE ỤMỤAKWỤKWỌ GA-EME

MFE 1. Ịjụ na ịza agwụgwa
a. Nkọwa ihe bụ agwụgwa na 2. Inye ọmụmaatụ agwụgwa
ọmụmaatụ agwụgwa ndị dị mfe 3. Inye ọmụmaatụ ilu na nkọwa ya
b. Nkọwa ihe bụ ilu na ọmụmaatụ NGWA NKỤZI
ilu Igbo dị iche iche dị mfe. Akwụkwọ ọgụgụ, ụgbọ ojii, olu
onye nkụzi, dgz.

5. OKWUNTỤHỊ/OKWU IHE ỤMỤAKWỤKWỌ GA-EME

MGBAWAỌNỤ 1. Ikwu okwuntụhị
1. Nkọwa okwuntụhị na ọmụmaatụ 2. Ịza ajụjụ
okwuntụhị dị iche iche 3. Ịkọwa okwu ndịiche na
ọmụmaatụ
2. OKWU NDỊ ICHE (Indicating ha
opposite in Igbo) NGWA NKỤZI
 dịka: elu, ala, ocha, ojii, dgz. Akwụkwọ ọgụgụ, ụgbọ ojii,
b. Iji ha meputa ahịrụokwu Kaadị mgbubam, ụmụaka n’onwe
ha, tepụrekọda, dgz.

AGỤMAGỤ: EJIJE IHE ỤMỤAKWỤKWỌ GA-EME

6. i) Ọgụgụ akwụkwọ ejije a 1. Ịgụ akwụkwọ ejije
họpụtara 2. Ịkọwa okwu ọhụrụ
ii) Nkọwa okwu ọhụrụ pụtara 3. Ijụ na ịza ajụjụ
na ya NGWA NKỤZI
Akwụkwọ ejije a họpụtara

AGỤMAGỤ na-agarịrị IHE ỤMỤAKWỤKWỌ GA-EME

a. Ntụle isiokwu na ndịnisiokwu dị 1. Ịgụ akwụkwọ ejije
7. n’ejije a gụrụ 2. Ịkọwa okwu ọhụrụ
b. Ntụle agwa ndị pụtagasịrị n’ejije 3. Ijụ na ịza ajụjụ
c. Ntụle ihe mmụta dị n’ejije NGWA NKỤZI
Akwụkwọ ejije a họọrọ

NKỌWA DỊ MFE GBASARA

NJIRIMARA NA ỌDỊDỊ IHE GASỊ IHE ỤMỤAKWỤKWỌ GA-EME
1. Nkọwa nhaole na Ịmata ole 1. Ịkọwa ole ihe dị
ihe dị 2. Ịkọwa ọdịdị ihe
2a. OKE NA NWUNYE (Gender) 3. Inye ọmụmaatụ nhaole gasị
(dk. Okoro na agboghọ, okeọkpa 4. Inye ọmụmaatụ genda
na nnekwu, oke na nwunye, dgz,) 4. Iji genda mebe ahịrịmfe
8. b. Iji ha mepụta ahịrịokwu mfe. NGWA NKỤZI
Akwụkwo ọgụgụ, ụgbọ ojii, kaadị
mgbubam, dgz.

NKỌWA DỊ MFE GBASARA IHE ỤMỤAKWỤKWỌ GA-EME

NJIRIMARA NA ỌDỊDỊ IHE GASỊ 1. Ịkọwa ka ihe dị
a. Imebe ahịrịokwu na-ezipụta ole 2. Ịmebe ahịrịmfe na-egosi ọdidị
ihe dị ihe
b. Ịchọpụta nhaole dịgasị n’ahịrị- 3. Iji nkọwa aha gosipụta nha ole
10. okwu 4. Iji nkọwa aha mepụta ahịrịokwu.
c. Iji nkọwa aha ụfọdụ zipụta nhaole
(dk. niile, ọtụtụ, dgz)
NGWA NKỤZI
Akwụkwọ ọgụgụ, olu onye nkụzi,
ụgbọ ojii, kaadị mgbubam, akwa
nwere agwa dị iche iche, dgz.

NKEJIASỤSỤ: NGWAA IHE ỤMỤAKWỤKWỌ GA-EME

11. a. Nkọwa ngwaa 1. Ịkọwa ihe bụ ngwaa
b. Imepụta ahịrịokwugasị ndị 2. Ịchọpụta ngwaa n’ahịrịokwu
nwere ngwaa 3. Imebe ahịrịokwu nwere ngwaa
NGWA NKỤZI
 Akwụkwọ ọgụgụ, olu onye nkụzi,
ụgbọ ojii, kaadị mgbubam, dgz.

NKEJIASỤSỤ: IHE ỤMỤAKWỤKWỌ GA-EME

12. a. Nnọchiaha: Ọmụmaatụ na ọrụ 1. Ịkọwa nnọchiaha mpesịn na ọrụ
ha n’ahịrịokwu ha
b. Nnọchi mpesịn:Ọmụmaatụ na 2. Inye ọmụmaatụ nnọchi mpesịn
ọrụ ha n’ahịrịokwu 3. Ịrụgosi ha n’ahịrịokwu
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii/ kaadị
mgbubam dgz.
MMỤGHARỊ IHE A KỤZIRI
13 IHE ỤMỤAKWỤKWỌ GA-EME
1. Ige ntị
ULE/MMECHI 2. Ịgụ na Ịza ajụjụ ule
3.Ide ihe odide
NGWA NKỤZI
Akwụkwọ ajụjụ ule

ASỤSỤ IGBO (L2)

JSS 3 TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. IHE NDỊ NA-EME N’EZINỤLỌ 1. Ige ntị
a. Ịdị ime 2. Ịza ajụjụ
b. Ịmụ nwa na ọmọgwụ 3. Ide ihe odide
c. Ịgụ nwa aha na ikupụta nwa NGWA NKỤZỊ
Akwụkwọ ọgụgụ, foto/eserese dị
iche iche,dgz.

2. a. AKARA EDEMEDE IHE ỤMỤAKWỤKWỌ GA-EME:

(puntuation mark) 1. Ige ntị
Dịka: kpọm, kpọm rịkọm, rịkọm, 2. Ịrụgosi edemede nwere akara
rịkọm elu, rịkọm ala, akara mkpu, edemede
na kọlọm. 3. Ide ihe odide
b. Ahịrịokwu ebe akara ndị a 4. Ịjụ na ịza ajụjụ
pụtagasịrị. NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ,
eserese, kaadị mgbubam,
ụmụakwụkwọ n’onwe ha, dgz.

AGWA ỌJỌỌ ỤMỤAKA UGBU A IHE ỤMỤAKWỤKWỌ GA-EME:

 3. NA-AKPA N’OGE UGBU A 1. Ige ntị
a. Aghọtazaa: Ime Mpụ Ule 2. Ịjụ na ịza ajụjụ
b. Nkọwa mkpụrụokwu ụfọdụ ndị 3. Ịgụ ihe
batara n’ederede a gụpụtara dk: 4. Ide ihe
agwa ọjọọ, mpụ ule, dgz. NGWA NKỤZI
Ederede sitere n’akwụkwọ ọgụgụ
ha maọbụ nke onye nkụzi
depụtara, tepụrekọda, ụgbọ ojii,
dgz.
ỌNỤỌGỤGỤ
(1000 – 1020) IHE ỤMỤAKWỤKWỌ GA-EME:
4. 1. Ige ntị
2. Ịgụ ọnụọgụgụ
3. Ịrụgosị ọnụọgụgụ
4. Idepụta ọnụọgụgụ
5. Ịjụ /ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, dgz.

AGỤMAGỤ: Abụ dị mfe IHE ỤMỤAKWỤKWỌ GA-EME

5. a. Ịgụ akwụkwọ abụ a họpụtara 1. Ịgụ abụ
b. Ntụle isiokwu na ndịnisiokwu dị 2. Ijụ na ịza ajụju
n’abụ a gụrụ 3. Ịkọwa isiokwu na ihe mmụta
c. Aha odee abụ na ebe a mụrụ ya NGWA NKỤZI
d. Ntụle ihe abụ na-akụzi Akwụkwọ ọgụgụ, ụgbọ ojii,
foto/eserese

EDEMEDE NDUZI MFE IHE ỤMỤAKWỤKWỌ GA-EME

(Guided Leta Writing) 1. Ịgụ
a) Ebe mgbadoụkwụ: 2. Ịrụgosi eserese
6 i) Isiokwu 3. Ide edemede
ii) Okwu mmalite 4. Ịjụ na ịza ajụjụ
iii) Ahụ edemede NGWA NKỤZI
iv) Mmechi Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
b) Ọmụmaatụụdị leta dị iche iche mgbubam, delta ederede na kaadị,
a. Leta maka Ụlọakwụkwọ m dgz.
b. Ezigbo enyi m
c. Nne na nna m
d. Leta maka iwe n’ọrụ/ịchọ ọrụ

7. ULE BECE

YORÙBÁ L2 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÀŚÀ: Ìśêdálê àti Ìtànkálê Ômô Yorùbá OLÙKÖ

a. Śe àlàyé àwôn agbègbè tí êyà Yorùbá

ÀKÓÓNÚ IŚË tàn dé ní àgbáyé

a. Ìśêdálê Yorùbá láti õdõ b. Fi ìtàn àti àwòrán máàpù śe àlàyé bí

Odùduwà Yorùbá śe śê àti bí wôn śe dé ibi tí wôn wà
b. Àwôn ìlú tí ó jë ti Yorùbá báyìí.b
d. Orúkô àwôn ômô Odùduwà
AKËKÕÖ

a. Dárúkô díê lára àwôn agbègbè tí êyà

Yorùbá tàn dé.

b. Tún ìtàn náà sô

d. Kô kókó ìdánilëkõö sílê

OHUN-ÈLÒ ÌKÖNI

a. Máàpù Áfíríkà àti ilê Yorùbá

b. Máàpù Nàìjíríà àti ti àgbáyé tí ó śàfihàn

ìtànkálê Yorùbá.

2. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá OLÙKÖ

a. Ka álífábëêtì fún àwôn akëkõö.

ÀKÓÓNÚ IŚË
b. Śe àlàyé lórí lëtà ńlá àti kékeré
a. Álífábëêtì Yorùbá
d. Pín álífábëêtì èdè Yorùbá sí ìsõrí
b. Kíka álífábëêtì láti A – Y köńsónáýtì àti fáwëlì

d. Àlàyé lórí lëtà ńlá àti lëtà kékeré e. Fi ìyàtõ hàn láàrin álífábëêtì èdè Yorùbá
àti èdè Gêësì.
e. Ìsõrí álífábëêtì èdè Yorùbá (B.a.
köńsónáýtì àti fáwëlì àìránmúpè àti OHUN-ÈLÒ ÌKÖNI
fáwëlì àránmúpè)
a. Kádíböõdù tí a kô álífábëêtì Yorùbá sí.
ç. Ìyàtõ láàrin álífábëêtì èdè Yorùbá
àti èdè Gêësì. b. Káàdì pélébé pélébé tí a kô lëtà kõõkan
sí.

3. ÀŚÀ: Ìkíni OLÙKÖ

a. Śe àlàyé ìkíni ní onírúurú ìgbà àti àkókò

 ÀKÓÓNÚ IŚË b. Śe àlàyé ìkíni fún onírúurú ayçyç

a. Ìkíni ní onírúurú ìgbà àti àkókò d. Śe àlàyé ìkíni fún onírúurú iśë
(B.a. àárõ, õsán, alë, òru, ìyálêta,
ààjìn abbl) AKËKÕÖ

b. Ìkíni fún onírúurú ayçyç (Bí a. Dárúkô àkókò àti ìgbà tó wà nínú ôjö.
ìsômôlórúkô, ìgbéyàwó, ôlöjö ìbí, oyè b. Kí ènìyàn bí ó ti yç ní àkókò kõõkan.
jíjç, ìkíni fún aláboyún abbl).
d. Kí ènìyàn bí ó ti yç fún onírúurú ayçyç.
d. Ìkíni fún onírúurú iśë. Bí àpççrç:
àgbê, ôdç, akõpç, onídìrí, aláró, e. Kí ènìyàn fún onírúurú iśë
awakõ, alágbêdç, babaláwo abbl.
ç. Hùwà bí ó śe yç ní àsìkò ìkíni (B.a. ìkúnlê,
ìdõbálê)

OHUN-ÈLÒ ÌKÖNI

a. Pátákó tí a kô onírúurú ìkíni sí.

b. Àwòrán àwôn ômô tí wôn ń kí obi wôn.

4. ÈDÈ: Àkàyé OLÙKÖ

a. Jë kí akëkõö ka àyôkà náà lëêmejì ó kéré

ÀKÓÓNÚ IŚË tán.

a. Kíka àwôn ìtàn kéèkèèké ôlörõ b. Tö akëkõö sönà láti lè fa kókó õrõ inú
geere àti ewì. àyôkà yô.

b. Títúmõ àwôn õrõ tí ó ta kókó inú d. Béèrè ìbéèrè lórí àyôkà náà
àyôkà.

d. Ìbéèrè àti ìdáhùn lórí àyôkà.

AKËKÕÖ

a. Tëtí sí olùkö

b. Ka àyôkà náà ni àkàsínú – àkàsíta

d. Dáhùn ìbéèrè àyôkà

e. Jíròrò lórí ìtumõ õrõ pàtàkì pàtàkì àti

àkànlò-èdè inú àyôkà náà, kí o sì kô ö sínú
ìwé

OHUN-ÈLÒ ÌKÖNI

a. Pátákó ìkõwé
 b. ìwé atúmõ èdè

5. ÀŚÀ: Àśà Ìgbéyàwó Nílê Yorùbá OLÙKÖ

a. śe àlàyé fún àwôn akëkõö lórí ìtumõ

ÀKÓÓNÚ IŚË ìgbéyàwó

a. Ìtumõ àti oríśi ìgbéyàwó b. Jë kí àwôn akëkõö töka sí ìgbésê

ìgbéyàwó
b. Àwôn ìgbésê ìgbéyàwó bí i
ìfojúsóde, alárinà, ìtôrô, ìjöhçn tàbí d. Kí olùkö jë kí àwôn akëkõö dárúkô àwôn
ìśíhùn, ìdána abbl ohun èlò ìdána àti ìwúlò rê

d. Àwôn ohun èlò ìdána àti ìwúlò wôn. AKËKÕÖ

a. Tëtí sí olùkö.

b. Jíròrò nípa ìrírí rê

d. Da õrõ tí olùkö kô sí ojú pátákó kô sínú

ìwé wôn.

OHUN-ÈLÒ ÌKÖNI

- Àwòrán ìgbéyàwó

- Fídíò

- Téèpù

- Tçlifísàn

6. ÈDÈ: Àkôtö OLÙKÖ

a. Śe àlàyé ohun tí àkôtö jë

ÀKÓÓNÚ IŚË
b. kô àkôtö àtijö àti òde òní sára pátákó
a. Àtúnyêwò álífábëêtì èdè Yorùbá
d. Śe àlàyé kíkún lórí ìyàtõ láàrin méjèèjì
b. ìtumõ àkôtö
AKËKÕÖ
d. sípëlì àtijö àti àkôtö òde òní
a. Tëtí sí àlàyé olùkö
e. ìyàtõ láàrin sípëlì àtijö àti àkôtö
òde òní. b. kô àpççrç tí olùkö kô sí ojú pátákó
i. Fáwëlì: aiye – ayé d. Béèrè ohun tí kò bá yé ô löwö olùkö.
yio – yóò

enia – ènìyàn, abbl

ii. Köńsónáýtì: Oshogbo - Òśogbo,

 abbl

iii. Àmì ohùn: õgun - òógùn

alãnu – aláàánú

iv. Yíyán õrõ nídìí: ẹ - ç , ṣ - ś, ọ - ô

v. Pípín õrõ: wipe – wí pé

nigbati – nígbà tí

7. LÍTÍRÈŚÕ: Lítírèśõ Yorùbá OLÙKÖ

a. Śe àlàyé ohun tí lítírèśõ jë

ÀKÓÓNÚ IŚË
b. Sô çka lítírèśõ
a. Ìtumõ oríkì lítírèśõ
d. pín êka kõõkan sí ìsõrí pêlú àpççrç tí ó yç
b. Êka lítírèśõ Yorùbá
e. Śe àlàyé ìyàtõ láàrin àpilêkô àti alohùn.
i. Lítírèśõ Àpilêkô
AKËKÕÖ
ii. Lítírèśõ Alohùn
a. Tëtí sí àlàyé olùkö
d. Ìsõrí Lítírèśõ àpilêkô
b. kô àwôn êka àti ìsõrí tí olùkö sô sílê pêlú
i. Àpilêkô ôlörõ geere àpççrç

ii. àpilêkô ewì d. kô àpççrç mìíràn sí láti ilé

iii. àpilêkô eré-onítàn OHUN-ÈLÒ ÌKÖNI

e. Ìsõrí lítírèśõ alohùn - Téèpù

i. ôlörõ geere - Tçlifísàn

ii. ewì alohùn - Rédíò

iii. eré-oníśe - kásëëtì àti téèpù tí a gba ohùn sí

- Fíìmù ìśeré lítírèśõ alohùn

- ìwé tí a da lítírèśõ alohùn kô sí

8. LÍTÍRÈŚÕ: Òýkà Yorùbá OLÙKÖ

a. Tö akëkõö sönà láti ka òýkà láti

ÀKÓÓNÚ IŚË Õödúnrún dé irínwó

a. Òýkà Õödúnrún dé irínwó (300 – b. Śe àlàyé ìgbésê òýkà ní kíkún

400)
AKËKÕÖ
 a. ka òýkà láti Õödúnrún dé irínwó

b. dá òýkà tí a kô sójú pátákó mõ ní

õkõõkan

d. kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé

OHUN-ÈLÒ ÌKÖNI

- Kádíböõdù tí a kô òýkà láti Õödúnrún dé

irínwó

- Káàdì pélébé pélébé tí a kô òýkà kõõkan

sí

9. ÈDÈ: Ìsõrí Õrõ OLÙKÖ

a. śe àlàyé kíkún lórí ipò àti iśë õkõõkan

ÀKÓÓNÚ IŚË nínú gbólóhùn.

a. õrõ-orúkô b. śe õpõlôpõ àpççrç lórí õkõõkan fún

akëkõö
b. õrõ aröpò- orúkô/ aröpò
afarajorúkô d. darí akëkõö láti śe àpççrç tirê

d. õrõ-ìśe AKËKÕÖ

a. Tëtí sí àlàyé olùkö lórí ìsõrí kõõkan

e. õrõ-àpèjúwe
b. kô àwôn àpççrç tí olùkö śe sínú ìwé
ç. õrõ-àpönlé
d. śe àwôn àpççrç tirê lábë ìdarí olùkö.
f. õrõ-atökùn
OHUN ÈLÒ ÌKÖNI
g. õrõ-àsopõ
a. Kádíböõdù

b. Káàdì pélébé pélébé.

10. ÀŚÀ: Òwò Śíśe àti Ìpolówó Ôjà OLÙKÖ

a. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún

ÀKÓÓNÚ IŚË àwôn akëkõö gbö.

a. ìdí tí a fi ń polówó ôjà b. fún àwôn akëkõö láýfààní láti śe ìpolówó

ôjà nínú kíláásì.
b. bí a śe ń polówó kõõkan. Bí àpççrç;
Ç fçran jêkô d. kí akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.

AKËKÕÖ
d. ôgbön ìpolówó ôjà láyé àtijö àti
lóde òní. Bí àpççrç: ìpolówó lórí rédíò, a. Tëtí sí téèpù tí olùkö tê
tçlifísàn, ìwé ìròyìn, ìpàtç, ìkiri abbl.
 b. kópa nínú śíśe ìpolówó ôjà nínú kíláásì

d. śe àbêwò sí ôjà tàbí ìdíkõ

OHUN-ÈLÒ ÌKÖNI

a. àtç

b. fídíò

d. êrô agbõrõsílê

e. Téèpù

ç. ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn

11. ÈDÈ: Ìśêdá Õrõ-Orúkô OLÙKÖ

a. Śe àlàyé ohun tí õrõ-orúkô jë

ÀKÓÓNÚ IŚË
b. śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti
a. kí ni õrõ-orúkô? èyí tí a śêdá pêlú àpççrç: çja, ejò, ìyá, ôwö,
êrín, adé, abö, jíjç, alaalë abbl
b. oríśi õrõ-orúkô méjì: àìśêdá àti èyí
tí a śêdá pêlú àpççrç. d. śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-
orúkô pêlú àpççrç.
d. Àlàyé kíkún lórí oríśiríśi õnà ìśêdá
õrõ-orúkô pêlú àpççrç. AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn

d. śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a

śêdá mìíràn yàtõ sí èyí tí olùkö ti śe.

OHUN-ÈLÒ ÌKÖNI

a. kádíböõdù tí a kô oríśiríśi àpççrç sí.

12. ÈDÈ: Àròkô kíkô OLÙKÖ

a. Tö akëkõö sönà láti jíròrò lórí aroko

ÀKÓÓNÚ IŚË
b. Töka sí onírúurú àròkô pêlú àpççrç
a. Àlàyé lórí àròkô kíkô
d. śe àlàyé ìgbésê fún kíkô àròkô
b. Oríśiríśi àròkô
AKËKÕÖ
d. Ìgbésê
a. Jíròró lórí àròkô
 b. Tëtí sí àlàyé olùkö

d. sô àpççrç àròkô mìíràn yàtõ sí ti olùkö

e. kópa nínú śíśe àlàyé ìgbésê àròkô

OHUN-ÈLÒ ÌKÖNI

- pátákó tí a kô oríśi àròkô sí

- pátákó tí a kô ìgbésê àròkô sí.

13. ÀTÚNYÊWÒ ÊKÖ

14. ÌDÁNWÒ
 YORÙBÁ L2 JSS 3 TÁÀMÙ KEJÌ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. FÓNËTÍÌKÌ: Àwôn êyà ara fún OLÙKÖ

ìró èdè pípè
a. Śe àlàyé àwôn êyà ara tí a ń lò fún àwôn ìró
èdè pípè
ÀKÓÓNÚ IŚË
b. Tö akëkõö sönà láti dárúkô êyà ara àfipè àti
a. Àwôn êyà ara tí a fi ń pe ìró ìwúlò wôn.

b. Oríśi àfipè: d. Dárúkô oríśi àfipè pêlú àlàyé kíkún

i. Àwôn êyà ara tí a lè fi ojú rí AKËKÕÖ

ii. Àwôn êyà ara tí a kò lè fojú rí a. Tëtí sí àlàyé olùkö

iii. Àfipè àsúnsí b. Dárúkô àwôn êyà ara tí a fi ń pe ìró têlé olùkö

iv. Àfipè àkànmölê d. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé

wôn

OHUN-ÈLÒ ÌKÖNI

- Àwòrán àwôn êyà ara tí a fi ń pe ìró tí a yà sí

ara kádíböõdù

- Káàdì pélébé pélébé tí a kô êyà ara ifõ kõõkan

sí.

2. ÀŚÀ: Oyún níní àti ìtöjú OLÙKÖ

Aláboyún
a. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn Yorùbá
nípa oyún níní, ìtöjú oyún àti àsìkò tó tö láti
ÀKÓÓNÚ IŚË lóyún

a. Ìgbàgbö Yorùbá nípa àgàn, b. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti èyí
ômô bíbí àti àbíkú tí ó bára mu

b. Àwôn tí oyún níní wà fún d. Kô àwôn oúnjç aśaralóore tí aboyún lè jç sára

(tôkôtaya) pátákó ìkõwé

d. Õnà tí a lè gbà dín bíbí àbíkú e. Śe àlàyé bí a śe ń töjú aláboyún látijö àti lóde
kù láwùjô òní

e. oríśiríśi jënótáìpù êjê tó wà ç. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu sáájú

àti àwôn tó lè fëra wôn. ìgbéyàwó fún çni tí ó bá tètè fë ômô bí

ç. Aájò láti lè tètè lóyún –

 àýfààní kíkóra-çni-níjàánu nípa AKËKÕÖ
ìbálòpõ
a. Sõrõ nípa àwôn tóyún wà fún
f. Bí a śe ń töjú aboyún látijô àti
lóde òní: b. Sô ohun tí o mõ nípa oyún

Àtijö; d. Sô jënótáìpù tìrç

 Oyún dídè, èèwõ e. Dárúkô díê lára àwôn oúnjç aśaralóore

aláboyún, àsèjç, àgbo ç. Dárúkô díê lára àwôn õnà tí a fi ń töjú
abbl aláboyún látijô àti lóde òní
Òde òní
f. Tëtí sí àwôn àlàyé olùkö
 Oúnjç aśaralóore, lílô fún
ìtöjú ní ilé ìwòsàn (ìbílê/ OHUN-ÈLÒ ÌKÖNI
ìjôba) abbl
a. Àwòrán aboyún

b. Àwòrán díê lára ohun-èlò tí a fi ń töjú

aláboyún ní ìlànà ti ìbílê: kòkò àgbo, ìsaasùn
àśèjç, ìgbàdí abbl

d. Àwòrán díê lára ohun tí a fi töjú aláboyún ní

òde òní

e. Àtç tí ó ń fi oúnjç aśaralóore hàn.

3. ÈDÈ: Ìdámõ OLÙKÖ

a. Dárúkô nýkan díê nínú ilé àti ilé-êkö

ÀKÓÓNÚ IŚË
b. Sô orúkô àwôn ènìyàn àti bí wön śe jë sí ara
a. Dídá nýkan mõ ní ilé-êkö àti wôn.
inú ilé.
d. Töka sí orúkô àwôn çranko díê
b. Dárúkô àwôn ènìyàn àti bí
wön śe jë sí ara wôn e. Sô díê nínú àwôn êyà ara wa.

d. Dárúkô díê nínú àwôn êyà AKËKÕÖ

ara wa; ojú, imú, ôwö, çsê abbl
a. Dárúkô àwôn nýkan díê nílé-êkö àti ní ilé yàtõ
sí ti olùkö.

b. Tëtí sí àlàyé olùkö

d. Sô díê nínú orúkô àwôn çranko

e. Töka sí êyà ara rç

OHUN-ÈLÒ ÌKÖNI
 - Àwòrán àwôn nýkan nílé-ìwé àti inú ilé

- Àwòrán çranko

- Àwòrán êyà ara

4. ÀŚÀ: Àkókò, ìgbà àti ojú ôjö OLÙKÖ

a. Dárúkô ôjö tó wà nínú õsê àti àśà Yorùbá tó

ÀKÓÓNÚ IŚË rõmö õkõõkan wôn.

a. Ôjö tó wà nínú õsê b. Sô orúkô àwôn ośù tó wà nínú ôdún.

b. orúkô àwôn ośù nínú ôdún d. Sô iye agogo tó lù ní èdè Yorùbá pêlú õpõlôpõ
àpççrç
d. Sísô iye agogo tó lù
AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. Dárúkô ôjö tó wà nínú õsê

d. Sô orúkô àwôn ośù tó wà nínú ôdún

e. Sô iye agogo tó lù yàtõ sí ti olùkö.

OHUN-ÈLÒ ÌKÖNI

- kádíböõdù tí a kô orúkô ôjö àti ośù nínú ôdún

sí.

- Ago ara ògiri

- Àwòrán ago tó ń fi onírúurú àkókò hàn.

5. ÈDÈ: Lëtà Kíkô OLÙKÖ

a. Sô oríśi lëtà kíkô méjì tí ó wà fún akëkõö

ÀKÓÓNÚ IŚË
b. Śe àlàyé ìyàtõ láàrin méjèèjì
a. Oríśi lëtà: lëtà gbêfê àti
àìgbagbêfê d. Lo ìlapa kíkô lëtà gbêfê àti àìgbêfê láti töka sí
ìyàtõ wôn
b. Ìyàtõ àárin wôn
e. Tö akëkõö láti kô oríśi lëtà méjì
d. ìlànà kíkô lëtà gbêfê
AKËKÕÖ
- àdírësì, déètì, kíkô õrõ inú lëtà
kí a sì pín-in sí ègé afõ bí ó ti yç. a. Tëtí sí àlàyé olùkö

- àsôkágbá/ àgbálôgbábõ/ b. Kô ìlapa kíkô oríśi lëtà – gbêfê àti àìgbêfê bí

ìgúnlê olùkö śe àlàyé rê/ kô ö sára pátákó.
 e. ìlapa kíkô lëtà àìgbagbêfê d. Têlé ìtösönà olùkö láti kô oríśi lëtà méjì

- Àdírësì OHUN-ÈLÒ ÌKÖNI

- Déètì - Pátákó çlëmõö àti kádíböõdù tí a kô ìlànà

méjèèjì sí
- Àkôlé

- Õrõ inú lëtà tí a pín sí ègé afõ

bí ó ti yç.

6. LÍTÍRÈŚÕ: Ìwé Kíkà (Àśàyàn OLÙKÖ

Ìwé ìtàn àròsô ôlörõ geere)
a. Ìfáàrà lórí òýkõwé àti ohun tí êdá ìtàn dálé

b. śe àlàyé ìbáyému àkóónú ìtàn náà (ìśêlê,

ÀKÓÓNÚ IŚË
kókó-õrõ)
a. Ibùdó àti ahunpõ ìtàn
d. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
b. Àśà tó súyô
e. Jíròrò lórí ìlò èdè àti àśà tó súyô
d. Àwôn kókó õrõ tó súyô AKËKÕÖ
e. Êdá ìtàn àti ìfìwàwêdá a. Ka ìtàn náà kí o sì jíròrò lórí ìśêlê inú rê
(àhunpõ ìtàn)
ç. Ônà èdè àti ìsôwölo-èdè
b. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò
fëràn

d. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè

e. śe àfàyô àśà tó súyô

OHUN-ÈLÒ ÌKÖNI

a. ìwé asayan

b. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó

wáyé wà.

7 ÀŚÀ: Eré Ìdárayá OLÙKÖ

a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá.

ÀKÓÓNÚ IŚË
b. Tö àwôn akëkõö sönà láti śe àwôn eré
a. ìtumõ eré ìdárayá ìdárayá náà.

b. Oríśiríśi eré ìdárayá d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó

i. Eré òśùpá bí i – bojúbojú, ta ló AKËKÕÖ

wà nínú ôgbà náà abbl
a. Sô ohun tí o mõ nípa eré ìdárayá sáájú
ii. Eré ojoojúmö – àlö pípa,
 òkòtó, àrìn títa, ayò títa ìdánilëkõö.

b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ

d.Tëtí sí àlàyé olùkö.

e. Kópa nínú eré ìdárayá tí olùkö darí.

ç. kô eré ìdárayá tí olùkö kô sójú pátákó sínú

ìwé

OHUN-ÈLÒ ÌKÖNI

 Ôpön ayò
 Ômô ayò
 Òkòtó
 Àrìn abbl
8. ÈDÈ: Òýkà OLÙKÖ

a. Kô òýkà sí ara pátákó

ÀKÓÓNÚ IŚË
b. Śe àlàyé ìlànà okòó, òjì, õtà, õrìn
a. kíka irínwó – êëdëgbêta ní
èdè Yorùbá: bí àpççrç; - Àwôn òýkà àárin wôn

okòólénírínwó – 420 d. Śe ìdánwò akëkõö lórí àwôn òýkà náà

ojìlénírinwó – 440 AKËKÕÖ

õtàlénírínwó – 460 a. Da àwôn òýkà tí olùkö kô sí ara pátákó kô ö sí

inú ìwé rç
õrìnlénírínwó – 480 abbl
b. Tëtí sí àlàyé olùkö
b. Kíka òýkà àárin wôn. Bí
àpççrç: d. Śe ìdánwò tí olùkö pàśç ní kíláásì

oókanlénírínwó – 401 OHUN-ÈLÒ ÌKÖNI

èjìlénírínwó – 402 abbl a. Kádíböõdù

b. Káàdì pélébé pélébé
9. LÍTÍRÈŚÕ: Àśàyàn Ìwé Ewì OLÙKÖ

a. ka ewì sí akëkõö létí

ÀKÓÓNÚ IŚË
b. śe àlàyé lórí ewì tí a kà
a. Ewì kíkà
d. fa kókó õrõ jáde
b. Kókó õrõ ajçmö-õrõ-tó-ń-
lô láwùjô/ lágbàáyé. e. śe àlàyé ônà èdè àti ìsôwölo-èdè tó jçyô
- Ìśêföfábo
- ipò obìnrin AKËKÕÖ
- ètò ôrõ-ajé
 - ìkôlura êsìn/ àśà a. Ka ewì náà sinu
- ìkóra-çni-ní-ìjánu nínú
b. ka ewì náà síta
ìgbésí ayé õdö
d. Ônà èdè àti ìsôwölo-èdè d. fi pëńsù fàlà sí ibi tí wön ti kíyèsí kókó õrõ àti
êkö tí wön rí kö

e. Töka sí ônà èdè àti ìsôwölo-èdè

ç. Tëtí sí àlàyé olùkö

OHUN-ÈLÒ ÌKÖNI

a. Ìwé tí a yàn

b. Àwòrán ohun tí ewì dálé

d. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ

10. ÈDÈ: Ìró Èdè Yorùbá OLÙKÖ

a. Töka sí õnà tí á ń gbà śàpèjúwe köńsónáýtì

ÀKÓÓNÚ IŚË àti fáwëlì

a. Àpèjúwe ìró köńsónáýtì b. Śe àpèjúwe konsonati àti fáwëlì

b. Àpèjúwe ìró fáwëlì
d. Àtç fáwëlì àti köńsónáýtì d. Ya àtç köńsónáýtì àti fáwëlì

e. Dán àwôn akëkõö wò lórí àpèjúwe köńsónáýtì

àti fáwëlì

AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. Śàjùwé ìró köńsónáýtì àti fáwëlì

d. Kô àpèjúwe tí olùkö kô sí ojú pátákó sínú ìwé

rç

e. Śe ìdánwò tí olùkö pàśç ní kíláásì

OHUN-ÈLÒ ÌKÖNI

a. Àtç köńsónáýtì àti fáwëlì tí a yà sínú

kadiboodu

b. Àwòrán êyà ara ìfõ

d. Káàdì pélébé pélébé

 11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ
 YORÙBÁ L2 JSS 3 TÁÀMÙ KËTA

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÒWE ÀTI ÀKÀNLÒ ÈDÈ KÉÈKÈÈKÉ OLÙKÖ

1. Śe àlàyé owe
ÀKÓÓNÚ
2. Töka sí àbùdá òwe
1. Ìtumõ òwe
3. Śàlàyé ìwúlò òwe pêlú àpççrç
2. Àbùdá òwe
4. Túmõ àkànlò èdè
3. ìwúlò òwe: fún àlàyé, ìkìlõ,
ìmõràn, ìbáwí abbl 5. Töka sí oríśi àkànlò èdè kéèkèèké pêlú
àpççrç
4. Àkànlò èdè – ìtumõ
AKËKÕÖ
5. Oríśi àkànlò èdè pêlú àpççrç
1. Tëtí sí àlàyé olùkö

2. Pa òwe tí olùkö kô sí ojú pátákó

3. pa òwe ti ara rç

4. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé

rç

5. Śàlàyé ìyàtõ láàrin òwe àti àkànlò èdè

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òwe àti àkànlò èdè sí.

2. káàdì pélébé pélébé tí a kô òwe àti àkànlò

èdè sí

2. ÈDÈ: Òýkà Yorùbá OLÙKÖ

1. kô òýkà sí ara pátákó

ÀKÓÓNÚ IŚË
2. śe àlàyé ìlànà òýkà
1. Àtúnyêwò òýkà láti oókan dé
êëdëgbêta (1-500) 3. śe ìdánwò fún akëkõö lórí òýkà náà.

2. ka òýkà láti oókan dé êëdëgbêta AKËKÕÖ

3. Da fígõ àwôn òýkà náà mõ. 1. Da àwôn òýkà tí olùkö kô sí ara pátákó kô
sínú ìwé rç
 2. Tëtí sí àlàyé olùkö

3. Śe ìdánwò tí olùkö pèsè ní kíláásì

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù

2. káàdì pélébé pélébé

3. ÀŚÀ: Ìtàn Ìśêdálê Yorùbá OLÙKÖ

1. Śe àlàyé ìtàn ìśêdálê Yorùbá àti bí wôn śe

ÀKÓÓNÚ IŚË tan káàkiri

1. Ìtêsíwájú ìtàn ìśêdálê Yorùbá 2. Töka sí àwôn ôba Yorùbá àti orúkô oyè
wôn
2. Àwôn ômô Õkànbí
3. Dárúkô àwôn ìlú Yorùbá àti êka èdè tí wön
3. Àwôn ôba ilê Yorùbá àti orúkô oyè ń sô
wôn
AKËKÕÖ
4. Êyà Yorùbá àti êka èdè wôn
1. Dárúkô díê lára àwôn agbègbè tí êyà
Yorùbá tàn dé

2. Dárúkô àwôn ôba Yorùbá yàtõ sí ti olùkö

3. Sô díê lára àwôn ìlú Yorùbá àti êka èdè

wôn

4. Tëtí sí àlàyé olùkö.

OHUN-ÈLÒ ÌKÖNI

1. Máàpù ilê Áfíríkà àti ilê Marubaawa

2. Máàpù Nàìjíríà àti ilê Yorùbá

4. LÍTÍRÈŚÕ: Àśàyàn ìwé àyôkà OLÙKÖ

1. Darí akëkõö láti sô ní sókí ìtàn náà

ÀKÓÓNÚ IŚË
2. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá,
1. Àtúnyêwò àwôn àśàyàn ìwé ìtàn ibùdó ìtàn, kókó õrõ
àròsô ôlörõ geere, ewì àti eré-onítàn
3. Darí ìjíròrò àti eré ní kíláásì
2. ìtàn inú ìwé ní sókí
AKËKÕÖ
3. Êdá ìtàn
1. Ka ìtàn àròsô
4. Ìfìwàwêdá
2. Tëtí sí àlàyé olùkö kí ó sì śe àkôsílê rê.
 5. ibùdó ìtàn 3. Béèrè ìbéèrè nípa ohun tí kò bá yé wôn

6. Àhunpõ ìtàn 4. Sô ní sókí ohun tí ìwé dálé lórí

7. kókó õrõ tó jçyô 5. kópa nínú ìśeré tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

1. ìwé tí a yàn

2. ohun èlò ìśeré

3. orí ìtàgé

4. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré.

5. ÈDÈ: Ìsõrí õrõ OLÙKÖ

1. Śe àlàyé lórí ipò àti iśë õkõõkan nínú

ÀKÓÓNÚ IŚË gbolohun

1. Ìtêsíwájú lórí ìsõrí õrõ 2. Śe õpõlôpõ àpççrç lórí õkõõkan fún

akëkõö
2. Dárúkô àwôn ìsõrí õrõ Yorùbá:
õrõ-orúkô, õrõ-àpönlé, õrõ-aröpò 3. Darí akëkõö láti śe àpççrç tirê.
orúkô, õrõ-ìśe, õrõ-àpèjúwe, õrõ-
atökùn, õrõ-àsopõ AKËKÕÖ

3. Àlàyé kíkún lórí ipò àti iśë wôn 1. Tëtí sí àlàyé olùkö
nínú gbólóhùn
2. Kô àwôn àpççrç tí olùkö śe sínú ìwé

3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù

2. káàdì pélébé pélébé

6. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá OLÙKÖ

1. ka álífábëêtì Yorùbá
ÀKÓÓNÚ IŚË
2. Töka sí köńsónáýtì àti fáwëlì
1. Dárúkô àwôn ìró köńsónáýtì àti
3. Dárúkô oríśi fáwëlì
fáwëlì
4. Śe àpèjúwe köńsónáýtì àti fáwëlì
2. Oríśi fáwëlì tí ó wà
5. Ya àtç köńsónáýtì àti fáwëlì pêlú àlàyé.
3. Àpèjúwe ìró köńsónáýtì àti fáwëlì
AKËKÕÖ
 4. Àtç köńsónáýtì àti fáwëlì 1. ka álífábëêtì têlé oluko

2. Ya köńsónáýtì àti fáwëlì sötõ

3. Śe àpèjúwe ìró kõõkan

4. Ya àtç köńsónáýtì àti fáwëlì

5. Tëtí sí àlàyé olùkö

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a ya àtç köńsónáýtì àti fáwëlì

sí

2. káàdì pélébé pélébé

7. ÀŚÀ: Ìsômôlórúkô OLÙKÖ

1. Rán àwôn akëkõö létí nípa àśà

ÀKÓÓNÚ IŚË ìsômôlórúkô

Ìtêsíwájú lórí: 2. Dárúkô àwôn ohun èlò ìsômôlórúkô

1. Àśà Ìsômôlórúkô 3. Töka sí oríśi orúkô Yorùbá

2. Àwôn ohun èlò ìsômôlórúkô AKËKÕÖ

1. Tëtí sí àlàyé olùkö

3.oríśi orúkô: orúkô àbísô,
àmútõrunwá, àbíkú, oríkì, ìdílé 2. Dárúkô àwôn ohun èlò ìsômôlórúkô
ìnagijç abbl
3. Töka sí oríśi orúkô pêlú àpççrç nípa ìdarí
olùkö

OHUN-ÈLÒ ÌKÖNI

1. Àwôn ohun èlò ìsômôlórúkô

2. Àwòrán àwôn ohun èlò ìsômôlórúkô

3. káàdì pélébé pélébé tí a kô oríśi orúkô sí

8. ÈDÈ: Akókò, ìgbà àti ojú ôjö OLÙKÖ

1. Rán akëkõö létí àkókò tó wà nínú ôjö

ÀKÓÓNÚ IŚË
2. Śàlàyé agogo tó lù nípa lílo ôwö kúkurú àti
Ìtêsíwájú nípa: gígùn

1. Sísô àwôn àkókò tó wà nínú ôjö 3. Töka sí õpõlôpõ àpççrç láti fi agogo tó lù
hàn
2. Sísô iye agogo tó lù
AKËKÕÖ
 3. Ìlò a.m àti p.m ní èdè Yorùbá. Bí 1. Dárúkô àkókò tó wà nínú ôjö
àpççrç, Aago méje àárõ, aago kan
õsán, aago méje alë abbl 2. Sô iye agogo tó lù nípa ìdarí olùkö

3. Śe àmúlò a.m àti p.m ní èdè Yorùbá.

4. Ya àwòrán agogo tí olùkö kô sílê sínú ìwé

rç.

OHUN-ÈLÒ ÌKÖNI

1. Aago ara ògiri

2. Àwòrán agogo lóríśiríśi

9. ÈDÈ: Õrõ Àyálò OLÙKÖ

1. Śàlàyé õrõ àyálò.

ÀKÓÓNÚ IŚË
2. Śàlàyé õnà tí õrõ àyálò gbà wônú èdè
1. Oríkì õrõ àyálò Yorùbá.

2. Õnà tí õrõ àyálò gbà wônú èdè 3. Dárúkô àwôn èdè tí Yorùbá ti yá õrõ lò.
Yorùbá. Àpççrç; êsìn, ôrõ-ajé, òśèlú,
õlàjú abbl. 4. Töka sí oríśi õrõ àyálò pêlú àpççrç.

3. Àwôn èdè tí Yorùbá ti yá õrõ lò bí i AKËKÕÖ

èdè Gêësì, Haúsá, Hébérù, Lárúbáwá
1. Tëtí sí àlàyé olùkö
4. Oríśi õrõ àyálò pêlú àpççrç.
2. Sô àpççrç õrõ àyálò

3. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé

rç.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù

2. Káàdì pélébé pélébé.

10. ÀŚÀ: Ìkíni OLÙKÖ

1. Śàlàyé oríśiríśi ìkíni

ÀKÓÓNÚ IŚË
2. Jë kí àwôn akëkõö kí ara wôn nínú kíláásì
Ìtêsíwájú nípa
3. Tö akëkõö sönà nípa ìśesí àti ìhùwàsí ní
1. Ìkíni ní onírúurú ìgbà àti àkókò àsìkò ìkíni

2. Ìkíni fún onírúurú ayçyç AKËKÕÖ

 3. Ìkíni fún onírúurú iśë 1. Tëtí sí àlàyé olùkö

4. Ìkíni fún çni tí õfõ sê abbl 2. Kí olùkö àti akëkõö bí ó ti yç

5. Ìśesí ní àsìkò ìkíni 3. Hùwà bí ó śe yç ní àsìkò tí wôn bá ń kí ara

wôn

4. Kô iśë tí olùkö kô sójú pátákó sílê

11. ÈDÈ: Êrô Ayára-bí-àśá (Computer) OLÙKÖ

1. Śe àlàyé êrô ayára-bí-àśá

ÀKÓÓNÚ IŚË
2. Dárúkô oríśi kõýpútà
1. Àlàyé lórí èrò kõýpútà
3. Töka sí êyà ara kõýpútà àti iśë wôn
2. Oríśi kõýpútà
4. Śe àlàyé ìwúlò êrô kõýpútà
3. Êyà ara kõýpútà
AKËKÕÖ
4. Ìwúlò kõýpútà
1. Tëtí sí àlàyé olùkö

2. Sô ìwúlò êrô kõýpútà nípa ìdarí olùkö

3. kô iśë tí olùkö kô sójú pátákó sle sínú ìwé

rç.

OHUN-ÈLÒ ÌKÖNI

1. Êrô kõýpútà

2. Àwòrán kõýpútà àti àwôn êyà ara rê.

12. ÀTÚNYÊWÒ IŚË

13. ÌDÁNWÒ
 YORÙBÁ L1 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÈDÈ: Ìsõrí Õrõ OLÙKÖ

1. Śe àlàyé kíkún lórí ipò àti iśë ìkõõkan nínú

ÀKÓÓNÚ IŚË gbólóhùn

Iśë àwôn ìsõrí õrõ nínú 2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
gbólóhùn:
3. Darí akëkõö láti śe àpççrç lórí tirê
1. Iśë tí õrõ-orúkô ń śe nínú
gbólóhùn. AKËKÕÖ

2. Iśë tí õrõ aröpò-orúkô ń śe 1. Tëtí sí àlàyé olùkö lórí iśë ìsõrí õrõ kõõkan
nínú gbólóhùn
2. Kô àwôn àpççrç tí olùkö śe sínú ìwé
3. Iśë tí õrõ-ìśe ń śe nínú
3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö
gbólóhùn
OHUN-ÈLÒ ÌKÖNI
4. Iśë tí õrõ-àpönlé ń śe nínú
gbólóhùn 1. Kádíböõdù tí ó ń śàlàyé/ śe àpççrç iśë ìsõrí
õrõ kõõkan

2. ÌTÊSÍWÁJÚ LÓRÍ ÊSÌN ÒDE- OLÙKÖ

ÒNÍ
1. Śe àlàyé ipa tí êsìn ń kó láwùjô

ÀKÓÓNÚ IŚË 2. Ìdí tí ìbõwõ fún êsìn çnìkejì śe śe pàtàkì láti

dènà rògbòdìyàn àti ìjà êsìn láwùjô.
1. Kírísítíënì
AKËKÕÖ
2. Mùsùlùmí
Sô ohun tí wôn gbö/ rí nípa êsìn òde òní.
3. Çkanka
OHUN-ÈLÒ ÌKÖNI
4. Buda
Àwòrán àwôn çlësìn wõnyí níbi tí wôn ti ń jösìn
5. Gúrúmàrajì sí.

Ipa tí êsìn ń kó láwùjô

3. ÒÝKÀ: Òýkà Yorùbá láti 301 – OLÙKÖ

400
1.Tö akëkõö sönà láti ka òýkà láti
oókanlélöõdúnrún dé irínwó (301-400)
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìgbésê òýkà ní kíkún.
Òýkà èdè Yorùbá láti 301 –
 400. AKËKÕÖ

Sô àwôn õnà tí a ń gbà śe òýkà 1. ka òýkà láti oókanlélöõdúnrún dé irínwó (301-

ní ilê Yorùbá. B.a. lé - +, dín = 400)
-
2. śàlàyé àwôn ìgbésê òýkà.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô òýkà láti oókanlélöõdúrún dé

irínwó (301-400)

4. ÈDÈ: Àkôtö Síwájú sí i OLÙKÖ

1. Fi õpõlôpõ àpççrç gbé õrõ rê lësê kí o sì tún

ÀKÓÓNÚ IŚË àlàyé śe lórí àkôtö òde òní

1. ìyapa ìsùpõ köńsónáýtì AKËKÕÖ

2. Àtúnśe/ àtúnkô àwôn õrõ 1. Tëtí sí àlàyé olùkö.

méjì tàbí jù bëê lô tí a ń kô
papõ gëgë bí çyô kan tàbí méjì, 2. Śe àkôsílê àwôn àpççrç tí olùkö śe.
b.a. nitorinaa – nítorí náà,
OHUN-ÈLÒ ÌKÖNI
biotilçjçpe – bí ó tilê jë pé abbl.
Kádíböõdù tí a kô àwôn àpççrç àkôtö òde òní àti
sípëlì àtijö sí.

5. LÍTÍRÈŚÕ: Ìwé Kíkà (Eré- OLÙKÖ

Onítàn)
1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí

ÀKÓÓNÚ IŚË 2. Darí akëkõö láti tún ìtàn/ eré onítàn sô ní sókí

Àśàyàn ìwé lítírèśõ àpilêkô 3. Śe àlàyé lórí àwôn kókó õrõ tó súyô àti
ìbáyému wôn.
1. Ìtàn inú ìwé tí a bá kà ní sókí
4. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá,
2. Êdá ìtàn ibùdó ìtàn, àhunpõ ìtàn, kókó õrõ

3. Ìfìwàwêdá 5. Darí ìjíròrò àti ìśeré ní kíláásì

4. Ibùdó ìtàn AKËKÕÖ

5. Àhunpõ ìtàn 1. ka eré onítàn

6. Kókó õrõ tó jçyô/ êkö tí ìtàn 2. Tëtí sí àlàyé olùkö, kí ó sì śe àkôsílê rê

kö wa: Ìbáyému õrõ tó ń lô
láwùjô bí àpççrç: éèdì, ìkôlura 3. Béèrè ìbéèrè nípa ohun tí kò bá yé e.
êsìn
4. Śe ìsônísókí iran eré náà
 7. Àwôn àśà Yorùbá tó súyô 5. kópa nínú ìjíròrò àti ìśeré tí olùkö darí

8. Ìlò èdè: (a) ônà èdè: àfiwé, OHUN ÈLÒ ÌKÖNI

òwe, àkànlò èdè (b) Àwítúnwí,
ìfìrómõrísí, ìfohùngbohùn abbl. 1. Ìwé ìtàn tí a yàn

2. Ohun èlò ìśeré

3. Orí ìtàgé

4. Aśô eré

5. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré

6. ÌTÊSÍWÁJÚ LÓRÍ ÀRÒKÔ OLÙKÖ

AJÇMÖ-ÌSÍPAYÁ
1. pèsè àkôlé/ orí õrõ kõõkan

ÀKÓÓNÚ IŚË 2. Tö akëkõö sönà láti jíròrò lórí àpççrç orí õrõ
lábë oríśi àròkô kõõkan
1. Àròkô ajçmö-ìsípayá
3. Darí akëkõö láti śe ìlapa èrò
2. Àròkô aláríyànjiyàn
4. Tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí
3. Àpççrç àkôlé lábë oríśi àròkô ó śe
kõõkan.
AKËKÕÖ
4. Àkôlé
1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö.
5. ìlapa èrò
2. kópa nínú śíśe ìlapa èrò
6. Àtúntò ìlapa èrò
3. Lo ìlapa èrò náà láti kô àròkô
7. ìfáàrà

8. ìpín afõ

9. kô õrõ inú àròkô

10. ìgúnlê/ Àsôkágbá

7. ÈDÈ: Àpólà- Orúkô àti Iśë rê OLÙKÖ

1. Kô oríśiríśi gbólóhùn
ÀKÓÓNÚ IŚË
2. Töka sí àwôn ìhun àpólà-orúkô inú wôn
1. Ìhun Àpólà-orúkô
3. Töka sí ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-
2. Ìsõrí õrõ tí ó máa ń wáyé orúkô
nínú àpólà-orúkô
4. Sô pàtàkì àpólà-orúkô
 3. Iśë àpólà-orúkô AKËKÕÖ

1. Śe àdàkô àwôn gbólóhùn tí olùkö kô.

2. Tëtí sí àlàyé olùkö nípa ìsõrí õrõ tí ó ń jçyô

nínú àpólà-orúkô àti pàtàkì rê.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àpççrç gbólóhùn tí ó ní

àpólà-orúkô àti iśë rê sí.
8. LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ OLÙKÖ
Àpilêkô (Ewì)
1. ka ewì sí akëkõö létí

2. Śe àlàyé lórí ewì tí a kà

ÀKÓÓNÚ IŚË
3. Fa kókó õrõ jáde
1. Ewì kíkà
4. Śàlàyé ônà-èdè àti ìsôwölo-èdè tó jçyô.
2. Kókó õrõ ajçmö õrõ-tó-ń-lô
láwùjô/ lágbàáyé. AKËKÕÖ

- ìśêtöfábo, ipò obìnrin, ètò 1. Ka ewì náà sínú

ôrõ-ajé, ìkôlura êsìn/ àśà,
ìkóra-çni-ní-ìjánu nínú ìgbésí 2. ka ewì náà síta
ayé õdö abbl.
3. Fi pëńsù fàlà sí ibi tí wôn kíyèsí kókó õrõ àti
3. Ônà-èdè àti ìsôwölo-èdè. êkö tí wôn ríkö

4. Töka sí ônà èdè

5. Tëtí sí àlàyé olùkö

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a yàn

2. Àwòrán ohun tí ewì dálé

3. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ

9. ÈDÈ: Àpólà-iśë àti iśë rê OLÙKÖ

1. Kô oríśiríśi gbólóhùn pêlú àpççrç àwôn õrõ-ìśe

ÀKÓÓNÚ IŚË nínú wôn àti irú õrõ-ìśe tí wön jë

1. Oríśiríśi õrõ-ìśe bí i õrõ-ìśe: 2. Śàlàyé pêlú àpççrç ìhun àpólà-ìśe

a. çlëlà àti aláìlëlà abbl 3. Sô pàtàkì àpólà-ìśe

b. agbàbõ àti aláìgbàbõ abbl AKËKÕÖ

 2. ìhun àpólà-ìśe 1. Tëtí dáradára sí àlàyé olùkö.

3. Pátákó àpólà-ìśe 2. Kô àpççrç àwôn õrõ-ìśe àti irúfë èyí tí wön jë

sílê

3. mënuba lára pàtàkì àpólà-ìśe

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó śàlàyé léérèfé àpólà-ìśe àti


iśë rê
10. ÀŚÀ: Eré Òśùpá àti Eré OLÙKÖ
Ojoojúmö
1. Sô ìtumõ eré òśùpá àti eré ojoojúmö

ÀKÓÓNÚ IŚË 2. śàlàyé ìwúlò àti pàtàkì eré òśùpá àti eré
ojoojúmö
1. Ìtumõ eré òśùpá
3. Darí akëkõö láti śe eré/ kô orin tí ó jçmö eré
2. Ìtumõ eré ojoojúmö kõõkan

3. Ìgbà wo ni à ń śeré òśùpá AKËKÕÖ

4. Ìgbà tí eré ojoojúmö máa ń 1. Tëtí sí àlàyé olùkö

wáyé 2. Kô pàtàkì àti ìwúlò eré òśùpá àti eré ojoojúmö
5. pàtàkì eré òśùpá àti eré sílê
ojoojúmö 3. kópa nínú eré tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

Ìwé pêlú àwòrán tí ó ń śe àfihàn àwôn tó

ń śe eré òśùpá àti eré ojoojúmö.
11. LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ OLÙKÖ
Àpilêkô (Ìtàn àròsô ôlörõ
geere) 1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà dá lé
lori

ÀKÓÓNÚ IŚË 2. Śàlàyé ìbáyému àwôn àkóónú ìtàn náà (ìśêlê,

kókó õrõ)
1. Ibùdó àti àhunpõ ìtàn
3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
2. Àśà tó súyô
4. Jíròrò lórí ìlò èdè àti àśà tó súyô
3. Àwôn kókó õrõ tó jçmö ìśêlê
bágbàmu b.a Êtö ômô ènìyàn, AKËKÕÖ
ìśètòfábo, Ètò ôrõ-ajé, ìkôlura
1. Ka ìtàn náà yóò sì jíròrò lórí ìśêlê inú rê
êsìn/ àśà, jíjínigbé abbl.
(àhunpõ ìtàn)
4. Êdá ìtàn àti ìfìwàwêdá
2. Sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn
 5. Ônà èdè àti ônà ìsôwölo-èdè kò fëràn

3. Töka sí ônà èdè tí ó súyô

4. Töka sí àśà tí ó súyô

OHUN-ÈLÒ ÌKÖNI

Ìwé àśàyàn.

Ìwé ìròyìn tí ó ń fi ìśêlê tí ó fara pë ti inú ìtàn tó

wáyé hàn.

12. ÀŚÀ: Òge Śíśe OLÙKÖ

1. Tëtí sí olùkö
ÀKÓÓNÚ IŚË
2. Śe ìdàkô ohun tí olùkö kô sílê ní ojú pátákó
1. Oge síse
3. kópa nínú ìmënubà pàtàkì àti àléébù oge śíśe
2. Ilà kíkô

3. Aśô wíwõ
OHUN-ÈLÒ ÌKÖNI
4. Ìtöjú irun orí
Kóòmù, làálì, ôsç, ìpara, àtíke, bíléèdì omi abbl
5. Ìtöjú ara

6. Pàtàkì oge śíśe

7. Àléébù àti ewu nínú oge śíśe

àśejù

13. ÀTÚNYÊWÒ ÊKÖ

14. ÌDÁNWÒ
 YORÙBÁ L1 JSS 3 TÁÀMÙ KEJÌ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÈDÈ (FONÖLÖJÌ): Ìpàrójç àti OLÙKÖ

Ìsúnkì
1. Śe àlàyé ohun tí ìpàrójç àti ìsúnkì jë

ÀKÓÓNÚ IŚË 2. Śe àpççrç fún àwôn akëkõö

1. Oríkì ìpàrójç àti ìsúnkì 3. Darí àwôn akëkõö láti mú àpççrç ti wôn wá.

2. pípa fáwëlì tó bêrê õrõ jç, b. AKËKÕÖ

a ; Adémölá – Démölá, ìkòkò –
1. Tëtí sí àlàyé lórí oríkì ìpàrójç àti isunki
kòkò, iyàrá – yàrá
2. kópa nínú ìkëkõö nípa mímú àpççrç wá
3. ìpàrójç láàrin õrõ méjì, b.a.
Aya ôba – Ayaba, ojú ilé – 3. śe àkôsílê ohun tí olùkö kô sí ojú pátákó.
ojúlé, ewé oko – ewéko abbl
OHUN-ÈLÒ ÌKÖNI

1. Pátákó çlëmõö tí ó ń sô oríkì ìpàrójç àti ìsúnkì

pêlú àpççrç

2. Orúkô àwôn akëkõö kan fún àpççrç.

2. ÀŚÀ: Çrú àti Ìwõfà OLÙKÖ

1. Śe àlàyé dáradára fún àwôn akëkõö lórí çni tí

ÀKÓÓNÚ IŚË çrú jë àti çni tí ìwõfà jë

1. Àlàyé lórí çni tí çrú jë. 2. Sô õnà tí a fi ń ní çrú àti õnà tí a fi ń ní ìwõfà

2. Àlàyé lórí çni tí ìwõfà jë 3. Śe àlàyé lórí õnà tí a ń gbà lo çrú àti ìwõfà

3. Õnà tí a fi ń ní çrú, bí 4. Śe àfiwé ìkönilëkõö tí ìgbàlódé lô sí òkè-òkun

àpççrç mímú lójú ogun, fífi fún òwò nàbì.
owó rà abbl
AKËKÕÖ
4. Õnà tí a ń gbà lo çrú
1. Tëtí sí àlàyé olùkö
5. Õnà tí a ń gbà lo çrú àti
ìwõfà (fífi yá owó) ìwõfà. 2. Śe àfiwé ômô õdõ àti ômô mõlëbí ní õdõ
àwôn òbí.

OHUN-ÈLÒ ÌKÖNI

Àwòrán láti inú ìwé tí ó śàfihàn çrú àti ìwõfà.

3. ÈDÈ: Àpólà-atökùn àti iśë rê OLÙKÖ

 ÀKÓÓNÚ IŚË
1. Śe àlàyé nípa àpólà-atokun
1. Ìhun àpólà-atökùn
2. Kô àpççrç àpólà-atökùn
2. Iśë àpólà-atökùn
3. Sô nípa iśë tí àpólà-atökùn ń śe nínú
3. Àpççrç àpólà-atökùn gbólóhùn

AKËKÕÖ

1. Fi òye sí àlàyé tí olùkö śe

2. kópa nínú àfikún àpççrç

3. Śe àkôsílê ohun tí olùkö kô sí ojú pátákó

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó ń śàlàyé léréèfé àpólà-


atökùn pêlú àpççrç
4. LÍTÍRÈŚÕ: KíkaÌwé (Àśàyàn OLÙKÖ
lítírèśõ àpilêkô)
1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí

ÀKÓÓNÚ IŚË 2. Śe àlàyé ìbáyému àwôn ìśêlê inú ìtàn náà

(ìśêlê, kókó õrõ)
1. Ibùdó àti àhunpõ
3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
2. Àśà tó súyô
4. Àti lórí ìlò èdè àti àśà tó súyô
3. Àwôn kókó õrõ tó jçmö ìśêlê
bágbàmu b.a. AKËKÕÖ

- Ètò ômô ènìyàn 1. ka ìtàn náà, yóò sì jíròrò lórí ìśêlê inú rê
(àhunpõ ìtàn)
- ìśêtöfábo
2. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn
- Ètò ôrõ-ajé kò fëràn

- ìkôlura êsìn àti àśà 3. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè

- jíjínigbé abbl 4. śe àfàyô àśà tó súyô.

4. Êdá ìtàn àti ìfìwàwêdá OHUN-ÈLÒ ÌKÖNI

5. Ônà èdè àti ônà ìsôwölo- 1. ìwé àśàyàn

èdè
2. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó
wáyé wà.

5. Òýkà Èdè Yorùbá 400 – OLÙKÖ

 500

1. Tö akëkõö sönà láti ka òýkà- irínwó dé

ÀKÓÓNÚ IŚË êëdëgbêta

Òýkà láti irínwó dé êëdëgbêta 2. Śe àlàyé ìgbésê òýkà ní kíkún.

(400-500)
AKËKÕÖ

1. Ka òýkà láti irínwó dé êëdëgbêta (400 – 500)

2. Da òýkà tí a kô sójú pátákó mõ ní çyô kõõkan

3. Kô òýkà tí olùkö kô sójú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

6. ÀŚÀ: Çrú àti Ìwõfà OLÙKÖ

1. Tëtí sí àlàyé olùkö

ÀKÓÓNÚ IŚË
2. Śe àfikún sí àfiwé tí olùkö śe nípaśê ìrírí wôn
1. Àfiwé çrú níní, ìwõfà yíyá ní ilé tàbí àdúgbò wôn.
láyé àtijö àti ômô õdõ níní
láyé òde òní. 3. Mô ewu tí ó rõ mö wôn.

2. Kíkó õdömôkùnrin àti OHUN-ÈLÒ ÌKÖNI

õdömôbìnrin lô sí òkè-òkun lô
1. Ìwé tí ó ń śàfihàn çrú àti ìwõfà.
śe çrú àti òwò nàbì.

3. Àwôn ewu tí ó rõ mö wôn.

7. ÈDÈ: Ìtêsíwájú Lórí Sílébù Èdè OLÙKÖ

Yorùbá
1. Kö/ śe àpççrç õrõ tí sílébù wôn ju sílébù méjì
lô.
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìwúlò sílébù èdè Yorùbá.
- Àwôn õrõ tí sílébù wôn ju
méjì lô b.a. olówó, ômôdé, AKËKÕÖ
labalábá abbl
1. Tëtí sí àlàyé olùkö
- Ìwúlò sílébù.
2. Śe àfikún àpççrç tí olùkö śe

3. Śe àkôsílê ohun tí olùkö kô

OHUN-ÈLÒ ÌKÖNI
 Kádíböõdù tí ó ń śe àfihàn sílébù àpççrç àti iśë
rê nínú õrõ

8. LÍTÍRÈŚÕ: Ìwé Kíkà OLÙKÖ

1. Śe ìtúpalê ìwé tí a yàn nípa títêlé ìlànà ìtúpalê

ÀKÓÓNÚ IŚË ìwé

Àśàyàn ìwé lítírèśõ àpilêkô AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Śe àkôsílê ohun tí olùkö kô sí böõdù

3. Kópa nínú èdè

OHUN-ÈLÒ ÌKÖNI

Ìwé tí a yàn

9. Àròkô Aśàpèjúwe àti OLÙKÖ

Oníròyìn
1. Śe àlàyé lórí àròkô aśàpèjúwe àti Oníròyìn

2. Kô àpççrç orí õrõ tí ó wà lábë oríśi àròkô

ÀKÓÓNÚ IŚË
kõõkan
1. Àlàyé lórí àròkô aśàpèjúwa
3. Śe àlàyé ìlapa èrò fún àròkô kõõkan.
àti oníròyìn.
AKËKÕÖ
2. Àpççrç orí õrõ lábë ìsõrí
àròkô kõõkan 1. Tëtí sí àlàyé olùkö lórí ìdánilëkõö

3. Ìlapa èrò fún àròkô kõõkan 2. Śe àkôsílê ohun tí olùkö kô

3. Kô àpççrç àròkô oníròyìn nípa títêlé àpççrç

ìlapa èrò tí olùkö sô nípa rê.

OHUN-ÈLÒ ÌKÖNI

Pátákó çlëmõö tí a kô ìlànà méjèèjì sí.

10. Òwe OLÙKÖ

Àkóónú iśë 1. Kô àpççrç oríśiríśi òwe fún àwôn akëkõö

1. Oríśiríśi òwe 2. Śe àlàyé àwôn tí wôn ń pa òwe àti ìlànà tí

ômôdé yóò têlé bí ó bá fë pa á.
2. Ìwúlò òwe
3. Sô ìwúlò òwe
3. Àwôn tí wön ń pa òwe.
AKËKÕÖ
 1. Fi òye sí àlàyé tí olùkö śe.

2. Kô àpççrç oríśiríśi òwe sílê

3. Sô ìwúlò òwe

OHUN-ÈLÒ ÌKÖNI

Pátákó çlëmõö tí a kô oríśiríśi òwe sí àti ìwúlò

òwe.

11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ
 YORÙBÁ L1 JSS 3 TÁÀMÙ KËTA

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. Àkôtö Síwájú sí i OLÙKÖ

1. Kô àwôn ìpinnu ôdún 1974 náà.

ÀKÓÓNÚ IŚË
2. śe àlàyé àwôn ìpinnu náà àti àýfààní rê fún kíkô
Ìtêsíwájú lórí àkôtö èdè Yorùbá ní àkôtö

1. Ìyípadà ìsùpõ köńsónáýtì AKËKÕÖ

2. Àwôn õrõ tí wön ju méjì lô 1. Da ìpinnu náà kô sínú ìwé rê.

tí a ń kô ní õkan.
2. Tëtí sí àlàyé olùkö lórí àwôn ìpinnu náà lësççsç

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô àkôtö èdè Yorùbá sí.

2. Òýkà Yorùbá OLÙKÖ

1. Tö akëkõö sönà láti ka òýkà ní kíkún

ÀKÓÓNÚ IŚË
2. śe àlàyé ìgbésê òýkà ní kíkún
Ìtêsíwájú lórí òýkà Yorùbá
AKËKÕÖ
1. Òýkà Yorùbá láti 301 -
350 1. ka òýkà láti 301-350, 351 – 400, 401 - 450

2. 351 – 400 2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan.

3. 401 – 450 3. kô òýkà tí olùkö kô sójú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òýkà láti 301 – 450 sí.

2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí

3. Iśë àwôn ìsõrí õrõ nínú OLÙKÖ

gbólóhùn
1. kô oríśiríśi gbólóhùn tí ó fi iśë õrõ-orúkô, õrõ-ìśe àti
õrõ aröpò-orúkô hàn sójú pátákó.
ÀKÓÓNÚ IŚË
2. śe àlàyé kíkún lórí wôn.
Ìtêsíwájú lórí iśë àwôn ìsõrí
õrõ nínú gbólóhùn AKËKÕÖ

1. Iśë tí õrõ-orúkô ń śe nínú 1. śe ìdàkô àwôn gbólóhùn tí olùkö kô

gbólóhùn
 2. Iśë tí õrõ aröpò-orúkô ń śe 2. Tëtí sí àlàyé olùkö
nínú gbólóhùn
OHUN-ÈLÒ ÌKÖNI
3. Iśë tí õrõ-ìśe ń śe nínú
gbólóhùn Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ-
orúkô, õrõ-ìśe àti õrõ aröpò-orúkô sí
4. Iśë tí õrõ-êyán ń śe nínú
gbólóhùn.

4. Àśàyàn Ìwé Eré-Onítàn OLÙKÖ

1. Darí akëkõö láti ka eré-onítàn náà.

ÀKÓÓNÚ IŚË
2. śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dálé
Ìtêsíwájú lórí àśàyàn ìwé
eré-onítàn 3. fa àwôn kókó õrõ yô

1. Ibùdó ìtàn 4. jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn

2. Àhunpõ ìtàn 5. śe àfiwé ìśêlê inú ìtàn pêlú õrõ tí ó ń lô láwùjô

3. Àśà tó súyô 6. śàlàyé lórí lílo èdè

4. Kókó õrõ 7. Darí ìśeré ní kíláásì, ìbáà jë ìran kan tàbí méjì.

5. Ìfìwàwêdá AKËKÕÖ

6. Ìlò Èdè 1. ka eré-onítàn náà

2. jíròrò lórí ìśêlê tí wön gbö rí/ kà rí tí ó fi ara pë èyí

tí wön ń kà.

3. fa êkö tí wön rí kö yô

4. töka sí oríśiríśi ìlò èdè

5. jíròrò lórí àwôn êdá ìtàn àti ìfìwàwêdá wôn.

6. kópa nínú ìśeré tí olùkö darí ní kíláásì.

5. Ìtêsíwájú Lórí Êsìn Ìbílê OLÙKÖ

Yorùbá
1. śe àlàyé ipa tí êsìn ń kó láwùjô

ÀKÓÓNÚ IŚË 2. ipò Olódùmarè nínú êsìn òde òní

ìtêsíwájú lórí êsìn òde oni 3. àjôśe tó wà láàrin àwôn çlësìn ìbílê, Kìrìsítíënì àti
Mùsùlùmí.
1. Kìrìsítíënì
4. śàlàyé nípa ìjà êsìn òde òní àti bí a śe lè dëkun
2. Mùsùlùmí wôn
 AKËKÕÖ

1. sô ohun tí wôn mõ nípa êsìn ìbílê Yorùbá àti êsìn

òde òní.

2. jíròrò àjôśe tó wà láàrin çlësìn Mùsùlùmí àti

Kìrìsìtíënì

3. jíròrò lórí ìjà êsìn àti bí a śe lè dëkun rê.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán àwôn çlësìn Kìrìsítíënì àti Mùsùlùmí níbi

êsìn

2. Fídiò

3. Sínnimá

6. Àròkô Síwájú sí i OLÙKÖ

1. pèsè àkôlé/ orí õrõ fún àròkô ajçmö-ìsípayá,

ÀKÓÓNÚ IŚË aláríyànjiyàn, aśàpèjúwe.

Ìtêsíwájú lórí kíkà àti kíkô 2. tö akëkõö sönà láti jíròrò lórí õrõ náà
àròkô
3. darí akëkõö láti śe ìlapa èrò
Oríśiríśi àròkô: àròkô ajçmö-
ìsípayá, aláríyànjiyàn, 4. tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí o śe
aśàpèjúwe
AKËKÕÖ

1. jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö

2. kópa nínú śíśe ìlapa èrò

3. lo ìlapa èrò náà láti kô àròkô

OHUN-ÈLÒ ÌKÖNI

1. pátákó çlëmõö tí a kô àkôlé àwôn àròkô wõnyí sí

lóríśiríśi

2. pátákó çlëmõö tí ó ń śàfihàn ìlapa èrò fún àwôn

àkôlé náà

7. ÀKÀYÉ OLÙKÖ

1. pèsè àyôkà lórí àwôn õrõ tí ó ń lô lákòókò

ÀKÓÓNÚ IŚË bágbàmu

2. pèsè ìbéèrè tí ó péye lórí àwôn kókó õrõ inú àyôkà

 Ìtêsíwájú lórí àkàyé: náà.

1. Ôlörõ geere AKËKÕÖ

2. Elédè Ewì 1. ka àyôkà tí olùkö pèsè

2. dáhùn àwôn ìbéèrè tí olùkö pèsè lórí rê

OHUN-ÈLÒ ÌKÖNI

1. àyôkà oríśiríśi tí ó dálé ìśêlê õrõ tó ń lô láwùjô

2. àwòrán tó bá àyôkà náà mu.

8. Àśàyàn Ìwé Ewì OLÙKÖ

1. ka ewì sí etígbõö àwôn akëkõö

ÀKÓÓNÚ IŚË
2. śe àlàyé lórí ewì tí a kà
Ìtêsíwájú lórí àśàyàn ìwé ewì
3. kô àwôn kókó õrõ jáde
1. Ìtàn inú ìwé ní sókí
4. śe àlàyé ní kíkún lórí ônà èdè, êkö abbl
2. Êdá ìtàn
5. darí ìjíròrò nípa àwôn kókó inú êkö yìí ní kíláásì
3. Kókó õrõ

4. Ìfìwàwêdá

5. Ibùdó ìtàn
AKËKÕÖ
6. Àhunpõ ìtàn
1. tëtí sí bí olùkö śe ń ka ewì

2. ka ewì sí etígbõö ara wôn

3. tëtí sí àlàyé olùkö

4. kópa nínú ìjíròrò tí olùkö darí ní kíláásì

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a bá yàn

2. Àwòrán àwôn ohun tí ewì dálé lórí

9. Àpólà-Orúkô àti Iśë rê OLÙKÖ

1. śe àlàyé kíkún lórí àpólà-orúkô àti iśë rê nínú

ÀKÓÓNÚ IŚË gbólóhùn.

Ìtêsíwájú lórí àpólà-orúkô àti 2. śe õpõlôpõ àpççrç lórí àpólà-orúkô àti iśë tí ó ń śe
iśë rê: fún akëkõö.
 i. Oríkì, Ìhun àpólà-orúkô 3. darí láti śe àpççrç tirê

ii. iśë tí ó ń śe nínú gbólóhùn AKËKÕÖ

iii. ìsõrí õrõ tí ó máa ń wáyé 1. tëtí sí àlàyé olùkö

nínú àpólà-orúkô
2. kô àpççrç tí olùkö śe sínú ìwé rç

3. śe àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô àwôn àpççrç sí.

10. Àśàyàn Ìwé Ìtàn Àròsô OLÙKÖ

Ôlörõ Geere
1. śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé

ÀKÓÓNÚ IŚË 2. darí akëkõö láti tún ìtàn sô

Ìtêsíwájú lórí àśàyàn ìwé ìtàn 3. śàlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému
àròsô ôlörõ geere.
4. śàlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá wôn
1. Ìtàn inú ìwé ní sókí
5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà
2. Êdá ìtàn
AKËKÕÖ
3. Kókó õrõ
1. ka ìwé náà
4. Ìfìwàwêdá
2. tún ìtàn náà sô ní sókí
5. Ibùdó ìtàn
3. jíròrò lórí kókó õrõ inú ìwé náà àti ìbáyému wôn
6. Àhunpõ ìtàn
4. tëtí sí àlàyé olùkö nípa êdá ìtàn àti ìfìwàwêdá wôn

5 kópa nínú ìjíròrò lórí ìlò èdè

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a yàn fún kíkà.

2. Àwòrán díê lára ìśêlê tó köni lëkõö nínú ìwé náà

11. Àpólà-ìśe àti Àpólà- OLÙKÖ

atökùn àti Iśë wôn
1. śàlàyé lórí ipò àti iśë õkõõkan wôn nínú gbólóhùn

ÀKÓÓNÚ IŚË 2. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

Ìtêsíwájú lórí àpólà-ìśe àti 3. darí akëkõö láti śe àpççrç tirê

àpólà-atökùn
 1. Ìhun àpólà-ìśe AKËKÕÖ

2. Ìhun àpólà-atökùn 1.Tëtí sí àlàyé olùkö lórí ipò àti iśë õkõõkan

3. Iśë àpólà-ìśe àti àpólà- 2. kô àwôn àpççrç tí olùkö ń śe sínú

atökùn
3. śàlàyé àwôn àpççrç iśë tí õkõõkan wôn ń śe nínú
gbólóhùn

OHUN-ÈLÒ ÌKÖNI

Káàdì pélébé pélébé tí a kô àpççrç iśë tí õkõõkan

wôn ń śe nínú gbólóhùn sí.

12. FONÖLÖJÌ ÈDÈ YORÙBÁ: OLÙKÖ

Ìpàrójç àti Ìsúnkì
1. śe êkúnrërë àlàyé lórí ohun tí à ń pè ní ìpàrójç àti
ìsúnkì.
ÀKÓÓNÚ IŚË
2. kô àwôn àpççrç õrõ tí a lè pajç tàbí súnkì nínú
Ìtêsíwájú lórí ìpàrójç àti gbólóhùn sójú pátákó.
ìsúnkì
3. darí akëkõö láti śe àpççrç tirê
1. ìpàrójç ìbêrê fáwëlì, b.a.
Adémölá – Démölá, Ìkõkõ – AKËKÕÖ
kõkõ, Iyàrá – yàrá abbl
1. Tëtí sí àlàyé olùkö
2. ìpàrójç õrõ méjì, b.a. aya
2. kô àwôn àpççrç wõnyí sí inú ìwé
ôba – ayaba, ojú ilé – ojúlé
abbl 3. śe àwôn àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àpççrç náà sí.

13. Àtúnyêwò Êkö

14. Ìdánwò
 BUSINESS STUDIES

BUSINESS STUDIES

JSS 3 FIRST TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 OFFICE PROCEDURE Teacher: Discuss on the meaning and
- Meaning importance of office procedure.
- Importance Students: Give examples of office
- Procedures for preparing bills procedure.
invoice and receipts Specimen: bills (e.g. PHCN, NITEL bills,
invoices, receipts
2 PROCEDURES FOR MAKING PAYMENT Teacher: Guide students to complete
- Cash specimen of bills, invoices, receipts,
- Bank transfer cheques, bank drafts and e-payment.
- Cheque Student: Practice preparation of vouchers,
- Bank draft pay roll and pay slip advice.
- E-payment Photographs and adding machine should be
- Imprest account used.
- Balance and restoration of imprest
- Store records
 Meaning of store
 Meaning of store records

3 OFFICE PROCEDURE Teacher: demonstrate on chalkboard

1. Procedure for store procurement preparation of store records, delivery notes
(use of store requisition) and store requisition
2. Importance of stock taking Students: Practice preparation of store
3. Delivery note, Gate pass records and completing a specimen delivery
note and gate pass.
A chart to be used.
4 OFFICE EQUIPMENT Teacher: Explain the meaning of office.
Office Equipment Students: Identify the different types of
- Meaning of office equipment
- Meaning of office equipment Specimen: A chart showing the photograph
- List of office equipment of office equipment like computer,
- Importance of office equipment. typewriter, filing cabinet, stapler, adding
machine, perforator, office pin etc.

5 OFFICE EQUIPMENT Teacher: Demonstrate the uses of office

Uses of Office Equipment equipment and guide the students on how to
 - Use of computer use and take care of them.
- Use of duplicating machine Students: Practice how to use office
- Use of photocopying machine equipment and how to take care of them.
- Use of filing cabinet etc Specimen: The equipment should be
- Care of office equipment brought to the class for demonstration.

6 ADVERTISING Teacher: Explain the meaning, types and

Advertising functions of advertising.
- Meaning Students: Explain the meaning and list types
- Types of advertising.
- Functions Specimen: A chart should be used for
showing the picture
7 ADVERTISING MEDIA Teacher: outline the various advertising
Advertising Media media and display in class pictures,
- Radio newspaper and other advertising materials
- Television like radio or television.
- Newspaper Students: Develop advertising jingles for a
- Handbill common product.
- Magazines Specimen: Radio or Television should be
- Internet used for demonstration
- Billboards etc

8 TRANSPORTATION Teacher: Explain the meaning of

- Meaning of transportation transportation and state the 5 types of
- Importance of transportation in transportation we have. Discuss the
commerce advantages and disadvantages
- Types of transportation (road, rail, Students: Define transportation and list the
air, pipeline etc) types of transportation system we have.
- Advantages and disadvantages of Specimen: A chart should be used to show
each type of transportation. the different types of transportation.
9 COMMUNICATION Teacher: Discuss on the meaning of
- Meaning of communication communication and means of
- Means of communication communication and an internet.
 Post Students: Define communication and give
 Telephone examples of common means of
 World wide web communication.
 Courier services Specimen: A telephone set, GSM Handset,
computer set etc should be displayed.

10 COMMUNICATION (b) Teacher: Explain the role of communication

1. Importance of communication in in business and give examples of common
business. means of communication.
2. Services provided by Students: Discuss the importance of
communication agencies communication in business. Practice how to
- Postal and telegraphic service make calls.
- Telephone services Specimen: A chart showing the agencies.
- Internet
- Courier services
11 SETTING SIMPLE BUSINESS GOALS. Teacher: Explain the meaning of simple
 Simple Business Goals. business goals and lead discussion on
- Meaning strength, weaknesses, opportunities and
- Strength threat to business an entrepreneur wants to
- Weaknesses pursue.
- Opportunities Specimen: A chart, posters and pictures to
- Threats be used.
12 SIMPLE SINGLE BUSINESS PLAN Teacher: Discuss on simple single business
Simple Single Business Plan plan and demonstrate to students
- Procedures for drawing up simple procedures for drawing up simple single
single business plan business plan.
Students: Participate in class discussion and
draw up simple single business plan.
Specimen: A chart or pictures should be
use.
13 REVISION
14 EXAMINATION

BUSINESS STUDIES

JSS 3 SECOND TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 CONSUMER PROTECTION AND Teacher: Explain the meaning and needs of
AWARENESS consumer protection agencies and discuss
i. Meaning of consumer on the roles and responsibilities of each
ii. Need for consumer protection consumer protection Agency.
iii. Rights of the consumer Students: Discuss on the meaning and need
iv. Organs/agencies of consumer for consumer protection Agencies and visit
protection consumer protection agency nearby.
Specimen: flip charts and posters.
2 HOW TO MAKE COMPLAINTS Teacher: Explain the meaning of complaint
a. Meaning of complaint and discuss on the differences between
b. Justified complaint justified and unjustified consumer
c. Unjustified complaint complaints.
d. Steps in lodging complaints Students: Define a complaint and distinguish
e. Writing a complaint letter. between justified and unjustified.
Specimen: charts and cardboard sheet
should be used to sample a complaint letter
for redress.

3 PERSONAL FINANCE Teacher: Define personal finance and

i. Meaning of personal finance discuss the source of finance and items of
ii. Sources of finance for individual personal budget.
iii. Uses of personal budget Students: Define personal finance and list
iv. Scale of preference the sources of funds.
Specimen: cartons, posters, books,
 calculator and chalkboard to be used.
4 TRIAL BALANCE Teacher: define trial balance and explain the
- Meaning of trial balance ruling and functions of trial balance.
- Ruling of trial balance Students: Discuss the trial balance and
- Functions of trial balance explain the ruling of trial balance.
- Opening of a ledger account Specimen: chalk board and ruler should be
- Entries into the ledger account. used for illustration

5 BALANCING THE LEDGER ACCOUNT Teacher: Explain the balance of the ledger
i. Extraction of balances into the account and list the items of balance sheet
trial balance from the trial balance and profit and loss
ii. Identify items of the balance items.
sheet from the trial balance Students: Discuss balancing the ledger
iii. Identification of profit and loss account and list the items of balance sheet
items from the trial balance and profit and loss account.
Specimen: Relevant textbooks or workbook

6 TRADING PROFIT AND LOSS ACCOUNT Teacher: Explain the purpose of preparing
i. Purpose of preparing trading trading Profit and Loss account with the
profit and loss account ruling of the trading profit and loss account.
ii. Ruling of trading profit and loss Students: Practice exercises in calculating
account the cost of goods sold, net sales and gross
iii. Determination of cost of goods profit.
sold Samples of practiced problems and
iv. Determination of gross profit exercises.

7 TRADING PROFIT AND LOSS ACCOUNT Teacher: Discuss the determination of net
i. Determination of net sales sale, net profit or loss
(where there is returns inwards) Students: Practice the exercises.
ii. Determination of net profit or Relevant textbook or workbook.
loss
iii. Rules for constructing profit and
loss account.

8 BALANCE SHEET Teacher: Explain the meaning of a balance

i. Meaning of balance sheet sheet, the uses of balance sheet and the
ii. Ruling of balance sheet items.
iii. Uses of the balance sheet Students: Define balance sheet and list the
iv. Classification of balance sheet contents of balance sheet.
items assets (fixed assets) Ruler, calculators, chalkboard and exercises
v. Classification of balance sheet should be used.
items (Fixed Assets)
9 CLASSIFICATION OF BALANCE SHEET Teacher: Identify the items in the balance
ITEMS from trial Balance.
i. Capital Exercises should be taken.
ii. Current liabilities
iii. Preparation of a simple balance
sheet.
iv. Asset
10 BOOK KEEPING ETHICS Teacher: Explain and give examples of:
i. Transparency – meaning Accountability, Transparency and Probity
ii. Accountability – meaning (TAP) and guide the students to determine
iii. Probity – meaning the need for TAP.
iv. Need for transparency, Students: Participate in the discussion on
Accountability and probity (TAP) the meaning of TAP and explain TAP
11 REVISION
12 EXAMINATION

BUSINESS STUDIES

JSS 3 THIRD TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 KEYBOARDING Teacher: Explain keyboarding and page size
i. Page sizes with the number of spaces available on each
ii. Uses of each type types.
iii. Number of spaces available on Students: Identify the page and the size.
each type Typewriter or computer is used to display
iv. Display this in the class
v. Methods of display
vi. Horizontal
vii. Vertical
viii. How to create tables from Insert

2 TYPES OF DISPLAY HEADING Teacher: Explain this heading one after the
a. Main heading other main, sub and shoulder heading.
b. Sub heading Students: List and explain the types of
c. Shoulder heading heading we have.
d. Side heading A chalkboard should be used and shown.

3 MANUSCRIPT Teacher: Explain the meaning of manuscript

i. Meaning of manuscript and printer correction signs.
ii. Longhand manuscript Students: Discuss the meaning of
iii. Abbreviations on manuscript manuscript, abbreviation and correction of
iv. Standard printer signs.
v. Printer’s correction signs. A manuscript should be used for show.
4 ERASING TECHNIQUES Teacher: Explain the meaning of erasing,
a. Erasing techniques methods, instrument for erasing.
i. Methods of erasing Students: Discuss the meaning of erasing
ii. Instruments for erasing and demonstrate it.
b. Erasing techniques A printed paper and carbon copy to be used.
c. Demonstrate erasing on
i. Top copy
ii. Carbon copy
 iii. Copies

5 CORRECT KEYBOARDING Teacher: Show the position of the four rows

TECHNIQUES on the keyboard and demonstrate correct
The keyboard rows finger position on the keyboard.
i. Top Students: Point out the position of the four
ii. Upper rows on the keyboard.
iii. Home Computer or typewriter is used.
iv. bottom
Divisions of the keyboard
i. Left hand side
ii. Right hand side

6 ALPHANUMERIC KEYS Teacher: Show the alphanumeric keys or

i. Alpha numeric keys symbols and demonstrate correct finger
ii. Identification placement and alphanumeric keys or
iii. Soft touch manipulation symbols.
iv. Correct finger placement on the Students: Observe the alphanumeric keys or
basic service keys on the symbols and practice correct finger
Computer keyboard placement on the basic services key
specimen: Computer, keyboard charts to be
used.

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE AND TECHNOLOGY

JSS3FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 FAMILY TRAITS -Bring pictures of family members

1. Family traits (skin, color, height, that illustrate peculiar family traits.
albino) etc. -Participates in discussions and
2. Meaning of dominant and recessive identify these families among
traits. themselves.
3. Importance of family traits
-Intelligence
-Disease
Resemblance
Family
 Genealogy.

2 PERSONAL SCHOOL AND -Explains the meaning of family

COMMUNITY HEALTH (I) and school health education.
1. Family life Education. -Participate in role playing e.g.
a. Meaning and types of families. play let of a family.
b.Duties of members of the family
c. Puberty in boys and girls
d. Teenage, pregnancy and its
consequences.
e. Assertive and communication skills.
f. Carrier guidance
g. Sport promotion Agencies and body
in Nigeria
i. Sport Association
ii. NAPHER SP
iii. Nigeria institutes of sports.

3 PERSONAL SCHOOL AND Identify family members

COMMUNITY HEALTH (II) 1. Uses picture to explain ageing
1. Agencies/organizations promoting stages of life.
health education in Nigeriae.g NGO, 2. narrate/state experience with
ministry of health, NAFDAC, WHO etc. behavior of aged parents and
2.personal health: description of ageing relatives.
death
3. life enhancing measure against
ageing e.g.
Exercise , Nutrition, rest and sleep
4. Supporting, dying, grieving and
ageing persons.
5. Meaning of drug use, misuse and
abuse.
6. Categories of drugs.
-prescription of drugs/medicine.
-non-prescription of drugs/medicine e.tc.

4 FAMILY HEALTH Bring pictures/posters of diseased

1. Types of diseases and mode of persons to the class.
transfer.
2. disease vectors
3. Life of mosquito and other vectors.
4. control measures
5. STLS, HIV/AIDS
6. Consequences and prevention

5. PATHOGENS,DISEASE AND Discuss the nature of

PREVENTION communicable diseases.
1.nature of communicate disease
 2. Mode of transmission of the
diseases.
3.factors and caustic agents
4. Prevention and management of non-
communicate diseases.

6 DRUGS AND SUBSTANCE ABUSE. Teacher uses chart, pictures,

1. Effects of drugs abuse. films to guide the discussion.
2. prevention of drug abuse
3. Activities of drug control agencies
NAFDAC, NDLEA.
4. Misuse of herbal medicine.

7 ENVIRONMENTAL HAZARDS
1.soil erosion
2. causes of soil erosion and control
3.fluoding
4. drainage pattern
5. causes, prevention and effects of
flooding.

8 COMPUTER CARRER Describes the functions of the

OPPORTUNITIES computer professional bodies.
1.Computern professionals
-Computer manager
-System analyst
-Programmer etc.
2. Qualities of a good computer
professional.
3Computer professional bodies, Nigeria
Computer Society (NCS)

9 DIGITAL DIVIDE Guide class discussion on the

1.Concept of digital divide features of old and new economy
2. Feature of new and old economy.
3.Limitations of the old economy
4. Benefits of new economy.

10 INTERNET AND COMPUTER VIRUS Visit computer lab or cyber café

1.Meaning and types of Viruses
2. Examples and sources of computer
viruses.
3.Virus warning sign
4.Virus detection (Anti virus0
5. Examples of search engines e.g.
google.com, yahoo.com etc.
6.Uses of search engines.

11 MACHINE AND ROTORY MOTION Describe and demonstrate uses

 1.Linear motion of rotary motion
2.Lever arrangement to produce linear A visit to mechanic workshop
motion
3.Uses of slides and slots in mechanical
system
4.Rotory motion
5.Principels of application and
conversion of rotary motion to linear
motion
6. Practical inclusive.

12 SOLDERING AND BRAZING Demonstrate the procedures in

1. Meaning of soldering and brazing soldering and brazing.
tools.
2.Operation, types and uses
13 Revision Revision
14 Examination Examination

BASIC SCIENCE AND TECHNOLOGY

JSS3SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 RESOURCES FROM LIVING AND Bring samples of solid minerals to

NON LIVING THINGS the class
1.Resources From Living Things -Students should collect samples
–Examples of plant and animal sources of solid mineral in their locality.
-Economic importance of the resource -Guide students to draw map on
2.Resource from non-living things Nigeria showing location of
-Example; locations in Nigeria. mineral deposits.

2 PRECESSING OF MINERALS; -Explain key terms and concepts

i.Timber -Take students on excursion
ii.Metals -Students should participate in
iii.Clay and ceramic class discussion.
iv.Plastic and rubber
1.Method of processing
2.Advantages and disadvantages
3.Properties
4.Treatment
5.Examples and importance

3 GRAPHS -guides students to identify and

1. Creating graphs; lone graph, select data range and areas for
histogram, pie –chart, legend e.t.c. graph construction.
 2. editing graphs -gives students practice
3. Formatting graphs. exercises.

4 LIGHT, SOUND AND ELECTRICAL -uses charts to demonstrate.

ENERGY. -guides students on activities.
1. Reflection, refraction, vision,
dispersion and rainbow.
2. Production and transmission of
sounds.
3. reflection of sounds
4. hearing
5.flow of elections
6. Circuts; series and parallel.
7. fuses and circuits breaker
8. electric meter reading and billing

5. RADIOACTIVITY. -lead discussion on meaning of

1. meaning of radioactivity radioactivity
2. Radioactive elements. -students should recognize some
3. Types of radiation and properties. radioactive elements.
4. uses of radioactivity
5. dangers of radioactive rays

6 Skills acquisition and scientific -invite resource person.

ethics. -lead visit to different types of
1. Meaning of skill acquisition. professionals.
2. Reasons for skill acquisition. -student should participate in
3. Types of skills. discussion.
4. Importance of skill acquisition. -taking part in the visits.
5. Meaning of right and wrong,
application of science.
6. Implication of bad scientific proactive
destroy individuals’ life.

7 DARWING PRACTICE: -teachr should display models of

-isometric and oblique drawings isometric objects.
(ii) Orthographic projection. -guides students to describe the
1. Examples of isometric drawing. properties.
2. Examples of oblique drawing. -student should listen attentively
3. Isometric drawing of simple shaped to teacher explanations.
blocks without curves.
4. Simple oblique drawing.
5. meaning of orthographic projection
6. Components; principle planes, angles
of projection, principle views.
7.placing principle view in the quadcuits.
8. dimensioning technique.

8 ONE POINT PERSPECTIVE AND -teacher should display models of

 SCALE DRAWING. isometric objects..
1.one point perspective -guides students to describe their
drawing;meaning, examples , principles properties.
2.one point perspective drawing -student should listen attentively
practice. to teacher explanations.
3.measuring and comparing given sizes
4. scale drawing.

9 DRAWING OF PLANS AND BLUE – -teacher should display buildings

PRINT. plans.
1.common symbols used in plan and -students should participate in
blue – prints and their interpretation. discussions and blue reading.
2. indentification of buildings
components.
3. blue print drawing techniques.

10 (i) Nigeria sport heroes -teacher should state the

(ii) Ball games contributions of these heroes to
1. Career guidance in physical national development.
education. - Students should mention some
2. Past and present sport heroes and sports heroes and heroines.
their contribution in Nigeria. -teacher demonstrate the basic
4. hockey game ; basic skills and -skill and techniques of the game.
techniques, rules and safety regulation
etc

11 Revision Revision
12 Examination Examination

BASIC SCIENCE AND TECHNOLOGY

JSS3THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 MAGNETISM Students
1.loadstone 1. identify magnetic poles fields
2. laws of magnetism through activity
3. magnetic poles and magnetic fields Teacher
4. care of magnet 2. Tell a story about loadstone as
the earliest form of magnet.

2 METAL WORK AND WOOD WORK Teacher: direct students on how

PROJECTS to cut the metals.
1. Production of bottle openers, trash Students; produce some of the
bin and cans, coal pots, metal stools, things in the content on their own.
chairs and benches etc.
2. production of various objects using
 simple woodwork and machines and
tools examples wooden table ,boxes,
frames, tee square etc.

3 CONTACT AND NON-CONTACT Teacher: display and discuss the

GAMES equipment and facilities for
1.tackwondo and basic techniques swimming.
2.importance of taekwondo Students: practice the various
3. Safety rules regulations and floor activates.
officiating in taekwondo.
4. boxing and basic techniques
5. Safety rules, regulations and
officiating in boxing.
4.officials and their duties
8. Safety rules for non-contact games.

4 DATA BASIC MANAGEMENT Teacher: display a chart to scow

SYSTEM forms of database.
1. Data terminology; idles, records, file, Teacher: take student to
database etc. computer laboratory
2. Forms of data base; flat file, Students: copy chalkboard
hierarchical, relational etc. summary into their notebooks.
3. examples and uses of spreadsheet
4. Spreadsheet features and
terminology; row, columns, cell etc.
5. worksheet
6. Calculations and printing of
worksheet.

5. PHYSICAL FITNESS AND Teachers. benefit derived from

RECREATIONAL ACTIVITIES physical fitness.
1. Benefits derive from physical fitness. Ii.factors that influences physical
2. Factors that influence physical fitness.
fitness. Students:i.listens to the teacher’s
3. Pre-colonial or folk traditional dances explanation.
like atilogwu – ibo, bata, agidigbo etc. ii.copy the chalkboard summary
4. Social, foreign and modern dances
examples: reggae, disco, highlife etc.
5. Types and values of computer games
examples soccer, cricket etc.

6 ATHLETICS:TRACK AND FIELD. Teacher:I;demonstrates the skills.

1. Pole vaults and javelin ii. supervise the students practice
2. Combine event: pectathlon, Students: I . practice the basic
decathlon etc. skill in term
ii. Listern to the teacher.

7 Revision Revision
8 Examination Examination
 PRE-VOCATIONAL STUDIES (PVS)

HOME ECONOMICS

FIRST TERM JSS 3

WEEK TOPIC/CONENT ACTIVITIES

1- Family Budget 1- Teacher explains the meaning of

1- Meaning of family budget. family.
2- Importance of family 2- Mention the importance of family
budget. budget.
3- Needs of the family. 3- List the needs of the family that
primary and secondary need
e.g. food, clothes, shelter and
education.

2- Preparing family budget 1- Explain the factors in preparing

1- Factors to consider in family budget.
preparing family budget. 2- Guide students on how make an
2- Procedures or steps in immediate need in other.
preparing family budget

3- Decision making 1- Discuss the meaning of decision

1- Meaning of decision making.
making. 2- Guide students in decision
2- Steps in decision making making.

4- Consumer challenges and 1- Definition of consumer

rights. challenges
1- Meaning of consumer 2- Explain consumer rights.
challenges.
2- Rights of a consumer.

5- Consumer challenges and rights 1- Guide discussions on

 1- Challenges of the challenges and redress options
consumer. for consumer.
2- Redress options for 2- Procedures for consumers.
consumer.
3- Procedure for seeking
redress.

6- Child Development and care 1- Teacher explains the meaning of

1- Meaning of child child development.
development. 2- Guides discussion on storages
2- Storages of child of child development.
development. 3- Teacher presents charts
showing different storages of
child development.
7- Child development care. 1- Teacher lists factors that
1- Factors that influence child influence child development.
development. 2- State the conditions necessary
2- Conditions necessary for for child development.
child development.

8- Child development care. 1- Describe the necessary types of

1- Care of the child. care required by a child.
2- Types of child to the child.

9- Child development care. 1- Teacher identifies the common

1- Identifying common childhood ailments.
childhood ailment. 2- Describe the signs and
2- Signs and symptoms. symptoms on chart (pictures).
3- Treatments 3- Shows treatment s that can be
used.

10- Child development care. 1- Enumerate the different types of

1- Meaning of Immunization. immunization required by a
2- Types of Immunization for child.
children

11- Preparation of meal 1- Demonstration on meal planning

1- Meal for infants etc for the child.
2- Practical on meals on
infants toddler.

12- Preparation 1- Demonstration on children meal

1- Practical on meal for e.g. pap, custard, spaghetti etc.
children

13- Revision Revision

14- Examination Examination
 HOME ECONOMICS

SECOND TERM JSS 3

WEEK TOPIC/CONENT ACTIVITIES

1- Textiles types properties, 1- Explains the term textiles.

production uses and care 2- Discuss the types of textile.
1- Definition of textiles with Students: Participate actively in
examples. the discussions
2- Basic textile terms e.g. Fiber,
yarn, warp, weft etc

2- Textiles; types, Properties, 1- Discuss reasons for studying

production uses and care. textiles.
1- Reasons for studying 2- Explain the importance of
textiles. studying textiles.
2- Importance of textiles. Students: Participate in the class
discussion.

3- Textiles types properties 1- Show ways of taking care of

production uses and care. fibers.
1- Difference between natural 2- Discuss the uses of both natural
and synthetic fibers. and synthetic fibers.
2- Properties, care, and uses of Students: take part in the
fibers. discussion.

4- Textiles; types, Properties, 1- Demonstrate production of

production uses and care. woven table mat.
1- Production of textiles e.g. 2- Demonstrate laundering work.
woven table mat, table cloth Students: 1- Practice weaving
etc. skill using strips of paper to
Laundering of fabrics. produce woven mats. II- Practice
laundering work.

5- Textiles; types, Properties, 1- Demonstrate production of

production uses and care. woven table mat.
1- Production of textiles e.g. 2- Demonstrate laundering work.
woven table mat. Students: I- Practice weaving skill
2- Laundering of fabrics using strips of paper to produce
woven mats. II- Practice
laundering work.
6- Sewing machine and garment 1- Explain the meaning of sewing
construction process machine.
1- Meaning of sewing machine. 2- Identify the types and parts of the
2- Types and parts of the sewing machine.
sewing machine

7- Sewing machine and garment 1- Discuss the factors to consider

construction process when choosing sewing machines.
1- Factors that influence choice 2- Explain to students how sewing
of a sewing machine. machine takes care.
2- Care of sewing machine Students: I- Take part in the
discussion. II- operate a sewing
machine.

8- Sewing machine and garment 1- Guide students in discussing the

construction process meaning and making of darts,
1- Terms peculiar garment tucks, openings, hems etc.
construction e.g. Facing, 2- Demonstrate the making of a
hems openings, fastenings, simple baby dress.
etc Students: I- Make specimen of
2- Making of a simple baby facing, hems, opening and
dress using the sewing fastening. II- Make a simple
machine.` baby’s dress.

9- Food Hygiene and safety. 1- Discuss the: -meaning of food

1- Meaning of food hygiene hygiene.
2- Reasons for healthy food -Reasons for healthy food
handling. handling
3- Ways of handling foods for -Food poisoning and food safety
safety. 2- Demonstrate methods handling
left-over foods
Students: I-Participate in discussion
II- Practice how to cover their lunch
packs properly.

10- Food Hygiene and safety 1- Demonstrate how to cover their

1- Sources of food lunch.
contamination and 2- Discuss sensory signs of
poisoning. spoilage and causative micro-
2- Sensory signs of spoilage organisms.
and causative micro- Students: I- Practice how cover
organisms. their lunch packs properly. II-
Mention ways of handling food in
their homes.
11- Revision Revision
12- Examination. Examination
 HOME ECONOMICS

THIRD TERM JSS 3

WEEK TOPIC/CONENT ACTIVITIES

1- Preparation, Packaging and Marketing of food 1- Discuss the common

items snacks in the
1- Difference between snacks and main society.
meal. 2- Prepared snacks
2- Snacks and drinks available in the and drinks as
society. students list out.

2- Marketing of food items 1- List duties of food

1- Meaning of food seller provider for public
2- Duties of food sellers/ providers for the consumption.
public.

3- Preparation of snacks, drinks and meals. 1- Prepare snacks and

1- Preparation of snacks e.g. chin-chin, drinks as teacher
buns, egg rolls, doughnuts etc supervises.
4- Packaging of food item 1- Explain of food
1- Meaning of food packaging packaging.
2- Preparation of food for packaging 2- Demonstrate how
foods are package
for selling or
preservation
produced.

5- Marketing or food Items 1- Discuss the

1- Definition of marketing principles. marketing principles.
2- State the marketing principles.

6- Revision Revision
7- Examination Examination

AGRICULTURAL SCIENCE
 FIRST TERM JSS THREE

WEE TOPIC / CONTENT ACTIVITIES

K
1 Packaging of Agricultural produce i. Teacher guides
- Definition of packaging classroom discussion
- Types of packaging materials ii. Students to make
e.g. Boxes, drums/barrels, collection of packaging
trays, cages, polythene bags, materials as a project.
baskets, sacks etc.
2
3 Criteria for selecting packaging materials i. The teacher guides
for agricultural produce classroom discussion
- Nature of produce (either liquid ii. The teacher groups the
or solid) students into project
- Shape of produce groups and ask each
- Size of produce group to provide a
- Distance to the market particular packaging
- Live or frozen especially materials in their
livestock produce locality.
4
5 Pricing of Agricultural produce i. The teacher guides
- Definition of pricing classroom discussion
- Determinants of pricing of ii. Students to carry out
agricultural produce e.g. cost of market survey of
production, quality of produce, common agricultural
quantity of produce, market produce in their local
forces (demand and supply) market.
season of production iii. The result of the market
survey should be
discussed in the
classroom.
6
7 Farm Records and Book-keeping i. Teacher guides the
- Definition and types of farm discussion in the
records e.g. farm diary, farm classroom
inventory, input record, ii. Exhibits different farm
production record, consumption record format
record, sales records, profit and iii. Students are asked to
loss accounts. maintain a clean farm
record note book.
8
9 Farm Records and Book-keeping cont’d. Teacher exhibit sales journal and
- Computer aided farm records purchase journal.
- Journal preparation
- Types of journal e.g. sales
journal and purchase journal.

10 Forests and forest uses 1. Teacher facilitate guided

 1. Types of forests: discussion on:
- Mangrove (swampy) - Resources
- Rain forest (many trees) - Potentials of the
- Derive forest (few trees) forest
2. Forest resources: - Forest products e.g.
- Trees fruits, gum, animals,
- Wildlife (animals) 2. Visit to the saw mill or
- Fruits (food stuffs) carpenter.
- Various herbs
- Shelter.
11
12 Forests and forest uses 3. Teacher gives a board
3. Uses of forest resources summary
4. Effect of forest on the environment
5. Human activities that affect the forest:
- Clearing/deforestation
- Hunting, bush burning,
farming/depletion of wildlife etc.
13 Examination

AGRICULTURAL SCIENCE
SECOND TERM JSS THREE

WEEK TOPIC / CONTENT ACTIVITIES

1 Agriculture in Stock Exchange The Teacher guides classroom

- Meaning of stock e.g. discussion
buying and selling of
goods and services
available now and in
future
- People involved in stock
exchange e.g. buyers,
sellers and farmers’
agents
- Importance of stock
exchange in agriculture
2
3 Practical Agriculture i. The teacher guides the
- Identification of students in the laboratory
agricultural crops ii. Students are asked to make a
- Identification of different collection of crop and animal
classes of livestock specimens as project
- Collection of crop and
animal specimens
4
5 Practical Agriculture i. The teachers guides the
- Identification of common students in the laboratory
weeds ii. Students are asked to submit
 - Identification of weeds weed album as project
control chemicals and
equipment
- Classification of weeds
- Identification of uses of
weeds
6
7 Practical Agriculture The students are asked to submit their
- Demonstration of farm farm record notebooks.
Record keeping
- Collection of Farm
record source document
e.g.
8
9 Export Promotion in Agriculture The teach is to guide classroom
- Meaning of export discussion
promotion
- Examples of export
produce – cocoa, palm
produce, hide and skins,
rubber etc.
- Benefits of export
promotion of agricultural
produce.
10
11 Practical Agriculture The students are asked to make a
- Identification of collection of different packaging
packaging materials for materials as project.
agricultural produce
- Collection of packaging
materials for agricultural
produce
- Students to partake in
school farm record
keeping.
12
13 Revision Revision
14 Examination Examination

RELIGIOUS AND NATIONAL VALUE (RNV)

ISLAMIC RELIGIOUS STUDIES

JSS 3 FIRST TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING AIDS

 1 Suratul Mulk Reading and meaning (1-5) The teacher recites the verses
followed by the students.
Glorious Qur’an, CD, DVD,
Cassette.
2 The four rightly The 1st Caliph. Life history Narration of the life history of the
guided Caliphs of Abubakar As-Siddiq and Caliph.
(Abubakar) his contributions to Islam Questions and answers
3 Human Relation Good human relationship Mentioning of example of good
with all people (Q 49 v 10 - conduct from their environment
23), 24 v 27-29) and location
4 Hadith Hadith 11 and 12 of An Reading and explanations
Nawawi’s collection and
their lessons.
5 Suratul Mulk Reading and meaning 96- The teacher recites the verses to
10) chapter 67 the students and the students
follow. Holy Qur’an, CD, DVD,
Cassette
6 Attributes of Allah Reading of the attribute of Reading, meaning and
Allah (S.W.T) 1-10. memorisation of the attributes
with examples.
7 Human Attributes Greeting and responses, Demonstration of greeting and
forgiveness, cleanliness of responses as well as giving
the mind, body, and examples of good conduct.
clothes
8 Brief history of some Sheikh Uthman Dan Fodio, Narrate the struggles faced by
Nigerian Scholars. life history and the Sheikh.
contributions to Islam
9 Hadith Hadith 13 and 14 of An- Reading and explanations
nawawi, lessons learnt
from it.
10 The four rightly Umar bin Al-Khattab (2nd Narrate the life story of the caliph
guided Caliphs Caliphs). Life history and with contributions made as well
continues contributions to Islam as questions and answers.
11 The Attributes of 11-20 reading and Reading, memorizations.
Allah meaning Examples of the attributes.
12 Revision. Revision. Revision.
13 Examination. Examination. Examination.
ISLAMIC RELIGIOUS STUDIES
JSS 3 SECOND TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING

AIDS
1 Suratul Mulk Q:67: 11-15 and lessons learnt Reading, meaning and
memorization. Glorious
Qur’an, Cassette, CD, DVD.
2 Hadith 15 and 16 of Al-nawawi’s Reading, meaning and
collection and their lessons memorization.
3 Sujud Sahwi Sujud al-sahwi i.e. Qabli and Demonstration on how to
 Ba’adi. perform the sujud before the
students.
4 Human relations in Equity, justice and fair play Give examples and
Islam explanations to students on
how to achieve this.
5 The four rightly Uthman bn Affan (3rd Caliph) Narrate the life and
guided Caliphs and life history and contributions to contributions of the caliph
their contributions Islam toward Islam.
6 Attributes of Allah Attributes 21-30 and their Reading, meaning and
(SWT) lessons explanations with examples.
7 Suratul Mulk Q 67: 16-20 and lessons learnt Reading, meaning and
memorization. Holy Qur’an,
Cassette, CD, DVD
8 Brief history of some Sheikh Abdullahi bin Fodio Narrate the life history and
Nigerian scholars (Brother of the sheikh) his life point out the contributions
history and contribution to made
Islam.
9 Hadith Hadith No: 17 of Al-nawawi’s Reading, meaning and
and its lessons. memorization.
10 Attribute of Allah Attributes (31-40) and their Reading, meaning and
(SWT) lessons explanations as well as
examples of the attributes.
11 Brief history of Muhammad Bello bin Fodio. Narrate the life history of the
Nigerian Muslim Life history and contributions scholar and the
scholars. in Islam. contributions made to Islam.
12 Revision.
13 Examination.

ISLAMIC RELIGIOUS STUDIES

JSS 3 THIRD TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING

AIDS
1 Suratul Mulk Q 27: 21-25 and their lessons Reading, meaning and
memorization.
2 Hadith Hadith 20 and 21 of Al- Reading, meaning and
nawawi’s collection and their explanations with examples.
lessons.
3 The four rightly Aliyu bin Abutalib (4th Caliph) Narrate the life history of the
guided Caliphs and his life history and contributions Caliph, as well as the
their contributions to Islam. contributions made.
4 Attributes of Allah Attribute 41-50 and their Reading, meaning and
 (SWT) lessons. explanations and examples
of the attributes.
5 Suratul Mulk Q 27: 26-30 and lessons learnt. Reading, meaning and
memorization.
6 Brief history of Nana Asma’u bintu Fodio; her Narrate the life history of the
some Nigerian life history and contributions to scholar as well as lessons
scholars Islam. learnt from the life.
7 Brief history of Sheikh El-kanemi, as well as Narrate the life history of El-
some Nigerian his contributions to Islam. kanemi, as well as his
scholars contributions to Islam.
8 Brief history of Sheikh Adam of Ilorin, and his Narrate the life history of
some Nigerian contributions to Islam. Sheikh Adam of Ilorin, as
scholars well as his contributions to
Islam.
9 Brief history of Sheikh Shitta-bey of Lagos, Narrate the life history of
some Nigerian and his contributions to Islam. Sheikh Shitta-bey of Lagos,
scholars as well as his contributions
to Islam.
10 Sujud as-sahwi Conditions and mode for the Demonstrations by the
Sujud teacher and the students
collectively and individually.
11 Revision. Revision. Revision.
12 Examination. Examination. Examination.

CHRISTIAN RELIGION STUDIES

J S S 3FIRST TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 The promise of the holy spirit: Teacher guides the students to read the
The promise of the holy spirit Jn bible passages.
14; 16: 5-16, Acts 1:3-8 Teaching and learning activities; Bible
2 The promise of the holy spirit Teacher guides the students to read the
cont. bible passages.
a) The coming of the Holy spirit Teaching and learning activities; Bible,
Acts 2: 1-13 story book or drawing showing the descent
 b) Peter’s first speech and its of the Holy spirit on the Apostles.
effects Acts 2:14-41
3 Fellowship in the early church i) leads discussion on the social religious
Togetherness in the early church life of the early church.
Acts 2: 41-47 ii) guides the students to read the bible
passages
4 Fellowship in the early church guides the students to read the bible
Togetherness in the early cont. passages
a) Fraud in the church Acts 5:1-
11
b) Murmuring in the early church
Acts 6:1-2
5 Fellowship in the early church Guides students in identifying name and
Togetherness in the early cont. qualities of the deacons.
Acts 6:1-7 (equitable distribution) Teaching and learning activities: word
cards containing the names of the deacons.
6 Persecution of the early Guides the students to read the Bible
believers. passage.
Arrest Peter and John Acts 4:1- Teaching and Learning activities:
31 The holy Bible
7 Persecution of the early i). Writes out keys issues in Stephen
believers cont. defense
Arrest and martyrdom of ii). Guides the students to identify reasons
Stephen Acts 6:7-8 and 1-60 for the arrest of Stephen and Biblical
reading.
Teaching and Learning activities:
i). Holy Bible
ii). Pictures showing martyrdom of Saints
8 Persecution of the early i). Guides the students to read the bible
believers cont. passages
a). persecution of the church by ii). Leads students in identifying reasons for
Saul, Acts 8:1-3; 9:1ff the arrest and martyrdom of James
b). Martyrdom of James, Acts Teaching and Learning activities:
 12:1-3 i). The holy Bible
ii). Almanac showing Martyrdom of Saints.
9 Persecution of the early church i). Narrate the story of the divine release of
cont. Peter from prison
a). Arrest of Peter by Herod ii). Asks students to sing songs of victory
b). Peter’s miraculous release iii). Guides students to read the Bible
from prison Acts 12:1-19 passage.
c). persecution of Christians in Teaching and Learning activities:
the churches and communities i). picture showing a church that was
bombard.
ii). The Holy Bible
10 The Ministry of Peter Vividly describe Peter’s encounter with
Peter and Simon the magicians Simon the magician.
Acts 8:14-25 Teaching and Learning activities:
i). The holy Bible
ii). Costume
iii). Drama

11 The Ministry of Peter cont. Guides the students to read the bible
Healing miracles of Peter passage.
- Rising of Dorcas from the dead Teaching and Learning activities:
Acts 9:36-42 The holy Bible
12 The Ministry of Peter cont. Guides students to read the Bible passage.
Peter converts Cornelius Acts Teaching and Learning activities:
10:1-48; 12:1-14 The Bible.
13 Revision Revision
14 Examination Examination

CHRISTIAN RELIGION STUDIES

J S S3 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 The ministry of apostle Paul:- Lead class discussion on the early life of Paul.
 Paul nationality and Guide the students in the bible passages.
education. Acts 22:1-5, 26:1- Teaching and learning resources.
30 The holy bible.
2 The ministry of apostle Paul Lead class discussion on Paul persecution of
continues: Paul persecution the early church. Bring out the starving of
of the early church. Acts Stephen.
7:57-58, 8:1-3, 9:1-3. Lead students in reading the bible passages.
Teaching and learning resources: bible story
showing the stoning of Stephen to death.
The holy bible.
3 The ministry of apostle Paul Lead class discussion on the story of Paul
continues: Paul conversation. conversion.
Acts 9:1-19 Lead students to read the bible passages.
Teaching and learning resources.
The holy bible
4 The ministry of apostle Paul Lead class discussion on what should be the
continues: attitude of a Christian towards those that
Attitude of Christian towards persecute them.
their persecutors. Guide the students in reading the bible
Pray mtt5:43-48 passages and relating them to the present
Endure jh15:18-25 time.
Relocate mtt10:16-26 Teaching and learning resources
Flash cards.
The holy bible.
5 Paul first missionary journey. Lead class discussion on the beginning of the
The beginning of the church church in Antioch in Syria and why Barnabas
in Antioch of Syria. and Paul was send forth.
Acts11:19-30 Guide the students in reading the bible
Sending forth of barnabas passages.
and Paul as missionaries. Teaching and learning resources
Acts13:1-3 The holy bible/map.
6 Paul’s first missionary Lead class discussions on these towns visited
journey; by Paul during his first missionary journey.
 Towns visited; salamis, Discuss who a missionary is.
paphos, perga. Guide the students to read the bible
passages, noting the events that happened in
each town visited.
Teaching and learning resources:
Map.
The holy bible.
7 Paul’s first missionary journey Lead the activities of Paul in these towns.
continues; Antioch in pisidia, Guide the students to read the bible passages
iconium, lystra and derbes. bringing out the events that took place at
Paul’s visit.
Teaching and learning resources:
Map/the holy bible.
8 Paul’s missionary journey Discuss what led to the conveying of the
continues: the church council council at Jerusalem, pointing out the
at Jerusalem. Acts 15:1-35. resolutions of the council.
Guide the students in reading of the bible
passages.
Teaching and learning resources:
Flash cards, picture of a group of people
holding meeting discussion.
The holy bible.
9 Paul’s first missionary Lead class discussion on these wrong ways
journey: wrong ways of of resolving conflicts, pointing out meaning of
resolving conflicts (fighting, conflict and the dangers of employing these
killing and vengeance. wrong ways.
10 Paul’s first missionary Lead discussion in the class on the need to
journey: right ways of embrace these right attitudes towards
resolving conflicts (dialogue, resolving conflicts.
peace, keeping activities Teaching and learning resources.
boundary adjustment. Flip charts.
11 Revision Revision
 12 Examination Examination

CHRISTAIN RELIGIOUS STUDIES

JSS 3 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES
1 Unity among Christians Guides the students to discuss the activities of
-Christian organization: WCC and NABS and what led to their
world council of church formation.
(WCC). Teaching and learning resources: flash cards.
Nigerian association of
biblical studies (NABS).
2 Unity among Christians Guides the students to discuss the activities of
continues: Christian the CAN and its objectives.
Association of Nigeria Teaching and learning resources activities:
(CAN). Pictures of Christians holding meetings.
Films of joint progamme.4
3 Unity among Christians Guides the students to read relevant
continues .teachings that will passages.
foster unity ;-faith and works Teaching learning activities ,picture of a
jam 1;22-227 –humility phil Christian crusade
2;3-11
4 Unity among Christians Guides the student to read the bible passages,
continues:. impartiality Teaching and learning activities:
James 2;1-13 forgiveness The holy bible.
gal 6;1-2 Flash cards.
5 Unity among Christians Lead students to discuss various ways of
continues: giving Philippians Christian giving.
4:14-19 Asks and answer questions on Christians
giving.
Teaching and learning activities:
The holy bible.
 6 . Christians living Guide students to read the passages.
a) Christian living in the Lead students to discuss ways Christians
community.mtt5:13-16, 1 should live in a community.
Peter2:9-18 Teaching and learning activities.
b) Christian attitude to - Picture of churches burnt or vandalized
persecution. Mtt5:11-12: 1 during religious crises.
Peter3:13-17. - Christians magazines showing the
persecution of Christians in some parts if the
world.
7 . BECE Examination

SOCIAL STUDIES
JSS 3 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 CONTENT OF SOCIAL STUDIES Teacher: Explain meaning of social

- Meaning of social studies contents. studies contents and components.
- Components of social studies e.g. Active participation of learners. List
facts, concepts, generalization skills, components of social studies on
values, relevant to learners and the card board paper.
society.
2 ROLES OF EXTENDED FAMILY Teacher: Define extended family
MEMBERS IN CHILD using family tree. Leads learners to
DEVELOPMENT interpret the family tree. Use
Meaning and members of extended cardboard paper and learners.
family - Grandparents, uncles,
aunties, cousins, nephews, nieces,
etc.

3 ROLES OF EXTENDED FAMILY Teacher: Explain the roles of

MEMBERS IN CHILD extended family members in child
DEVELOPMENT development. Active participation of
Roles of extended family members in students by asking and answering
child development: questions. Use cardboard paper
- Agents of socialization with list of roles of extended family
- Share folklores members.
- Learn how to relate to younger
family members and peers.
- Support family members in times of
need
4 HUMAN TRAFFICKING Teacher: Brainstorm and discuss
Meaning and factors of human on meaning and factors responsible
trafficking for children and women trafficking.
- factors of human trafficking. Learners and chalkboard summary
- False hope of continuing education
or working abroad
- Poverty

5 HUMAN TRAFFICKING Teacher: Brainstorm and discuss

Meaning and factors of human on factors of human trafficking.
trafficking use cardboard paper to list factors
- Increasing demand for foreign of human trafficking.
workers
- Growth of billion dollar sex
- Entertainment industry
6 HUMAN TRAFFICKING Students role-play using mock court
Consequences of human trafficking. to try children and traffickers.
- loss of human resources learners.
- life of crime
- Addiction and sexual violence
- Weakens ties of family love and
influence etc.

7 PREVENTING HUMAN Teacher: Explanation of preventing

TRAFFICKING human trafficking.
- Raising of awareness Use cardboard paper and list ways
- Education of preventing human trafficking.
- Advocacy
- Legislature, etc.

8 HARMFUL TRADITIONAL Teacher: Explain and discuss

PRACTICES harmful traditional Practices.
Meaning of harmful traditional Guide students to mention
practices that bring physical, mental, examples of harmful traditional
social and health dangers to people. practices in their communities.
- Discuss effects of harmful traditional Use cardboard to outline harmful
practices. traditional practices in some
Nigerian communities. Provide the
Nigerian constitution and identify
sections for human Rights.

9 HARMFUL TRADITIONAL Teacher: Explain and discuss

PRACTICES examples of harmful traditional
Examples of harmful traditional practices.
practices Active participation by learners.
- Use of children for begging Pictures, drawings, video clips.
- Child agriculture labour Learners/students.
- Female circumcision
 - Early marriage
- maltreatment of widows, etc.

10 HARMFUL TRADITIONAL Teacher: Explain and discuss

PRACTICES Female genital mutilation and early
Female genital mutilation, beliefs and marriage.
dangers of early marriage. Pictures, charts, drawings,
cardboard paper.

11 HARMFUL TRADITIONAL Teacher: Explanation and

PRACTICES discussion while students
Preventive measures to female participate actively.
genital mutilation and early marriage: Use photographs, fliers.
- public enlightenment Video/films, posters, charts, etc.
- Education

12 HARMFUL TRADITIONAL Teacher: Discuss and tell stories of

PRACTICES past experiences of victims.
Consequences of harmful traditional Drawing pictures of children’s
practices: labour, etc.
- Problem of child birth
- Exploitation of children

13 Revision Revision
14 Examination Examination

SOCIAL STUDIES
JSS 3 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 PROMOTING PEACEFUL LIVING IN Teacher: Explain meaning and

OUR SOCIETY types of peace.
- Define peace Learners to participate actively by
- Types of peace: contributing during the class activity
a. Positive peace and Pictures of people living peacefully,
b. Negative or uneasy peace cardboard papers indicating types
of peace in form of flash cards.

2 PROMOTING PEACEFUL LIVING IN Teacher: Explain importance of

OUR SOCIETY peace while students role play a
Importance of peace: happy home. Learners, flash cards
- Lack of violent conflict of importance of peace.
- Progress and development
- Happiness and less stress.

3 PROMOTING PEACEFUL LIVING IN Teacher: Discuss and explain ways

OUR SOCIETY of promoting peace. Learners
 Ways of promoting peace: participate actively. Use flash
- Tolerance cards.
- Social justice
- Human Rights, etc.

4 SOCIAL CONFLICTS Teacher: Define conflict as

Meaning and types of conflicts. Interpersonal/
- Violent and non – violent conflicts. Mis-understanding.
Types of conflicts:
i. non – violent
ii. Violent
Ask learners to
identify types and examples of
conflicts.
Pictures of areas destroyed and
people killed as a result of conflict.
Use cardboard to identify types of
conflicts.
5 SOCIAL CONFLICTS Teacher: Explain and discuss
Examples of conflicts: examples of conflicts. Learners
- Inter – ethnic conflicts e.g. participate actively. Pictures, films,
Urhobo/Itsekiri Kataf/Hausa, cardboard papers, identifying
Yoruba/Hausa, Fulani/Tv etc. examples of conflicts.
- Communal/Intra – ethnic conflict
e.g. Ife/Modakeke, Aguleri/Umuleri,
etc.
6 SOCIAL CONFLICTS Teacher: Explain and discuss after
Causes and consequences of brainstorming on the topic.
conflicts. Learners participate actively.
Learners, cardboard papers to be
used during group work.

7 SOCIAL CONFLICTS Teacher: Explain and discuss, while

Causes and consequences of studentsparticipate in the
conflicts. discussion. Use cardboards to
identify consequences.
8 MANAGING AND RESOLVING Teacher: Define conflict
CONFLICT management and identify ways of
Conflicts management and resolving conflicts.
resolutions Use cardboard paper to list ways of
- Dialogue resolving conflicts.
- Compromise Learners ask and answer
- Court Rulings questions. Also use radio, pictures,
- Mediations documentaries, life stories of
mediations.

9 MANAGING AND RESOLVING Teacher: Demonstrate non- violent

CONFLICT means of conflict And resolution
Attributes required for conflict using role play. Learners.
 resolution
- Mutual understanding
- Respect for rule of law.

10 MANAGING AND RESOLVING Teacher: Present paper or talk on

CONFLICT conflict resolution by a guest
Attributes required for conflict speaker.
resolution Guest speaker and resolution.
- Tolerance in the face of provocation Cardboard paper to list attributes
- Self control for conflict resolution.
- Respect for opposition view
- Organise guest lectures on conflict.

11 Revision Revision
12 Examination Examination

SOCIAL STUDIES
JSS 3 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 CONTROLLING CULTISM IN OUR Teacher: Explain meaning of

SOCIETY causes of cultism Video clips,
Meaning and causes of cultism: pictures of cultists, etc. Active
- Home/family background participation of students.
- Peer group influence
- Proliferation of aims, drug abuse
- Poor leadership
- Injustice
- Marginalization.

2 CONTROLLING CULTISM IN OUR Teacher: Explain consequences of

SOCIETY cultism Active participation of
Consequences of cultism: students.
- Violence Life items like knives, cutlass,
- Criminal tendencies mask, charms, amulets, etc.
- Moral decadence
- Break down of social values

3 CONTROLLING CULTISM IN OUR Teacher: Brainstorm and discuss

SOCIETY solutions to cultism.
Solutions to cultism Cardboard paper and identify the
. solutions for discussions

4 PREVENTING DRUG TRAFFICKING Teacher: Discuss and brainstorm

Meaning of drug and reasons for drug on reasons for drug trafficking with
trafficking e.g. poverty, ignorance, learners. Chalk board summary of
greed, etc. points raised.
5 PREVENTING DRUG TRAFFICKING Teacher: Guide learners to visit
Consequences of drug trafficking- NDLEA prisons, EFCC, and police
Imprisonment station to inquire police station to
- Death penalty inquire and discuss drug trafficking
- Bad image for the country, etc. problems and suggest solutions.
- Forfeiture of assets (local and Agencies, learners and victims
foreign) of drug trafficking with the security
operatives.

6 PREVENTING DRUG TRAFFICKING Teacher: Explain prevention of drug

Prevention of drug trafficking: trafficking while students participate
- Education actively. Cardboard paper and
- Alleviation of poverty summary.
- Legislation
- Inter – cooperation

7 COMMON CRIMES AND Teacher: Discuss the crimes and

ASSOCIATED PUNISHMENT associated punishment with
Common crimes and associated learners. Active participation by
punishment like theft, (imprisonment), students. Posters, video clips, cut
rape (imprisonment)drug trafficking outs, handbills,
(10 years imprisonment) Human magazines/newspaper.
trafficking (5 – 10 years)
imprisonment, food contamination

8 CRIMES AND NATIONAL Teacher: Discuss meaning of

SECURITY national security and crimes that
Meaning of national security. affect national security Samples of
Crimes that affects national security expired drugs and food in
and demonstration of awareness, e.g. cans,pictures of terrorists and
pipeline vandalization, terrorism places where destruction took
illegalbunkering, importation of place, charts, video clips.
expired foods and drugs.

9 Revision Revision

10 Examination Examination
 CIVIC EDUCATION
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 THE CONSTITUTION Teacher: Explain the concept of constitution

Meaning of Constitution Students: read about constitutional
development
Instructional Material: textbooks
2 THE CONSTITUTION Teacher: Guide students to identify
Colonial Nigeria Constitution constitutions promulgated under British
- Clifford constitution 1922 colonial rule.
- Richard constitution 1946 Students: Identify various Colonial Nigerian
constitutions.
Instructional materials: Nigeria colonial
constitution

3 THE CONSTITUTION Teacher: Guide students to identify the

Colonial Nigeria Constitution various colonial Nigerian constitution
- Macpherson Constitution 1951 Students: carry out group exercises on
- Littleton constitutions 1954 differences in the various colonial
constitution in Nigeria
Instructional material: Nigeria colonial
constitution
4 THE CONSTITUTION Teacher: Guide students to identify the
Colonial Nigeria Constitution various colonial Nigerian constitution
- Independence constitution Students: participate in the class discussion
1960 Instructional material: Nigeria colonial
constitution
5 THE CONSTITUTION Teacher: Guide students to explain the
- Features of colonial features of colonial constitution
constitution Students: Identify features of colonial
constitution
Instructional material: Nigeria colonial
constitution
6 THE CONSTITUTION Teacher: Discuss constitution promulgated
Post – 1960 Constitution after Nigeria became independent
- 1963 Constitution Students: identify constitutions promulgated
after Nigeria became independent.
Instructional material: Relevant Publications.

7 THE CONSTITUTION Teacher: Guide students to class

- 1979 Presidential Constitution discussion.
Students: identify the elements of the
independent Nigeria constitution
Instructional material: Nigeria colonial
constitution
8 THE CONSTITUTION Teacher: Guide students to identify the
 1989 – Presidential constitution features of the constitution
Students: participate actively in the
discussion
Instructional material: relevant publication
9 THE CONSTITUTION Teacher: Discuss the Constitution with the
- 1999 Presidential Constitution students
Students: Identify the features of the
constitutions
Instructional material: Nigeria constitution
10 THE CONSTITUTION Teacher: Give reading assignment.
- Features of Post 1960 Students: participate in the class discussion
Constitution Instructional material: Constitution of the
Federal Republic of Nigeria
11 SUPREMACY OF THE Teacher: Guide students to use the
CONSTITUTION constitution
Meaning of supremacy of the Students: participate in the class discussion
constitution Instructional material: textbooks
- Only one constitution for the
country.

12 SUPREMACY OF THE Teacher: Guide students to locate relevant

CONSTITUTION chapters and schedules in the constitution
- The provision apply to all that relate or speak on the supremacy of
states and individual constitution.
uniformity. Students: participate in the class discussion
Instructional material: Class activities.
13 REVISION
14 EXAMINATIONS

CIVIC EDUCATION
JSS 3 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 NATIONAL VALUE: RIGHT Teacher: Lead discussion on meaning of
ATTITUDE TO WORK right attitude to work.
- Meaning of right attitude to Students: Participate in discussion and
work debate
Instructional Material: Radio/TV programme
2 NATIONAL VALUE: RIGHT Teacher: Lead discussion on attributes of
ATTITUDE TO WORK right attitude to work.
- Attributes of right attitude to Students: Participate in discussion and
work – honesty, discipline, debate
integrity, commitment, Instructional Material: Guest Talk
punctuality, regularity,
consistency, diligence,
transparency.
-
3 NATIONAL VALUE: RIGHT Teacher: Lead students to debate
ATTITUDE TO WORK importance of right attitude to work.
- Importance/rewards for right Students: Recount experiences with having
attitude to work. the right attitudes to work.
- Higher productivity, efficiency, Instructional Material: Honours and awards
progress recognition, roll and records.
improved national image.

4 NATIONAL VALUE: RIGHT Teacher: Ask students to use personal and

ATTITUDE TO WORK communal examples to link right attitude
Consequences of not having Right with the award received
Attitude to Work Students: collate folklores, wise sayings on
- Declining productivity right attitude to work
- Lack of motivation Instructional Material: Biographic essays,
- Indiscipline newspapers, wise sayings and proverbs
- National disasters
- Air/sea road etc

5 NEGATIVE BEHAVIOUR Teacher: Guide students to explain the

- Meaning of negative meaning of negative behaviour.
behaviour Students: Participate in class discussion
Instructional material: ICPC publication

6 NEGATIVE BEHAVIOUR Teacher: Guide students to identify

- Types of negative behaviour examples of negative behaviour.
- Dishonesty, excessive love for Students: Participate in drama and debates
money Instructional material: EFCC publication
- Ostentative living
- Disregard for time (African
Time)
- Drug trafficking
- Examination malpractices
- Cultism etc
 7 NEGATIVE BEHAVIOUR Teacher: Direct play lets and lead debates
- Effects of negative behaviour on negative behaviour and sanctions.
on society Students: Participate in drama and debate
- Value disorientation, Instructional material Radio/TV programme
inefficiency, high crime rate
etc

8 NEGATIVE BEHAVIOUR Teacher: Guide students to write reports on

- Promoting positive guest talks.
behavioural changes Students: write essays.
Instructional material: documentaries.
9 ELECTIONS AND ELECTORAL Teacher: Lead discussion on the meaning of
BODIES IN NIGERIA election.
- Meaning of Election Students: Contribute to class discussion
Instructional material: Textbooks
10 ELECTIONS AND ELECTORAL Teacher: Lead discussion on the importance
BODIES IN NIGERIA of elections.
- Importance of Elections Students: Discuss the importance of
elections
Instructional material: Workshops
11 REVISION
12 EXAMINATION

CIVIC EDUCATION
JSS 3 THIRD TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 ELECTION AND ELECTORAL Teacher: guide students to list electoral

BODIES IN NIGERIA bodies and their functions.
Electoral Bodies: INEC/SIEC, Students: List the electoral bodies n Nigeria
National, State Government and their functions.
Instructional Material: Electoral Law
documents.
2 ELECTION AND ELECTORAL Teacher: Discuss the need for free and fair
BODIES IN NIGERIA elections in Nigeria. .
Need for free and fair election in Students: State the need for free and fair
Nigeria election.
Instructional Material: Pictures
3 ELECTION AND ELECTORAL Teacher: List some of the electoral
BODIES IN NIGERIA malpractices in Nigeria
- Electoral Malpractices in Students: Identify electoral malpractices in
Nigeria and how to prevent Nigeria.
electoral malpractices in Instructional Material: Electoral Law
Nigeria. documents.
4 DEMOCRATIC PROCESS Teacher: Lead discussion on the meaning of
- Meaning of voting and voter’s voting, also lead students to explain voters
 registration registration and related rules.
Students: participate actively in the class
discussion
Instructional material: textbooks
5 DEMOCRATIC PROCESS Teacher: Guide students to identify the need
- Importance of voting for voting.
Students: State the importance of voting
Instructional material: Electoral Law
documents.

6 DEMOCRATIC PROCESS Teacher: Guide students to explain the

- The process of voting process of voting.
Students: Discuss the process of voting
Instructional material: Workbooks, pictures

7 REVISION
8 EXAMINATION

SECURITY EDUCATION

JSS 3 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1. Common Crimes and Teacher leads students to identify common

Associated Punishment crimes and associated punishments.
Crimes Punishments
Theft - Imprisonment
Rape - Imprisonment
Drug Trafficking - Imprisonment
Human Trafficking - Imprisonment
Food contamination / adulteration -
imprisonment
Murder – death
Lead students to appreciate the
punishment for each crime
Guides students to suggest ways of
avoiding criminal behaviors.
2. Crimes and National Security Teacher leads the learners to discussing
the meaning / definition of national security
Guides the students to identifying crimes
that affect national security –
vanderlization, bunkery, Terrorism, arson,
expired foods and drugs etc.
Organize students to demonstrate the
awareness of the dangers of crimes that
affect national security.
 FCT EDUCATION RESOURCE CENTRE

HISTORY SCHEME OF WORK

JS 3 FIRST TERM

WK TOPIC CONTENT TEACHER’S LEARNERS’

ACTIVITIES ACTIVITES
1 Origin of the Arab slave trade since Using dates and maps,  Listen to the
Trans-Saharan medieval time. The Arab Explain the Arab slave teacher’s
trade and its conquest of North Africa trade of blacks (the explanation ask
nature. and spread of Islam to ‘’Black question.
Sudan region and the HOLOCAUST’’ as  Point out the
Sahelian (Sahel Sahara) some historians strategies
kingdoms. E.g. The described it) that data employed by the
conquest of the Maghreb back to the medieval Arabs in the
Berbers. The Trade across period.(with dates) expansion of the
the Sahara to Ancient  Explain the trade and their
Ghana And The Eventual Arabs method of Islamic culture.
Conquest of the Ghana penetration, e.g.  Point out the
conquest of the Ghana trade, political
Empire by the Almoravid Islamization and undertone used
movement led by politics. eventually to
Abdullahi Ibn Yacin from  Explain the overthrow the
North Africa Arabs conquest African kingdoms
of North Africa via the trade
(the battle of the  Take note of the
Maghrib with feature of the
dates Trans-Saharan
 Explain the trade Trade
factors in the  State all the
spread of Islam important dates
in West Africa and personalities
 Explain the trade involved.
factors behind  Take notes in
the attack and their exercise
defeat of the books
ancient Ghana
empires
acceptance of
Islam and
politics
 (the Moroccan
Invasion of the
Gold coast)
 (Always give
dates where
available in
history)
  Make learners to
note the dates of
every event.

2 Organization Commodities Traded, - Use maps to - Identify the

and strategies Sources asnd Trade explain the trade geographical
employed for Routes: routes to locations of the
the progress of A. Commodities: learners. List Trans-Saharan
the Trans- slaves from black them out. trade routes and
Saharan Trade African nations (2) - Explain the races cities in both
Horses (3) Gold involved what modern and
(4) Ostrich they trade on e.g. ancient maps
Feathers (5) Salt Arabs of Asia - Identify
(6) Spices (7) and Berbers of commodities
leather, textile, etc. North Africa, trade and their
B. Trade Routes 3 host West sources by
Major Routes African coasts & geographical
Namely: cities e.g. Kano, locations;
1) The Borno Katsina, Zaria, Mention
Tripolis Ngazargamu. important
route(Borno – - Explain the personalities
North Africa) strategies involved.
2) Kanem-Borno- employed by the - Discuss Trans
sudan route Arabs and Saharan trade as a
3) Kano – Fezzan Berbers to black strategy of
route to African slaves spreading Islam
morocco especially from - Discuss the evil
C. Sources of the Sudan and of the Arab slave
commodities West African trade on the black
traded. coasts. E.g. race. E.g. slave
involving were captured
gullible native during such wars,
royalties and etc
dignitaries) etc - List traded
- Mention commodities in
important their notes
cities/persons - Take notes down
involved
- Compare the
trade to days
kind of trade
- Refer learners to
relevant sources
of information
e.g. history
books, sights on
the internet, etc
3 Effects of the - The general impact - Discuss the - Learners make
Trans-Saharan
 trade on (West of the Trans- effect / impacts contribution to
Africa) Nigeria Saharan Trade on of the Trans- the discussion
Africa, North Saharan on West from their
Africa, and West African trade research finding
Africa, present day and e.g. Nigeria from History
Nigeria etc. - Arabs –extended books, internet,
- Advantages of the their culture, etc documents, etc
Trans-Saharan through this - Ask question and
Trade trade to West answer.
- Disadvantages of Africa - Make group
the Trans-Saharan - North Africans presentation of
trade extended their research findings
- Lessons from the influence and - Arrange the
Trans-Saharan ruler ship to the impact/effects of
Trade strategies Sudan-central the Trans-Saharan
I. Introduction of and West wards. trade in order of:
legitimate - (the name Sudan negative effect,
international means-‘’land of positive effects,
trade the blacks’’ and economically,
II. Introduction of was derived socially,
international from the Arabic occupationally,
slave trade ‘’Bilad-as – politically,
III. Introduction of Sudan’’ and religion,
the use of refers to West historically.
camel as a Africa - Takes notes down
means of in their exercise
Transportation books
IV. Introduction
slave trade
across the
Sahara from
West Africa
V. Introduction of
Islam and
Arabic
language from
North Africa to
West Africa
e.g. Nigeria
4 Effects of the vi) It encouraged cordial - International - Summarize these
Trans-Saharan relationship between relations and effects e.g. The
Trade on West North African Arabs and interactions - outcome of the
Africa and the people of West Africa opportunities. trade politically is
Nigeria and Nigeria such that - Opportunities to the establishment
many West Africans showcase West of Islamic
rulers and middlemen African goods in theocratic
became prosperous in the the international government in
Trans Saharan trade. markets. West African
vii) The introduction of - The procurement states e.g. Kano,
 rich Arabic culture, of slaves across Katsina, Borno,
languages, governance the Sahara by the Timbuktu, Gao,
etc. to the races, cities, Arabs using Jenne etc.
tribes of West Africa as a local West - Discuss trade as a
result of the Arabic African chiefs as vehicle for the
culture and ways of life middlemen. spread of Islam
brought by the Trade. - Introduction of over centuries.
viii) The over-run and Islam to West - Discuss the
permanent take-over of Africa cannot be impact of the
African rich city states by separated from introduction of
foreigners through the this trade (Islam Arabic language
trade gateway and the was introduced and culture.
establishment of Islamic by the Wangara - Discuss the
theocratic government merchants, from impact of the
over the secular states of Mali. erosion of
West Africa, etc. - The introduction indigenous
ix) Established interaction of Arabic culture and way
between North and West language and of life as a result
Africa. culture etc. To of the Trans-
x) The acceptance of West and central Saharan trade.
Islam through trade African came - Take note down
fostered good interactions through this in their exercise
between N.A. and W.A. trade by Asian books.
such that many muslims in Arab settlers of
Nigeria adopted polygamy North Africa and
as a way of life, which is convertees e.g.
in accordance with Berbers.
African Tradition. - Introduction of
camel Transport
to West
Africans.
- Teacher guides
learners to sort
out the effects of
the Trans
Saharan Trade.
5 The spread of - The North African Recap the brief history - Learners listen to
Islam in West Arabs having of the spread of Islam the teacher’s
Africa and accepted Islam from North Africa by explanation.
Nigeria: brought same Arabs e.g. North African - Identify important
through trading cities like Morocco dates,
interactions to Tripolis, Algiers, etc. personalities,
West Africa. To were the North African places and events
this, many Fulani Arabs who first came as in the story.
and Hausa traders to West Africa. - Point out land
accepted the - The effect of the mark events in
religion through above led to the the narrative.
Trade contact from acceptance of - Make
North Africa to Islam by many contribution from
 West Africa e.g. West African their own
Kano, Katsina, rulers and their research works.
Zaria, Daura land subjects through - Ask and answer
in the 12th and 13th the Trans question during
centuries. Saharan trade the lesson.
- In West Africa: routes. The - Take notes and
The acceptance of Berbers later carry group
Islam by leaders, came from North discussion
e.g. Gao – was the Africa and moderated by the
first king to accept helped in teacher.
Islam by (1009) spreading Islam. - Figure out when
- Barmandana was Islam came into
the first Malian Nigeria.(e.g.
king to accept Islam had readied
Islam savanna zone by
- UmmeJilmi (1086) AD 1000 etc.
– was the first through trade)
Kanem Borno king
to accept Islam.
- The Almoravid
Invasion of Ghana
Empire was
another attempt at
spreading Islam in
West Africa.
6 Main Reasons - Reasons for the - Explain reasons - Point out the
for fast spread fast spread of for the general impact of Islamic
of Islam in Islam. acceptance of religion on
West Africa, i) The nature Islam by West present day
Nigeria of Islam Africans and Nigeria.
ii) Trade Nigerians E.g. - Discuss the
iii) Activities The nature of Theocratic system
of rulers Islam – that of government in
iv) Activities permits Islam as practiced
of Muslim polygamy like in Kanem Borno
clerics African tradition Empire.
v) Inter etc. - Write down
marriages - Accepts notes.
with marabouts and - Discuss the kind
natives the use of of education
vi) Muslim armulets etc. Islam brought to
Scholars - The introduction West Africa and
e.g. of Arabic Nigeria in
Al’Maghili language through particular and the
vii) The trade brought impacts on the
administrat with it a new people.
ive system way of life.
of sokoto - Conversion of
Caliphate
 was great rulers
presented - Holy wars –
by the Jihads e.g.
Bristish Fulani Jihads,
because it Sokoto Jihads
was found that continued
to be spreading
suitable for throughout the
the success Hausa lands etc.
of Indirect - Inter-marriages
Rule. - Scholars
Activities –
Encouraging
pilgrimages to
go to Mecca,
Islamic festivals,
– creating
Muslim Jihads
- Teaching Islamic
beliefs as the
best
7 Early European Nature of the Early - Explain why - Listen to the
contact with European contact with Europeans teacher’s
Africa: General Africa: how it all began: decided to explanations.
Nature and - Why Europeans explore Africa - Identify all of the
purpose decided to explore e.g. To expand important places,
Africa from their economy points, key
Portugal, German through trade, personalities.
etc. etc.
8 Early ― Early European ― Explain the ― Identify the
European Merchants: East activities of European that
contact with Taubman the Early came to the
West Africa; Goldie, John European West African
Early Hot. Merchants. Coast.
European ― Early European ― Explain the ― State the
contact with missionaries: activities of activities of the
Nigeria. e.g. Mary the Early Early European
The Great Slessor,Birch European Merchants.
Benin Freeman, missionaries. ― State the Early
Empire Samuel Bill, ― Explain that European
contact with Henry by 17th Christian
Portuguese Townsend etc. century’s missionaries.
explorers. The historic trade second half, ― List their
relationship that the Parish, activities.
developed between the English, ― Listen to the
ancient Benin Empire French, story.
in 1485 and the Germans and ― Identify the
Portuguese explorers Swedish first Europeans
who were the first traders had that arrived
Europeans to reach established Benin Empire
Benin. factories at and when they
― Items traded various arrived.
include: tropical points in ― Mention the
product from West Africa, personalities
Edo Merchants, as such involved.
like -Ivory, deepening ― Discuss in
slaves – Pepper the African – groups the
– Palm oil And European extent of the
from European trade and Benin Empire’s
traders interaction. fame, the land
― Manila, spices, ― Tell learners of Trade they
spirit, guns etc. the name of were involved
― Oba of Edo in the e.g. in etc.
16thcentury sent Portuguese ― Discuss the
the first leader that conquest of
ambassador to led each Awori (Lagos)
Lisbon and the exploration and their
king of Portugal etc. to annexation to
sent various ports the Benin
missionaries to in West Empire.
Benin city who Africa, ― Discuss the fall
brought both Nigeria. of the Benin
Christianity and ― Explain to Empire and
the Portuguese learners that why they were
language to the the Great attacked by the
Edo kingdom. Benin Europeans.
― The first Empire in the ― Take notes.
English 15th century
expedition to was among
Benin was in the first to
1553 as a result witness the
of tales from the presence of
European the European
Portuguese in West
traders in the Africa in
16th and 17th 1485.
century. The ― Explain how
Portuguese on Portuguese
the other hand explorers
stumbled on who were on
Nigeria in their their way to
journey to finding a
discover a better better sea-
and more route to Asia
economical discovered
trade route to the then
Asia which was flourishing
already a Benin
flourishing trade Empire and
allie. quickly
established a
trade link
with the Oba
of Benin who
was very
powerful in
the west
African coast
then.
― Explain that
before the
arrival of the
Europeans
the Benin
Empire was
already in the
business of
selling
people for
slaves just
like their
Northern
Nigeria
Counterparts
did through
the trans-
Saharan
trade to
North Africa.
― Explain how
this illicit
trade was a
big source of
relief to the
Europeans
who were
already
establishing
plantations
and needed
cheap labor.
― Explain how
Eko (Awori
land) which
the Oba of
Benin
 annexed and
ruled by
Price Acto of
Benin;
became
Lagos (lakes)
named so by
Portuguese
merchants to
bring goods
to exchange
them for
slaves, ivory,
etc.

9 Early ― Nature and ― Explain that ― Listen to the

European organization of at this time teacher’s
contact with the Trans- there was no explanations.
Nigeria: 1) Atlantic slave geographical ― Note major
The Trans- trade entity called tribes and their
Atlantic ― European that Nigeria yet, activities during
slave trade came to Nigeria but Lagos, the illegitimate
(The as explorers: Benin, slave trade.
illegitimate (e.g. Mungo Calabar, Igbo ― Note the origin
trade). park, the lander land, Port of the Trans-
brothers, Henry Harcourt, Atlantic slave
Clapperton, etc. Hausa trade.
etc.) lands like ― Name some of
Merchants like Kano, Borno the European
Taubman in the North Merchants/coun
Goldie, John were in tries involved
Holt, etc. existence etc. in the trade.
― The route of the ― Explain that ― Point out why
trade through this trade the route is
the Atlantic originated called
ocean from through the ‘triangular trade
Lagos- Calabar. exploration route’.
― Activities of of ― Identify the
Local Nigerian Portuguese main sources of
traditional rulers mariners in the slaves and
in providing the era of main buyers.
their people as Benin ― Identify the
slaves to be Empire. means of
exported to ― The first transport.
Europe enslaved ― Note the
(Incessant tribal Africans activities of
and inter-tribal arrivedHispa prominent
clashes and niola in 1501 Nigerian
wars). after
― Major Atlantic Portugal had traditional
slave trading established rulers in
nation, the sugar providing their
Portuguese, the plantations in fellow Africans
British, the Northern as commodities
French, the Brazil. for the trade.
Spanish, the ― The ― Examine the
Dutch Empires. Merchants impact of the
― Impact of the used the Trans-Atlantic
Atlantic slave triangular Slave trade in
trade. trade route class group
― Abolition of the and the discussions and
Atlantic slave middle draw inference.
trade. passage, and Discuss the
ships as Abolition of the
means of trade.
transport ― Ask and answer
from West questions on
Africa to the topic under
Europe. discussion.
― Mainly ― Carry out
Central and researches.
Western ― Take notes.
Africans who ― Discuss the
had been advantages of
sold by other the Abolition of
Africans to the triangular
European trade.
slave traders
made up the
slaves.
― Oba of
Benin, Oba
of Lagos; the
wars of the
Oyo Empire
etc. all to
expand
territorial
power and
capture the
defeated
victims as
slaves just
like their
Northern
Counterparts
were doing
in the Trans-
 Saharan
trade.
― Explain that
they were
sold to work
on
plantations,
gold and
silver mines,
rice fields
etc.
― Explain the
establishmen
t of out posts
on the
African
Coast lines
by these
countries
where the
slaves from
local African
leaders and
sent them as
“cargo” to
the New
world.
― Explain
when, how
and why the
Atlantic
slave trade
was
abolished in
Europe.
― Explain the
impact of the
Trade.
10 The Trans- The Trade in Palm Oil Explain how Eastern ― Discuss the
Atlantic received a boom. Nigeria becomes a progress
Trade: The ― Cocoa major source of brought to
Legitimate ― Kolanuts Palm oil exported to Nigeria by the
Trade Europe. Igbo land legitimate trade
and its environs like to date.
Calabar, Port ― Mention the
Harcourt etc. Eastern
produced Palm oil Nigerian Areas
for export. that were
Palm Plantations known for Palm
 were already in Produce.
existence and more -Igbo –
were established by (Calabar –
the Elites of the Ogonis –
early 19th century Kalabaris etc.)
e.g. Okra plantation – Port Harcourt.
in Bende (Abia of ― Mention Areas
today). Also Cocoa known for
was exported from Cocoa
western Nigeria to production (-
European countries Ibadan – Ekiti –
through Calabar, Benin etc.).
Port Harcourt etc.
among others. Cash
crops like Kolanuts,
groundnuts, cocoa
followed etc.
11 Early ― Arrival of the ― Explain the ― Listen to the
European first Christian advent of stories
contact with monks of the Christianity ― Point out
Nigeria: Augustinian and in Nigeria important facts
Advent of Capuchin order through and events,
Christianity from Portugal to Portugal in personalities
in Nigeria Benin Empire in the 15th etc.
15th century. century and ― Note down
― The first about the dates of events
mission of the Cappuccino and the
Church of monks and personalities
England – led how they involved.
by taught the ― Discuss the
H.Townsend– Benin people impact of the
arrival Badagry Portuguese Christian
in 1842. language. missionaries in
― List of the rest ― Enumerate Nigeria.
of the the rest of ― Debate on the
missionaries the European negative and
from different Christian positive
European missionaries impacts.
centuries, the according to ― Ask and answer
area they settled their various questions.
in Nigeria, the missions, ― Take notes.
church they countries and
represented etc. explain
(E.g. Mary where settled
Slessor, Ajayi in Nigeria.
Crowther, Birch ― Mention the
Freeman, names of the
Samuel Bill, churches
etc. they
 established
and other
land work
achievements
.
12 Impacts of ― Impact of the ― Explain their ― Discuss the
the Christian Christian method of agreement
Missionaries missionaries conversion between
in Nigeria ― Spreading of the i.e. started Mungopark
Gospel of Jesus schools in (Europeans)
Christ their and the
― Introduction of churches and Northern
Formal Western health Nigerian
Education in centres, caliphate to
Nigeria. preach on minimize
― Introduced Sundays to Christian
health care their invited missionary
centres congregation activities in
(dispensaries) in . most part of
rural areas. ― Rendered Northern
― Introduced community Nigeria so as to
European services preserve the
Civilization. when need Islamic culture.
― Gave voice to arises e.g. ― Discuss the
the abolition of take care of consequences
Trans-Atlantic the sick free, of this
slave trade. free particular
― Championed the vaccinations, agreement on
abolition of education today’s
inhuman etc. Northern
traditions. ― Stand against Nigeria with
― Emergence of heathen the teacher.
print media in cultures and ― Discuss the
Nigeria. traditions. impact of the
― Produced the E.g. killing activities of the
early middle of twins, early colonial
class Nigerian sacrifices etc. era Christian
elites. ― Enumerate mission.
― Introduced impact of the ― Aries of the
English Christian present day
language etc. missions to Nigeria’s
― Championed date. development
Western ― Discuss the ― Write down
Education & advantages notes.
civilization in and
Nigeria. disadvantage
s of the
coming of
Christian
 missionaries
to Nigeria
with the
learners.
― Explain why
the Northern
Nigeria had
less Christian
mission
activities and
its impact on
the
development
of the area to
date.
13 REVISION REVISION REVISION
14 EXAMINATION & CLOSING EXAMINATION & CLOSING

FCT EDUCATION RESOURCE CENTRE

HISTORY SCHEME OF WORK

JSS 3 2ND TERM

W TOPIC CONTENT TEACHER’S LEARNERS’

K ACTIVITIES ACTIVITIES
1 British ― The fall of the ― Summarize the ― Learners listen
Colonization of Songhai Empire fall of the and make
Nigeria to which some Songhai Empire. contributions to
Territories parts of today’s The impact of the the causes of the
Nigeria belonged fall on the entire fall of the
e.g. Lagos region e.g. Songhai Empire.
― General points disintegration of ― Discuss the
on the British the tribes, reasons that led
Colonization of disunity and tribal to the success of
the Nigeria etc. the British
Territories penetration into
the Nigerian
territories after
the Songhai
Empire fail.
― Discuss trade as
― The British Explain the nature of the major reason
2 The British Economic the British contact for British
Economic pursuit in Africa with Nigeria from the interest in
Pursuit in Africa that brought three dimensions: Nigeria and why.
them to the namely – explorers – ― Discuss
coasts of Trade Merchants – exploration as a
 Nigeria. Missionaries. key tool for
― Names of the - The explorers discovering and
early came with the overtaking and
personalities authority of their annexing of
involved in home country’s territories by not
trades, battles, government to only the British
(e.g. in the overthrow but Europe as a
ancient slave territories and whole during that
trade etc. make way for the Era.
― How they merchants to ― Ask questions
progressed etc. commence and answer
― When the actual economic questions.
colonization transactions that ― Take note of
started and how would benefit the important dates
long it lasted in government and and personalities
Nigeria. people of their in the history.
country and ― Discuss the
thereby achieve activities of the
the purpose of various British
their coming to groups that came
(Africa)Nigeria. to Nigeria
― On the other namely
hand, the -Explorers –
Christian Trade
Missionaries merchants –
came on their Christian
own Evangelism missionaries:
and e.g. Schools
compassionate and health
and humanitarian centres were
grounds to help in established
combating by the
diseases, illiteracy Christian
and also to preach missionaries
the Christian who came as
gospel of Jesus a non-
Christ. Tell governmental
learners about the organization;
bit-by-bit and they used
conquest and these charity
annexations of work as a
territories of tool to
Nigeria that the evangelize
British force the Nigerian
embarked on citizens E.g.
during that Era. Florence
E.g., The Nightingale,
Invasion of Lagos etc. This
in 1851 and accounts for
 Lagos subsequent the rapid
annexation in literacy and
1861 and by 1901 modernizatio
Nigeria became a n in Southern
British Nigeria
protectorate that unlike the
marched her into core North
a colonization where Lord
that lasted for 60 Lugard
yrs. prohibited
Christian
activities.
3 British Conquest British Contact with ― Highlight the ― Listen to the
of Nigeria. Nigeria activities of the teacher’s
― as explorers British explorers explanations.
― as Traders and – Mention known ― Ask questions
Merchants explorers of the ― Answer
― How the British territory. questions
conquered ― Their political ― Discuss the
Nigerian intensions and reason for the
Territories military success of the
― The British campaigns British explorers
tactics of signing ― Highlight affected ― Mention if there
of treaties. parts of the were remote
― Waging of wars (country) reasons too, from
― Signing of (territory during the history they
Treaties this era – E.g. have learnt so
― Role of Lagos, which was far.
Traditional local Benin Empire ― Identify
authorities for then; the battle individual
and against the between the explorers and
British. British and king merchants
Jaja of Opobo, ― Take note of
etc. important dates
― Explain how of these events
these battles were under discussion
fought and why ― Draw a map of
and how the the Old Nigerian
British force won. territory under
― Explain what a the British
treaty is and how Protectorate.
binding it is on ― Carry out more
the parties that research in text
signed a treaty. books, internet
― Highlight the etc.
activities of the
British merchants
and traders in all
parts of Nigeria
 and mention their
names e.g. The
royal Niger
Company, etc.
― Explain that this
was the beginning
of a period of
intense
exploitation of the
land by the
British.
4 The Protectorates Lagos Colony Tell the learners how Do as applicable
of Britain in Lagos Colony came
Nigeria: Lagos about (with dates and
maps), who was in
charge and how the
administrative
structure was, etc.

5 Northern and Northern Nigeria Explain the location Do as applicable

Southern Protectorate of the e.g. Northern
Protectorates Southern Nigeria Region of Nigeria,
Protectorate Southern region,
― Northern Eastern region (using
Region vs. a map); the capital(s)
Southern then e.g. Lokoja(1897
Region etc. – 1903), Zungeru
(1903 – 1923),
Kaduna (1923 –
1960); Largest city,
6 British ― How the regions ― State their official ― Listen to the
Colonization of were governed language, major account by the
Nigeria ― British governors languages. teacher.
that headed each ― Explain the ― Make
region and the government of the contributions by
period. regions by the asking questions,
― Economy constitutional answering
politics, monarchy (1897 – questions.
geography 1963) etc. ― Class group
― Population, ― British governors discussions.
Religion etc. in these regions ― Note important
― How the (state dates) dates, events and
southern ― State dates of places and
protectorate was proclamation of personalities.
administered by protectorate. ― Discuss the
the British ― Explain the establishment
colonial masters. establishment and and running of
running of Protectorates and
 protectorates and colonies in
colonies by the Nigeria by the
British in Nigeria British.
in the same ― Point out the
manner as above, areas that the
to the learners. colonial masters
― Explain the areas joined together
that the British for their own
joined together to purpose and the
create the effects that has
southern. created on such
― Nigeria areas to date.
Protectorate e.g. ― List the key
Yoruba, Igbo, British players in
Ibibio, Edo, the colonial
Ikwere, Ijaw. government and
― Explain the the parts they
activities of key played with
players e.g. Flora dates.
Shaw, Lady ― Write down
Lugard, Lord notes.
Lugard, Sir Ralph
Moore.
― Explain theBritish
Monarchs that
ruled then e.g.
(1900-1910) e.g.
Victoria Edward
VII (1901-1910),
George V (1910 –
1914).
7 The Era of New The British Explain the Era of Carry out further
Imperialism Economic drive in New Imperialism i.e. research on the topic.
(British Nigeria: Various (1st January 1900-1st Take note of the
Imperialism in kinds of taxes: poll January 1914) using period in the history
Nigeria). tax trade on cash maps, Area, of Nigeria that is
crops, etc. population, currency. referred to as the Era
of New Imperialism,
why is it so called.

8
British system of ― The introduction Recount to the State the monarchial
Colonial of Direct rule learners, the rule of the colony of
governance E.g. ― The Indirect rule economic need in Nigeria Implications
-Direct rule – ― Reactions to Britain that made e.g. Flag, currency,
Indirect rule. taxation by the them to set out to anthem, Economic
then citizens of African in the first drive, development ,
place. Then explain direct rule, indirect
 different regions the direct rule rule, governors, etc.
of Nigeria. concept and the
Activities of indirect rule. The
some introduction of taxes,
personalities e.g. the people’s reaction
Lord Lugard etc. to it.
(e.g. The Aba
riots of 1929 by
women)
9 Merits and the Association: A ― Let the ― Listen
demerits of the system adopted by learners know attentively
British system of the British Colonial that unlike the ― Ask and
colonization: The Masters as main tool French, who answer
Association for colonization of adopted and questions
System Nigeria. assimilated ― Participate in
― The merits of their colonies group
direct rule by the citizens, the discussions
British in the British on British
Southern areas adopted the system of
of Nigeria. association governing
― The demerits of strategy and their
direct rule methodology. colonies.
― The introduction ― Explain the ― The direct
of indirect rule concept of rule
through the local direct rule, ― The indirect
emirs in the indirect rule rule
Northern Region association ― The
of Nigeria by the and Association
British: The assimilation. method as
Advantages and ― Explain the opposed to
the implication to assimilation.
disadvantages of the ruled ― The reactions
the indirect rule citizens etc. of the locals
and its effects to ― Explain the in various
this present day. concept of part of
― Outfall of the indirect rule, Nigeria to the
indirect rules: the British laws
How the citizens implication to imposition.
reacted to this the rule ― Advantages
new citizens etc. and
imperialism’s ― Explain the disadvantages
method of advantages of the various
revenue drive for and types of rules
instance: disadvantages employed by
― In the Northern . the British
Nigeria ― Explain the during the 60
― In the Western causes and years of
Nigeria effects of the Colonialism
― In the Eastern riots in
 Nigeria various areas in Nigeria.
E.g. The women as a result of ― Take notes.
led movements the colonial
against head tax, masters
and in the West system of
and in East. governance
Resistance of and economic
produce tax in drive.
the North etc Encourage
learners to
discuss and
read more.

10 The Evolution of Pre historic settlers ― Explain to ― Read assigned

the Nigerian from different race learners that textbook about
State: The background and people of the Berlin Treaty.
history of some aborigines different tribes ― Take notes down
Nigeria to the lived in this area and languages ― Discuss findings
Advent of the since 1100BC. have been found from research in
British. ― The Berlin occupying the the classroom
Treaty area now called during History
― Outfall of the Nigeria since lessons.
Abolition of 1100bc, although
slave trade. they were not
known by the
name Nigerians.
― Explain that this
area became a
British
Protectorate in
1901 and lasted
for 60 years until
in 1960, when an
independence
movement
succeeded in
gaining
independence for
Nigeria.
― Explain that the
name Nigeria is a
creation of
European
imperialism. The
name NIGERIA
was coined by
FLORA SHAW,
a British female
journalist who
 later married
Governor
Fredrick Lugard –
the then colonial
governor of
Nigeria. The
name was derived
from the Niger
River which is the
dominant
physical feature.
― Explain that the
British influence
of the region
began with the
prohibition of
slave trade in
1807 through the
slave trade Act of
1807 by the
parliament of the
United Kingdom.
― Explain the
establishment of
the Oil River
Protectorate in
1884 after Lagos
was annexed in
1861.
― In 1885 at the
Berlin
conference, other
European powers
acknowledged
Britain
domination of the
Area.
― Explain the ruling
of the country by
the Royal Niger
Company (1886-
1899) under
Governor George
Taubman Goldie.

11 REVISION REVISION REVISION REVISION

12 EXAMINATIO EXAMINATION EXAMINATION EXAMINATION
N
 FCT EDUCATION RESOURCE CENTRE

HISTORY SCHEME OF WORK

JSS 3 3RD TERM

W TOPIC CONTENT TEACHER’S LEARNERS

K ACTIVITIES ACTIVITIES
1 The ― What is ― Explain the meaning ― Learner
Amalgamati Amalgamatio of the word contribute
on of Nigeria n “Amalgamation” to to class
― What happens the learners and tell discussion
when an them what happens by:
amalgamation when people are reading
takes place amalgamated and out
among legislative dictionary
people/nation implications. meaning
s/ tribes. ― Explain challenges of of
― Reasons for governance that Lord Amalgam
the Lugard was faced ation,
Amalgamatio with, especially in stating the
n of Nigerian Northern Nigeria that ideologica
Territories by made him to suggest l
the colonial the Amalgamation of implicatio
masters. the territories that ns of
make up Nigeria.(e.g. Amalgam
the almost impossible ation etc.
task of collecting tax ― Listen to
in the North) that the
made government explanatio
expenditure tough), n of the
local resistance etc. teacher on
― Give the reasons that why the
made Britain to colonial
amalgamate the masters
different territories of amalgama
Nigeria in 1914. ted
Nigeria’s
different
territories.
― Hold a
class of
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
discussion
of the
implicatio
n and the
after-
effect of
the
amalgama
tion to
date.
― Answer
questions
and ask
questions.
― Read
relevant
books and
journals and
maps.
― Take notes.
2 The Process of the ― Explain to learners Do as applicable
Amalgamati Amalgamation of how the British went
on process Nigerian Territories: about the process of
The joining of amalgamation of the
Northern Nigeria to Nigerian Territories.
Southern Nigeria. ― Mention the role of
― reasons for THE CROWN in this
the decision.
amalgamation ― Mention the date it
― who approved actually took place.
it and date of ― Mention the
the implication of
amalgamation Amalgamation of
. Nigerian territories to
the various people
that make up Nigeria.
― Encourage the
learners to research
more on this topic in
relevant books and
journals.
― Show learners the
various maps of the
different territories of
Nigeria before
Amalgamation and
let them know their
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
early system socially,
economically,
politically, religion,
trade, products etc.
3 Key ― Names of key ― Teacher lists out the ― Take
Personalities personalities names of known notes of
and their on the British British and local key local and
roles in the side. players who played foreign
Amalgamati ― Lord Lugard some kinds of notable key
on of ― Taubman role for or against the playing’s
Nigerian Goldie Amalgamation of in the
Territories. ― The British Nigerian Territory. business
Crown ― Explain the new of this
European status of the Amalgam
missionaries Amalgamated ation.
etc. Nigeria and the ― Ask
On the Nigerian implication of this: questions
side. ― The British ― Listen to
― The government teacher’s
upcoming ― The local Nigerian – explanatio
Nigerian various hitherto n of each
freedom autonomous person’s/
activists like communities and groups,
NnamdiAzik local authorities and role in the
we etc. traditional rulers. Amalgam
― Local ― The implication for ation of
authorities the then up-coming Nigeria.
like the political activists like ― Make
Caliphate of Zik, Awolowo etc. contributi
Sokoto and The implication for on by
the Northern every bonafide discussion
Emirs. Nigerians. and
― Traditional stating
rulers and their
elders e.g. the opinion on
Obas of the the matter.
West, the ― Discuss
Ezes of the the
Eastern advantage
Nigeria, s and
leaders in the disadvanta
middle belt ges of the
like the Tor Amalgam
Tiv, etc. ation to
― early elites, today and
newspapers past
generation
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
etc. Nigeria.
― Carry out
more
research
for further
exposition
s etc.
4 The What is ― Define independence,
Independenc Independence? Nationalism,
e movement What is Nationalism? Federalism, an
What is Federalism? Activist (political
Who is an activist? activist) and a
What is a Republic? republic.
― Explain what an
independent
movement means and
why people make
moves to fight for
their independence.
5 The Factor ― The High ― Explain factors that ― Define
that led to handedness of contributed to nationalis
the the colonial Nigerian m
Independenc administratio Nationalism. ― Listen to
e movement n. ― Explain the teachers
― The short advantages of explanatio
comings of Christian mission ns
the direct and schools that created ― Take note
indirect English speaking and of key
colonial rules. literate people to face factors
― Tax the challenges. that led to
collection ― Mention some names freedom
methods and of old newspapers movement
the taxing of that were established ― Note the
women. then and some names outcome
― The upspring of forefront critics of of the
of Early the British system noble
Elites from during the work of
the mission independence Christian
schools of movement. missionari
Christian es whose
missionaries. voluntary
The early work of
Nigerian establishin
Newspapers g schools
as a voice in Nigeria
channel for created
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
the then the early
Nigerian elite
young Elites. critics and
newspaper
that
enabled
the then
Nigerian
young
elites to
fight with
their pen,
for the
independe
nce of the
Nigerian
Nation.
― Take
notes
― Ask and
answer
questions
― Carry out
more
research
in groups
and
individual
ly.
6 The Nature ― Contextual ― Explain what ― Listen,
of Nigerian definition of Nationalism means to take notes,
Nationalism: Nationalism. the now amalgamated contribute
The Struggle ― The Nigeria and what to the
for beginning of Independence means. discussion
Independenc the agitation ― Explain what s
e. ― Mediums agitation/struggle for ― Note the
used for the Independence means various
struggle – e.g. and what it involves. activities
Print media, ― Explain how the early that took
Radio, elites used print place
Organized media and radio to during the
public fight for struggle
demonstration independence. for
s against the ― Explain the role independe
British played by various nce.
administratio women groups etc. ― Ask and
n especially answer
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
by women, ― Give learners dates of questions
some of who events and names of where
lost their places where they necessary.
lives. e.g. The took place. Etc. ― Read
Aba riots of ― Encourage learners to more from
1929 key read more from books
personalities. relevant materials. journals.
7 People Name of key ― List the names of the ― Take note
involved in personalities like: Nationalists involved of the
the struggle NnamdiAzikwe in the struggle for names of
for Nigerian Herbert Macaulay independence of the key
Independenc Anthony Enahoro Nigeria. personaliti
e Okpara ― Explain the roles that es and
ObafemiAwolowo each of them played events that
Ahmadu Bello with dates. were
Amino Kano, etc ― Explain the media involved /
Women leaders like: they used to make took place
AdanmaOkpara, Mrs. their case known to during the
Ransom Kuti, Helen the British crown and independe
Ekpo, etc. the colonial nce
authorities on ground struggle.
in Nigeria. ― Contribute
― Mention some to the
prominent write-ups class
of these gallant discussion
youths of old. .
― Mention especially ― Ask and
the non segregative answer
spirit that questions
characterized the ― Read
movement. more from
― Explain the role of relevant
women in the sources.
struggle for
Independence.
― Encourage learners to
research for more
― State the various
meetings held.
8 The ― Reflection on ― Explain to the ― Listen
Attainment what learners the attentively
of independence implication of being and
Independenc means. an independent contribute
e ― The role of country/nation. to class
the British ― Explain how the discussion
administratio British and the crown .
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
n in the of Britain conceded ― Ask and
attainment of to the independence answer
Nigerian agitation and how questions.
Independence finally Nigeria ― Carry out
. emerged from more
― The role of colonialism to research.
the British become an
crown headed independent country
by Queen from (1954-1960).
Elizabeth the ― October 1st 1960 was
second. the date the British
― The various granted Nigeria her
activities of independence and it
the key became sovereign.
personalities ― Explain that the
involved. following came with
the attainment of
independence.
― Change of
Administrative
authority (i) From
being a property of
Britain to becoming
self-ruled. (2) Change
of National anthem
and creation of own
National flag.
― New capital – Lagos
― Status – Independent
Sovereign state.
― NnamdiAzikiwe –
Governor General
― AbubakarTafawaBale
wa – Prime minister
― Major tribes- Igbo,
Hausa, Yoruba.
― Abolition of monarch
of Queen of England
over Nigeria in 1963
made Nigeria a
Federal Republic on
1st October 1963 and
this changed the
position of
NnamdiAzikwe from
Governor General to
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
President of Nigeria.
9 The Berlin ― Major ― Define a treaty to the ― Listen and
Treaty features of the learners and give give the
(continuation Berlin Treaty. examples. definition
of the ― What is a ― Tell learners the of the
Evolution of Treaty purpose of a treaty. word
the Nigerian ― Implications ― Who signs a treaty treaty and
state). of the Berlin ― What powers back up note that it
Treaty for the a treaty is an
Nigerian ― Explain the Berlin aspect of
citizens. treaty that internatio
contributed to the nal law
evolution of the and
Nigerian state, relations
pointing out key (e.g. The
players. Paris
― Guide learners to treaty of
identify major peace)
features of the treaty ― Find more
and their implication definitions
for the imperialists using the
and the Nigerian dictionary
citizens under the etc.
colonial masters. ― Ask
― Tell the learners the questions
year it was signed, on the
who signed it and powers a
where. treaty
― Hold a class gives to
discussion on the the
Berlin Treaty and get concerned
learners to contribute, party
ask and answer especially
questions. under
colonial
imperialis
m.
― Answer
questions
and
discuss in
group on
the
impacts a
treaty can
have on
the
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
citizens
concerned
depending
on the
type of
agreement
signed.
― Take
notes of
the major
features of
the Berlin
treaty and
the
interpretat
ion in the
rule of
laws of
the
imperial
British for
their
colonies
in which
Nigeria
was
included.
10 The role of ― The Royal ― Tell the learners the ― Listen
the Royal Niger roles of the Royal carefully
Niger Company: Niger Company as and
Company in Who are follows: who they participate
the they? are, their activities as in
Evolution of ― What was regards politics, discussion
the Nigerian their business economy, territorial s about
State. in Nigerian defense, the Royal
territories? administration, Niger
― What role religion and social company
they played in norms of the people ― Ask
the colonial of Nigeria etc. questions
governance of ― Guide learners to ― Answer
the Nigerian know the leaders of questions
territories. the company (e.g. ― Discuss in
― Names of Lord Lugard, etc.) groups on
British key ― Guide learners to the
personalities realize that the Royal activities
that were part Niger Company of the
of the Royal worked for the crown British
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
Niger of the British Empire. crown
Company Highlight the using the
― Their Emperors of the Era. Royal
Relationship (i.e. Kings/queen on Niger
with the the British throne) Company.
crown of ― Discuss
Britain.etc. the
decisions
taken by
Lord
Lugard
under the
auspices
of the
Royal
Niger
Company
that is still
affecting
today’s
Nigeria
positively
or
otherwise.
― State the
various
kings/que
ens of
Britain
during the
colonial
era.
― Take
notes.
11 Colonial Colonial Conquest ― Explain how the ― Listen
Conquest and administration of Nigerian territories attentively
and the various territories were conquered bit ― Take
Administrati of the Nigerian State by bit, by the British down
on ― Lagos under imperialist notes
the Benin government. ― Participate
Empire was ― Explain individual
conquered intentions/reasons for ly in the
and annexed. such wars: e.g. discussion
― The story of Resistance by local s by
king Jaja of authorities to the new asking and
Opobo in the British colonial answering
Eastern presence/vehicles questions.
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
Region – within their area. ― Hold a
(Rivers – ― Tell the learners class
Bayelsa of stories of local kings group
today) like king Jaja of discussion
― Various Opobo. on the
confrontation ― The Benin Oba that various
s with other required in Lagos. conquests
local ― The fall of the of
authorities in ancient Benin. different
the East, ― Explain the desire of areas that
West, South, the British to reach eventually
Middle belt, the Hinterlands so as formed
North parts of to source for palm the entity
the Nigerian oil, cocoa, etc. and called
territory etc. how any resistance Nigeria in
― Why the by locals brought a the North,
British went face of with the East,
to battle British West, and
against the representatives under South.
native Lugardetc. ― Discuss
authorities. ― Explain the the
― The outcome implications of the activities
of such wars outcome of such war. of local
and the E.g. King Jaja of authorities
impact on the Opobo was taken to of the
peoples way exile in Europe to Nigerian
of life – enable the British tribes in
politically, have their way etc. response
economically, ― Guide the learners to to British
socially, know that once imperialis
religion etc. conquered the British m.
― The activities imposed their laws ― Discuss
of local chief and the conquered the
etc. that territory and exploitatio
enabled the established their n of
conquest. authority. Nigerian
― Encourage learners to local/natur
read and research. al
― Show them maps resources
where available. to boost
British
economy
which was
the main
reason for
the
colonizati
W TOPIC CONTENT TEACHER’S LEARNERS
K ACTIVITIES ACTIVITIES
on of
Nigeria
(and other
African
countries)
by the
British.

12 Revision of Revision of all the ― Ask learners lead ― Ask

the term’s topics taught during questions to evaluate questions,
work the term and week what they know and answer
topics too. understand what the question
learners do not know. on all
― Answer learners topics
questions too. discussed
during the
term.
― Hold
group
discussion
s for
purpose of
revision of
past
lessons.
12 Revision Revision Revision Revision
13 Examination Examination Examination Examination

CULTURAL AND CREATIVE ARTS (CCA)

 CULTURAL AND CREATIVE ARTS
JSS 3 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Nigeria traditional art Teachers activities:discusses tpes of

1.definiton of traditional art bnigerian traditional art
2.types of traditional art Students acttivies-identify two traditional
i.nok arts in their community
ii.igbo-ukwu
iii.ife
iv.benin etc.

2 Identification of palces of origin of each arts Teachers activities – states the

i.places of origin of Nigeria arts work origin ,materials and methods of production
ii. nok –kaduna and functions
iii.ife –osun state Students activities-discusses the functions
iv.benin –edo stae etc. of traditional arts work
2. functions of nigeian traditional arts Learning resources-
Photographs, pictures, calendar, charts etc.

3 Contemporary Nigeria art /artist Teachers activities- explains the meaning

1.defintion of contemporary artist of artist and short life history with their
2. short life history and the contributions of contributions.
pioneer artsit eg Students activites –participate in the
i. anina onabolu discussion on conlemporary artist.
ii. akinola lasekan Learning resources-
iii. madam lachi kwali Books, art works photographs.
iv. bruce ona brekpeya etc.

4 Nigerian contemporary art work Teacher activities-names works of some

i.prominent works of the artsits and their artists and the location of the their works
location Students activities- discuss some
i.caran (sango)ben enweonwu prominent works of art and the location of
ii. sculptural decoration (demas such art work
nwoko0national theatre lagos Learning resources –pictures calendar,
iii. etching-bruce onabrekpeya delta state etc journals ,magazines etc.
2.income generation through contemporary
art

5 Motif Teachers act:illustrates with

1.meaning of motif(a unit of a design)
2. types of motifs with examples-
i.plant motifs
ii.floral motif
iii. traditional motify
iv. geometrical motify
6 USES OF MOTIFS AND ITS APPLICATION Teachers activities-demonstrates how to
i.uses motif motify to design patterns
decorate boaders Students activities –use motify to desin
making of greeting card patterns learning resources-carbon paper,
iv. design a pattern colour, drawing board etc

7 Display techniques Teachers activities-demonstrates and

Definition of display. illustrates processes of farming, fixing ,
2.various methods of preparing art work for labeling and mounting art works.
display Students activities-make their own frames,
ilabelling labels ,fixing etc.
ii.farming Learning resources-publications catalogues
iii.fixing ,magazines frames etc
3.display techniques
i.categorizing
ii.mounting boards etc
iii.designing of space

8 Exhibition Teachers act:mentions types of exhibition

1.meaning and definition of exhibition. and menaing .
2.types of exhibiton- Students s act:students participate in the
i.solo exhibition of art works in the school.
ii.juried Learning resources-exhibition board, space
iii.commercial , catalaogues, magazines etc
iv. non commercial
v. group

9 Excursion Teachers act:arranges for the excursion to

Excursion to gallery and museum. gallery and museum by providing vehicle
and informing the gallery office before time
Students activities- feel the art works and
their names in the gallery.
Differenciate and between works in gallery
and museum
Learning resources – gallery and museum.

10 Lettering Teachers activities –defines lettering and

1.defintion of lettering types of lettering
2.types of letters eg Student6s activities :identify types of
i. constructed lettering.
ii.hand written Learning resources-cardboard ,paper,
3.uses of lettering –eg. Information pencil, poster,rulers etc
communication , education

11 Contruction of letters Teacher act:guides the students to

1.construction of letters A-M construct the slogan”good morning ma” and
2.construction of letters N-Z produces different slogans.
(both in lower and upper cases) Students act:observe the teacher
constructs letters.
 Produces letters either in upper or lower
case
Learning resources-cutting knife ,razor
blade , cardboard paper, rulers,eraser etc

12 Qualities of good lettering Teachers act:lists the qualities of good

i.qualities of good lettering lettering .giving examples of the qualities of
i.simplicity good lettering.
ii.legibility Students act:-write sentences applying the
iii. spacing qualities of good lettering.
Learning resources-
Cardboard paper , ruler, pencil,cutting knife
biro etc
13 Revision Revision
14 Examination Examination

.CULTURAL AND CREATIVE ARTS

JSS 3 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Package design Teacher act:defines packages design and

1.meaning of packages design give examples of the methods opf package
2.mentioning the methods of packages desin.
designs Students act:list and discuss the functions
3.functions of package design of packages design.
Learning resources- cardboard
paper,poster colours, scissiors, tape etc.

2 Construction of packages design Teacher’s Act:Gudies Students To Design

1.construction of different packages Packages
2. write captions on packages for Students act:produces a named package in
advertisement. group [participate in the production of
packages.
Learning resources- cardboard sheets,
poster colours, scissors knife , masking
tape etc.

3 Marketing of art work Teacher’s activities – mentions ways in

1.wyas or oulets for marketing art work eg which art works can be sold.
shops, hotels, festivals, trade fairs gallery Students activities –partici[pate in
mentioning avenues for marketing art
works.
Learning resources-hotels, festivals trade
fair, market, gallery.

4 Funding for art businesss Teacher act:discusses different sources of

 1.sources of funding of art work business eg funding art work business.
relatives,individuals, corporate and Students activities-take part in class
government organization discussion.listen and ask questions on how
to source for funds.
Learning rsources- artworks,banner ,
invitation card, resource person.

5 Introduction to embroidery Teachers act:mentions embroidery tools

1.meaning and definition of embroidery and materials lists 3 embroidery sources
2. embroidery materials and tools Students activites-mention some
3.sources of embroidery. embroidery tools and materials. Identify
i.nature some sources of embroidery threads,
ii. environment fabrics, needles etc.
iii. flower
iv. magazines
v. gift wrappers etc.

6 Practical work on how to transfer desin to -teachers act:demonstrates how to transfer

fabrics design using carbonpaper, practice
1.methods of transferring embroidery embroidery stitches.
designs Students acrt:observe the teacher transfer
i.use of carbonpaper designs into fabrics using carbon paper,
ii.pricking practice embroidery stitches.
iii. tailors tack Learning resources-different colours of
iv.direct drawing embroidery threads,fabrics,needles .etc

7 Knitting Teachers activities-explain the meaning of

1.meaning of knitting stitches knitting. Displays tools and materials and
2.basic knitting stitches guides to make the basic stitches
1.pull knit Students activities-listen attentively and
observe the tools and materials for knitting
Learning resources-knitting pins, wools,
knitted garment like like cardigan, socks,
caps etc
8 Practical work on knitting Teacher act:shows the students the way to
1.preparation of caps, cardigan socks, handle the knitting pin and wool and starts
showel, table cover etc a work with the students
Students activities-practice knitting and
display a finished knitting work
Learning resources-knitting pin wools of
different colours

9 Crotcheting teacher act:demonstrate how tyo make

1.meaning of crotcheting. basic crotcheting stitches.
2. materials and tools used in crotcheting Students activities-observe the teacher
3. making of display of finished works. demonstrates with the materials and tools.
Practice making crotcheting stitches.
Learning resources-crotchet pins, wools,
 thread, specimen of finished work.

10 Batik work Teachesr ac:explains and displays

1.meaning of batik materials and tools for batik work.mixes
2.materials and tools used in batik work. dye for the students to observe.
3. making a batik projects Students act:mix dye, dye fabric after
i.techniques application of wax.dispaly finished work.
ii.prodesses Learning resources-fabrics wax , dye stuff,
printing table etc.

11 Uses of music and impact of music Teachers act: explains uses of music
1.mentioning of different uses of music during different occasions mentioned leads
2.impact of music to the society the class to enumerate and discuss the
i.help build relationships impact of music in the society.
ii.help foster brother lines Students act: stae 4 ways in impact in the
iii. creates awareness in the mass media etc. society
Learning resources:- musical instruments,
textbooks, musical CDS etc.

12 Revision Revision
13 Examination Examination

.CULTURAL AND CREATIVE ARTS

JSS 3 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Creating music isolfa notation values teachers act:explains the values of musical
1.musical notes and their values notes. Tyranslates staff to solfa.
i. semibreve or whole note Guides students to clap rhythm.
ii. minim or quartes note Students act:bar a given solfa of nigerian’s
iii.crotchet or quarter note national arithem.
iv. quarer or eight note etc Learning resources- music manuscripts,
2. translating staff to solfa chalk board.
3. clap a rhythm

2 Drama and the development of rural Teachers act: explains what theatre
communities enumerates ways drama can assist the
1.drama and theatre for development rural people
2. drama rather than to wait for government Students activities –practicipate in class
to do everything for them. discussion on how drama can help solve
some community problems.
Act a drama on the issue.
Learning resources:pictures of some
communities with problems of bad
roads ,lack of electricity etc.
3 Opportunities for career dramatists Teacher act:leads the class in a discussion
1.career prospects for of how their creative works impact the
i.play wright. society
ii.actors Gives names of notable Nigerians in each
iii.director category.
iv designers. Students act:participate in class discussion
2. their contributions to the society. of some dramatists they know.
Learning resources- pictorials, textbooks,
notes copying.

4 Process of choreo graphy Teacher act:mentions and explains the

1.processes involved in choreography process of choreograph.explains the uses
i. gathering of the movement. fo space and gestures.
ii. putting and arranging the movements by Students act:participate in the class
teaching the dancers. discussion and perform the choregraphy
Iv creating the final structure and polishing it dance,
for performance Learning resources- mjusical instruments,
CDS player, dance outfits or costumes.

5 Prospects of studying dance in Nigeria. Teachers act: states and explains to

i.prospects of dance in Nigeria- students the lucrative nature of dance .
ii.dance can be a good income earner for the Students act: listen to teachers explanation,
government and the performer. and write note.
iii.it can also bring in foreign exchange when Participate in the class discussion
used in tourism industry like carnivalsn . Learning resources- textbook notebooks,
iv. dance as a cultural indicator and promoter chalkboard

6 Unity Teachers act-explains the meaning of unity

1.meaning of unity lists different causes of disunity in the home
2. causes of disunity in the home , school school and society
and society Students act:discuss mening of unity ,
3. how to maintain unity mention some causes of disunity.
i. be tolelrant Dramatise a play on how to maintain unity.
ii.be fair to all Learning rwesources- Nigerian flag, school
iii.be sincere flags, football pictures
iv be cautious
v.respect other opinon
vi.be accomdating
vi.demostration of acts of unity

7 Revision
8 BECE practical
9 BECE practical
10 BECE Examination
11 BECE Examination
 FRENCH LANGUAGE (FL)

FRENCH LANGUAGE
JSS 3 1st TERM

WEE TOPIC/ CONTENT ACTIVITIES

K
1 Contrôle continu

2 Parler de profession variée Le professeur à l’aide de dessins

Maîtrise de langue: les mots présente les métiers.
suivants : le plomber, l’ingénier, Les apprenant écoutent et répètent. Ils
l’enseignant, le médecin, font des phrases identiques.
l’infirmier(e), le pilote, le mécanicien, Resource pédagogique
le chauffeur, l’avocat, le journaliste Les divers équipements associés aux
Gramm. : le verbe être + profession. métiers présentes : photo, image,
Expression orale : les apprenants videos, etc.
répètent font des phrases avec être
exemple.
Il est enseignant etc. masculine et
 féminine
Expression écrite : ils associent les
métiers aux équipements.

3 Parler de ce qui se passe dans les L’enseignant à l’aide de dessins

professions. présente les métiers et dit ce que font
Maîtrise de la langue les spécialiste de ce métier.
Les métiers et leur fonction exemple : Les apprenant écoutent et répètent. Ils
font des phrases identiques
L’infirmier(e) soigniez les malades à Resource pédagogique
l’hôpital : photo, image, videos etc.
Expression orale : ils parlent les
professions et leur fonction dans la
société.
Expression écrite : Ecrivez une
rédaction sur la profession vous
aimez le plus.

4 Décrire les qualités admirables. l’enseignants demande aux élèves

Maîtrise de la langue (vocabulaire et décrire leurs camarade et de dire ce
expression) les caractéristiques qu’ils admirent chez eux.
admirables, charmant, chaleureux, Ils participent activement ils doivent
sympathique, formidable, mignon(ne) parler et écrire des qualités de leurs
fantastique, adorable, honnête, camarades et leurs parents.
magnifique. Resource pédagogique
Les verbes ‘aimer’, j’aime, il aime, Jeux de rôle, mime, videos, images
Adorer, j’adore, il adore.
Expression orale : parlée des qualités
de vos camarades et vos parents.
Expression écrite : écrivez une
rédaction sur les qualités de votre
amis le plus aime(e)

5 Contrôle continu L’enseignant donne des exercices

Parlers des défiants des gens description simple
2ème éprouve Le professeur demande aux élèves de
Maîtrise de la langue décrire leurs camarades et de dire ce
vocabulaire/expression qu’ils déteste chez eux.
caractéristique détestables : Les apprenants écrivent une rédaction
ennuyeux(se), maladroit(e) , sur ma mère.
malhonnête, antipathique, triste, Les élèves doivent parler des défiants
méchant(e). verbe : détester, je détestables de leurs camarades et de
déteste, il déteste. leurs parents.
Expression orale : parlez ce que vous
détestez cher vos camarade et
parents.
Expression écrite. Une composition
sur les défiants de notre camarade et
votre parent.
6 Parler des gens que l’on admire L’enseignants présente les photos des
beaucoup personnalité célèbres et attire leurs
Maîtrise de la langue. attentions sur les qualités qu’ils
Vocabulaire/expression liés aux admirent.
qualités que l’on admire : bon(ne), Par groupe et individuellement les
gentil(le), honnête, prudent, apprenants font une rédaction de
intelligente(e) etc. quelques mots sur les personnalités
Les verbes : aimer et admirer qu’ils admirent.
Expression orale : décrivez les Resource pédagogique
personnes célèbres que vous Les photos de personnes célèbres dans
admirez la société
Expression écrite : écrivez une
rédaction sur un personnalité que
vous admirez.

7 Nommer les malades. L’enseignant fait la démonstration des

Maîtrise de la langue : vocabulaire et douleurs associées à certaines
expression les malades courantes : maladies. Il nomme les maladies.
le paludisme, la fièvre jaune, la Chaque apprenant observe et font des
dysenterie, le cholera, la grippe etc. démonstrations pareilles ils nomment
Les parties du corps avoir/ ma/ au/ à les maladies ensuite.
la/aux Resource pédagogique
Expression orale : nommez les Un dessin montrant les parties du
maladies et des douleurs associées corps, des photos pertinentes
Expression écrite : décrivez une
maladie courante

8 Discuter les causes L’enseignant explique aux élèves les

Contrôle continu causes des maladies diverses. Il
Maîtrise de la langue. Expression les demande leurs idées sur le sujet
causes : les moustiques (paludisme), discuté : qu’est-ce qu’il faut faire pour
l’eau sale, (cholera) nourriture gâtée éviter une maladie donné?
(diarrhée et dysenterie), froid (grippe) Les apprenants donnent leurs idées par
trop de travail (fatigue) absence rapport à leurs expériences dans la vie.
général d’hygiène (phisieurs Par groupes, ils parlent des maladies et
maladies) de leurs causes.
Expression orale : dites les causes Resource pédagogique
de certaines maladies courantes Photos des situations de maladie
Expression écrite : écrivez ce qu’il variées expériences personnelles, des
faut faire pour éviter une maladie apprenants.
donne (exemple paludisme).
3ème Épreuve.

9 Parler des populations affectées. L’enseignant fait un tableau des

Maîtrise de la langue. Mots et groupes sociaux qui pourraient être
expression. Utilisés : les enfants, les victimes de certaines maladies et dit
jeunes, les femmes, les hommes, lesquelles.
adultes, les ruraux, les pauvres, tout Avec les mots clés.
 le monde. Resource pédagogique
Expression orale : parlez des groups Dessins et document variés.
d’âges affectes par certaines
maladies.
Expression écrite suivez le modèle
donné est fantes des phrases avec
les mots clés.

10 Dire l’importance de l’hygiène. L’enseignant présente les avantages de

Maîtrise de la langue. Mots et l’hygiène et de comment assurer
expressions utiles éviter les l’hygiène dans la maison.
maladies, balayer, sale, pollution, Par groupes les apprenants disent ce
bonne santé, longue vie, faire des qu’il faut faire pour assurer l’hygiène de
économies, développement rapide. l’école, de la nourriture, des dents, des
Protéger la famille, laver les aliments, mains, des vêtements et de l’ensemble
faire cuire la nourriture. du corps.
Expression orale : dires la Resource pédagogique
importance d’hygiène. Authentique photos illustratives.
Expression écrite : comment
assurez-vous l’hygiène dans la
maison.

11 Révision Révision
12 Examen Examen

FRENCH LANGUAGE
JSS 3 2nd TERM

WEE TOPIC/ CONTENT ACTIVITIES

K
1 Contrôle continu

2 1ère Épreuve La profession explique que chaque maladie

Parle des professionnels de la a des spécialistes qui s’en occupent. Quand
Maîtrise de la langue. on est maladie, il faut se rendre chez ces
Vocabulaire et expression, les spécialistes.
professionnels de la santé: le Les apprenants par groupes font les
dentiste, le médecin généraliste, mimiques des maladies et se rendent chez
le chirurgien, le spécialiste, le les professionnels dans une situation de jeu
psychiatre, l’infirmier(ère) etc. de rôle.
Quand on a mal aux yeux, on voit Resource pédagogique
l’ophtalmologiste. Les posters des professionnels liés à la
Expression orale : vous avez qui, santé et ce qu’ils font comme métiers.
quand vous avez mal aux yeux,
aux dents etc.
Expression écrite : écrivez des
maladies et des spécialiste au
 s’en occupent.

3 Parler de dentiste Le professeur montre le poster de dentiste

Maîtrise de la langue : quand a explique le travail de dentiste et il pose des
mal aux dents, on voit le dentiste. questions aux étudiants.
Soigner les dents, se brousser Le élèves identifient le dentiste et ils
des dents. répondent aux questions.
Expression orale : le dentiste, ce Resource pédagogique
qui ? Le poster de dentiste, photo, image etc.
Expression écrite : qu’est-ce qu’il
faut faire pour soigner les dents?

4 Parler de médecin généraliste L’enseignant montre le poster/image d’un

Contrôle continu médecin généraliste.
2ème Épreuve Les élèves répètent et répondent aux
Maîtrise de la langue. Quand on questions.
à de la fièvre. On voit le médecin Resource pédagogique
généraliste : mal au ventre, mal à L’image, photo, vidéo etc.
la tête ordonnance etc.
Expression orale : voue vouez
qui quand avez mal au ventre,
à la tête etc.
Expression écrite : qui est-ce qui
un médecin généraliste ?

5 Parler d’ophtalmologiste L’enseignant montre le poster d’un

Maîtrise de la langue : quand a ophtalmologiste il pose des questions
mal aux yeux, on voit exemple : qui est l’ophtalmologiste ?
l’ophtalmologiste. Les élèves identifient l’ophtalmologiste jeu
Un œil, (les yeux) de rôle.
Malades des yeux Resource pédagogique
Expression orale : qu’est-ce qu’il Photo, posté, image etc.
faut faire quand vous avez mal
aux yeux.
Expression écrite: écrivez les
maladies des yeux

6 Parler de l’infirmier(ère) L’enseignant le travail de l’infirmier(ère). Il

Maîtrise de la langue. poste des questions exemple : que fait-il,
L’infirmier(ère) aide le médecin à l’infirmier?
l’hôpital, soigne les maladies, Les élèves écoutent et répondent aux
donne des piquier. questions.
Expression orale : que font les Resource pédagogique
infirmiers a l’hôpital Poster, image, photo, vidéo.
Expression écrite : écrivez les
activités des infirmiers a l’hôpital.

7 Parler de la pharmacie Le professeur montre le poster ou l’image

Maîtrise de la langue: pour de pharmacie. Pour être querir, qu’est-ce
 acheter des médicaments on va qu’on fait ?
à la pharmacie. Les élèves écoutent et répondent aux
Pharmacien(ne) questions.
Les médicaments, aspirine etc. Resource pédagogique
Expression orale : qu’est-ce qu’il Images, photos, video, documents
faut faire pour être guéri ?
Expression écrite : décrivez la
pharmacie, pharmacienne.

8 Parler de l’hôpital Le professeur montre l’image de l’hôpital.

Contrôle continu Pose des questions aux élèves exemple :
Maîtrise de la langue: quand on qu’est-ce qu’on voit a l’hôpital?
est malade, on va à l’hôpital. Les élèves écoutent et répondent aux
Grand bâtiment, les lits, les questions
infirmiers, les médecins les Resource pédagogique
maladies etc. Posters, photos, images etc.
Expression orale : quand on est
malade, on va ou?
Expression écrite : qu’est-ce
qu’on voit a l’hôpital?

9 3ème Épreuve Le professeur explique le dentiste avec

Parler de chez le dentiste l’image.
Maîtrise de la langue : quand on Il pose des questions.
a mal aux dents, on va chez le Resource pédagogique
dentiste. Images, photos, documents, video
La douleur, mal aux dents, mal à
la dent
Expression orale :
Expression écrite : décrivez le
travail de dentiste.

10 Parler de faux professionnels et les faux professionnels et médicaments

médicaments. avec l’image/photo.
Maîtrise de la langue : il fait éviter Il pose des questions : pourquoi, il faut
les faux professionnels et éviter les faux professionnels et
médicaments. médicament?
Faux médicaments Les élèves écoutent et répondent aux
Faux professionnels questions.
Texte sur faux professionnel et Resource pédagogique
faux médicaments. Photos, images, documents.
Expression orale : pourquoi, il
faut éviter les faux professionnels
et médicaments ?
Expression écrite : qu’est-ce qu’il
faut faire pour être guéri ?

11 Révision Révision
12 Examen Examen
 FRENCH LANGUAGE
JSS 3 3rd TERM

WEE TOPIC/ CONTENT ACTIVITIES

K
1 Contrôle continu Exercice écrite sur la santé
1ère Épreuve

2 Décrier ce qu’on fait tous les jours L’enseignant fait des phrases
Compréhension orale : un texte des simples pour illustrer les activities
activities de la journée. quotidiennes.
Dit ce qu’on fait le weekend/matin/l’après- Exemple : elle balaye le salon,
midi /la nuit Ma mère se réveille
Se réveiller, se laver Je me lève
Preparer le petit dejeuner/manger, Questions à l’orale : l’enseignant
balayer, prier, laver pose quelques questions aux
Travailler au bureau ou aller à école. étudiant sur quelques verbe utilise.
Le soir : se reposer, dîner, regarder la L’apprenant répète après
télévision, la radio l’enseignant et donne ses propres
Verbes : au présent de d’indicatif exemples.
Il répond aux questions posées
par l’enseignant.
Resource pédagogique
Les photos, videos, images des
objets utilise pour illustrer les
activitiés quotidiennes/habituelle :
radio brosse a dents.

3 Decrire ce qu’on fait tous les jours avec L’enseigment fait des phrases
les expressions : tous les jours, souvent, correcte et simple avec les
d’habitude, chaque jour, chaque semaine, expressions exemple : tous les
chaque weekend. jours, elle va chercher les enfants
Un text sur les expressions au sujet Chaque jour/matin elle prépare le
Les phrases correctes avec les petit dejeuner
expressions : Souvent, elle arrive en retard etc.
D’habitude, chaque jour etc. L’apprenant répète et écoute.
Jeu de rôle : Il donne ses propres exemples
Dramatiser les activities quotidiennes aussi.
Le professeur et les étudiants. L’apprenant joue les rôles pour
montrer les activities quotidiennes
en classe.
Les photos, videos, images des
objets utilises pour illustres les
activities quotidiennes.

4 Raconter ce qui s’est passé L’enseignant lit le texte d’un

Contrôle continu événement au passe.
 Compréhension orale : L’enseignant indique aussi la
Un texte sur un evenement au passe succession des actions.
Explique du texte aux apprenants Exemple : hier, je me suis réveillé
Matrise de la langue : vers six heures du matin.
Le passe compose D’abord je dit ma prier,
Des verbes, aller, regarder, manger, J’ai regarde les lecons puis j’ai
mettre, ajouter, pour en raconter préparé le dejeuner ensuite j’ai
Les mots pour indiquer a succession des manger etc.
actions au passe : d’abord, puis ensuite Excercices de réemploi des
2ème Épreuve verbes déjà étudis.
L’apprenant écoule et répéte ce
que l’enseignant parle.
Il raconte sa propre experience.
Resource pédagogique
Plan, emploi du temps, photos
lettre, actualites televisions.

5 Ecrire une lettre d’amitie (informelle) L’enseignant emploie les éléments

Compréhension orale : indiques dans le contenu pour
Un texte/document d’une lettre d’amitie écrire une lettre.
(informelle) Il faut fait attention à la date et
Vocabulaire et expressions utiles : l’address
Une introduction La date (à droite)
Cher/chère, salut John. L’address (à gauche)
ҫa va ?/ Tu vas bien, et ton travail ? etc L’apprenant écoute attentivement
Le corps du message/lettre et suit le modèle du professeur
Parler de ses ami(e)s, pour écrire une lettre sur un sujet
Parler de ses loisirs simple.
Inviter qu’un pour le weekend une fête Resource pédagogique
d’anniversaire etc Exercise de reproduction,
Conclusion d’adaptation où l’apprenant copie
Bien à toi, je t, embrasse, bien des
choses, à bientôt, j’attends ta réponse etc.

6 Téléphoner L’enseignant lit un texte on

Vocabulaire et expressions clés : le dialogue sur communication en
portable, allo! Oui bonjour ! c’est qui a téléphone.
l’appareil ? à qui j’ai l’honneur, c’est de la Il explique les mots cles ou les
part de qui ? c’est moi, exemple mots originaux dans le contenu.
Appelle : allô, c’est qui à l’appareil ? c’est Il se sert d’une scéne ou dialogue
de la part de qui ? à qui j’ai l’hooneur, imaginaire pour lui permettre
C’est moi Tania d’employer les mots clé de la
De mme Gillet, sa mère communication en téléphone.
Ne quittez pas L’apprenant propose une
Mais la ligne est bloquée/brouillée, il y a conversation téléphonique avec
trop d’interférences son/sa camarade de la classe en
Pardon que numéro ? etc utilisant les mots, vocabulaire et
Vous voulez expressions.
rappeler/décrocher/raccrocher/recomposer Les specimens de téléphone
 le numéro exemple : portable, télépone fixe,
Jeu de rôle videos, jeux de rôle.
Jouer un rôle de la communication en
téléphone. Entre le professeur et
l’apprenant et entre deux apprenants

7 Révision/Examen
8 Révision/Examen
9 Révision/Examen
10 Révision/Examen
11 Révision/Examen
12 Révision/Examen
 ‫)‪ARABIC LANGUAGE (AL‬‬

‫المنهج الدراسي للسنة الثالثة اإلعدادية‬

‫‪SCHEME OF WORK FOR J.S.S 3‬‬
‫‪FIRST TERM‬‬ ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ترجمة من العربية إلى اإلنجليزية‬ ‫الترجمة‬ ‫األول‬
‫النظافة‬ ‫القراءة والفهم‬ ‫الثانى‬
‫األناشيد التى تتناول الجمل القصيرة‬ ‫األناشيد العربية‬ ‫الثالث‬
‫‪:‬مثل‬
‫أنا فى الصبح تلميذ ‪ #‬وبعد الظهر‬
‫نجار‬
‫فلى قلم وقرطاس ‪ #‬و إ زميل‬
‫ومنشار‬ ‫الرسالة‬ ‫الرابع‬
‫وعلمى إن يكن شرفا ‪ #‬كما فى‬
‫صنعتي عار‬
‫تعليم الشهور العربية‬ ‫الخامس‬
‫تتعلم الطالب كيفية كتابة الرسالة‬
‫التى تتناول مايأتى‪ :‬العنوان وصلب‬ ‫اإلمالء‬ ‫السادس‬
‫الموضوع ومضمون الرسالة‬
‫‪.‬والخاتمة‬ ‫القراءة والفهم‬ ‫السابع‬
‫‪......‬مثل‪ :‬محرم‪ ,‬صفر‪ ,‬ربيع األول‬
‫الظرف وأقسامه‬ ‫الثامن‬
‫مايناسب التالميذ من القطعة‬
‫المختارة‬ ‫الصفة والموصوف‬ ‫التاسع‬

‫ما يناسب الطالب من الكتاب‬ ‫المطالعة‬ ‫العاشر‬

‫مثل ظرف الزمان‪( ,‬صباح الخير)‬ ‫الحادى عشر اإلنشاء‬

‫ظرف المكان (دوراء أمام)‬ ‫الثانى عشر المراجعة‬
‫مثل‪ :‬رجل طويل‪ ,‬ولد ذكي‪ ,‬بنت‬
‫ذكية‪ ,‬مدرسة جميلة وما إلى ذلك‬ ‫اإلمتحانات والتصحيح‬ ‫الثالث عشر‬
‫قصص قصيرة عن العدالة واألمانة‬ ‫والرابع عشر‬
‫أو ما يراه المدرس مناسبا لمستوى‬
‫الطالب‬
‫ما يناسب الطالب من الموضوعات‬
‫‪.‬مثل‪ :‬نفسى مدرستى‬
‫للدروس السابقة‬
‫المنهج الدراسي للسنة الثانية اإلعدادية‬
‫‪SCHEME OF WORK FOR J.S.S 3‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫إمالء بعض الجمل البسيطة مثل‪:‬‬ ‫اإلمالء‬ ‫األول‬
‫دخل المعلم الفصل‪ ,‬فتح أحمد‬
‫الباب ‪ ,‬غسلت تلميذة المالبس‪ ,‬وما‬
‫إلى ذلك‬ ‫معرفة أيام األسبوع‬ ‫الثانى‬
‫أيام األسبوع سبعة‪ .‬وهي‪ :‬يوم‬
‫األحد‪ ,‬ويوم أإلثنين‪ ,‬ويوم الثالثاء‪,‬‬
‫ويوم األربعاء‪ ,‬ويوم الخميس‪ ,‬ويوم‬ ‫الرسالة‬ ‫الثالث‬
‫‪.‬الجمعة‪ ,‬ويوم السبت‬
‫أنواع الرسالة مثل‪ :‬الرسالة‬ ‫الترجمة‬ ‫الرابع‬
‫اإلخوانية‪ ,‬والرسالة الديوانية‪ ,‬وما‬ ‫فعل األمر‬ ‫الخامس‬
‫‪.‬إلى ذلك‬ ‫الخط العربى‬ ‫السادس‬
‫ترجمة القطعة من العربية إلى‬
‫‪.‬اإلنجليزية‬ ‫الحوار‬ ‫السابع‬
‫مثل‪ :‬قم‪ ,‬إجلس‪ ,‬إذهب‪ ,‬أدخل‪,‬‬
‫‪.‬أخرج‪ ,‬إفتح‬ ‫المطالعة‬ ‫الثامن‬
‫كتابة الجمل والعبارات العربية‬
‫‪.‬بكيفية صحيحية واضحة‬ ‫القراءة والفهم‬ ‫التاسع‬
‫الحوار بين اإلثنين من الطلبة حسب‬
‫ما يراه المدرس مناسبا لمستواهم‬ ‫اإلمالء‬ ‫العاشر‬
‫‪.‬من الكتب العربية‬
‫قصة قصيرة عن برالوالدين واألمانة‬ ‫الحادى عشر المراجعة العامة‬
‫‪.‬وغيرهما حسب ما يراه المدرس‬ ‫والثانى عشر اإلمتحانات والتصحيح‬
‫مايناسب التالميذ من القطعة من‬
‫كتاب المقرر أو ما يختاره المدرس‬
‫إمالء بعض الجمل العربية البسيطة‬
‫مثل‪ :‬الولد صغير‪ ,‬المسجد كبير‪,‬‬
‫وما إلى ذلك‬
‫لما سبق من الدرس‬
 ‫المنهج الدراسي للسنة الثالثة اإلعدادية‬
‫‪SCHEME OF WORK FOR J.S.S 3‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ما يناسب مستوى الطالب مثل‪:‬‬ ‫اإلنشاء‬ ‫األول‬
‫‪.‬أهمية العلم‪ ,‬المواظبة على الدرس‬
‫الحوار بين اإلثنين من التالميذ على‬ ‫المحادثة‬ ‫الثانى‬
‫ما يأتى من الموضوعات عن طريق‬
‫السؤال والجواب‪ .‬س‪ -‬كم أنواع‬
‫الماء؟ أنواع كثيرة منها‪ ..‬س‪:‬‬
‫مافائدة الماء؟ ج‪ :‬الماء يستعمل‬
‫‪.‬للعبادة والعادة‬ ‫المطالعة‬ ‫الثالث‬
‫أهمية اللغة العربية مثل‪ :‬اللغة‬
‫العربية لغة القرآن‬ ‫معرفة األسماء‬ ‫الرابع‬
‫تقسيم األسماء إلى المفرد والمثنى‬
‫‪.‬والجمع مع اإلتيان باألمثلة‬ ‫الخط العربى‬ ‫الخامس‬
‫كتابة الجمل المفيدة الطويلة‬
‫‪.‬والعبارة الصحيحة‬ ‫اإلمالء‬ ‫السادس‬
‫ما يراه المدرس مناسبا لمستوى‬
‫‪.‬الطالب‬ ‫جمع التكسير‬ ‫السابع‬

‫مثل‪ :‬أوالد‪ ,‬رجال‪ ,‬بيوت‪ ,‬أقالم‪,‬‬ ‫الترجمة‬ ‫الثامن‬

‫‪.‬نجوم‪ .‬مرواح‬
‫من العربية إلى اإلنجليزية‬ ‫القراءة والفهم‬ ‫التاسع‬
‫‪.‬وبالعكس‬
‫من الكتاب المقررة‬ ‫معرفة أعضاء الجسم‬ ‫العاشر‬
‫أن يقرأ الطالب الكتب العربية وأن‬
‫يفهموا معناه تحت إشراف‬
‫‪.‬المدرس‬ ‫الحادى عشر المراجعة العامة‬
‫يمكن الطالب أن يعرف جميع‬ ‫الثانى عشر اإلمتحانات والتصحيح‬
‫أعضاء الجسم من رأس ويـد ورجـل‬ ‫والثالث‬
‫وبطن وأنف وفـم وعين وغير ذلك‬ ‫عشر‬
‫للدروس السابقة‬