EDUCATION RESOURCE CENTRE

FEDERAL CAPITAL TERRITORY, ABUJA

FCT JUNIOR SECONDARY SCHOOL

TEACHING SCHEMES

J S S ONE (1)

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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITIONPage 2
 Forward Religious and Value Education (RVE)

Acknowledgement Islamic Studies------------------------------------

Christian Religious Studies--------------------
English Language Social Studies-------------------------------------
Civic Education------------------------------------
Mathematics
Security Education-------------------------------

Nigerian Languages History

Cultural and Creative Arts (CCA)

Hausa Language------------------------------------
Igbo Language--------------------------------------- Business Studies

Yoruba Language-----------------------------------
French Language
Basic Science and Technology (BST)

Basic Science--------------------------------------- Arabic Language

Basic Technology----------------------------------
Physical & Health Education-------------------
Computer Studies (ICT)_------------------------
Pre-Vocational Studies (PVS)

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

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITIONPage 3

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

Kabir Usman

Secretary for Education

FCTA, Abuja

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 4
 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

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 5
 ENGLISH STUDIES

ENGLISH STUDIES
J S S 1 FIRST TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Revision test Revision test.

2 READING Reading from passages Teacher shows students

for maximum recall on: how to apply some
reading strategies adopted
-diet and nutrition, for use in schools.
including addition of
nutrients, like vitamins A
in sugar and iodine salt.

WRITING Story or passage Teacherpresents story or

highlighting main and passage to students.
supporting ideas.
 Exemplipes
outlines using the
story or passage.

GRAMMATICAL Nouns Teacherguides students to

ACCURACY identify nouns in given
passages.
Guide students to make
sentences with nouns.
Need materials on topics
under content column.
Lead discussion on
selected topics under
content.
Present recorded
materials for more
discussion etc.

LISTENING/SPEAKING -vowel sounds 1). Teacher reads

materials on topics under
-listening to speech content column.
based on the following;
2). Teacher leads
The family discussion on selected

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 6
 The school topics under content.
Places of worship 3). Teacher presents
consumer, market etc. recorded materials for
more discussion etc.

LITERATURE literature pieces

types of oral literature
categories of written
literature etc.

3 READING Reading from passages Teacher explains the need

for maximum recall on: for and value of a flexible
reading strategy which
Safety of packaged allows for previewing,
water. intensive or connected
reading, repeated reading
and active recall self
recitation or essential facts
and information.

WRITING Story or passage Teacher explains the

highlighting supporting features of verbs and their
ideas. functions.
Arrangement of ideas in Teacher guides students
logical sequence with to identify verbs in given
introduction, and passages.
conclusion.

GRAMMATICAL .
ACCURACY

LISTENING/SPEAKING Consonant sounds. Teacher leads discussion

on selected topics under
Listening to speeches contents.
based on the following:
Teacher develops and
Transportation organizes students for
play let on related topics.
Health issues and
epidemics Teacher organizes
debate.
HIV/AIDs, malaria, Polio,
tetanus safety on the
roads etc

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 7
 LITERATURE African and non- African Teacher listens to and
tales. retells folktales.
Features and themes. Explain folktales.

4 READING Identify main and Teacher selects a

supporting ideas in a passage relating to
given passage relating to automobiles (road safety).
automobiles.
Teacher guides pupils to
read and re-read the
passage.

WRITING The history of FRSC. Teacher leads students to

read the passage in the
Federal Road Safety
Commission.
Teacher guides students
to trace the history of
FRSC.

GRAMMATICAL
ACCURACY

LISTENING/SPEAKING Sentence paragraphs, Teacher

passages plays and identifies/produces
poem should form the material for the correct
content for highlighting pronunciation of the
the sounds involved. sounds in context.
Long and short vowels Students practice the
e.g. sleep/slip, port/pot, articulation of the sounds
leave/live, these/this, emphasized by the
sport/spot, cord/cod, teacher in context.
forks/fore.

LITERATURE Didactic lessons Teacher leads them to

identify the moral lessons
in tales.

5 READING Differentiating between i). Work in pairs or group

main and supporting to identify main or
ideas in a given passage. supporting ideas in
assigned paragraphs.
ii). Explains the
differences between main

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 8
 and supporting ideas.

WRITING

GRAMMATICAL Parts of speech Teacher guides students

ACCURACY Adjectives to identify adjectives in a
given passages.
Teacher guides students
to make sentences with
adjectives.

LISTENING/SPEAKING i). Sentences, paragraphs i). practice the articulation

passages, plays, poems of the sounds emphasized
should form the content by the teacher in context.
for highlighting the sound
involved. ii). Teacher
identifies/produces
ii). Consonants e.g. materials for the correct
Black/Pack, Pull/Fool, pronunciation of the target
Coat/Toad, road/Load, sounds in context.
Things/Tins,
Thought/Taught,
Ten/Den, Fire/Bore,
Voice/Boys, chaos as
in /k/in chemist

LITERATURE Folktales Dramatize the folktales.

i). entertainment
ii). Magical features

6 READING positioning main ideas in

a given passage e.g.
beginning, middle and
end.

WRITING

GRAMMATICAL Parts of speech i). Teacher identifies

ACCURACY adverbs
Adverb
ii). Teacher explains the
features of adverbs and
their functions

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 9
 iii). Teacher guides
students to make
sentences with adverbs.

LISTENING/SPEAKING Consonants clusters e.g. i). Students practice the

desk, asks, sickle, plants, differences in sounds
planks, subjects, respect, exemplified in minimal
sprinkle, attacked, string, pairs.
throw, please, principle,
trick, thrive, truth, amplify, ii). Teacher initiates
apple, tactile, splash, language games for
spread, struggle, practicing different
streams, strong, spread, sounds.
struggle streams,
scream, screen, shutter,
scatter

LITERATURE African and non African i). Teacher narrates

tales comprising myths myths/legends to
and legends. students.
Teacher guides students
to explain the theme and
legends.

7 READING Reading and answering Teacher selects suitable

specific questions that contemporary passages.
addresses different kinds
of questions on issues
highlighting knowledge
level.

WRITING

GRAMMATICAL Adverbs Teacher explains the

ACCURACY features of adverbs and
functions.

LISTENING/SPEAKING Listening speeches Teacher reads materials

based on : the following on topics under content
column
- the school
- places of worship.

LITERATURE Features/themes of Teacher guides students

myths and legend to explain the themes and
features of some myths

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 10
 - Magic and legends.

8 READING Reading and answering Teacher selects suitable

specific questions that contemporary passages
addresses different kinds
of questions on issues
highlighting:-
- translation level

WRITING

GRAMMATICAL Adverb Teacher guides students

ACCURACY to identify adverbs in a
given sentences and
passages.

LISTENING/SPEAKING Vowels sounds e.g. /n/ Teacher emphasis the

bus, /ᴐ/ pot, holiday, correct articulatory
boss, /a:/ father, cart, movements in the
chart pronunciation of sounds.

LITERATURE Features/themes of Teacher guides students

myths and legends to identify their moral
lesson.
- supernatural
- superstition

9 READING Reading and answering Teacher draws suitable

specific questions that comprehension questions
addresses different kinds on selected passages.
of questions on issues
highlighting:-
- interpretation level
- projection level

WRITING Composition writing. Teacher states the aims of

Aims of the FRSC i.e. FRSC
evolving safer road
culture in Nigeria

GRAMMATICAL Adverbs Teacher guides students

ACCURACY to make sentences with
adverbs.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 11
 - identify adverbs

LISTENING/SPEAKING Listening and speeches Teacher presents

based on the following: recorded material for more
discussion.
- Safety on the roads
- corruption

LITERATURE Types of prose. Identify different types of

prose.
- narrative

10 READING - other types of questions Teacher selects suitable

e.g. contemporary passages.
- explanation questions
- discussion questions

WRITING Different topics on Teacher guides students

essays, stories and to write outline for the
passages for the purpose of writing.
i). development of
outlines
ii). Rearrangement of the
outline of the purpose of
writing.

GRAMMATICAL
ACCURACY

LISTENING/SPEAKING Sentences, paragraphs,

plags and poems to form
content for highlighting
the long and short vowel
sound e.g.
i). short/shot, port/pot,
cod/cord, sport/spot,
forks/fox
ii). Long and short in e.g.
hard/had, park/pack,
bark/back, part/pat

LITERATURE Types of prose Teacher guides students

to list the features engage
them in discussion of the
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 12
 - descriptive story line.
- features
- plot

11 READING Other types of questions Group students for

e.g. questions that purpose of further
require them to make practice.
projections.

WRITING Sequential arrangement

of ideas/points from
essay, stories and
passages.

GRAMMATICAL Parts of speech noun Teacher uses nouns verbs

ACCURACY verbs and adjectives. and adjectives for writing
sentences, paragraphs
and passages.

LISTENING/SPEAKING

LITERATURE Prose feature Teacher guides students

to list the features.
- characterization
- style

12 Revision Revision Revision

13 Examination Examination Examination

ENGLISH STUDIES
J S S 1 SECOND TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption test

2 READING Other types of question Teacher draws suitable

e.g. questions that comprehension.
require conclusion to be
drawn. Question on selected
passages.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 13
 Question that require
them to make projections.

WRITING Letter writing: Teacher guides students

to identify types of letters.
Types
Formal
Informal

GRAMMATICAL Conjunction Teacher explains the

ACCURACY features of conjunction
and their functions.
Teacher guides students
to make sentences with
conjunctions.

LISTENING/SPEAKING Consonant cluster e.g. Teacher initiates language

fames for practicing
Respect, sprinkle, different sounds.
attacked, string, throw,
please, principle

LITERATURE Features Teacher guides them to

write a song.
Style
Teacher leads students to
Setting make comments on the
moral messages of a
Theme
story.

3 READING Passages on
contemporary issues
highlighting;
Knowledge level.
Interpretation level.
Students answer
question that will elicit
their opinion.

WRITING Elements of composition:

Introduction body and
conclusion.
Stages of writing and

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 14
 editing.

GRAMMATICAL Selected passages for

ACCURACY highlighting prepositions.

LISTENING/SPEAKING Consonant cluster s e.g. Teacher dictates short

sentences containing the
Splash, spread, struggle, sounds.
streams, strong, scream,
screen, shutter, scatter.

LITERATURE Differences between the

two types-prose and
poetry.

4 READING Selected passages for Teacher asks questions

developing retention of on the ideas contained in
what the passages are the passage
taking about or the salient
points.

WRITING Importance of writing

composition,
communicate, inform,
record keeping,
entertaining.

GRAMMATICAL Selected passages for Teacher leads discussion

ACCURACY highlighting adverbs, on positions and functions
conjunctions and of adverbs, conjunctions
preposition discussion. and preposition in
sentences.

LISTENING/SPEAKING Diphthongs /ei/ as in Stresses the distinction

Mary (meiri) gate (geit), exemplified in minimal
day (dei) grey, they, pain, pairs.
rain

LITERATURE Types of poetry Teacher leads students to

identify and list different
- epic types of poetry.
- lyric
- dramatics

5 READING Reading to understand Teacher identifies authors

the author’s mood. E.g. mood through words and
anger, happiness, doubt. expression encountered in

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 15
 the passage.
Teacher selects materials
and presents them for
student to read.
Teacher guides students
to read between the lines
with a view to detecting
hidden attitudes.

WRITING Arrangement of ideas in Teacher guides students

logical sequence. to arrange ideas logically.

GRAMMATICAL Selects passage for Teacher guides students

ACCURACY highlighting preposition, a to identify them in
verb and a conjunction. sentences.

LISTENING/SPEAKING Diphthongs e.g. /ou/ as in Teacher initiates language

so, go, no, old, gold, told, games for practicing
sold. different sounds.
Teacher writes sentences
containing the sounds.

LITERATURE Features and language Teacher leads them to

identify features and the
Concise language of poverty.
Unique
High

6 READING Reading to understand Teacher reads materials

the author’s mood e.g. presented by the teacher.
doubts disappointment.
Teacher identifies author’s
mood through words and
expression encountered
from the passage.

WRITING Writing in full the points in

sequential order and
editing done to ensure all
features of writing
compositing including
punctuations

GRAMMATICAL Adjectives. Teacher leads students to

ACCURACY identify adjectives in a

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 16
 given passage and state
their functions.

LISTENING/SPEAKING Diphthongs e.g. Teacher diverts students

to tell stories paying
/di/ as in oil, boil, foil, attention to specified
pairs.
/ua/ tour, sure
Teacher writes sentence
containing the sounds.

LITERATURE Write a short poem. Teacher leads them to

write a short poem

7 READING Reading to understand Teacher guides the

the authors mood e.g. students to identify the
suspicions, excitements overall impression
etc. created by the author’s
style of presentation

WRITING

GRAMMATICAL Identify features of Teacher guides the

ACCURACY adverbials from passage students to read the given
in: peace and dialogue. passage.
Teacher guides them to
identify the adverbials.

LISTENING/SPEAKING Weak forms e.g. after, Teacher dictates short

often, listen, sister, sentence containing the
above, away, later, alone, sounds.
abound, about.

LITERATURE Reading poems. Students listen to teacher

orals presentation.
Reads poem effectively.

8 READING Reading strategies Teacher guides students

preview question and on the reading strategies
review for retaining and to be adopted.
recalling what has been
read.

WRITING Formats for writing Teacher guides students

informal letters. to write the format for
writing informal letters.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 17
 GRAMMATICAL Identify features of Teacher guides students
ACCURACY adverbials from a to read the given passage.
passage on human rights
Teacher guides students
to make sentence with
adverbials.

LISTENING/SPEAKING Listening for main ideas Teacher selects

from a selected passage appropriate materials for
on :- the family passages.
Teacher explains the
meaning of main ideas.
Teacher illustrates with
specific examples.

LITERATURE Styles and author’s

mood.

9 READING Identify vocabularies from Teacher guides students

a passage on market. to read the given
passages
Students identify related
vocabularies.

WRITING

GRAMMATICAL Identify features of Teacher identifies

ACCURACY adverbials from a adverbials. Read the given
passage on: passage.
Value orientation.

LISTENING/SPEAKING Listening for main ideas Teacher asks students to

from a selected passages read selected passages
on drug abuse and materials in class.

LITERATURE Introduction to drama Teacher guides students

(origin and development) to trace the origin of
drama.

10 READING Reading between lines to Teacher guides students

highlight hidden to read between the lines
attribution with a view to detecting
hidden attitudes.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 18
 WRITING

GRAMMATICAL Identify features of tenses Teacher guides students

ACCURACY from passage on: peace to read the given passage.
and dialogue.
Teacher guides them to
identify tense from the
passage.

LISTENING/SPEAKING Listening for main ideas Teacher selects

from selected passage appropriate passage and
on: child labour and materials.
trafficking.
Students pay attention
and practice with example
given.

LITERATURE Theme and plot of plays

(selected text).

11 READING Reading and answering Group students for the

specific question that purpose of further
require conclusion to be practice.
drawn.
Note: the practice
question the teacher draw
should cover all level of
comprehension e.g
Where, when, how, why,
what.

WRITING Transport and travelling

(road transport).

GRAMMATICAL Tenses (present). Teacher guides students

ACCURACY to identify present tenses
in a given passage.

LISTENING/SPEAKING Listening for main ideas

from selected passages
on: global warning.
Misuse of pesticides.

LITERATURE Features of drama. Teacher leads students to

identify the features of
Prose drama.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 19
 12 Revision Revision Revision

13 Examination Examination Examination

ENGLISH STUDIES
J S S 1 THIRD TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test Teacher gives Commands

and demand appropriate
response

2 READING Reading to interpret Teacher presents suitable

diagrams accurately. materials in form of
passages and maps for
student’s analysis and
description as well as
extensive practices.

WRITING Story or passage Teacher presents story or

highlighting main and passage to students
supporting ideas

GRAMMATICAL Tenses (future) Teacher guides students

ACCURACY to identify the tense
(future) in the given
passage and makes
sentences with them.

LISTENING/SPEAKING Word boundaries e.g. Teacher engages students

linking sounds:- in pair activities with
reference to word
Go-away, order of merit, boundaries.
butter and bread

LITERATURE Types of drama Teacher leads them to

discuss the story.
- comedy
- tragedy

3 READING Reading to interpret Teacher guides them to

maps and sentences act a play. Guides
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 20
 accurately. students to associate
sentences with written
text. Practice associating
sketches with written text.

WRITING Write appropriate Teacher leads the

introduction and effective students to identify
conclusion appropriate introduction
and conclusion for
selected topics.

GRAMMATICAL Identify features of Teacher guides students

ACCURACY adverbial from passages to identify adverbial in a
on peace and dialogue. given passage.

LISTENING/SPEAKING Compound words e.g. Teacher organizes class

shade board, ice-cream, discussion/play/lets.
swimming pool, lifelong,
age old, teapot, Teacher provides clues.
classroom, night point,
return ticket.

LITERATURE Features Teacher leads them to

identify props/costumes.
- Theme
- Stage
- Costume

4 READING Making meaning from Teacher presents suitable

spatial materials in form of
description/presentation passages, selections,
e.g. interpret accurately maps, sketches for
maps, diagrammatical students analysis and
sketches. description.

WRITING Writing formal letters on

different topics e.g. letters
to Press, the Principal.

GRAMMATICAL Adverbs e.g. frequency: Teacher guides students

ACCURACY always often, everyday. to identify adverbials in a
given passage.

LISTENING/SPEAKING Phrases e.g. accompany i) Teacher organizes class

of friends, a man of the discussion
people, a crop of ideas, a
queue of traffic, a team of ii) Teacher provides clues

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 21
 players etc. iii) Teacher initiates
activities.

LITERATURE Features Teacher guides students

to identify language
- Play director features.
- Audience Teacher guides students
to write a play.
- Performance

5 READING Identifying how a given Teacher guides students

diagram or map clarifies to associate sketches with
or complements written written texts
materials.
2) Teacher practices
associating sketches with
written texts.

WRITING Informal letter Teacher guides students

to write a formal letter.
- one address
- opening salutation
- body of the letter and
- closing

GRAMMATICAL Identification of active ad i) Teacher leads students

ACCURACY passive verbs from a to read the given passage.
passage on preventing
HIV/AIDS ii) Teacher guides them to
identify the active and
passive forms of verbs in
the passage

LISTENING/SPEAKING Questions and their tags Teacher engages students

e.g. Okoro Teachers are in pair activities with
always punctual, aren’t reference to questions and
they? Ibrahim: Yes they their tags.
are.
Teacher: Okocha is the
best footballer in Africa,
isn’t he? Student’s yes he
is.

LITERATURE Drama text on safety of Teacher guides students

foods and contamination. to act a play.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 22
 6 READING Reading to follow Teacher selects and
direction in written presents appropriate
communication. materials.
The practioners Teacher guides students
to identify health
practitioners from a given
passage.

WRITING

GRAMMATICAL Identification of active Teacher leads students to

ACCURACY and passive verbs from a list the active and passive
passage on:- war against forms to verbs.
cultism.

LISTENING/SPEAKING Listening for main ideas i). Teacher illustrates with

from a selected passage specific examples.
on:-
ii). Teacher asks students
- cleanliness to read selected passage.
iii). Students practices and
ask questions.

LITERATURE Definition of figures of Teacher encourages

speech. pupils to begin to identify
there similes and
metaphors in their
extensive reading.

7 READING Identifying key words in Teacher guides students

the passage that signal to identify key words that
direction. signal direction.
2) Students practices
identification of direction in
response to teachers
prompting.

GRAMMATICAL Making sentences using Teacher guides students

ACCURACY active and passive verbs. to make sentences with
active and passive verbs.

LISTENING/SPEAKING Making conversational Teacher guides students

sentences with questions to identify different fields
tags and responses to of medical practice.
the questions.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 23
 Different fields of medical
practice.

LITERATURE Use comparisons: similes Teacher guides students

and metaphors are best to identify similes and
taught together, one metaphor in speech.
helps to make meaning of
the other clear. E.g. She
is as red as rose.
- She is a rose.

8 READING Blending material with Teacher presents maps

related sketch and lead students to arrive
at particular destinations.
2. Teacher prepares and
gives directions for
students to practice.

GRAMMATICAL Identification of active Teacher leads students to

ACCURACY and passive verbs from a read the selected
passage on: passage.
- Dangers of examination 2) Students identifies
malpractice. active and passive verbs.
Teacher guides students
to appropriate a selected
poem.

LISTENING/SPEAKING Listening for main ideas Teacher explains the

from a selected passage relative positions of main
on:- Malaria, Polio, ideas of sentences in
Tetanus, cleanliness, different passages.
meningitis etc. Places
associated with medical
practice.

LITERATURE Appreciate the selected Teacher guides students

poem. to appropriate a selected
poem.

9 READING Selected passages for

answering questions
intelligently as written in
the passage.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 24
 GRAMMATICAL Identification of active i) Teacher identifies active
ACCURACY and passive verbs from and passive verbs
passage on: Drug abuse.
ii) Teacher guides them to
make sentences with
active and passive verbs.

LISTENING/SPEAKING Positioning of main ideas Teacher explains the

in given passage: relative positions of main
beginning, middle or end. ideas of sentences in the
different passages.

LITERATURE Poetry (appropriate

selected poetry)

10 READING Reading to follow Teacher practices

directions with the help of identification of key words
key words related to related to directions e.g.
direction. “moving from left to right”,
east to west, “worth
wards”, “south wards”
“upwards”, “towards” etc.

WRITING Discussion on choice of

words and punctuations
of writing perfect letters.

GRAMMATICAL More practice and Teacher guides students

ACCURACY identification and to identify these parts of
conjunction from a given speech in given sentence.
passage.

LISTENING/SPEAKING

LITERATURE Emphasis on using

elevated language for
writing poems to
differentiate it from prose
literature.

12 Revision Revision Revision

13 Examination Examination Examination

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 25
 MATHMETICS

MATHEMATICS
FIRST TERM JSS ONE

WEEK TOPIC / CONTENT ACTIVITIES

1 WHOLE NUMBER Students:

i. Count and write in million, i. Students count, write and read from 99,990
billions and trillions to 1,000,000 in tens and units.
ii. Apply the counting, writing and ii. Uses counting charts to count in trillions.
reading of large numbers in iii. Count, write and read in large quantities.
everyday life.
iii. Roman system of counting. Instructional Resources:
i. Charts of numbers in millions and billions,
flash cards etc.
ii. Charts of numbers in millions and billions
iii. Flash cards etc.
2 EXERCISE IN FOUR BASIC Students:
OPERATIONS i. Add and subtract any two numbers up to 4-
i. Addition digits and state the place value of the result.
ii. Subtraction Instructional Resources:
iii.Multiplication Charts/flash cards, number line charts.
iv. Division with the use of place
value.

3 FRACTIONS Students:
i. Meaning and identification of i. Recognize that ½ , 2/4 and 4/8 are
fractions equivalent fractions
ii. Reduction of fractions to ii. apply equivalent fractions in sharing
lowest term. commodities e.g. food, money etc.
iii. Equivalent fractions, meaning iii. Solve problems on quantitative aptitude in
and production equivalent fractions.
iv. Arrange given fraction either Instructional Resources:
in ascending or descending Charts of equivalent fractions, charts of
order. fractions, flash cards, conversion charts of
percentages and fractions.

4 FRACTIONI CONTINUES Students:

i. Convert fractions to decimal, i. convert fractions to decimals
decimals to fractions ii. decimals to fractions
ii. Convert fractions to iii. Convert fractions to percentages and
percentages, percentages to percentages to fractions.
fractions. Instructional Resources:
Conversion charts of percentages and
fractions.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 26
 5 DECIMAL FRACTIONS Students:
i. Meaning of decimal fractions State and write the relationship between
ii. Relationship between fractions fractions and decimals.
and decimals. Instructional Resources:
Charts on decimals and fractions.
6 FACTORS AND MULTIPLES Students:
i. Prime numbers and prime i. Identify common multiples of two or more
factors whole numbers.
ii. Index forms and common ii. solve problems involving LCM by
factors (a) factor method
iii. HCF (b) multiple method
iv. LCM (c) index method.

Instructional Resources:
Number charts.
7 ESTIMATION Students:
i. Estimate the dimensions and i. Identify objects in the classroom and
distance within the school. school environment and the dimension that
ii. Estimate the objects can be estimated.
iii. Statistics of people e.g. height ii. Estimate the capacity of some containers
iv. Solve problems on e.g. milk tins.
quantitative reasoning in iii. solve problem on quantitative reasoning in
estimation. estimation.

8 RANGE OF COST OF VARIOUS Students:

ARTICLES i. Estimate the mass of given objects.
i. Estimation of prices of every ii. Estimate the value of things in day to day
day articles activities.
ii. Relationship of estimated Instructional Resources:
prices to real prices of the Containers, milk tins, solid objects etc.
articles.

9 NUMBER BASE 2 Students:

i. Counting in base 2 i. Count with the aid of the prepared bundles
ii. Addition and subtraction of ii. Use bundle in twos and units to repeat
numbers I base 2 numbers. teacher’s demonstration for number 1 – 10.
iii. Subtraction of numbers in Instructional Resources:
base 2 numbers. Charts, counters such as match sticks,
broom sticks, bottle tops etc.

10 NUMBER BASE CONTINUES Students:

i. Multiplication of numbers in Use bundle in twos and units to repeat
base 2 numerals teacher’s demonstration for number 1 – 10.
ii. Quantitative reasoning Instructional Resources/;
involving problems related to Charts, counters such as match sticks,

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 27
 conversion and applications of broom sticks, bottle tops etc.
numbers in base 2 numbers.
iii. Convert base 10 numerals to
binary numbers.

11 PERCENTAGES Students:
i. Changing percentages to i. change percentages to decimals
decimals ii. Explain relationship of estimated prices to
ii. Relationship of estimated real prices.
prices to real prices of the Instructional Resources:
articles. Some articles or items sold in the market.

12 PERCENTAGE CONTINUES Students:

i. Changing percentages to i. Changing percentages to decimals.
decimals ii. Changing decimals to percentages.
ii. Changing decimals to
percentages.

13 Revision
14 Examinations

MATHEMATICS
SECOND TERM JSS ONE

WEEK TOPIC / CONTENT ACTIVITIES

1 APPROXIMATION Students
i. Obtaining approximate values Carry out approximation of answers to given
for calculation involving four number of decimal places and significant
basic arithmetic processes figures.
(operations) Instructional Resources;
ii. Rounding off of numbers to the Additional and subtraction approximations
nearest 10, 100, 1000. charts, multiplication and division
iii. Quantitative reasoning approximation charts.
involving approximation.

2 OPEN SENTENCES Students:

i. Use of letters to represent Solve open sentences problems with two
numbers arithmetic operations
ii. Distinguishing between open ii.Ssolve problems on charts.
and closed sentences
iii. Supplying the missing Instructional Resources:
numbers in open sentences from Flash cards and open sentences charts
a set of given permissible ii. flash cards and charts showing word
substitutes. problems.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 28
 3 SIMPLIFYING ALGEBRAIC Students:
EXPRESSION i. Identifying coefficient of positive and
i. Identifying the coefficient of negative terms in algebraic expressions.
symbols or letters ii. Distinguishing between algebraic from
ii. Distinguishing algebraic non-algebraic expression.
expression from non-algebraic
expression. Instructional Resources:
Charts showing terms and their coefficients.

4 SIMPLIFYING ALGEBRAIC Students:

EXPRESSION CONTINUES Solve given algebraic expression in addition,
i. Basic operation of addition, subtraction, division of algebraic symbols.
subtraction, multiplication and
division of algebraic symbols and Instructional Resources:
terms charts on worked examples on simplification
ii. Collection of like terms. of algebraic expression.

5 WORD PROBLEMS Students:

i. Formation of word problems i. Solve word problems involving use of
(simple cases) symbols
ii. word problems involving use of ii. Solve simple algebraic expression in
symbols quantitative reasoning.
iii. Quantitative reasoning
involving algebraic expressions. Instructional Resources:
Charts on word problems involving use of
symbols.

6 SIMPLE EQUATION IN ONE Students:

VARIABLE i. Identify simple equation in one variable
i. Identifying simple equation in ii. Give example of types of equalities.
one variable Instructional Resources:
ii. Examples of three types of Charts on solved problems on simple
equality i.e. Absolute, Referential equation in one variables.
and Conditional equality.

7 DIRECTED NUMBERS Students:

i. Addition and subtraction of i. Draw the number line correctly.
numbers using number line ii. Add and subtract integers using the
ii. Use of number line. number line.
Instructional Resources:
Charts/flash cards.
Number line charts.

8 BASIC PROPERTIES OF SOME Students:

COMMON THREE Identify the basic properties of pyramid

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 29
 DIMENSIONAL FIGURES cylinder and sphere.
Basic properties of cubes, Instructional Resources:
cuboids, pyramids, cylinders, e.g. Cylinder and sphere standard or improvised
faces, vertices and edges. cubes, cuboids.

9 BASIC PROPERTIES OF SOME Students:

THREE DIMENSIONAL Identify the number of faces, edges and
CONTINUES vertices of cubes and cubes.
i. Sphere Instructional Resources:
ii. Cone Cubes, cuboids, ruler, tapes, empty carton
iii. Triangular prism e.g. faces, bricks etc.
vertices and edges.

10 PROPERTIES OF FIGURES Students:

i. Rectangles Identify the properties of rectangles,
ii. Square triangles, equilateral triangles, circles.
iii. Isosceles triangles Instructional Resources:
iv. Equilateral triangles Sphere, wooden triangle etc.
v. Circles

11 Revision Revision
12 Examinations Examinations

MATHEMATICS
THIRD TERM JSS ONE

WEEK TOPIC / CONTENT ACTIVITIES

1 PERIMETER OF IRREGULAR Students:

AND REGULAR SHAPES Determine the perimeter of shapes by
i. Definition of perimeter practical method – by formula.
ii. How to determine the Instructional Resources:
perimeter of a given plane figures Shapes of regular and irregular polygons.
by measuring or calculating.

2 AREA OF IRREGULAR AND Students:

REGULAR SHAPES Find the area of the regular and irregular
i. How to determine the area of a shapes using graph.
given plane shape Instructional Resources:
ii. Derive the formula of Shapes of regular polygons, graph papers.

3 VOLUMES Students:\
i. Volumes of cubes Derive the formula for finding the volume of a

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 30
 ii. Cuboids cube and cuboids.
iii. Triangular prism - Construct parallel and perpendicular lines.
Instructional Resources:
Cubes, cuboids, empty cartons, cones.

4 CONSTRUCTION Students:
Constructing parallel and Construct parallel and perpendicular lines.
perpendicular line. Instructional Resources:
Plane sheets of paper and mathematical set.

5 ANGLES Students:
i. Meaning and measurement Measures some angles
ii. Definition and identification of Instructional Resources:
adjacent, alternate, Cut out shapes of triangles, quadrilateral and
corresponding and vertically other polygon types.
opposite angles. Rulers, tapes, protractor.

6 PROPERTIES OF ANGLES Students:

i. Angles on a straight line Identify and state the properties of the angles
ii. Angle at a point from the appropriate diagrams.
iii. Properties of alternate and Instructional Resources:
corresponding angles with Protractor, plane sheets, cardboard
respect to parallel lines. containing angles, pencil.

7 SUM OF ANGLES IN A Students:

TRIANGLE Identify types of triangles
i. Identification of types of Instructional Resources:
triangles meter, rule, angles, charts of angles.
ii. Finding the sum of angles in a
triangle.

8 STATISTICS Students:
i. Purpose of statistics i. Discuss the purpose of statistics
ii. Need for collecting data for ii. Discuss the use of statistics for planning
planning purposes. purposes.

9 DATA COLLECTION Students:

Pictorial representation of data, Define and solve pictorial representation of
bar chart, line graph data bar chart, line graph.

Instructional Resources
Chart on bar chart.

10 DATA PRESENTATION Students:

Frequency table (median) i. Define media

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 31
 ii. Find the median of a given set of data.
Instructional Resources:
Median chart

11 STATISTICAL AVERAGES Students:

i. Identification of mode, median Calculate mean, mode and median.
in asset of data Instructional Resources:
ii. calculation of mean using the Mean and median chart.
data.

12 Revision Revision
13 Examinations Examinaton

NIGERIAN LANGUAGES (NL)

HAUSA LANGUAGE L1JSS 1 FIRST TERM

ZANGO NA DAYA AJI DAYA

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’anar jimla da bayanin sassauƘar jimla.
2 ADABI:
Ma’anar rubutacciyar waƘa da misalanta
3 ADABI:
Karatun gajerun rubutantun waƘoƘi. Misali:
fito da zubi da tsarin wakoki
4 AL’ADA:
Ma’anar Bukukuwan gargajiya da ire-irensa
5 AL’ADA:
Bayanin bukukuwan gargajiya. Misali aire,
suna, sallah d.s

6 HARSHE:
Karanta labari a bayyane da bayanin muhiman

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 32
 kalmomi
7 AL’ADU:
Ire-iren sana’o’in gargajiya da muhimancin su
8 HARSHE:
Sassan jimla misali- suna, aikatau, bayanau
ds.
9 HARSHE:
Karanta labari da amsa tambayoyin labarin
10 AL’ADA:
Rukon iyali da muhimancinsa
11 AL’ADA:
Kiyaye hakikin makwabtaka
12 AL’ADA:
Tsimi da tanaji don gobe. Misali- tattling kudi,
kaucewa al mubazzaranci, yin assu ds.

13 Bitar aikin baya/maimaitawa

14 Jarabawa

HAUSA LANGUAGE L1 SECOND TERM

ZANGO NA BIU AJI DAYA

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’anar insha’i da ire-irensa. Misali – wasiƘa,
labari, muhawara ds.
2 ADABI:
Ma’ana da misalin tsattsaurar jimla
3 ADABI:
Ma’ana da misalan Karin Magana
4 AL’ADA:
Bayani akan miyagun kwayoyi da ire-irensu

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 33
 5 AL’ADA:
Takaitaccen bayani akan al’ada da ire-irenta
6 HARSHE:
Nau’o’in inshai misali- na siffantawa, na labari, na
bayyannawa da na wasika.
7 HARSHE:
Takaitaccen bayani akan ire-iren tsattasaurar
jimla. Misali - jimlar umarni, da kuma ta tambaya
8 ADABI:
Misalan labarai masu tushen Karin Magana da
kuma tsattsefesu. Misalai – da muguwar rawa
gara kin tashi, mai arziki ko a kwara ya saida
ruwa.
9 AL’ADA:
Illar shan Ƙwayoyi ba bias Ƙa’ida ba tare da kawo
misalan miyagun Ƙwayoyi. Misali – wiwi, sholisho,
baliyon, hadar ibilis ds.
10 AL’ADA:
Tasirin al’adun zamani akan na gargajiya. Misali -
fannin iilml, kasuwanci, sana’o’I, tufafi, abinci, ds.

11 Bitar aikin baya/maimaitawa

12 Jarabawa

HAUSA LANGUAGE L1 THIRD TERM

ZANGO NA UKU AJI DAYA

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’anar furuci da ire-irensa
2 HARSHE:
Jaddada muhimman gaɓoɓin furuchi. Misali –

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 34
 laɓɓa, haƘora, harshe, hauƘa, ganɗa, hanɗa,
ds.
3 ADABI:
Rubutu wasiƘa da ire-irensa. Misali ta neman
aiki, ta ‘yan’ uwa da abokan arziki.
4 ADABI:
Takaitaccen bayani akan wasan Ƙwaikwayo
da ire-irensa. Misali – na dandali, rubutacce
ds.
5 ADABI:
Aiwatar da wasan Ƙwaikwayo tare da ƘoƘarin
fito da darussan da ke ciki. Misali – akan
muhimmancin zaman lafiya
6 ÄDABI:
Ci gaba da wasan ƘwaiƘwayo. Misali –
muhimmancin neman ilimi
7 AL’ADA:
Zane a al’adun hausa da ire-irenta. Misali- na
Ƙwarya, tukunya, na gida ds.
8 AL’ADA:
Kwalliyar tufafi. Misali – kwado da linzami,
sirfani, kufta, alkyabba da abaya.
9 HARSHE:
Gaɓoɓin furuci- masu motsi da marasa motsi.
Misali – harshe, leɓɓa, dasashi ds.
10 ADABI:
Cikakken bayani akan wasiƘar neman aiki.
Misali – sassanta da Ƙa’idojinta
11 ADABI:
Aiwatar da wasan ƘwaiƘwayo akan illar shan
miyagun Ƙwayoyi.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 35
 12 Bitar aikin baya/maimaitawa
13 Jarabawa

HAUSA LANGUAGE L2 FIRST TERM

ZANGO NA DAYA AJI DAYA

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Babbakun Hausa da ire-iresu
2 HARSHE:
Wasulan Hausa
3 ADABI:
Gaisuwa: Ma’anar gaisuwa da misalanta
4 ADABI:
Misalan gaisuwa: Ina kwana, Ina wuni, barka
da asuba, mukwana lafiya, sauka lafiya,
adawo lafiya ds.
5 HARSHE:
Ƙidayar Hausa (yara su iya kidaya 1-50)
6 AL’ADA:
Kayayyakun amfani a gida (na ɗaki da na
tsakar gida da na girki)
7 ADABI:
Ma’anar sadarwa da hanyoyin sadarwa. Misali
– radiyo. Talabijin, wayar tangaraho, jirida,
mujalla, Ƙasida, allon sadarwa, hotuna.
8 ADABI:
Amfanin hanyar sadarwa
9 AL’ADA:
Tantance sunayan abubuwan da ke
makaranta.
10 ADABI:

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 36
 Sunan sassan jikin mutum (Tare da zana
surau dan adam)
11 ADABI:
Koyar da sunayen dabbobin gida da na daji
12 ADABI:
Koyar da sunayen tsuntsayen gida da na daji
13 Bitar ayyukan baya/maimaitawa

14 Jarabawa

HAUSA LANGUAGE L2 SECOND TERM

ZANGO NA BIU AJI DAYA

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Koyar da haɗa Ƙanannan kalmomi. Misali – ci,
sha, tafi, rai, ds.
2 ADABI:
Koyar da sunayen asalin garuruwan Hausawa.
Misali Kano, Katsina, Gusau, Sokkwato, Zaria
ds.
3 ADABI:
Koyar da sunayen launika da Hausa. Kore,
shudi, ja, fari, ds.
4 ADABI:
Koyar da sunayen ranakun mako. Misali –
Litinin, Lahadi, Shekaran jiya, yau, gobe, jibi,
gata ds
5 ADABI:
Koyar da lokaci ( Agogo). Misali – daƘiƘa,
minti, kwata, rabi, sa’a ds.
6 ADABI:

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 37
 Koyar da sunayen watanni da Hausa. Misali-
Janairu, Afrili, Satumba ds.
7 ADABI:
Koyar da kayan aikin gona. Misali - laujr,
fatanya, garma, Kwando ds.
8 ADABI:
Sunayen abincin Hausawa da ‘ya’yan itatuwa
(tuwo, fura, danwake, dambu, lemo, abarba,
kaanya, tsada, adawa, magarya)
9 ADABI:
Dabi’un cin abincin Hausawa. (Cid a dama,
lanƘwasa kafa, wanke, hannu ds.)
10 ADABI:
Ƙidayar Hausa ( Daga 51-100)
11 Bitar akin baya/maimaitawa

12 Jarabawa

HAUSA LANGUAGE L2 THIRD TERM

ZANGO NA UKU AJI DAYA

MAKO BATU/KUMSHIYA AYYUKA

1 ADABI:
Koyar da kyawawan ɗabi’un Hausawa. Misali
– kunya, Ƙyauta, girmama baƘo da maƘwabci
ds.

2 ADABI:
Koyar da tatsuniya mai dauke da ƘyaƘƘyawar
ɗabi’u.
3 AL’ADA:
Tufafin Hausawa (na maza da na mata)

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 38
 4 HARSHE:
Koyar da suna (Noun) da ire-iren sa. Misali –
Shehu, Kano, Kura, Kujera, Yashi, Garke d.s
5 HARSHE:
Koyar sa wakilin suna (Pronoun). Misali – ni,
mu, kai, ku, shi, ita, su, ds.
6 HARSHE:
Koyar da Ƙalmonin aikatau (Verb) sauƘaƘa.
Misali- ci, sha, zo, tafi, dauka, wasa, ds.
7 HARSHE:
Sunayen alamomin rubutu misali – aya,
waƘafi, alamar tambaya, ds.
8 HARSHE:
Ci gaba da koyar da alamomin rubutu. Misali –
alamar motsin rai, ruwa-biyu, al-hamza ds.
9 HARSHE:
Hada manyan Ƙalmonin Hausa ta amfani da
baƘi da wasali. Misali – makarauta, tsintsiya,
manjagara ds.
10 ADABI:
Gina labari daga hotuna. Misali –
a. Mama tana girki
b. Baba yana noma ds.
11 HARSHE:
Tambaya da amsa cikin gajerun jimloli. Misali
– Ina zaka? Me kake so? Yaya sunanka?
Yaya sunanki?
12 Bitar aikin baya/maimaita aikin baya
13 Jarabawa

ASỤSỤ IGBO (L1)

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 39
 JSS 1 TAM NKE MBỤ

IZUỤKA ISIOKWU/NDỊNISIOKWU IHE OMUME Na NGWA NKỤZI

1. 1) ASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME:

i) Nkọwa asụsụ na uru asụsụ 1. Ịsụ asụsụ, ịkọwa uru asụsụ
bara bara
ii) Njirimara asụsụ 2. ịkọwapụta ụzọ ndị ọzọ e si
2) AGỤMAGỤ NA NKENỤDỊ ezisa ozi n’abụghị asụsụ
YA mmadụ dịka ekwe, opi, egbe, dgz.
i) Nkọwa agụmagụ 3. Ịkọwa agụmagụ na nkenụdị ya
ii) Nkenụdị agụmagụ 4. Ikwu njirimara agụmagụ nke ọ bụla
iii) Njirimara agụmagụ ọdinala NGWA NKỤZỊ
iv) Njirimara agụmagụ ugbu a Akwụkwo ọgụgụ, ụgbo ojii, kaadị
mgbubam (flash card), ọja, ekwe,
chaatị, ogene, ịgba.

2. NDỊ IGBO IHE ỤMỤAKWỤKWỌ GA-EME:

i) Asụsụ ha 1. Ige ntị
ii) Ebe ha bi 2. Ịkọwapụta ndị bụ ndị Igbo
iii) Ejiji ha 3. Ịrụgosi ndị Igbo site n’ejiji
iv) Ndị agbataobi ha 4. Igosipụta mmasị na obiụtọ ha
nwere site n’ịsụ asụsụ Igbo
5. Ịrụgosi Steeti ndị Igbo na ndị agba-
taobi ha site na maapụ
NGWA NKỤZI
Eserese, Maapụ, Tepụrekọda, Tiivii,
Ngwa ejiji

3. OMENALA NDỊ IGBO IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa ụfọdụ omenala 1. Ịkọwapụta omenala ndị Igbo ha
na maara
ọmụmaatụ ha dk. iri ji, 2. Ikele ekele ndị Igbo dị iche iche
ile 3. Ikelerita onwe ha
ọmọgwu, ịgba mgba, 4. ịza ajụjụ
ịwa NGWA NKỤZI:
ọjị, ịlụ nwaanyị, dgz. Akwụkwọ ọgụgụ, eserese, ngwa ejiji,
b) Ekele ndị Igbo n’oge dị tepụrekọda, televishọnụ, Maapụ
iche iche

4. IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ akwukwọ iduuazị
2. Ikwu aha odee, isiokwu na
ndịnisiokwu akwụkwọ ya
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 40
 AGỤMAGỤ: IDUUAZỊ 3. Ikwu njirimara agụmagụ ọdịnala
1. Ịgụ akwụkwọ iduuazị a 4. Nkọwa okwu ọhụrụ na iji ha mebe
họpụtara ahịrịokwu
2. Ntụle aha odee, isiokwu ya NGWA NKỤZI
na ihe akụkọ na-akọ Akwụkwọ iduaazị, ụgbọ ojii, kaadị
3. Nkọwa okwu ọhụrụ ndị mgbubam, dgz.
pụtara n’akụkọ iduuazị

5. IHE ỤMUAKWỤKWỌ GA-EME

1. Ịgụ na ide mkpụrụabịịdị
2. Ịkpọpụta ha
3 Ịkọwa ụdaume, mgbochiume na
ỤDAASỤSỤ /NSOROEDIDE ndịiche dị n’etiti ha
a) Ọdịde na ọgụgụ mkpụrụ- NGWA NKỤZI
edemede/abịdị Akwụkwọ ọgụgụ, kaadị mgbubam,
b) Nkewa ya: ụgbọ ojii, dgz.
i) Ụdaume (ii) Mgbochiume
6. iii) Ndịịche dị n’etiti ha abụọ IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkpọpụta mgbochiume
nge/mkpụrụokwu
2. Ịrụgosi ha na ahịrịokwu
NSOROEDIDE 3. Ịkọwa myiriụdaume na ọmụmaatụ
a) Mgbochiume nge ha
b) Mgbochiume mkpị 4. Iji ha mebe mkpụrụokwu
c) Myiriụdaume
d) Iji ha mebe mkpụrụokwu
e) Nkwọwapụta ndịiche dị na
7. mgbochiume nmyiri- IHE ỤMỤAKWỤKWỌ GA-EME
ụdaume 1. Ịkpọpụta na ikewa ụdaume
2. Ịrụgosi ụdaume arọ na nke mfe
3.Ikwu ndịiche dị n’etiti ha abụọ
ỤDAASỤSỤ 4. Iji ụdaume na ụdaarọ mepụta
1) Nkewa ụdaume mkpụrụokwu
2) Ụdaarọ/òtù E 5. Ịrụgosi ụdaume na mkpụrụokwu
3) Ụdamfe/òtù A n’ime ahịrịokwu
4) Ndiiche dị n’etiti ha abụọ NGWA NKỤZI
4) Iji ha mebe mkpụrụokwu Akwụkwọ ọgụgụ, chaatị, tepụrekọda,
kaadị mgbubam, ụgbọ ojii, dgz.

8. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ọnụọgụgụọhụrụ
2 Idepụta ọnụọgụgụ
3. Ịrụgosi nke bụ nke n’ụgbọ ojii
ỌNỤỌGỤGỤ 4. Ịchikọta ihe ha gụrụ ọnụ
1)Nkọwa ọnụọgụgụ NGWA NKỤZI

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 41
 2)Ọnụọgụgụ (1-100) Akwụkwọ ọgụgụ, kaadị mgbubam,
ọhụrụ okwute, mkpụrụ okwe, dgz.
3) Ịgụ ọnụọgụgụ (101-500)

9. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwukwọ iduuazị
2. Ịchọpụta na ịkọwa okwu ọhụrụ
batara n’ihe ha gụrụ
AGỤMAGỤ: IDUUAZỊ 3. Ịchọpụta ozi ode na-ezi n’akwụkwọ
1. Ọgụgụ akwụkwọ iduuazị ya
2. Nkọwa usorookwu, okwu NGWA NKỤZI
10. ọhụrụ batara n’ihe a gụrụ Akwụkwọ iduuazị a họpụtara
3. Nchịkọta ihe a gụrụ ọnụ
IHE ỤMỤAKWỤKWỌ GA-EME:
1. Ịkpọpụsịta akara edemede ndị ha
AKARAEDEMEDE ma
1. Nkọwa ha na idepụta ụdị 2. Ịrụgosipụta ha n’ahịrịokwu
ya gasị dịka: Rịkọm, kpọm, 3. Idebanye ha n’ime akwukwọ ha
kpọm rịkọm, akara ngwu, NGWA NKỤZỊ:
njụajụjụ, akara mkpu. Akwụkwọ ọgụgụ, kaadị mgbubam,
2. Ntinye ha n’ahịrịokwu ụgbọ ojii, dgz.

11. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ iduuazị
2. Ịgụpụta mkpụrụokwu/okwu ọhụrụ
3. Idepụta mkpụruokwu na usorookwu
AGỤMAGỤ: IDUUAZỊ 4. Inye nkọwa ha na iji ha mebe
1. Ọgụgụ akwụkwọ iduuazị ahịrịokwu
2. Nkọwa usorookwu na NGWA NKỤZI
mkpụrụokwu batara n’ihe a Akwụkwọ Ịduuazị a họpụtara
gụrụ
3. Ntụle agwa ndị batara
12. n’iduuazi
4. Nchịkọta akụkọ a kọrọ
13. na ihe mmụta dị n’akụkọ

14. MMỤGHARỊ IHE A KỤZIRI

ULE

MMECHI
ASỤSỤ IGBO (L1)

JSS 1 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 42
 1. EKWUMEKWU IHE ỤMỤAKWỤKWỌ GA-EME:
a) Ihe ụmụaka na-eme 1. Ige ntị
n’ụbọchị nkịtị (Mọnde ruo 2. Ikwupụta ihe ha na-eme
Fraịdee) 3. Ịgụpụta ihe
b) Ihe ụmụaka na-eme n’ụbọchị 4. Idepụta ihe ụfọdụ ha na-emegasị
Satọdee n’ụbọchị ndị a
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, ụgbọ ọjii,
tepụrekọda, ụmụaka n’onwe ha.

2. EZINỤLỌ IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa ihe bụ ezinụlọ 1. Ige ntị
b) Ndị a na-ahụ n’ezinụlọ 2. Ịkọwapụta ndị mebere ezinụlọ
c) Nkọwapụta ụdị ezinụlọ dị iche iche 3. Ịkọwa ụdị ezinụlọ dị iche iche
dịka ezinụlọ mkpuke, mbisa na 4. Ikwu ọrụ atọ nne na nna na-arụ
ụbara n’ezinụlọ
d) Ọrụ nne na nna n’ezinụlọ NGWA NKỤZI
Akwụkwọ ọgụgu, eserese/foto,
tepụrekọda, tiivii

3. AGỤMAGỤ: Ejije ederede IHE ỤMỤAKWỤKWỌ GA-EME

1. Ntụle odee ejije, isiokwu na ihe 1. Ịgụ akwụkwọ ejije a họpụtara
ọdee na-akọwa n’ejije ya 2. Ikwu isiokwu na ndịnisiokwu
2. Ọgụgụ akwụkwọ ejije 3. Idepụta okwu ọhụrụma were ha
3. Nkọwa usorookwu na okwu ọhụrụ. Mebe ahịrịokwu
NGWA NKỤZI:
Akwụkwọ ejije a họpụtara

4. EZINỤLỌ IHE ỤMỤAKWỤKWỌ GA-EME

Ai) Ọrụ ụmụaka n’ezinụlọ 1. Ikwu ọrụ ụmụaka n’ezinụlọ
ii) Uru ezinụlọ bara 2. Ịkwu uru ezinụlọ bara
B)AGỤMAGỤ: 3. Ịgụ akwụkwọ ejije a họpụtara
i) Ọgụgụ akwụkwọ ejije a họpụtara NGWA NKỤZỊ:
ii) Nkọwa usuoro okwu na okwu Akwụkwọ ejije a họpụtara
ọhụrụ ndị batara n’ihe a gụrụ

5. AHỤIKE IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa ihe bụ ahụike 1) Ịkọwa ahụike
b) Ihe dị iche iche na-ebute ahụike 2) Ikwu ihe ndị na-eme ka ha nwee
c) Ụdị ọrịa dị iche iche ahụike
d) Ụzọ e si egbochi ọrịa 3) Ịkpọsịta ụdị ọrịa dị iche iche
4) Ikwu ụzọ mgbochi ọrịa ndị a

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 43
 NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, tepụ rekọda,
kaadị mgbubam, eserese, dgz.

AGỤMAGỤ: Ejije ederede IHE ỤMỤAKWỤKWỌ GA-EME:

6. i) Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
ii) Nkọwa usoro okwu na okwu ọhụrụ 2. Inye nkọwa okwu ọhụrụ
ndị batara n’ihe a gụrụ 3. Ịjụ na ịza ajụjụ
NGWA NKỤZI:
Akwụkwọ iduuazị a họpụtara

7. ỌNỤỌGỤGỤ
Ịgụpụta ọnụọgụgụ site na narị ise na IHE ỤMỤAKWỤKWỌ GA-EME
otu ruo otu puku (501-1000) 1) Ịgụ ọnụọgụgụ
2) Ịrụgosi ọnụọgụgụ
3) Idepụta ha
NGWA NKỤZI
Akwụkwọ ọgụgụ, okwuchi karama,
mkpụrụ okwute, kaadị mgbubam,
dgz.

8. ỌNỤỌGỤGỤ IHE ỤMỤAKWỤKWỌ GA-EME

Ịgụpụta ọnụọgụgụ site n’otu puku na 1. Ịgụpụta ọnụọgụgụ
otu ruo puku ise (1001-5000) 2. Ịrugosi ọnụọgụgụ
3. Idepụta ha n’usoro
NGWA NKỤZI
Akwụkwọ ọgụgụ, kaadị mgbubam,
mkpụrụokwe, dgz.

9. ỌRỤ DỊ ICHE ICHE IHE ỤMỤAKWỤKWỌ GA-EME

Ai) Ụdị Ọrụ dị iche iche ụmụ nwoke 1. Ikwupụta ọrụ ụmụnwoke na
na ụmụ nwaanyịna-arụ nwaanyị na-arụ
ii) Onyenkụzi ikwu ụdị orụ dịgasị iche 2.Ikwupụta ụdị ọrụ ha ga-achọ ịrụ
iche dịka: ọrụ ugbo, ọrụ nkụzi, dgz. n’ọdịnihu
B) AGỤMAGỤ: Ejije ederede 3. Ịgụ ejije
i) Ọgụgụ ejije 4.Ịtụle agwa ndị batara n’ejije, ikwu
ii) Ntụle agwa ndị batara n’ejije ndị masịrị ha na ndị amasịghị ha
ii) Nchịkọta ejije na ihe kpatara ya.
5. Ịchọpụta ozi ode n’akụkọ ya
NGWA NKỤZI
Akwụkwọ ọgụgu, tepụ rekọda,
redio, tiivi, dgz.

10. AHỊRỊOKWU IHE ỤMỤAKWỤKWỌ GA-EME

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 44
 a). Nkọwa ahịrịokwu na ụdị ya gasị 1. Ịkọwa ihe bụ ahịrịokwu
2. Ịkpọsịta ụdị ahịrịokwu ndị e
b) Ịkpọpụta ụdị ahịrịokwu dị iche iche nwegasịrị
c) Imepụta ụdị ahịrịokwu dị iche iche 3. Imebe ụdị ahịrịokwu dị iche iche
NGWA NKỤZI
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, dgz.

11. MMỤGHARỊ IHE A KỤZIRI NA TAM

12. ULE NA MMECHI

ASỤSỤ IGBO (L1)

JSS 1 TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. AGỤMAGỤ ỌDỊNALA IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa ihe bụ agụmagụ 1. Ịkọwa ihe bụ agụmagụ ọdịnala
ọdịnala na nkeụdị ya dk: 2. Ime nkenụdị agụmagụ ọdịnala
i) Akụkọ ifo ( ii) Abụ ọdịnala 3. Ide ihe odide
iii) Ejije ọdịnala NGWA NKỤZỊ
b) Ọmụmaatụ ha gasị Akwụkwọ ọgụgụ, ụgbọ ọjii,
c) Ide njirimara agụmagụ tepụrekọda, ụmụaka n’onwe ha.
ọdịnala

2. ỌNỤỌGỤGỤ(5000-1,000,000) IHE ỤMỤAKWỤKWỌ GA-EME:

Ịgụpụta ọnụọgụgụ site na puku 1. Igụ ọnụọgụgụ
ise ruo otu nde 2. Ịrụgosi ọnụọgụgụ
3. Idetu ọnụọgụgụ
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ ojii.

3. ỌRỤ NDỊ IGBO

A i) Ọrụ ndị Igbo tupu ọbịbịa IHE ỤMỤAKWỤKWỌ GA-EME
ndị ọcha na n’oge ugbu a. 1. Ịkọwapụta ụdị ọrụ ndị Igbo
ii) Obodo e ji ọrụ ndị a mara na-arụbu tupu ndị ọcha abịa
dịka ịkpụ ụzụ(Ọka) 2. Ikwu obodo ụfọdụ na ọrụ e ji mara
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 45
 ikwe akwa(Akwaete) ha
B) AGỤMAGỤ: Abụ ederede 3. Ịgụ abụ na ịkọwa ihe abụ na-ekwu
i. Ọgụgụ abụabụọ a họpụtara maka ya
ii. Ngụpụta abụ 4. Inye nkọwa okwu ọhụrụ
iii.Ntụle isiokwuna ihe abụ NGWA NKỤZI:
na-akọ maka ya Eserese/foto na-egosipụta ọrụaka dị
iv. Nkọwa usorookwu na okwu iche iche, tepụrekọda, akwụkwọ abụ
ọhụrụ batara n’abụ a gụrụ a họpụtara.

4. NRỤKỌRỊTA ỌRỤ NA URU

YA IHE ỤMỤAKWỤKWỌ GA-EME
a) Nkọwa nrụkọrịta ọrụ 1. Ige ntị
b) Usoro nrụkọrịta ọrụ 2. Ịkọwa ihe bụ nrụkọrịta ọrụ
c) Uru na ọghọm ya 3. Ịkwu uru na ọghọm ndị na-adị
n’ịrụkọrịtaọrụ
4. Idepụta usoro ndị a na-agbaso
5. eme nrụkọrịtaọrụ
NGWA NKỤZỊ:
Tepụrekọda, akwụkwọ ọgụgụ,

mgbubam, dgz.

NZISA OZI
a) Nkọwa nzisa ozi IHE ỤMỤAKWỤKWỌ GA-EME
b) Ụzọ nzisa ozi dị iche iche 1) Ikwu ihe nzisa ọzi pụtara
c) Uru nzisa ozi bara 2) Ịkwu ụzọ dị iche iche e si ezisa ozi
d) Ọghọm dị n’izisa ozi 3) Idepụta uru na ọghọm nzisa ozi
NGWA NKỤZI
Ekwenti, ekwe, ogene, tepụrekọda,
chaatị, kọmpụta, akwukwọ ọgụgu,
redio. Tiivi, nuuzupepa na ụmụaka
6. n’onwe ha.

AGỤMAGỤ:Abụ ederede
1. Ọgụgụ abụ abụọ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
2. Nkọwa usorookwu na 1. Ịgụ abụ abụọ ndị a họpụtara
okwu ọhụrụ. 2. Ịkọwa usoro okwu na okwu ọhụrụ
NGWA NKỤZI
Akwukwọ abụ a họpụtara

EZINỤLỌ
7. a) Mụọ ole ị ga-azụtalị IHE ỤMỤAKWỤKWỌ GA-EME
b) Uru dị n’amụghị ọtụtụ ụmụ 1. Ịkọwa mụọ ole ị ga-azụ
c) Ọghọm dị n’ịmụ ọtụtụ ụmụ 2. Ikwu mkpa ọ dị mmadụ ịmụ ole ọ
d) Mkparịtaụka: Uru dị ga-azụtalị

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 46
 n’amụghị ọtụtụ ịmụ 3. Ikwu uru ise dị n’amụghị ọtụtụ ụmụ
3. Ikwu ọghọm dị n’ịmụ ọtụtụ ụmụ
4. Ịgụpụta na idepụta ihe
NGWA NKỤZI
Akwụkwọ ọgụgụ, Eserese/foto, dgz.
NCHEKWA GBURUGBURU
8. Mkparịtaụka gbasara ya IHE ỤMỤAKWỤKWỌ GA-EME
a) Nlekọta na nchekwa 1. Ikwu ihe echekwaghi gburugburu
gburugburu anyị na-ebute
b) Ihe ndị na-emebi gburu- 2. ụzọ e si elekọta/echekwa gburu-
gburu anyị dịka: Ide mmiri, gburu
mbuze, dgz. 3. Ịkọwapụta ihe ndị na-emebi gburu
c) Ihe na-ebute ya gburu
d) Ụzọ mgbochi ha 4. Ịkparịtaụka gbasara ihe ha ga-
eme iji na-echekwa gburugburu
ha
NGWA NKỤZI
Akwụkwọ ọgụgụ, Eserese/foto ebe a
na-ekpofu ahịhịa na ebe a wara mmiri
ide ụzọ, ngwa ụfọdu e ji eme

nlekọta/echekwa gburugburu ebe

ỌNỤỌGỤGỤ obibi , dgz
Mmụgharị ọnuọgụgu
9. (1-1000,000) IHE ỤMỤAKWỤKWỌ GA-EME:
1. Ịgụ ọnụọgụgụ
2. Ịrụgosi ọnụọgụgụ
3. Ngụnwo
4. Ide ihe odide metụtara ọnụọgụgụ
NGWA NKỤZI
Chaatị, akwụkwọ ọgụgụ, ụgbọ ojii,
AGỤMAGỤ:Abụ ederede kaadị mgbubam, dgz.
1. Ọgụgụ abụ abụọ a họpụtara
10. 2. Nkọwa usorookwu na IHE ỤMỤAKWỤKWỌ GA-EME:
okwu ọhụrụ. 1. Ịgụ abụ abụọ ndị a họpụtara
3. Nchikọta abụ na ihe mmụta 2. Ịkọwa usoro okwu na okwu ọhụrụ
dị n’abụ NGWA NKỤZI
Akwụkwọ abụ a họpụtara

MMỤGHARỊ IHE A KỤZIRI

NA TAM
11.
ULE

12. MMECHI

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 47
 13.

ASỤSỤ IGBO (L2)

JSS 1 TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. EKELE IHE ỤMỤAKWỤKWỌ GA-EME:

Ai) Nkọwa na uru ekele bara. 1. Nkwupụta ekele dị iche iche
ii) Ikele ekele n’oge dị iche iche 2. Nlere eserese ndị na-ekele
Bi) Ikele ekele n’ezinụlọ (nne, ekele n’oge dị iche iche
nna, ụmụnne, ikwu na ibe, 3. Ikelerịta onwe ha ekele
dgz). NGWA NKỤZỊ
ii) Ekele n’ọnọdụ dị iche iche: Akwụkwọ ọgụgụ, foto/eserese ndị na-
onye na’arụ orụ, azụ ahịa, ekele ekele, tepụrekọda, redio.
ọnye orịa, onye njem, onye
ọbịa, onye mere mmadụ ihe
ọma.

2. A) MKPỤRỤEDEMEDE IGBO IHE ỤMỤAKWỤKWỌ GA-EME

(abịịdị) 1. Ịkpọpụta abịdịị
i. Mkpọpụta na odide nnukwu na 2. Ịrụgọsi ha
obere abịịdị 3. Idepụta ha
ii) Ịmakọ abịidị ndị nnukwu na ndị 4. Ịmakọ abịdịị ndị nnukwu na
obere obere
iii) Iji mkpụrụabịịdị mepụta 5. Iji abịdịị meputa mkpurụokwu
mkpụrụokwu

B) NRỤGOSI
Mkpọpụta na ndepụta ihe ha na- IHE ỤMỤAKWỤKWỌ GA-EME
ahụ na gburugburu ha: 1. Nlere anya ihe ndị nọ na
a) N’ụloakwụkwọ gburugburu ụlọakwụkwọ
b) N’ụlọ obibi 2. Nlere anya n’eserese
c) Iji ihe ndị a mepụta ndị dị n’akwụkwọ ọgụgụ ha
nkenke 3. Ịkpọsita ihe ndị ha na-ahụgasị
ahirimfe n’ụlọ ebe obibi ha
1. Iji ha mebe ahirimfe.
NGWA NKỤZI
Ngwa ndị a na-ahụ ma
3 n’ụlọakwụkwọ ma n’ebe obibi
ụmụaka, kaadị mgbubam, ụgbọ
ojii, akwụkwọ ọgụgụ, dgz.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 48
 IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkpọsịtasị aha akụkụ ahụ
NKỤZI AKỤKỤ AHỤ MMADỤ mmadụ ndị ha maara
a) Osise mmadụ na ndepụta 2. Ikwu ọrụ ha na-arụgasị
akụkụ ahụ mmadụ dị iche 3. Iji aha akụkụ ahụ ndị a mebe
iche ahịrịmfe
b) Nkọwa akụkụ ahụ mmadụ na 4. Isepụta akụkụ ahụ mmadụ na
4. ọrụ ha dịka: E ji ntị anụ ihe, idebanye aha hagasị
E ji ọnụ ekwu okwu, dgz. NGWA NKỤZI:
c) Iji aha akụkụ ahụ ndị a mebe Akwụkwọ ọgụgụ, mmadụ e sere
ahirịmfe dịka: E ji isi ebu ihe, ese, tepụ rekọda, kaadi mgbubam,
Enwere m ntị abụọ, dgz. dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị
AKỤKỌ NKENKE 2. Ịgụ akụkọ nkenke
1i) Ịgụ akụkọ abụọ sitere 3. Ịkwu isiokwu, aha odee na ihe
n’akwụkwọ akụkọ a họpụtara mmụta sitere n’akụkọ ha gụrụ
ii) Ịtụle isiokwu, aha odee na 4. Ikwu agwa ndị masịrị/amasịghị ha
ihe mmụta dị n’akụkọ a gụrụ NGWA NKỤZỊ:
iii) Ịtụle agwa ndị batara n’akụkọ Akwụkwọ ọgụgụ a họpụtara
a gụpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1.Ịkpọpụta aha anụ ụlọ na anụ
NKỌWA ANỤ DỊ ICHE ICHE mmiri ndị ha maara
a) Anụ na-ebi n’ụlọ na anụ na- 2.Iji ha mebe ahịrịmfe
ebi n’ọnụ 3. Ịgụ egwu e ji akụzị aha anụgasị
b) Anụ na-ebi n’ọhịa, mmiri na NGWA NKỤZI:
ndị na-efe efe Akwụkwọ ọgụgụ, eserese/foto
c) Iji aha anụ ndị a emebe ụmụanụ mmiri na anụ ọhịa dị iche
ahịrịmfe dịka: Ọkụkụ bụ anụ iche, tepụ rekọda, kaadị mgbubam,
. ụlọ, Agụ bụ anụ ọhịa,dgz. dgz.
5. d) Ịgụ egwu e ji akụzi aha
anụmanụ.Ịmaatụ: Olee anụ bụ
anụ ụlọ, bụ anụ ụlọ. Ọkụkọ bụ
anụ ụlọ, bụ anụ. Olee anụ na-ebi
na mmiri, na-ebi na mmiri. Enyi
mmiri na-ebi na mmiri, na-ebi na
mmiri…
6. IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkọwa ka ahụ na obi dị ha
A. NKỌWA KA AHỤ NA OBI DỊ 2. Ịkọwapụta ihe ndị na-akpa ha

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 49
 MMADỤ 3. Iji ahịrịmfe depụta ka ahụ na obi
a) Nkọwa isiokwu a dị ha
b) Ndepụta ahịrịokwu na-akọwa 4. Ikwu ihe ha chọrọ ime
ka ahụ na obi dị mmadụ dk. 5. Ịmakọ eserese na ihe na-akpa
Obi dị m ụtọ, Iwe na-ewe ya, mmadụ
dgz. NGWA NKỤZI
B. MKPA NA-AKPA MMADỤ Akwụkwọ ọgụgụ, ụgbọ ojii, tepu
a) Nkọwapụta ihe bụ mkpa na rekọda, kaadị mgbubam,
ọchịchọ mmadụ foto/eserese gasị na-egosi onye
b) Idepụta ihe ndị nwere ike ịbụ iwe na-ewe, onye obi dị mma,
mkpammadụ dgz.
c) Iji ahirịmfe gosipụta ihe na-
akpa ha na ihe ha chorọ ime.
7.
IHE ỤMỤAKWỤKWỌ GA-EME
IBI N’UDO NA URU YA 1. Ịkọwa ihe ibi n’udo pụtara
Ai) Nkọwa ihe bụ ibi n’udo 2. Ikwupụta uru na ọghọm ibi/ebighi
ii) Uru ibi n’udo na-eweta n’udo
iii) Ọghọm ebeghi n’udo 3. Ịgụ akụkọ nkenke gbasara ibi/
Bi) Ọgụgụ akụkọ nkenke ebighi n’udo
gbasraIbi/ebighi n’udo na 4. Ịza ajụjụ
uru ya NGWA NKỤZI
ii) Nkọwa mkpụrụokwu ọhụrụ Ụmụaka n’onwe ha, akwụkwo ọgụgụ
batara n’ihe a gụrụ na ịza ha, nuzupepa, kaadi mgbubam,
ajụjụ so ya. eserese, tepụ rekọda, dgz.
8.
IHE ỤMỤAKWỤKWỌ GA-EME
ỌNỤỌGỤGỤ: 1. Ịgụ ọnụ ọgụgụ
a) Ịkọwa Ọnụọgụgụ na Ịgụ ọnụ 2. Ịrụgosi ọnụọgụgụ
b) Ndepụta ọnụọgụgụ (0-20) 3. Idepụta ọnụ ọgụgu
ỌNỤỌGỤGỤ na agarịrị NGWA NKỤZI
a) Ndepụta ọnụọgụgu (21- 40) Akwụkwọ ọgụgụ, ụgbọ ojii, okwuchi
b) Ọnụọgụgụ karama, mkpịsị osisi, dgz
9.
IHE ỤMUAKWỤKWỌ GA-EME
ỌGỤGỤ AKỤKỌ NKENKE 1. Ịgụpụta akụkọ nkenke
ABỤỌ na-akụzi ịdịike ọrụ na 2. Ikwu uru na ọghọm na-adị n’ịrụsi
uru ya ọrụike
i) Ịgụpụta akụkọ nkenke 3. Ịtụle agwa ndị bara n’akụkọ
ii) Nkọwa Isiokwu, odee na ihe NGWA NKỤZI
mmụta sitere n’akụkọ a gụrụ Akwụkwọ ọgụgụ a họpụtara, eserese
iii) Ịtụle agwa ndị pụtagasịrị onye ngana na onye nọ n’ọrụ
n’akụkọ a gụrụ.
10. iv) Ịtụle uru na ọghọm ịdịike ọrụ
IHE ỤMỤAKWỤKWỌ GA-EME
Ai) OMUME/AGWA ỌJỌỌ 1. Ịkpọsịta ajọ omume ụfọdụ

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 50
 ỤMỤAKA UGBU A NA-AKPA ha ma ụmụaka na-akpa
dịka: izu ohi, ịtụ asị, ịlụ ọgụ, 2. Ikwusita uru/ọghọm ndị na-esote
abịaghị akwụkwọ n’oge, iyi uwe ha
3. Ikwu ihe ha mụtara n’akụkọ ha
na-egosi ahụ ha, erubeghị isi, ịba gụrụ
n’òtù nzuzo, ime mpụ ule, dgz. NGWA NKỤZI
ii) Uru/ọghọm /Ntaramahụhụ Akwụkwọ ọgụgụ, tepụrekọda, foto,
na-eso omume nke ọ bụla eserese nwata a na-apịa ụtalị maka
Bi) ngụpụta akụkọ Nkenke ime isiike, foto onye yi uwe na-egosi
gbasara nwata kpara agwa ahụ ya, tepụ rekọdụ, dgz.
ọma/agwa ọjọọ, uru na ọghọm
ya
ii) Nkọwa mkpụrụokwu na ihe
mmụta dị n’akụkọ.
11.
IHE ỤMỤAKWỤKWỌ GA-EME:
AKỤKỌ NKENKE 1. Ịgụ akụkọ nkenke a họrọ
ỌGỤGỤ AKỤKỌ NKENKE 2. Ịkwuputa ihe akụkọ na-akọ maka
ABỤỌ GBASARA AGWA ya
ỌJỌỌ: Akpirị ogologo na 3. Ikwu ihe ha mụtara site n’akụkọ
nnupụisi, uru na ọghọmha. ha gụrụ
i) Ịgụpụta akụkọ nkenke 4. Inye obere nkọwa gbasara agwa
ii) Nkọwa Isiokwu, odee na ihe ndị e nwere n’akụkọ ha gụrụ.
mmụta sitere n’akụkọ a gụrụ 5. Ikwu agwa ndị masịrị ha na ndị
iii) Ịtụle agwa ndị pụtagasịrị amasịghị ha.
n’akụkọ a gụrụ. NGWA NKỤZI
Akwụkwọ ọgụgụ a họpụtara, eserese
nwata/onye akpịrị ogologo gburu
12.

ULE
13.

MMECHI NA MMECHI

ASỤSỤ IGBO (L2)

JSS 1 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. A. ỤLỌỌGWỤ IHE ỤMỤAKWỤKWỌ GA-EME:

a) Ịkwụpụta ihe ndị na-emen’ụlọọgwụ 1. Ikwu ihe a na-eme n’ụlọọgwu
b) Idepụta ahirịmfe dị iche iche 2. Ịkpọsịta ihe ndị a na-ahụ
banyere ihe ndị na-eme n’ụlọọgwụ n’ụlọọgwụ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 51
 c) Okwu ndị metụtara ụloọgwụ 3. Ikwu okwu metụtara ụloọgwụ
NGWA NKỤZỊ
B. EZINỤLỌ: Akwụkwọ ọgụgụ, foto/eserese
a) Iji ahịrịmfe kwupụta ihe ndị a ngwa ọrụ ndị ụlọọgwụ.
na-eme n’ezinụlọ dk. ịga ozi, isi
nri, ịsa efere, ihicha ụlọ, ịsụ IHE ỤMỤAKWỤKWỌ GA-EME:
akwa, 1. Ige ntị
dgz. 2. Ileta eserese na-egosi ụdị
b) Idepụta ahịrịmfe dị iche iche ezinụlọgasị
banyere ihe ndị na-eme n’ezinụlọ 3. Iji ahịrịmfe kọwapụta ihe ndị
dịka: na-eme n’ezinụlọ ha
i) Anyị na-asa efere 4. Ikwupụta ụdị ezinụlọ e
ii) Ana m ehicha ụlọ,dgz. nwegasịrị.
c) Ụdị ezinụlọ dị iche iche dk: NGWA NKỤZI
mkpuke, mbisa dgz. 1. Akwụkwọ ọgụgu, foto/ eserese
ụdị ezinụlọ gasị, ihe na-eme
2. n’ezinụlọ dk: isi nri, ịsa efere, ịsa
ỊJỤ NA ỊGWA MMADỤ IHE akwa,
Aa) Mkpụrụokwu ndị e ji ajụta ihe dk: IHE ỤMỤAKWỤKWỌ GA-EME:
i) Gịnị? ii) Ebee? iii) Olee? 1. Ige ntị
iv) Kedụ? 2. Ịmebe ahịrimfe
b) Iji ha mebe ahirịmfe 3. Ịjụrịta onwe ha ihe
2. Mkpụrụokwu ndị e ji agwa mmadụ 4. Ịgwarịta onwe ha ihe
ihe dk: NGWA NKỤZI
iv) Ọ bụ ------------- Eserese ụmụaka na-ajụrịta onwe
v) Ha bụ -------------- ha ajụjụ, akwụkwọ ọgụgụ, dgz.
vi) Abụ m -------------
vii) Onye a bụ -----------------

B) NRI IHE ỤMỤAKWỤKWỌ GA-EME

a) Mkpọpụta /Ndepụta nri ndị e ji 1. Ige ntị
mara 2. Ịkpọsịta nri ndị Igbo ndị ha ma
ndị Igbodk. ji, ede, akịdị, akpụ, 3. Ikwu ka e si eri ha
ụkwa, ọkpa, dgz. 4. Imebe ahịrị mfe
b) Ịkpọpụtasị mkpụrụ osisi dịka: NGWA NKỤZỊ:
oroma, unere, ehuru, mkpụrụ aṅara, Foto/eserese na-egosi nri ndị
dgz.
Igbo dị iche iche.
Nrị ndị ahụgasị.
c) Etu e si eri nri ndị dịka ọtịta,
olulo, ọṅụṅụ, nracha, dgz.
d) Iji ha mebe ahịrịmfe
IHE ỤMỤAKWỤKWỌ GA-EME
3. 1. Ịgụ akwụkwọ ejije a họpụtara
AGỤMAGỤ: EJIJE EDEREDE 2. Ịkọwa ode ejije, na ihe ejije ya
1. Ọgụgụ akwụkwọ ejije a họpụtara na-akọ maka ya
2. Ntụle odee ejije na ihe ejije
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 52
 na-aka maka ya 3. Ịkparịtaụka gbasara ihe ha
c) Ọgụgụ akwụkwọ ejije gụrụ
d) Nkọwa okwu ọhụrụ 4. Ịkọwa okwu ọhụrụ batara n’ihe
bataran’ejije ha gụrụ
NGWA NKỤZI
Akwụkwọ ejije a họorọ

4. IHE ỤMỤAKWỤKWỌ GA-EME:

ỊGỤ ỌNỤỌGỤGỤ (40-70) 1. Ịgụ ọnụ ọgụgụ
i. Ndepụta ọnụọgụgụ 2. Ịrụgosi ọnụọgụgụ
ii. Ịgụ ọnụọgụgụ (40-70) 3. Idepụta ọnụ ọgụgu
iv. Ịgụ ọnụọgụgụ (71-100) NGWA NKỤZI
Kaadị mgbubam, osisi, okwuchi
karama, akwụkwọ ọgụgụ, ụgbọ
ojii, dgz.

5. IHE ỤMỤAKWỤKWỌ GA-EME

AGỤMAGỤ: EJIJE EDEREDE 1. Ịgụ akwụkwọ ejije a họpụtara
1. Ọgụgụ akwụkwọ ejije a họpụtara 2. Ịkọwa ode ejije, na ihe ejije ya
2. Ntụle odee ejije na ihe ejije na-akọ maka ya
na-akọ maka ya 3. Ịkparịtaụka gbasara ihe ha
c) Ọgụgụ akwụkwọ ejije gụrụ
d) Nkọwa okwu ọhụrụ 4. Ịkọwa okwu ọhụrụ batara n’ihe
bataran’ejije ha gụrụ
NGWA NKỤZI
Akwụkwọ ejije a họọrọ

6. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị na mkpọpụta
AHIRỊ NTIMIWU NA ỊRỊỌ IHE 2. Idepụta ahịrịokwu e ji eti
Ai) Ntimiwu Mfe dịka:i) Bịa ebe a. iwu na nke e ji arịọ ihe
ii) Nọdụ ala iii) Rie ngwa NGWA NKỤZI:
iii) Iji ntimiwu mfe mepụta ahịrịmfe Eserese ụmụaka abụọ na –
dịka: arịọrịta onwe ha ihe, akwụkwọ
i) Nye m ego ahụ ugbu a ọgụgụ, dgz.
ii) Nọdụ ala.
iv) Mechie ọnụ gị
v) Ịrịọ Arịrịọ Mfe na iji ha mepụta
7. ahịrịmfe dk: Biko, nye m ego, Biko, IHE ỤMỤAKWỤKWỌ GA-EME
bịa. 1. Ige ntị
2. Ịkpọpụta uwe dị iche iche
3. Isepụta uwe ụfọdụ
B) UWE NA IYI UWE 4. Idepụta ụdị uwe ndị eze, ọzọ
ai) Nkọwa ihe bụ uwe na lọlọ na-eyi
ii) Ikọwa ụdị uwe dị uwe dị iche 5. Ịkpọsịta ngwa ndị e ji achọ
iche dk: uwe ụmụnwoke na ụmụ ahụ mma
nwaanyị
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 53
 iii) Uwe ndịIgbo chiri echichi NGWA NKỤZI
(rụtụ aka na uwe ndị nne/nna Akwụkwo ọgụgụ, eserese/foto
agbụrụndị ọzọ dịka: Yoruba, nne na nna jiri ejije ndị Igbo na
Awụsa) foto uwe dị iche iche, dgz.
b. Ngwa ndị e ji achọ ahụ mma dk:
iyeri ntị na nke olu, uri, mgbaka-
isiụtọ, pawuda, ude, jigida, nzu,
8. dgz.
IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịgụ akwụkwọ ejije a
AGỤMAGỤ: EJIJE EDEREDE họpụtara
i) Ọgụgụ akwụkwọ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ ndị ha
ii) Nkọwa usoro okwu na okwu gụtara
ọhụrụ ndị batara n’ihe a gụrụ 3. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ejije a họpụtara

9. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwụkwọ ejije a
họpụtara
AGỤMAGỤ:EJIJE EDEREDE 2. Ịkọwa okwu ọhụrụ ndị ha
1. Ọgụgụ ejije a họpụtara gụtara
2. Nchịkọta akwụkwọ ejije a gụrụ 3. Ịjụ na ịza ajụjụ
3. Ntụle agwa ndị gbara elun’ejije NGWA NKỤZI
4. Nchịkọta akwụkwọ ejije na ihe Akwụkwọ ejije a họpụtara
mmụta sitere n’ejije

10. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ejije a họpụtara
2. Ịkọwa okwu ọhụrụ
AGỤMAGỤ:EJIJE EDEREDE 3. Ịkọwa ihe ha ma gbasara agwa
1. Ọgụgụ ejije a họpụtara ndị batara n’ejije ha gụrụ.
2. Nchịkọta akwụkwọ ejije a gụrụ 1. Idepụta omenala ndị gbara
3. Ntụle agwa ndị gbara elun’ejije elu n’ejije
4. Nchịkọta akwụkwọ ejije na ihe
mmụta sitere n’ejije
11. NGWA NKỤZI
Akwụkwọ ejije a họpụtara
12.
MMỤGHARỊ IHE A KỤZIRI
13.
ULE

MMECHI

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 54
 ASỤSỤ IGBO (L2)

JSS 1 TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. A) NKỌWA NHAOLE IHE ỤMỤAKWỤKWỌ GA-EME:

i) Ịmata ole ihe dị na gburugburu 1. Ige ntị
anyị 2. Ịkọwa ka ihe ndị nọ na
ii) Iji nkọwa aha kuzie nhaole dịka: ojii, gburugburu ha hagasị
warawara, ọcha, obosara, ntakịrị dgz. 3. Ide ihe odide
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, ngwa mmetụaka
B) NHA OLE na-agarịrị: nwere agwa/kọlọ dị iche iche,
a) Iji mkpụrụokwu ndị a: ọtụtụ, ụfọdụ, foto/eserese, dgz.
ha niile,dgz, kọwaa nhaole.
IHE ỤMỤAKWỤKWỌ GA-EME:
1. Iji mkpụrụokwu ụfọdụ
A) URI NA EGWUREGWU kọwapụta ka ihe ha
2. a) Ịgụpụta uri dịka egwu agha, uri 2. Ịza ajụjụ
abụ nwa, dgz. 3. Ide ihe odide
b) Egwuregwu dịka: NGWA NKỤZI
i) Kụọrọnụ nwa ngwere aka Foto/ eserese, ngwa mmetụaka
ii) Akpankolo gasị, akwụkwọ ọgụgụ, ụgbọ ọjii,
iii) Onye elela anya n’azụ dgz.

B) IJEPỤTA URI NA EGWUREGWU IHE ỤMỤAKWỤKWỌ GA-EME

NDỊ A N’EJIJE. 1. Ịgụ uri dị iche iche
Dịka: kụọrọnụ nwa ngwere aka, 2. Igwu egwuregwu dị iche iche
akpankolo, na onye elela anya n’azụ. 3. Ime ejije

NGWA NKỤZỊ
3. AGỤMAGỤ: ABỤ EDEREDE Ụmụaka n’onwe ha, tepụ rekọda,
i. Ọgụgụ abụabụọ a họpụtara akwụkwọ ọgụgụ, foto na ụmụaka
ii. Ngụpụta abụ ndị na-egwuri egwu, dgz.
iii.Ntụle odee abu, isiokwuna ihe abụ
ya na-akọ maka ya IHE ỤMỤAKWUKWO GA-EME
iv. Nkọwa usorookwu na okwu 1. Ịgụ abụ abụọ a họpụtara
2. Ikwu onye deere abụ, isiokwu na
ọhụrụ batara n’abụ a gụrụ ihe mmụta dị n’abụ ya
NGWA NKỤZI
Akwụkwọ abụ a họọrọ

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 55
 4. A)NKỤZI OGE, OGE AFỌ Na IHU IHE ỤMỤAKWỤKWỌ GA-EME
IGWE 1. Ige ntị
i) Okwu ndị metụtara oge dị iche iche 2. Ịjụ na ịza ajụjụ
dk: ụtụtụ, ehihie, anyasị, abalị, NGWA NKỤZI
mgbede, ndeeri. Eserese na-egosi , mmiri ozuzo,
ii) Nkọwa izu Igbo: Ịgụ ụbọchị n’ime ọge ọkochi, ọnwa na anyanwụ
izu dk: Eke, Orie, Afọ na Nkwọ n’ọge dị iche iche, akwụkwọ ọgụgụ,
Kalenda Ịgbo, dgz.
B) OGE AFỌ
i) Nkụzi izuụka dịka Sọnde ruo IHE ỤMỤAKWỤKWỌ GA-EME
Satọde 1. Ige ntị
ii) Nkụzi ọnwa dị n’afọ na ndepụta 2. Ịrụgosi izuụka n’ime akwukwọ
ha kalenda
iii) Iji oge afọ mepụta ahịrị mfe 3. Ịkpọsịta ọnwa ndị dị n’afọ
4. Idepụta ha
NGWA NKỤZI:
Kalenda bekee/Igbo, akwụkwọ
ọgụgụ, ụgbọ ojii, kaadị mgbubam,
dgz.

5. AGỤMAGỤ: ABỤ EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

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

6. IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị
IHU IGWE 2. Ịkọwa ọnọdụ ihu eluigwe
a) Nkụzi ọnọdụ ihu eluigwe 3. Ikwu oge onọdụ ihu eluigwe
dk. Ihu eluigwe bụ ihe anyi ji 4. Ikwu oge ha nọ site n’iji okwu
amata mgbe chi jiri na mgbe chi ndị dabara adaba
bọrọ. 5. Ịkwupụta ahụ elekere dị iche
b) Oge ọnọdụ ihu elu igwe pụtara iche
ihe n’Igbo (dk. Ọkọchị, Udummiri, NGWA NKỤZỊ:
Ụgụrụ, ide, ọkpọfụụ, uzuzu/ Foto/eserese na-egosi oge dị iche
etum,oyi)
c) Okwu ndị na-akọwaputa oge n’ụzọ iche, elekere, akwụkwọ ọgụgụ,
dabara adaba dk: ugbo ojii, kaadị mgbubam, dgz.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 56
 AM = Ka e ji amata oge ụtụtụ
PM = Ka e ji amata oge ehihie/
mgbede/anyasị
24HOURS = bụ otu ụbọchị;
2 minutes = Nkeji abụọ
60 minutes= bụ otu awa dgz.
d) Iji okwu ndị a mepụta nkenke
ahịrịokwu dịka “Otu nkeji ka o jiri gafee
elekere ise”. “O jirila ọkara gafee
7. elekere ise nke mgbede”.dgz. IHE ỤMỤAKWỤKWỌ GA-EME
1. Ige ntị
IKPOCHAPỤ MPỤ NA AGWA ỌJỌO 2. Ịkọwa akụnụba
N’ALA ANYỊ: 3. Ịkpọsita uzọ ezighi ezi e si akpa
Ịkpa AKụ Na Ụba N’ụzọ Ezighi Ezi akụ
1. Nkọwa akụnụba 4. Ikwu ọghọm dị n’ime nke a
2. Ụzọ dị iche iche mmadụ nwere ike NGWA NKỤZI
isi kpaa akụnụba ya n’ụzọ n’ezighi ezi Akwụkwọ ọgụgụ, tepụ rekọda, dgz.
3. Ọghọm ịkpa akụnuba n’ụzọ ezighị
ezi
ii) Ịkọwa mkpụrụokwu ndị
metụtara
isiokwu dk: akụnụba, agwa IHE ỤMỤAKWỤKWỌ GA-EME
8. ọjọọ, ụzọ ezighị ezi, dgz, 1. Ịkparịtaụka gbasara ụzọ
n’ezighi ezi nke ndị mmadụ si
akpata akụnụba ha
A. MKPARỊTAỤKA: ỤZỌ DỊ ICHE 2. Ịgụ aghọtaazaa na ịza ajụjụ ndị
ICHE E SI AKPATA AKỤNỤBA so
N’ỤZỌ E ZIGHI EZI dịka: ịtụ 3. Ịjụ na ịza ajụjụ
mgbere ahịa mmadụ, mmadụ iji 4. Ide ihe odide
ibe ya gwọrọ ọgwụ ego, ibu na ire NGWA NKỤZI
ọgwụ, anwụrụike, ime mpụ ule, Akwụkọ ọgụgụ, tepụ rekọda, redio,
ịgba akwuna, dgz. dgz.
B. ỊGỤ AGHỌTAAZAA METỤTARA
ISIOKWU A
9. IHE ỤMỤAKWỤKWỌ GA-EME:
1. Ikwupụta ụdị kọlo ndị ha maara
2. Ịrugosi kọlọ e wepụtaara ha
A) NKỌWA GBASARA ỤCHA/KỌLỌ 3. Iji kọlọ ndị ahụ mepụta ahịrị-
(Colour identification) okwu
i) Ịkọwapụta ụdị ụcha dị iche iche NGWA NKỤZI
ndị e nwegasịrị dk: ọcha, edo, Eserese na-egosipụta udịrị kọlọ dị
ọbara, ụpa, ntụ, dgz. iche iche, ụgbọ ojii, akwụkwọ
ii) Ịrụgosi kọlọ ndị a dị ọgụgụ, kaadị mgbubam,dgz.
iii) Iji ha mepụta ahịrịokwu mfe.

B) AGỤMAGỤ: Abụ Ederede

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 57
 Ngụgharị akwụkwọ abụndị a họpụtara
10. na nchịkọta ha. IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịgụpụta abụ a họpụtara
2. Ikwu uche ha banyere abụ ndị
ỌNỤỌGỤGỤ (70-100) ha gụrụ
1 Idepụta ọnụ ọgụgụ 4. Ịkọwa ihe mmụta na okwu ọhụrụ
2. Ịgụ ọnụ ọgụgụ ndị pụtara n’abụ
11. NGWA NKỤZI
Akwụkwọ abụ a họpụtara.

12. MMỤGHARỊ IHE A KỤZIRI

IHE ỤMỤAKWỤKWỌ GA-EME
13. 1. Ịgụ ọnụọgụgụ
ULE 2. Ịrụgosi ọnụọgụgụ
3. Idepụta ọnụọgụgụ
MMECHI

YORÙBÁ JSS 1 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. i. Ìtàn ìśêdálê àti ìtànkálê ômô OLÙKÖ

Yorùbá
1. Śe àlàyé àwôn agbègbè tí êyà Yorùbá
ii. Àwôn ôba ilé Yorùbá àti orúkô tàn dé ní àgbáyé
oyè wôn. Bí àpççrç (Aláàfin ti ìlú
Õyö, Ôõni ti Ilé-Ifê abbl 2. Fi ìtàn àti àwòrán máàpù śe àlàyé bí
Yorùbá śe śê àti bí wôn śe dé ibi tí wön
wà báyìí.
ÀKÓÓNÚ IŚË
3. Dárúkô àwôn ôba ilé Yorùbá àti orúkô
a. Ìśêdálê Yorùbá láti õdõ Odùduwà oyè wôn

b. Ìtànkálê Yorùbá lëyìn ikú Odùduwà: AKËKÕÖ

Owu, Sabçç, Kétu, Pópó, Õyö Ìjêśà,
Ìjêbú, Êgbá abbl 1. Dárúkô díê lára àwôn agbègbè tí êyà
Yorùbá tàn dé.
d. Lákòókò òwò çrú: Sàró, Amëríkà,
Brazil, Trinidad àti Tobago. Àwôn 2. Tún ìtàn bí Yorùbá śe śe, àti bí wôn śe
Erékùsù Karebia. tán ka sô, kí ó sì kô ö sílê

 Àwôn ìlú àti orúkô ôba pêlú oyè 3. Dárúkô àwôn ôba díê ní ilê Yorùbá àti
wôn. orúkô oyè wôn.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 58
 OHUN-ÈLÒ ÌKÖNI

1. Máàpù Áfíríkà àti ilê Lárúbáwá

2. Máàpù Nàìjíríà àti agbègbè tí ó śàfihàn

ìtànkálê Yorùbá

3. Àwôn ôba aládé dier ní ilê Yorùbá

2. ÌRÓ ÈDÈ: Alífábëêtì àti köńsónáýtì OLÙKÖ

èdè Yorùbá
1. Kô alífábëêtì Yorùbá lápapõ sára
pátákó fún akëkõö.
ÀKÓÓNÚ IŚË
2. Kö àwôn lëtà tí ó dúró fún ìró
 Köńsónáýtì: b, d, f, g, gb, h, j, köńsónáýtì, fáwëlì àìránmúpè àti
k, l, m, n, p, r, s, ś, t, w, y. àránmúpè lötõõtõ fún akëkõö.
 Fáwëlì àìránmúpè: a, e, ç, i, o,
ô, u 3. Pe wön lökõõkan fún akëkõö.
 Fáwëlì àránmúpè: an, in, ôn,
AKËKÕÖ
un, çn
1. Fétí sí bí olùkö śe pe àwôn ìró
köńsónáýtì àti fáwëlì náà.

2. Pe àwôn ìró köńsónáýtì àti fáwëlì náà

bí olùkö ti pè wön.

3. Śe àdàkô àwôn lëtà ìró köńsónáýtì àti

fáwëlì náà

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù ńlá tí a kô alífábëêtì Yorùbá

si

2. Kádíböõdù ńlá tí ó ń śe àfihàn àwôn

köńsónáýtì àti fáwëlì lötõõtõ.

3. Káàdì pélébé pélébé tí a kô àwôn lëtà

náà sí.

3. ÀWÔN ÊYÀ YORÙBÁ ÀTI ÊKA ÈDÈ OLÙKÖ

WÔN
1. Jë kí akëkõö dárúkô àwôn êyà Yorùbá
tí ó mõ kí ó sì töka sí çkùn tí a ti lè rí êyà
ÀKÓÓNÚ IŚË kõõkan nínú máàpù

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 59
 Díê nínú àwôn êyà tó wà b.a Êgbá, 2. Kô àwôn kókó inú êkö yìí sí ojú pátákó
Ìbõlö, Yewa, Òýdó, Ìjêśà, Ifê, Òýkò, kí àwôn akëkõö le kô ö sínú ìwé wôn.
Õyö, Èkìtì, Ìbàràpá, Ègùn, Ìgbómìnà,
Ìkálê, Àkókó, Àwórì, Õwõ abbl
AKËKÕÖ

1. Dárúkô àdúgbò tí o ti wá àti àwôn

mìíràn tí o mõ ní ilê Yorùbá àti ohun tí o
mõ nípa êyà kõõkan.

2. Da àwôn kókó tí olùkö kô sí ojú pátákó

kô sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

Máàpù ilê Yorùbá.

Kádíböõdù pélébé pélébé tí a kô
orúkô êyà kõõkan sí.
4. ÒÝKÀ – Ohun tí ó śe okùnfà òýkà. OLÙKÖ

Àlàyé lórí ètò pàsípàrõ àti owó çyô. 1. Tö akëkõö sönà láti ka àwôn nýkan
díê ní àyíká wôn.

ÀKÓÓNÚ IŚË 2. Sô ìtàn bí òýkà kíkà śe bêrê.

Àlàyé lórí bí òýkà śe bêrê àti bí ètò AKËKÕÖ

pàsípàrõ àti owó çyô śe bêrê ní ìbêrê
pêpê. 1. Kô ohun tí olùkö kô sílê.

2. Tëtí sí ìtàn tí olùkö sô nípa òýkà àti

owó çyô.

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô òýkà díê kan sí.

5. ÌRÓ ÈDÈ: Àlàyé lórí fáwëlì èdè OLÙKÖ
Yorùbá – fáwëlì àránmúpè àti
àìránmúpè Kô àwôn lëtà tí ó dúró fún ìró fáwëlì
àránmúpè àti àìránmúpè.

ÀKÓÓNÚ IŚË AKËKÕÖ

Fáwëlì àránmúpè – an, çn, in, un,ôn Pe àwôn ìró fáwëlì náà bí olùkö ti pè
wön.
Fáwëlì àìránmúpè – a, e, ç, i, o, ô, u.
Śe àdàkô àwôn lëtà ìró fáwëlì náà

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 60
 OHUN-ÈLÒ ÌKÖNI

Káàdì pélébé pélébé tí a kô àwôn lëtà

náà sí

6. ÌKÍNI: Ìkíni ní onírúurú ìgbà àti àkókò OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni śeré

ÀKÓÓNÚ IŚË
2. Fi àwòrán àwôn tó ń kí ara wôn han
1. Ìkíni ní onírúurú ìgbà àti àkókò. akëkõö
Ìkíni ní ìgbà òjò, ìgbà êrùn tàbí
õgbçlê, ìkíni ní ìgbà ôyë abbl. AKËKÕÖ

2. Ìkíni àti ìdáhùn láàrin ôjö: àárò, 1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú
õsán àti alë: ç káàárõ, ç káàsán, ç ìdánilëkõö.
káalë.
2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö
rí.

OHUN-ÈLÒ ÌKÖNI

 Àwòrán àwôn tó ń kí ara wôn.

7. ÀKÀYÉ OLÙKÖ

1. Pèsè àyôkà tí ó jçmö õrõ tó ń lô láwùjô

ÀKÓÓNÚ IŚË (b.a. Ewu lílo oògùn olóró, ìjà çlëyàmêyà/
çlësìn mêsìn, ààbò lójú pópó, Êtö obìnrin,
1. Àyôkà tí ìmõ rê kò ju ti ôjö orí
ômôdé àti ômônìyàn abbl.
akëkõö.
AKËKÕÖ
2. Ìbéèrè lórí àyôkà nípa òye õrõ àti
ìlò èdè rê 1. Ka àyôkà tí olùkö pèsè sile

2. Dáhùn ìbéèrè lórí àyôkà náà

3. Tëtí sí àlàyé olùkö lórí àwôn àkànlò

èdè àti õrõ tí ó ta kókó

OHUN-ÈLÒ ÌKÖNI

 Àwòrán tí ó jçmö õrõ inú àyôkà

8. ÌKÍNI OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni ní

ÀKÓÓNÚ IŚË onírúurú ayçyç śeré.

1. Ìkíni fún onírúurú ayçyç àti bí a

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 61
 śe ń kí àwôn ôba àti ìjòyè. AKËKÕÖ
2. Ìkíni àti ìdáhùn fún onírúurú iśë
1. Śe àpççrç àwôn oríśi ìkíni tí wön ti gbö
rí níbi ayçyç, ìjòyè àti iśë

OHUN-ÈLÒ ÌKÖNI

Àwòrán tí ó jçmö irú ìkíni tí

ìdánilëkõö dá lé lórí
9. ÀRÒKÔ KÍKÔ OLÙKÖ

1. Kô kí ó sì śàlàyé ní sókísókí lórí oríśiríśi

ÀKÓÓNÚ IŚË àròkô

1. Àlàyé lórí oríśiríśi àròkô 2. Tö akëkõö sönà láti kô àwôn ìgbésê tí

2. Ìgbésê tí à ń têlé láti kô àròkô à ń têlé láti kô àròkô

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. kópa nínú kíkô àwôn ìgbésê tí à ń têlé

láti kô àròkô

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó ń śàfihàn oríśiríśi

àròkô àti àwôn ìgbésê tí à ń têlé.
10. ÀŚÀ: Ìgbéyàwó OLÙKÖ

1. Śe àlàyé lórí ètò ìgbéyàwó ìbílê

ÀKÓÓNÚ IŚË Yorùbá

1. Ìlànà àśà ìgbéyàwó ìbílê: ìfojúsóde, 2. Darí àwôn akëkõö láti śeré ìgbéyàwó
alárinà, ìjöhçn/ ìsíhùn, ìtôrô, ìdána,
ìgbéyàwó 3. Fún akëkõö láàyè láti kôrin ìgbéyàwó/
sun çkún ìyàwó
2. Ìgbéyàwó lóde òní: Kóòtù, Śöõśì,
Mösálásí 4. Tö akëkõö láti jíròrò nípa ìgbéyàwó
òde òní
3. Àfiwé tìbílê àti ti òde òní
5. mú kí akëkõö jíròrò lórí àýfààní inú
4. Àýfààní ìkóra-çni-ní-ìjánu śáájú ìkóra-çni-ní-ìjánu àti ewu àìlèkóra-çni-ní-
ìgbéyàwó ìjánu śáájú ìgbéyàwó.

5. Ewu àìlekóra-çni-ní-ìjánu śáájú AKËKÕÖ

ìgbéyàwó – oyún òjijì, bíba ilé-ômô

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 62
 jë, àrùn ajçmö-ìbálòpõ, àtõsí, 1. Tëtí sí àlàyé olùkö.
jeèríjeèrí, éèdì (AIDS)
2. Śe eré ìgbéyàwó
- Ìgbéyàwó àìròtëlê/ àpàpàndodo.
3. Jíròrò lórí ìgbéyàwó òde òní

4. Jíròrò lórí àýfààní inú ìkóra-çni-ní-ìjánu

àti ewu àìlèkóra-çni-ní-ìjánu śáájú
ìgbéyàwó.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán ohun tí ó wà nínú çrù

ìgbéyàwó àti ohun ìdána

2. Àwòrán lórí àśà ìgbéyàwó

3. Ìwé lórí àśà ìgbéyàwó

4. Àwòrán aláìsàn éèdì.

11. LËTÀ KÍKÔ OLÙKÖ

1. Sô oríśi lëtà méjì tí ó wà fún akëkõö.

ÀKÓÓNÚ IŚË
2. Śe àlàyé ìyàtõ láàrin méjèèjì
1. Lëtà gbêfê àti Aláìgbêfê
3. Lo ìlapa kíkô lëtà gbêfê àti àìgbagbêfê
2. Ìyàtõ àárin wôn láti töka sí ìyàtõ wôn bí i àdírësì, ìkíni,
àkôlé àti àsôkágbá abbl
3. Ìlapa kíkô lëtà gbêfê
4. Tö akëkõö sönà láti kô oríśi lëtà
 Àdírësì
méjèèjì
 Déètì
 Kíkô õrõ inú lëtà, kí a sì pín in sí AKËKÕÖ
ègé afõ bí ó ti yç.
 Àsôkágbá/ àgbálôgbábõ/ ìgúnlê 1. Tëtí sí àlàyé olùkö
4. Ìlapa kíkô lëtà àìgbagbêfê
2. Kô ìlapa kíkô oríśi lëtà gbêfê àti
 Àdírësì méjì àìgbagbêfê bí olùkö śe śàlàyé rê/ kô sára
 Déètì pátákó.
 Àkôlé
3. Têlé ìtösönà olùkö láti kô lëtà méjèèjì
 Õrõ inú lëtà tí a pín in sí ègé
afõ bí ó ti yç. OHUN-ÈLÒ ÌKÖNI

 Pátákó çlçmôô àti kádíböõdù tí a

kô ìlànà méjèèjì sí.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 63
 12. ÀKÔTÖ OLÙKÖ

1. Śe àlàyé ohun tí àkôtö je

ÀKÓÓNÚ IŚË
2. Sô ìtàn ní sókí nípa bí èdè Yorùbá śe
1. Àlàyé ohun tí àkôtö jë di kíkô sílê

2. Bí èdè Yorùbá śe di kíkô sílê 3. Kô àkôtö àtijö àti ti òde òní sí ara
pátákó
3. Àfiwé àkôtö àtijö àti ti òde òní:
4. Śe àlàyé kíkún lórí ìyàtõ méjèèjì láti fi
i. fáwëlì
ìdí tí ti òde òní fi péye hàn
aiye – ayé, yio – yo/ yóò, enia –
AKËKÕÖ
ènìyàn abbl
1. Tëtí sí àlàyé olùkö nípa ohun tí àkôtö
ii. köńsónáýtì: Oshogbo – Òśogbo,
jë àti ìtàn bí àkôtö śe bêrê/ bí èdè
Iffô – Ifõ
Yorùbá śe di kíkô sile
iii. Àmì ohùn: õgun – oogun, Alãnu –
2. Kô àwôn àpççrç àkôtö tí olùkö kô sílê
Aláàánú
sínú ìwé.
iv. Yíyán õrõ nídìí: ẹ - ç, ṣ - ś,
3. Béèrè ìbéèrè lórí ohun tí kò bá yé ô
v. Pínpín õrõ: wipe – wí pé, nigbati – lórí àlàyé tí olùkö śe.
nígbà tí
OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô àkôtö òde òní

àti ti àtijö si.

13. Àtúnyêwò Êkö

14. Ìdánwò

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 64
 YORÙBÁ JSS 1 TÁÀMÙ KEJÌ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÈDÈ: Àròkô Oníròyìn OLÙKÖ

a. Śe àlàyé ìgbésê àròkô

ÀKÓÓNÚ IŚË
b. Śe àlàyé ìfáàrà
1. Àkôlé
d. Śe àlàyé ìpín afõ
2. Ìlapa èrò
e. Śe àlàyé ìfàmìsí
3. Àtúntò ìlapa èrò
ç. Śe àlàyé ìgúnlê
4. Ìfáàrà
f. Śe àlàyé ìlò èdè
5. Ìpín afõ
g. Tö akëkõö sönà láti kô àròkô nípa lílo
6. Kókó õrõ inú àròkô ìlapa tí ó śe.

7. Ìgúnlê/ Àsôkágbá AKËKÕÖ

a. Ka àròkô oníròyìn tí ó pegedé

b. Kô àròkô oníròyìn nípa títêlé ìgbésê tí

olùkö ti śàlàyé rê

OHUN-ÈLÒ ÌKÖNI

 Ìwé àpilêkô lórí àròkô

 Ìwé iśë àti pátákó ìkõwé
2. ÀŚÀ: Àśà Ìgbéyàwó OLÙKÖ

1. Śe àlàyé lórí ètò ìgbéyàwó ìbílê Yorùbá

ÀKÓÓNÚ IŚË
2. Darí àwôn akëkõö láti śe eré ìgbéyàwó
1. Ìlànà àśà ìgbéyàwó ìbílê: ìfojúsóde,
alárinà, ìjöhçn/ ìsíhùn, ìtôrô, ìdána, 3. Fún akëkõö láàyè láti kôrin ìgbéyàwó/
ìgbéyàwó sun çkún ìyàwó

2. Ìgbéyàwó lóde òní: Kóòtù, Śöõśì, 4. Tö akëkõö sönà láti jíròrò nípa
Mösálásí ìgbéyàwó òde òní

3. Àfiwé tìbílê àti ti òde òní 5. Mú kí akëkõö jíròrò lórí àýfààní inú
ìkóra-çni-ní-ìjánu àti ewu àìlèkóra-çni-ní-
4. Àýfààní ìkóra-çni-ní-ìjánu śáájú

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 65
 ìgbéyàwó ìjánu śáájú ìgbéyàwó.

5. Ewu àìlekóra-çni-ní-ìjánu śáájú AKËKÕÖ

ìgbéyàwó – oyún òjijì, bíba ilé-ômô
jë, àrùn ajçmö-ìbálòpõ, àtõsí, 1. Tëtí sí àlàyé olùkö.
jeèríjeèrí, éèdì (AIDS) 2. Śe eré ìgbéyàwó/ sun çkún ìyàwó.
- Ìgbéyàwó àìròtëlê/ àpàpàndodo. 3. Jíròrò lórí ìgbéyàwó òde òní

4. Jíròrò lórí àýfààní inú ìkóra-çni-ní-ìjánu

àti ewu àìlèkóra-çni-ní-ìjánu śáájú
ìgbéyàwó.

OHUN-ÈLÒ ÌKÖNI

1. Àwôn ohun tí ó wà nínú çrù ìgbéyàwó

àti ohun ìdána

2. Àwòrán lórí àśà ìgbéyàwó

3. Ìwé lórí àśà ìgbéyàwó

4. Àwòrán aláìsàn éèdì.

3. ÒÝKÀ: OLÙKÖ

Oókanléláàádöta dé ôgörùn-ún (51 – Tö akëkõö sönà láti ka Oókanléláàádöta

100) dé ôgörùn-ún (51 – 100)

AKËKÕÖ
ÀKÓÓNÚ IŚË
1. Ka òýkà láti Oókanléláàádöta dé
Oókanléláàádöta dé ôgörùn-ún (51 – ôgörùn-ún
100) 2. Dá òýkà tí a kô sójú pátákó mõ ní
õkõõkan

3. Kô òýkà tí olùkö kô sí ojú pátákó sínú

ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô òýkà láti

Oókanléláàádöta dé ôgörùn-ún (51 –
100).

2. Káàdì pélébé pélébé tí a kô òýkà

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 66
 kõõkan sí.

4. LÍTÍRÈŚÕ OLÙKÖ

1. Śe àlàyé àwôn àbùdá pàtàkì lítírèśõ

ÀKÓÓNÚ IŚË
2. Śe àfiwé lítírèśõ àpilêkô àti alohùn
1. Kí ni lítírèśõ?
3. Kô àpççrç lítírèśõ àpilêkô fún akëkõö
- Êka tí lítírèśõ Yorùbá pín sí (Lítírèśõ
alohùn àti àpilêkô 4. Śe àlàyé àwôn ìsõrí mëtêêta lítírèśõ,
àpilêkô láti fi ìyàtõ wôn hàn
2. Ìsõrí lítírèśõ, àpilêkô
5. Sô àpççrç õkõõkan àwôn ìsõrí náà fún
- Ewì akëkõö

- Ìwé ìtàn àròsô AKËKÕÖ

- Eré-onítàn 1. Tëtí sí gbogbo àlàyé olùkö dáradára.

2. Ya àtç láti fi ìyàtõ lítírèśõ àpilêkô àti

alohùn hàn.

3. Kô àpççrç mìíràn ìsõrí kõõkan lítírèśõ,

àpilêkô

OHUN-ÈLÒ ÌKÖNI

Ìwé oríśiríśi lítírèśõ, àpilêkô Eré-oníśe, ewì

àti ìtàn àròsô

5. ÈDÈ: Ìsõrí õrõ OLÙKÖ

1. Śe àlàyé kíkún lórí ipò àti iśë kõõkan

ÀKÓÓNÚ IŚË nínú gbólóhùn

1. Õrõ-orúkô 2. Śe õpõlôpõ àpççrç lórí õkõõkan fún

akëkõö
2. Õrõ-aröpò orúkô
3. Darí akëkõö láti śe àpççrç tirê
3. Õrõ-ìśe
AKËKÕÖ
4. Õrõ-àpèjúwe
1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan
5. Õrõ-atökùn
2. Kô àwôn àpççrç tí olùkö śe sínú ìwé
6. Õrõ-àsopõ
3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 67
 Àlàyé kíkún lórí ipò àti iśë wôn nínú OHUN-ÈLÒ ÌKÖNI
gbólóhùn.
1. Kádíböõdù

2. Káàdì pélébé pélébé

6. LÍTÍRÈŚÕ (Ìwé Kíkà): Kíka ìwé OLÙKÖ

lítírèśõ àpilêkô
a. Jë kí akëkõö ka ìwé ìtàn àròsô ní àkàyé

ÀKÓÓNÚ IŚË b. Śe àlàyé tó kún lórí ìwé ìtàn àròsô

a. kókó õrõ d. Kô àwôn õrõ pàtàkì pàtàkì tí ó jçyô jáde

sójú pátákó.
b. àhunpõ ìtàn àti ìfìwàwêdá
AKËKÕÖ
d. Ibùdó ìtàn
a. Ka ìwé ìtàn àròsô wá láti ilé àti nínú
e. ôgbön ìsõtàn kíláásì

ç. Ìlò-èdè b. Tëtí sí àlàyé olùkö

f. Àśà tó jçyô nínú ìtàn àròsô. d. Da àwôn õrõ tí olùkö kô sójú pátákó kô
sínú ìwé rç

OHUN-ÈLÒ ÌKÖNI

 Fídíò
 Téèpù
 Tçlifísàn
 Êrô agbõrõ sô
7. ÌSÕRÍ ÕRÕ OLÙKÖ

1. Śe àlàyé ohun tí õrõ-orúkô jë

ÀKÓÓNÚ IŚË
2. Śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá
1. Kí ni õrõ-orúkô? àti èyí tí a śêdá, pêlú àpççrç – çja, ejò,
2. Oríśi õrõ-orúkô méjì: àìśêdá àti ìyá, ôwö, adé.
èyí tí a śêdá, pêlú àpççrç
3. Àlàyé kíkún lórí oríśiríśi õnà AKËKÕÖ
ìśêdá õrõ-orúkô pêlú àpççrç
1. Tëtí sí àlàyé olùkö
4. Àlàyé kíkún lórí iśë tí õrõ-orúkô
ń śe nínú gbólóhùn 2. Śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn

3. Śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a

śêdá mìíràn yàtõ sí èyí tí olùkö ti śe.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 68
 4. Kô àwôn àpççrç náà sílê.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô oríśiríśi àpççrç sí.

8. ERÉ ÌDÁRAYÁ OLÙKÖ

a. Śàlàyé bí a śe ń śe díê nínú eré ìdárayá

ÀKÓÓNÚ IŚË tí a mënubà

a. oríśiríśi eré ìdárayá b. Tö àwôn akëkõö sönà láti śe àwôn eré

ìdárayá náà
b. eré òśùpá bí i – bojúbojú, san-n-sa
lubô d. Kô àwôn orin inú eré ìdárayá náà sójú
pátákó
d. eré ìta gbangba bí i – òkòtó, àrìn,
ìjàkadì/ çkç ogo AKËKÕÖ

a. Sô ohun tí o mõ nípa eré ìdárayá sáájú

ìdánilëkõö

b. Dárúkô díê nínú eré ìdárayá mìíràn tí o

mõ

d. Tëtí sí àlàyé olùkö

e. Kópa nínú śíśe eré ìdárayá tí olùkö kô

sójú pátákó kô ö sínú ìwé rç

OHUN-ÈLÒ ÌKÖNI

 ôpön ayò
 ômô ayò
 òkòtó
 àrìn abbl
9. ÀŚÀ: Ètò Ôrõ-Ajé 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 ní àýfààní láti śe

ìpolówó ôjaní kíláásì
b. bí a śe ń polówó ôjà b.a. êkô tútù,
ç ç jçran êkô d. Kó akëkõö lô śe àbêwò ní ôjà tàbí ìdíkõ

d. ôgbön- ìpolówó ôjà ní ayé àtijö àti AKËKÕÖ

òde òní b.a. ìpolówó lórí rédíò,

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 69
 tçlifísàn, ìwé ìròyìn, ìpàtç, ìkiri abbl a. Tëtí sí téèpù ti olùkö tê

b. Kópa nínú śíśe ìpolówó ôjà nínú kíláásì

d. Śe àbêwò sí ôjà tàbí ìdíkõ láti gbö

oríśiríśi ìpolówó ôjà

OHUN- ÈLÒ ÌKÖNI

Àtç
Fídíò
Rédíò
Êrô agbõrõ sílê
Ìpolówó lóríśiríśi nínú ìwé ìròyìn
abbl.
10. ÈDÈ: Àkôtö OLÙKÖ

a. Śe àlàyé ohun tí àkôtö jë.

ÀKÓÓNÚ IŚË
b. Kô àkôtö àtijö àti ti òde òní sára pátákó
a. Àlàyé ohun tí àkôtö jë
d. Śe àlàyé kíkún lórí ìyàtõ méjèèjì ní
b. Àfiwé àkôtö àtijö àti ti òde òní õkõõkan láti fi ìdí tí ti òde òní fi péye hàn.

i. Fáwëlì: AKËKÕÖ

aiye – ayé a. Tëtí sí àlàyé olùkö

yio – yo/ yòó/ yóò b. Kô àwôn àpççrç àkôtö tí olùkö kô sí ara

pátákó sí inú ìwé.
enia – ènìyàn abbl
d. Béèrè ìbéèrè löwö olùkö nípa ohun tí
ii. köńsónáýtì:
kò bá yé ô nínú àwôn àlàyé rê.
oshogbo – Òśogbo
OHUN-ÈLÒ ÌKÖNI
Offa – Õfà
a. Kádíböõdù tí a kô àkôtö òde òní àti ti
iii. Àmì Ohùn: àtijö sí.

õgùn – òógùn b. Àwôn àśàyàn ìwé tí a fi àkôtö òde òní

kô.
alãnu – aláàánú

iv. Yíyán õrõ:

ẹ-ç

ṣ-ś

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 70
 v. Pínpín õrõ

wipe – wí pé

nigbati – nígbà tí

Bíótilêjëwípé – Bí ó tilê jë wí pé

B, Õrõ àti ìdàkejì rê, b.a

Bàbá – Ìyá

Êgbön – Àbúrò

Òkè – Ilê abbl

11. Àtúnyêwò Êkö

12. Ìdánwò

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 71
 YORÙBÁ JSS 1 TÁÀMÙ KËTA

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÈDÈ: Fónëtíìkì OLÙKÖ

a. Kô àwôn êyà ara tí ó wà fún ìró èdè pípè

ÀKÓÓNÚ IŚË fún àwôn akëkõö lójú pátákó.

a. Àwôn êyà ara fún ìró pípè b. Dárúkô oríśi àfipè

b. Oríśi àfipè Àfipè àsúnsí b.a, ètè ìsàlê, iwájú

ahön, êyìn ahön
 Àfipè àsúnsí b.a, ètè ìsàlê
 Àfipè àkànmölê b.a, ètè òkè, eyín
 Àfipè àkànmölê b.a, ètè òkè
òkè, àjà çnu.
AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. Kô àpççrç àfipè àsúnsí àti àkànmölê sí inú

ìwé

d. Lo àwôn êyà ara àfipè láti pe àwôn ìró

kan.

OHUN-ÈLÒ ÌKÖNI

Yíya àwòrán tí ó śe àfihàn êyà ara tí ó

wà fún ìró èdè pípè sínú kádíböõdù
 Gíláàsì
2. ÀŚÀ: Eré Ìdárayá OLÙKÖ

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

ÀKÓÓNÚ IŚË tí a mënubà

a. oríśiríśi eré ìdárayá b. Tö àwôn akëkõö sönà láti śe àwôn eré

b. Eré òśùpá bí i bojúbojú, sa-ń- ìdárayá náà.
sálùbö
d. Eré abëlé d. Kô àwôn orin inú eré ìdárayá náà sójú
pátákó
e. Eré ìta gbangba bí i òkòtó,
àrìn, ìjàkadì/ çkç, ogo gbígbõn. AKËKÕÖ

a. Sô ohun tí o mõ nípaeré ìdárayá sáájú

ìdánilëkõö.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 72
 b. Dárúkô díê nínú eré ìdárayá mìíràn tí o
mõ.

d. Tëtí sí àlàyé olùkö

e. Kópa nínú śíśe eré tí olùkö sójú pátákó

OHUN-ÈLÒ ÌKÖNI

 Ôpön ayò
 Ômô ayò
 Òkòtó
 Àrìn abbl.
3. ÈDÈ: Ìsõrí õrõ OLÙKÖ

1. Śe àlàyé kíkún lórí ipò àti iśë kõõkan nínú

ÀKÓÓNÚ IŚË gbólóhùn

1. Õrõ-orúkô 2. Śe õpõlôpõ àpççrç lórí õkõõkan fún

akëkõö
2. Õrõ-aröpò orúkô
3. Darí akëkõö láti śe àpççrç tirê
3. Õrõ-ìśe

4. Õrõ-àpèjúwe AKËKÕÖ

5. Õrõ-atökùn 1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan

6. Õrõ-àsopõ 2. Kô àwôn àpççrç tí olùkö śe sínú ìwé

Àlàyé kíkún lórí ipò àti iśë wôn nínú 3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö.
gbólóhùn.
OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù

2. Káàdì pélébé pélébé

4. LÍTÍRÈŚÕ: Kíka ìwé lítírèśõ àpilêkô OLÙKÖ

1. Śe àlàyé àbùdá kõõkan àti bí a śe lè mú u

ÀKÓÓNÚ IŚË lò fún ìsõrí lítírèśõ kõõkan

1. Kókó õrõ 2. Śe õpõlôpõ àpççrç láti inú ìsõrí lítírèśõ

kõõkan
2. Àhunpõ ìtàn
3. Śàlàyé pé inú àwôn lítírèśõ tí a fi sô ìtàn
3. Ibùdó ìtàn nìkan ni a ti lè śe àgbéyêwò àhunpõ ìtàn,
êdá ìtàn àti ibùdó ìtàn.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 73
 4. Êdá ìtàn àti ìfìwàwêdá AKËKÕÖ

5. Ìlò èdè 1. Tëtí sí àlàyé olùkö, kí o sì śe àkôsílê rê

sínú ìwé
6. Ìsúyô àśà abbl
2. Śe àpççrç tirê tí ó yàtõ sí ti olùkö

OHUN-ÈLÒ ÌKÖNI

 Ìwé ewì, eré-onítàn àti ìtàn àròsô

5. ÌSÕRÍ ÕRÕ OLÙKÖ

1. Śe àlàyé ohun tí õrõ-orúkô jë

ÀKÓÓNÚ IŚË
2. Śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti
1. Kí ni õrõ-orúkô? èyí tí a śêdá, pêlú àpççrç – çja, ejò, ìyá,
ôwö, êrín, adé, àbõ, jíjç, alaalë.
2. Oríśi õrõ-orúkô méjì: àìśêdá
àti èyí tí a śêdá, pêlú àpççrç 3. Śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-
orúkô pêlú àpççrç
3. Àlàyé kíkún lórí oríśiríśi õnà
AKËKÕÖ
ìśêdá õrõ-orúkô pêlú àpççrç
1. Tëtí sí àlàyé olùkö

2. Śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn

3. Śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a

śêdá mìíràn yàtõ sí èyí tí olùkö ti śe.

4. Kô àwôn àpççrç náà sílê.

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô oríśiríśi àpççrç sí.

6. ÒÝKÀ: OLÙKÖ

Oókanlélögörùn-ún dé àádöjô (101 – 1.Tö akëkõö sönà láti ka òýkà,

150) Oókanlélögörùn-ún dé àádöjô (101–150)

2. Śe àlàyé ìgbésê òýkà ní kíkún

ÀKÓÓNÚ IŚË
AKËKÕÖ
Oókanlélögörùn-ún dé àádöjô (101 – 1. Ka òýkà láti Oókanlélögörùn-ún dé àádöjô
150) (101 – 150)

2. Dá òýkà tí a kô sójú pátákó mõ ní

õkõõkan

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

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 74
 OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô òýkà láti

Oókanlélögörùn-ún dé àádöjô (101 –
150) sí.
 Káàdì pélébé pélébé tí a kô òýkà
kõõkan sí.
7. ÀŚÀ: Oyún níní àti ìtöjú Aláboyún OLÙKÖ

1. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn

ÀKÓÓNÚ IŚË Yorùbá nípa oyún níní, ìtöjú oyún àti àsìkò
tó tö láti lóyún
1. Ìgbàgbö Yorùbá nípa àgàn, ômô
bíbí àti àbíkú 2. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti
èyí tí ó bára mu
2. Àwôn tí oyún níní wà fún
3. Kô àwôn oúnjç aśaralóore tí aboyún lè jç
(tôkôtaya)
sára pátákó ìkõwé
3. Õnà tí a lè gbà dín bíbí àbíkú kù
4. Śe àlàyé bí a śe ń töjú aláboyún látijö àti
láwùjô lóde òní
4. oríśiríśi jënótáìpù êjê tó wà àti 5. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu
àwôn tó lè fëra wôn. sáájú ìgbéyàwó fún çni tí ó bá tètè fë ômô
bí
5. Aájò láti lè tètè lóyún – àýfààní
kíkóra-çni-níjàánu nípa ìbálòpõ AKËKÕÖ

6. Bí a śe ń töjú aboyún látijô àti 1. Sõrõ nípa àwôn tóyún wà fún

lóde òní:
2. Sô ohun tí o mõ nípa oyún
Àtijö;
3. Sô jënótáìpù tìrç
 Oyún dídè, èèwõ aláboyún, 4. Dárúkô díê lára àwôn oúnjç aśaralóore
àsèjç, àgbo abbl
Òde òní 5. Dárúkô díê lára àwôn õnà tí a fi ń töjú
aláboyún látijô àti lóde òní
 Oúnjç aśaralóore, lílô fún
ìtöjú ní ilé ìwòsàn (ìbílê/ ìjôba) 6. Tëtí sí àwôn àlàyé olùkö
abbl OHUN-ÈLÒ ÌKÖNI

1. Àwòrán aboyún

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

aláboyún ní ìlànà ti ìbílê: ìkòkò àgbo,
ìśaasùn àśèjç, ìgbàdí abbl

3. Àwòrán díê lára ohun tí a fi töjú aláboyún

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 75
 ní òde òní

4. Àtç tí ó ń fi oúnjç aśaralóore hàn.

8. ÈDÈ: Ìśêdá õrõ-orúkô OLÙKÖ

1. Śe àlàyé oríśiríśi ìhun õrõ

ÀKÓÓNÚ IŚË
2. Śe àlàyé ìśêdá àwôn õrõ
1. Ìhun õrõ onísílébù kan; a, e, ç,
3. Kô õpõlôpõ àpççrç oríśiríśi õrõ ìśêdá sójú
wön, lô, gbö, rìn, abbl
pátákó
2. Ìhun õrõ ôlöpõ sílébù b.a agbádá, AKËKÕÖ
kõýkõsõ, gbangbayíkítá, abbl.
1. Sô oríśiríśi ìhun õrõ
3. Ìśêdá õrõ-orúkô – àfòmö ìbêrê (a,
òý, ò, oní, àì, àti b.a. àti + jç = àtijç. 2. Sô bí a śe śêdá àwôn õrõ.
Àfòmö àárin: àpètúnpè (kíkún, 3. Da õrõ-orúkô ìśêdá tí olùkö kô sínú ìwé.
çlëbç) b.a. jí + jç = jíjç, ômô + kí +
ômô = ômôkömô. OHUN-ÈLÒ ÌKÖNI

Pátákó ìkõwé
Kádíböõdù tí a ya àtç oríśiríśi õrõ
ìśêdá sí.
9. LÍTÍRÈŚÕ: Kíka ìwé lítírèśõ àpilêkô OLÙKÖ

1. Śe àlàyé àbùdá kõõkan àti bí a śe lè mú u

ÀKÓÓNÚ IŚË lò fún ìsõrí lítírèśõ kõõkan

1. Kókó oro 2. Śe õpõlôpõ àpççrç láti inú ìsõrí lítírèśõ

kõõkan
2. Àhunpõ ìtàn
3. Śe àlàyé pé inú àwôn lítírèśõ tí a fi sô ìtàn
3. Ibùdó ìtàn nìkan ni a ti lè śe àgbéyêwò êdá ìtàn, ibùdó
ìtàn àti àhunpõ ìtàn.
4. Êdá ìtàn àti ìfìwàwêdá
AKËKÕÖ
5. Ìlò èdè
1. Tëtí sí àlàyé olùkö, kí o sì śe àkôsílê rê
6. Ìsúyô àśà abbl
sínú ìwé

2. Śe àpççrç tirê tí ó yàtõ sí ti olùkö

OHUN-ÈLÒ ÌKÖNI

 Ìwé ewì, eré-onítàn àti ìtàn àròsô

10. ÌDÁMÕ OLÙKÖ

1. Sô díê nínú oríśiríśi nýkan ní àyíká – ilé-

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 76
 ÀKÓÓNÚ IŚË ìwé, ilé b.a. ôwõ/ ìgbálê, àga, kíláásì, ibùsùn

1. Śíśe ìdámõ oríśiríśi nýkan ní 2. Dídárúkô àwôn ènìyàn àti bí wön śe jë

àyíká (ilé-ìwé, ilé abbl). síra wôn – ôkô, ìyàwó, bàbá, ômô.
2. Mímô orúkô àwôn ènìyàn àti
bí wön śe jë síra wôn. 3. Sô díê nínú àwôn êyà ara b.a. ojú, imú,
3. Mímô díê nínú àwôn êyà ara etí.
4. Mímô orúkô àwôn çranko díê 4. Sô díê nínú orúkô àwôn çranko b.a. ajá,
çsin, ewúrë, këtëkëtë abbl

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Śe àpèjúwe oríśiríśi nýkan àyíká mìíràn

yàtõ sí èyí tí olùkö sô.

3. Töka sí àwôn êyà ara wôn tí olùkö

mënubà àti iśë õkõõkan wôn.

4. Śe àpççrç orúkô àwôn çranko – ohun õsìn

àti çranko inú igbó.

5. Kô àwôn àpççrç tí olùkö śe sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Śíśe àfihàn àwòrán êyà ara çni

2. Pípèsè ohun – èlò àrídìmú tí ó wà ní àyíká

b.a. söõkì, àga, òkúta abbl

11. ÀŚÀ: Òwò Śíśe OLÙKÖ

1. Śe àlàyé ohun tí òwò śíśe jë

ÀKÓÓNÚ IŚË
2. Darí akëkõö láti dárúkô oríśiríśi òwò tí
1. Oríkì òwò śíśe (kárà-kátà) àwôn Yorùbá ń śe láyé àtijö àti lóde òní
2. Ìdí tí òwò śíśe fi śe pàtàkì ní
3. Lo ìbéèrè láti mú kí àwôn akëkõö sô
ilé Yorùbá àpççrç ìpolówó ôjà tí wön mõ.
3. Oríśiríśi òwò tí àwôn Yorùbá
máa ń śe 4. Darí akëkõö láti sô õnà tí a fi lè lo òwò
4. Ìpolówó ôjà ní ilê Yorùbá śíśe láti dín àìríśë-śe àwôn õdö kù.
5. Àìríśëśe lóde òní àti ipa tí AKËKÕÖ
òwò śíśe lè kó.
1. Tëtí sí àlàyé olùkö nípa ohun tí òwò śíśe

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 77
 jç.

2. Dárúkô àwôn oríśiríśi òwò tí wön mõ láyé

àtijö àti lóde òní.

3. Śe àpççrç ìpolówó ôjà tí wön ti gbö rí

4. Kópa nínú ìjíròrò tí olùkö darí nípa bí a ti

lè lo òwò śíśe láti dín àìríśë-śe àwôn õdö kù
lóde òní.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán oníòwò lóríśiríśi

2. Fíìmù

3. Fídíò

12. ÀTÚNYÊWÒ ÊKÖ

13. ÌDÁNWÓ

BUSINESS STUDIES
BUSINESS STUDIES

JSS 1 FIRST TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 INTRODUCTION TO BUSINESS Teacher: Explain the meaning of business
STUDIES studies and its importance
a. Business Studies Students: state the meaning of business and
i. Meaning its importance
ii. Importance - Diagram of various business
enterprises should be shown with
b. Components charts.
i. Office practice Teacher: Lead students to identify the
ii. Commerce components of business studies. The
iii. Book-keeping students participate in class discussion on
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 78
 iv. Keyboarding the components of business studies.
Diagrams of various business enterprises.
c. Career Opportunities Teacher: guide the discussion on the
importance of and career opportunities in
business studies. Students participate in
listing examples of career opportunities in
business.
- Photographs of people doing different
jobs in business.

2 THE OFFICE Teacher: lead discussion on the meaning

a. An Office and types of an office.
i. Meaning Students: participate in the discussion.
ii. Types – small and large offices Resources: charts and diagrams of offices
b. Functions of an Office Teacher: Explain the functions of an office.
c. The Different offices in an Students: list some functions of an office on
organization the chalk board.
Resources: charts and diagrams of offices
3 THE OFFICE STAFF Teacher: Explain the meaning of a clerical
The Clerical Staff: meaning, staff. Guide the students on the functions
- Functions and qualities of a clerical staff
- Qualities Students: participate in the discussion of a
clerical staff and mention the qualities and
functions.
Resources: charts, diagrams and pictures of
a clerical staff.
4 OFFICE STAFF Teacher: Explain the need for keeping
Confidentiality of Office Information information confidential in the office. Guide
RIGHT ATTITUDE TO WORK the discussion on punctuality and regularity.
Punctuality and Regularity Students: participate in the discussion; copy
i. Meaning the notes from the chalk board.
ii. Attributes Resources: use relevant books and
- Commitment publications
- Interest
- Promptness
- Consistency
- Reward
- Sanctions
5 DEVOTION TO DUTY Teacher: Guide the students on the
- Meaning discussions on the meaning of devotion to
- Effect on productivity and duty.
development Students: participate in the discussion on
the effect of devotion to duty on productivity
and development.
Resources: use charts, relevant books and
publications

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 79
6 THE DEPARTMENTS IN AN OFFICE OR Teacher: Guide the discussion on various
ORGANIZATION departments in an organization. Organize a
Various Department in an Organization visit to an a organization for students to see
i. Administrative these functions of the various departments.
ii. Purchasing Students: participate in the discussion and
iii. Accounting write report on visitation to an organization.
iv. Sales Resources: charts, diagrams and
v. Personnel photographs of departments in an
vi. Planning organization.
vii. Transport
7 THE DEPARTMENTS IN AN OFFICE OR Teacher: Ask students on what they saw
ORGANIZATION during the visit.
Functions of the Various Departments Students: participate in class discussion.
Write notes on the chalkboard
8 INTRODUCTION TO COMMERCE Teacher: Explain commerce as trade and
Commerce aids to trade. Lead discussion on different
i. Meaning aids to trade.
ii. Importance Students: explain the different aids to trade
Activities which aid Commerce. which constitute commercial activities.
Resource: photographs of banks, transport
and traders, insurance, communication.

9 DIVISION OF COMMERCE Teacher: explain the divisions of commerce.

Commerce Divisions Draw a diagram showing divisions of
i. Trade commerce. Lead students to mention
ii. Aids to trade products involved in home and foreign
Types of Trade: trades.
i. Home Trade Students: State the divisions of commerce.
a. Wholesale Draw the diagrams showing divisions of
b. Retail sale commerce in their notebooks. Copy notes
ii. Foreign Trade from the chalkboard.
a. Import Resource: Charts showing diagrams of
b. Export commerce. Photographs of train, ship, lorry,
airplane, warehouse etc.
10 Teacher: State the meaning of production
PRODUCTION and explain the types of production.
i. Meaning of production Students: Define production and identify the
ii. Types of production – industry, types.
commerce, services Resources: Charts showing types of
production
Industrial:
- Extractive
- Manufacturing
- Constructive

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 80
11 Commercial: trade and aids to Teacher: Arrange a visit to a workshop,
trade. carpentry shop, a hair salon and garden.
Services. Students: State the effects of production on
Effects of production on the environment.
environment or society Materials: A newspaper cut, on the effect of
pollution on the environment or society.
12 HONESTY IN BUSINESS Teacher: Ask the students to explain
i. Meaning of truthfulness truthfulness. Ask students to enumerate the
ii. Attributes of truthfulness attributes of truthfulness. Ask the students to
iii. Factors that cause people to lie list consequences of not being truthful. Ask
iv. Rewards for being truthful the students to explain the meaning of fair
v. Consequences of not being play and dramatise truthfulness. Provide
truthful students with appropriate materials on
vi. Meaning of fair play truthfulness to read and ask them to write
vii. Attributes of fair play down lessons learnt.
13 REVISION
14 EXAMINATION

BUSINESS STUDIES

JSS 1 SECOND TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 FACTORS OF PRODUCTION Teacher: Discuss on the factors of
Factors of Production production and give examples.
i. Land Students: Mention the factors of production.
ii. Labour Materials: Pictures of a business concern
iii. Capital
iv. Entrepreneur
2 OCCUPATION Teacher: Explain occupation and different
Meaning of Occupation types or categories of occupation.
Division of Occupation Students: enumerate different occupation
i. Primary Materials: A chart showing the different
ii. Industrial divisions of occupation.
iii. Commercial
iv. Services
3 OCCUPATION Teacher: Draw a diagram on the chalkboard
i. Factors which affect occupation to illustrate division of occupation.
ii. Differences between Direct and Students: Copy the diagram and notes to
Indirect Services. their notebook

4 ETHICS IN SOURCING CHEMICALS Teacher: Discuss the ethics of sourcing

1. Meaning of ethics chemicals.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 81
 2. Ethics of sourcing chemicals Students: Participate in discussing the
i. From licensed chemical meaning and ethics guiding sourcing of
vendors chemical
ii. Good handling techniques Materials: A charts, magazine, picture.
iii. Good distribution
iv. Proper disposal
5 ENTREPRENEURSHIP Teacher: Explain the meaning of
1. Meaning of: Entrepreneurship and enterprise. Discuss
i. Entrepreneurship self employment.
ii. Enterprise Students: Listen and participate in class
iii. Self employment discussion, ask and answer questions.
2. Facilities available for Self Materials: charts, video clips, textbooks
Employment
6 3. Successful Entrepreneurs Teacher: lead discussion on successful
i. Your locality entrepreneurs, students to mention
ii. Nigeria successful entrepreneurs and their secrets.
iii International Charts, video clips, etc.
7 Importance of entrepreneurship in: Teacher: Guide discussions on the
i. Individuals importance of entrepreneurship.
ii. Family Students: Listen attentively and participate
iii. Society in class discussion
8 FORMS OF BUSINESS ORGANIZATION Teacher: Lead discussion on ownership of
1. Meaning of business organisation Business Organisations using charts.
2. Types of business organisation Students mention forms of business and
SOLE PROPRIETORSHIP explain Sole Proprietorship.

9 - PARTNERSHIP Discuss features of Partnership and limited

- LIMITED LIABILITY COMPANY liability Company. Pictures, magazines.
10 - COOPERATIVE SOCIETIES Discuss features cooperative societies.
- Advantages and disadvantages of State advantages and disadvantages of
each form of business each form of business organization.
Pictures, magazines
11 REVISION Revise in detail, all term’s topics
12 EXAMINATION Conduct exams

BUSINESS STUDIES

JSS 1 THIRD TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 CONSUMER, MARKET AND SOCIETY Teacher: explains the meaning of consumer,
1. Meaning of: market and society and discuss on the need
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 82
 - Consumer for consumer education with appropriate
- Market illustration and examples.
- Society Students participate in the discussion of
2. Need for Consumer Education consumer, market and society. Identify the
3. Importance of Consumer Education need for consumer education.
4. Consequences of lack of consumer Materials: posters, charts showing market
education scenes.

2 NEED FOR MONITORING AND Teacher: explain the meaning of chemical

CONTROL OF CHEMICALS and discuss on the chemicals suitable and
1. Meaning of chemicals not suitable for use.
2. Chemicals suitable and not suitable Students participate in the discussion on the
for use. chemicals suitable and not suitable for use
3. Need for monitoring and controlling: and identify the need for the monitoring and
i. Food control of food, drugs and chemicals.
ii. Drugs Textbooks and materials.
iii. Chemicals
3 INTRODUCTION TO BOOK KEEPING Teacher: explain the recording of business
1. Meaning of Book Keeping transactions and the principle of book-
2. Importance of Book Keeping keeping.
3. Essential qualities of book keeping Students: identify financial transactions and
4. Common book-keeping practices mention the importance of keeping financial
records.
Charts, receipts, invoices and adding
machines to be used.
4 SOUCE DOCUMENTS Teacher: explain the contents of each
1. Meaning of source documents source document and list the uses of source
2. Uses of source documents documents.
3. Types: Students to identify different source
i. Invoices documents and explain the uses of each
a. Sales invoice source document.
b. Purchases Source documents, books of original entry,
ii. Receipts for payments made journals, calculator, chalk board to be used
iii. Cash register tapes
iv. Credit notes
v. Debit notes
vi. Cheques
5 JOURNALS Teacher: define journal and guide the
1. Journal meaning students to discuss the different types of
2. Types of journals journals.
Forms of a journal Students observe a form of a journal as
shown by the teacher.
Ruler, pencil and specimen of source
document to be used.
6 DOUBLE ENTRY BOOK KEEPING Teacher: explain double entry book-keeping
1. Meaning of double entry book and state the rule for debit and credit

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 83
 keeping entries.
2. Double entry treatment of assets Students participate in the discussion on
3. Double entry treatment of liabilities double entry and practice the problems
4. Double entry treatment of expenses. involving debit and credit.
Sample Business transaction charts.

7 LEDGERS Teacher: explain ledger and discuss the

1. Meaning of ledgers differences between a journal and a ledger.
2. Classes of ledgers Students practice account opening and post
3. Classification of accounts entries
i. Real A textbook is used.
ii. Nominal
iii. Personal
iv. Impersonal
8 INTRODUCTION TO KEYBOARDING Teacher: write the meaning of key-boarding
1. Meaning of keyboarding and guide the discussion on the importance
2. Importance of keyboarding of keyboarding
3. Correct sitting posture for Students explain the meaning of
keyboarding keyboarding and list the importance of
keyboarding to individuals and business.
Typewriter and computer to be used.

9 PARTS OF A COMPUTER KEYBOARD Teacher discusses the different parts of the

1. Parts of the computer keyboard computer keyboard and their uses.
2. The uses Students examine the parts of a computer
3. Similarities and differences and typewriter keyboard
between the typewriter and Computer and typewriter to be used.
computer keyboard.
10 CARE OF THE COMPUTER Teacher: discuss care of the computer and
1. Care of the computer demonstrate how to take of computer.
2. Items used for the care of the Students mention how to take care of the
computer computer.
3. The keyboard rows Duster, dust cover and brush to be used.
i. Top
ii. Upper
iii. Home
iv. Bottom
4. Division of keyboard
Left and right hand side
11 THE RECEPTION OFFICE Teacher describe the reception office and
1. Meaning of Reception Office explain with examples the meaning of and
2. Meaning of Receptionist importance of a receptionist.
i. Importance of a receptionist Students respond to questions from the
ii. Qualities of a receptionist teacher and explain the qualities of a
iii. How to receive and treat receptionist.
visitors. Charts and diagrams of receptionist and

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 84
 iv. Documents handled by the samples of visitor’s book.
receptionist
12 OFFICE CORRESPONDENCE Teacher guide discussion on
CorrespondenceRecords. correspondence records, types and uses
Meaning and outline the procedure for handling mail.
i. Types
ii. Uses Specimen document of correspondence
iii. Ways mails come into an records.
organisation
iv. Handling of mails
13 REVISION
14 EXAMINATION

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE AND TECHNOLOGY

JSS 1 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 LEARNING ABOUT OUR -The teacher takes student on mature

ENVIROMENT walk to collect different samples of
Living things and non living things. matter.
1. Meaning - Guides students on discussion on
2. Characteristics the three states of matter
3. Differences - Observe the collective specimens
4. Examples and group them into living and non-
5. Importance living things.

2 COMMUNITY HEALTH - Present and discusses picture of

1. Meaning of Community Health health and unhealthy life styles and
2. Sanitation environment.
3. Nutrition - Explain how heredity environment
4. Balance diet and life style affects individuals.

3 COMMUNITY HEALTH II -Listen attentively to the teacher

1. Determinant of health explanations
2. Characteristics of healthy person -Explains way of dispensing sewage
3.Drugs and substances abuse and refuse in their homes.
4. Examples and effects of drugs.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 85
 4 PHYSICAL FITNESS AND BOFY -Explain and discuss the components
CONDITIONING of physical fitness
1. Meaning of physical fitness -Practice teacher demonstrations of
2. Components of physical fitness some exercises that help in
3. Characteristics of physical fitness developing strength, agility,
4. Factors that can affect our physical endurance and flexibility.
fitness -Describe the precautions while
5. Exercises to develop our endurance performing exercise.
and flexibility.

5. ATTHLETICS (TRACK AND FIELD -Explain the skills and technique in

EVENT) 1. Definition of Athletics Short-Put and Discus.
2. Components of Athletics -Watch the teacher demonstrating
3. Describe basic skills in Discus and the various skills.
short-put. -There should be a warming up.
4. Rules and regulation in Discus and
short-put.

6 SPORTS AND GAMES -Describe Volley ball and soccer

1. Basic skills in Volley ball and Soccer - Demonstrate the technique and
2. Rules and regulations in Volley ball skills involved in playing the game
and soccer -Explains the rules and regulations
3. Officials and their duties/facilities involved in the game
and equipments. Draw and label the Court/Pitch.

7 UNDERSTANDING TECHNOLOGY -Explains that technology is

1.Meaning of basic Technology related universal.
occupation -Illustrate that both males and
2. Importance of technology females should study technology
3. Properties of materials -Students should enumerate at least
4. Identification of woods materials and 3 importance of technology in
ceramics. everyday life.
5. Physical properties of wood, metals - Get role model of males and
and ceramics. females in technology.
6. Type of wood, ceramics and metals

8 BASIC COMPUTER OPERATIONS -Leads students to suitable Computer

AND CONCEPTS laboratory
1. Early counting devices -Guide students to identify ways of
2.Mechanical and electro-mechanical taking good care of a Computer
devices room/laboratory
3. Electronic counting device -Students should participate in class
4.Generation of Computers discussions.
5. Computer system

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 86
 9 ENVIROMENTAL POLLUTION I - Lead students on discursion on soil
1. Definition, meaning of pollution and water pollution
2. Types, e.g. soil, water and air. -Carry out activities on water boiling,
3. Causes filtration, flower planting, film
4. Experiment/practical watching and recording of soil
5. Demonstration in the class pollution from visited sites.
6. Effect -Guides students to investigate the
7. Control measures. effect of pollution in soil, plants,
animal, and environments.
10 PATHOGENS DISEASES AND THEIR -Lead students to discuss how
PREVENTION diseases are caused by pathogen.
1. Meaning of pathogens diseases -Explains how to prevent diseases.
2. Diseases caused by pathogens -Ask students questions on
3. List different types of pathogen prevention of diseases.
diseases -Enumerate the effects of diseases to
4. List the preventive measures their health.
- Adequate Nutrition and Exercise
-Clean environment
-good hygiene
Immunization, vaccination
-Proper disposal of refuse and sewage.

11 ENERGY -Leads students to mention sources

-Meaning of Energy of energy.
-Sources of Energy -Provides some materials for
-Forms of Energy activities to illustrate forms of energy
-Experimental/Practical showing -Mention sources of energy
students a panel of solar energy -Describes the actions as indicated
-Transformation of Energy on the chart...
-Uses of Energy

12 SAFETY -Enumerate safety guideline for

1. Safety guideline for pedestrian pedestrian e.g. walking on the left
2. Safety guideline for cyclist and motor hand side facing oncoming vehicle
cyclist
3. Safety guideline for motorist.

13 Revision Revision
14 Examination Examination

BASIC SCIENCE AND TECHNOLOGY

JSS 1 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 87
 1 WORKSHOP SAFETY -Explains causes of work shop
1.causes of workshop accident accidents.
2. Types of workshop accident -Guides student discussion on types
3. Safety devices in workshop of activities that occur in work shop
4.Safety rules and regulation places.
-Practice some workshop accidents
preventive measures
2 WORKSHOP II -Observe safety rules and regulations
1. Computer Management ethics. whenever in workshop places
2. Laboratory rules and regulation. -Safety devices, e.g. fire
extinguishers, sand bucket.
3 CONTANT AND NON-CONTANT -Define contant and non-contant
SPORT sport
1. Meaning of contant and non-contant -List examples of them
sports. -Demonstrate the various skills
2. Types of contant and non-contant involved in the contant and non-
sports e.g. wrestling, judo, swimming contant sport.
gymnastics e.t.c -List safety measures in contant and
3. Practical talking students to non-contant sports.
swimming pools. -Enumerate the benefit derived from
4. Basic skills in contant and non- contant and non-contant sport.
contant sports.
5. Benefit of contant and non-contant
sports.
6. Officials and their duties.

4 RENEWABLE AND NON -Initiates and leads discussion on

RENEWABLE ENERGY renewable and non-renewable
1.Meaning energy.
2.Example -Participate in discussions and note
3.Uses and misuse the main ideas.
4.Energy and society
5.Importance

5. FORCES I -Guides students to push and pull,

1.Meaning and types of forces squeeze, bend and stretch objects.
2. Contact and non contact forces -Provide chart showing contant and
3. Magnetive and gravitational force non-contant forces

6 FORCES II -Provide chart showing contant and

1.Calculation of gravitational force non-contant force
2. Balance and un-balance force -Guide the students to calculate
3. Friction, uses advantages and gravitational force using the formula
disadvantages GF=mgh

7 MATERIAL PROCESSING Guides students to identify building

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 88
 1. Identification of materials and materials
properties. -Explains the uses of the different
-Wood, metal ceramics building materials.

8 APPLICATION OF IT IN EVERY DAY -Prepare charts to identify it uses in

LIFE every day life
1.Use of IT -Show video clips of IT uses in every
2. Communication day life
3.Timing and control -Watch video and note how IT
4.Organization influences daily lives of people
processing/Management -Participates in class discussion.
5.IT and society

9 BUILDING MATERIALS -Guides students to identify building

1.Common building materials materials and students to identify
2.Uses of the building materials. various types of building materials

10 DRAWING INSTRUMENTS -Display drawing instrument and

1.Drawing instruments and materials. materials
2.Basic techniques of handling -Guide students to identify and name
instruments and materials drawing instruments and materials
3. Practical: teacher demonstrating and -Uses various drawing instruments to
students practice appreciable construct shapes
techniques of handling instruments.
4. Uses and care of drawing
instruments and materials.

11 Revision Revision
12 Examination Examination

BASIC SCIENCE AND TECHNOLOGY

JSS 1 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 SCIENCE DEVELOPMENT I -Demonstrate the effect of

i.Gravitation and weightlessness gravitational pull objects.
ii.The earth space -Leada student to demonstrate the
iii.Identification of component of solar effect of gravitational objects.
energy
iv.Rotation and revolution of the earth
and the moon

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 89
 2 SCIENCE DEVELOPMENT II -Watch and comment on films/picture
1.Space travel clippings.
2.Satelite -Participates in class and group work
3.Benefits and danger of space travel discussions-
Carry out demonstrations on
gravitational activities on weighing
themselves and recording of
individual weight.

3 TOOLS, MACHINES AND -Guides class discussion on

PROCESSES measuring and types of maintenance
1.Worshop hand tools practice.
-Measuring tool -Demonstrates different methods of
-Setting and marking out tools caring and maintaining workshop
-Driving tools tools and machines.
-Burning tools -Understand simple maintenance of
-Holding tool devices tools and machines, e.g. Regular
-Cutting and pairing cleaning , oiling and greasing of
-Care and maintenance of all simple machines and tools

4 METAL WORK AND TOOL -Display wood work hand tools.

-Marking out tools Demonstrate the use of the various
-Measuring tools and gauges hand tools
-Driving and cutting tool
-Care maintenance

5. BOARD PRACTICE -Demonstrate correct techniques for :

1.Basic board practice a. Setting drawing paper on the
2.Setting drawing paper on the board board
3. Sharpening pencil to conical points -Sharpening pencil to conical point
and knife edge using the tee and set -Positioning and drawing the little
squares for drawing border, horizontal board
and practical lines. -Watch teachers demonstration
-Practice free hand sketching
-Practice the technique.

6 FREE HAND -Demonstrate correct techniques of

1. Basic free hand techniques of free hand sketching.
drawing line, curves, circles and -assign free hand drawing tools
irregular shapes. -Watch’s teacher demonstrating.
2. Practical inclusive

7 INFORMATION TRANSMISSIONS -Bring chart/picture of modern tools

1. Meaning of information transmission for transmitting information
2. Mention ancient methods of -Leads students to identify these
information transmission. tools.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 90
 3. Mention the modern method of -Classify information by mode of
transmission information transmission

8 DATA PROCESSING -Lead students to define and identify

1.Definition of data processing data processing cycle/stages.
2.Data processing cycle -Discuss what each stage involves.
3.Stage -Copy the board summary into their
4.Importance of Computer as a tool for note book.
data processing

9 RECREATIONAL LEISURE AND -Invite traditional dancer to

DANCE ACTIVITIES demonstrate some dancing skills.
1.Meaning of recreational leisure and Outline the benefit of recreational
dancing activities activities and dancing.
2.Differences between Dance, leisure
and recreational
3. Benefits of recreational leisure and
dancing.

10 RECREATIONAL, -Explain the meaning, recreation,

LEISURE/DANCING ACTIVITIES leisure and dance.
1. Demonstration of some local dances -Guides the students to identify the
step. various components of recreation
2. Invites a traditional dancer to and dance.
demonstrate some dancing skills. -Practice some local dance
3.Dancing completion should be
organized.

11 FOOD AND NUTRITION -Explain the meaning of food and

1. Meaning of food, and type of food. Nutrition
2.Classes of food and importance -Group food into different classes.
-Explains the importance of food to
the students.
12 Revision Revision
13 Examination Examination

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 91
 PREVOCATIONAL STUDIES (PVS)

HOME ECONOMICS

FIRST TERMJSS I

WEEK TOPIC/CONENT ACTIVITIES

1- Introduction to Home Economics TEACHER: Explain the meaning of

I- Meaning of Home Home Economics, Areas and
Economics. Relationship of Home Economics to
II- Areas of Home Economics. other subjects.
III- Relationship of Home -Lead Students on discussion on the
Economics to other subjects. issues explained.
Students:
1. Participate actively in discussion.
2- Home Economics and National TEACHER: List the career
Development. opportunities in Home
1- Home Economics Career Economics.
opportunities. 1- Explain the importance to
2- Importance of Home Economics individual, family and nation.
to the individual, family and the Students: I- Participate in the
nation. discussion.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 92
 II- Give example of
individual, family and the
nation.

2- Puberty and Adolescent. TEACHER :

1- Meaning of puberty and 1- Define the meaning of puberty and
menstruation. menstruation.
2- Signs of puberty. 2- Identify the sign of puberty and the
3- Importance of body hygiene. importance of body hygiene.
Students:
I. Participate
actively in
discussion.
II.
4- Adolescent TEACHER :
1- Meaning of adolescent - Explain the meaning of adolescent.
2- Need and challenges of the - Identify the needs and challenges of
adolescents the adolescents.
Students: I-Response to teacher’s
activities.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 93
 5- Sexually Transmitted Infection TEACHER
(STIs) HIV/AIDS. Explain the meaning of the sexually
1- Meaning of sexually transmitted transmitted infection.
infection (STIs) and HIV/AIDS. - Mention types and causes of STIs
2- Types and causes of STIs. and HIV/AIDS.
Students: participate actively in
discussion.

6- Human Rights TEACHER :

1- Meaning of fundamental human - Explain the meaning of the
rights. fundamental human right.
2- Rights of a child eg: right to - Lead the students on the issues
live, education etc explained students:
I- participate actively in the
discussion.
II-Copy the board summary.

7. Family needs goals and standards. TEACHER:

1- Meaning and types of family - Explain the meaning of family
needs and wants. needs, goals and standards.
2- Meaning of family goals and - Leads class in discussion.
standards. - Gives students assignments.
Students:
I- Participate in the discussion.
II- Give examples of individual goals
and standards.
8- Family needs goals and standards. TEACHER :
1- Relationship among family - Discuss the relationship among the
needs goals and standards. family needs, goals and standard.
- State the ways family needs, goals
2- Uses of family needs, goals and standard help in family resource
and standard in resource management.
management.

9- Personal Clothing and Household TEACHER :

Articles/Crafts. - Explain the meaning of household
1- Meaning of cloth Articles / Crafts.
2- Reasons for wearing clothes. - List the simple household articles
3- Guidelines for choosing decent and crafts.
clothes. - Discuss the materials, tools,
equipments for making simple
household articles and crafts.

10- Personal Clothing and Household TEACHER:

Articles/Crafts. - Demonstrates how to make any of
1- Care of clothing. E.g. airing, the chosen items.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 94
 proper storage. - Demonstrates how to make some
income yielding articles improvise
2- Cleaning of shoes. where necessary.
- Displays /exhibits products for sale.
Students:
3- Washing of under wears. I-List house articles.
II-Mention the material and tools for
4- Demonstrate how to make making
income yielding articles. simple household
articles and crafts
Iii-Practice the making of
a household article and
a simple craft.

11- Production of Clothing and Teacher :

household Articles / Crafts - List the simple household articles
1- List and explain simple relevant and crafts
household articles and crafts. - Discuss the materials, tools,
2- Tool, equipment and materials equipments for making simple
for making simple articles and household articles and crafts.
crafts. Students:
I- List household articles.
II- Mention the materials and tools
for making simple household articles
and crafts.

12- Production of Clothing and Teacher :

household Articles / Crafts - Demonstrate how to make some
1- Construction of simple relevant income yielding articles improvise
articles. E.g. apron, cap, needle where necessary.
work bag, head rest, table mat - Display and exhibit product for
etc. sale.
2- Production of income yielding Students:
crafts. E.g. Tie/ dye and batik I- practice the making of household
fabrics. article and a simple craft.
II-Display / exhibit produced articles.

13- Revision Revision

14- Examination. Examination.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 95
 HOME ECONOMICS

SECOND TERMJSS I

WEE TOPIC/CONENT ACTIVITIES

K
1- Production of Cleaning 1- Discuss types of homemade polish
Agents and cleaning agents.
1- Types homemade 2- Explain steps in the production of
cleaning agents. home polish cleaning agents.
2- Uses of homemade Students: I- Examine samples of
cleaning agents. homemade furniture polish and
cleaning agents. II- List and discuss
the steps in the production of
homemade polish.

2- Production of Cleaning 1- Demonstrate making of home-

Agents made furniture polish and cleaning
1- Preparation of agents.
homemade cleaning 2- Prepare different samples of home-
agents. made furniture polish and cleaning
2- Using home-made polish agents and display in class.
and cleaning agents. 3-
3- Deodorants and Cosmetics. 1- List materials and tools for making
1- Types of cosmetics pomade, cream etc
2- Materials and tools for 2- Explain the steps in making
making cosmetics, eg pomade and cream.
pomades, creams and Students: I- practice the making of
deodorants. pomade/cream and deodorant.

4- The Healthy Feeding Habits 1- Explain the meaning habits.

1- Meaning of eating habits. 2- List the good feeding habits
2- Good Feeding Habit 3- Lead students on discussion on the
3- Table Manners issues explained.
Students:
I- Participate actively in discussion.

5- The family 1- Explain the meaning of family.

1- The meaning of family. 2- Mention the types of family.
2- Types of family e.g. 3- Identify the roles of each member
nuclear, polygamous. of the family.
3- Roles each family Students:
member and family as a I- Participate in the class
whole. discussion.
II- Dramatize the role of each
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 96
 member of the family.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 97
 6- The Family 1- List the relationship of each member
1- Family relationship. of the family.
2- Tracing your family 2- Explain the family tree, functions and
tree, functions of the roles of family members.
family, roles of family Students:
members 1- Participate actively in the
discussion.

7- The Home 1- Explain the meaning of a home.

1- Meaning of a home. 2- List the differences between homes.
2- Differences between 3- Identify the functional areas in the
homes. home.
3- Functional areas in Students:
the home. I- Guide students in personal
discussion

8- Housing the family 1- List the types of houses in Nigeria.

1- Types of houses in 2- Explain the location of a family
Nigeria. house.
2- Choice and location of Students:
a family house. - Participate in the class discussion.
3- Practical on plan of a
building.

9- Care of the family houses 1- List resources of caring for the

1- Resources of caring family house.
for the family house. 2- Mention the equipment and tools.
2- Equipment and tools, Students:
materials for the I- Participate actively in discussion.
family II- Give examples of equipment and tools.

10- Care of the family houses 1- Explain how to perform the daily and
1- Daily and weekly weekly cleaning.
cleaning. 2- List types of waste disposal and
2- Waste disposal, site methods.
and methods. Students: I- Participate actively in
discussion.
11- Revision
12- Examination

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 98
 HOME ECONOMICS

THIRD TERMJSS I

WEEK TOPIC/CONENT ACTIVITIES

1 Healthy feeding and eating 1- Discuss healthy feeding

practices eating practices
1- Healthy feeding practices 2- Demonstrate good feeding
include e.g. Eat adequate and eating practices.
diet, use food in season. Students:
2- Healthy eating habits e.g. I- Participate in the class
washing hands before and discussion.
after eating- taking a small II- Discuss effects of:
quantity of food at a time- -Talking while eating
chewing food properly. Etc. -Eating too much
-Drinking water while eating.

2 Healthy feeding and eating 1- Discuss the effects of

practices unhealthy feeding and eating
1- Effect of healthy eating practices.
habit e.g. stomach ache. 2- Discuss effects of drug
2- Effect of unhealthy feeding abuse.
practice e.g. Marasmus, Students:
kwashiorkor, Obesity etc Dramatize the effects harmful
substances to the body

3 Healthy feeding and eating 1- Explain food additives and

practices contaminants
1- Food additive: uses and 2- Discuss harmful substances
misuses and detection that should not be taken into
2- Food contaminants. the body.
Students: Participate actively
in the discussion.

4- Healthy feeding and eating 1- Display diagrams of harmful

practices substances
1- Harmful substances that 2- Give a broad summary
should not be consumed
e.g. banned additive, spoilt
fruits, under-cooked food
etc
2- Food contaminants

5- Healthy feeding and eating 1- Discuss the effects of drug

practices abuse.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 99
 1- Meaning of drug abuse. 2- Display diagrams of harmful
2- Effects of drug abuse in the substances.
body. Students;
I- Dramatize the effects of
harmful substances to the
body.
II- Display and identify
diagrams of harmful
substances.

6- Family needs and resources. 1- Explain the meaning of needs

1- Meaning of Needs and and resources
Resources. 2- List the types and uses of
2- Types of family needs and family needs and resources.
resources Students: Participate actively
3- Use a chart on family needs the discussion.
and resources.

7- Entertainment in the home. 1- Explain the meaning of

1- Meaning of entertainment. entertainment.
2- Simple cooking and serving 2- Identify cooking and serving
equipment. equipment
Students:
I- Participate actively in the
discussion.

8- Entertainment in the home 1- Identify the equipment for table

1- Table laying laying
2- Importance of entertainment 2- Explain the importance of
and table laying. entertainment and table laying.
Students:
I- Practice how to lay a table.

9- Entertainment in the home 1- Explain the characteristics of a

1- Preparation for good host / hostess.
entertainment. 2- Prepare how to entertain
2- Characteristics of a good Students: I- Participate
host / hostess. actively in the discussion.
3- Preparation for a good
hostess.

10- Simple sewing tools and 1- Explain the meaning of sewing

equipments. tool and equipment.
1- Meaning of tools and 2- List the importance of each
equipment. tool and equipment.
2- Importance of each tool 3- Classify the tools and

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 100
 mentioned. equipments
3- Classification of tools e.g. Students: I- Participate
manual non-manual. actively in the discussion.

11- Sewing tools and equipment. 1- Demonstrate how to take care

1- Care and storage of sewing and store of sewing tools.
tools Students: I- Participate
2- Guidelines for choosing actively in the discussion.
sewing tools and equipment
12- Revision Revision
13- Examination. Examination.

AGRICULTURAL SCIENCE
FIRST TERM JSS ONE

WEEK TOPIC / CONTENT ACTIVITIES

1 Meaning and importance of Agriculture i. Teacher guides

in the society classroom discussion
- Definition of Agriculture ii. Teacher exhibits
- Importance of agriculture e.g. photographs of people
source of food, clothing, engaged in agricultural
income and employment. activities.
iii. Students to identify
areas of importance.
2

3 Types of Agricultural practices in the Teacher guides classroom

localities discussion on the type of
- Pastural farming agricultural practices.
- Crop production
- Fish farming
4

5 Agricultural Activities i. Teacher guides class to

- Growing of crops discuss on forms of agricultural
- Rearing of animals activities.
- Processing of agricultural
produce ii. Gives a broad summary
- Marketing of agricultural
produce
- Preservation/storage of
agricultural produce
6

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 101
 7 Classes and uses of crops Teacher guides discussion on
- Identification mono cotyledon various plant forms
crops and examples
- Identification of dicotyledonous
crops and examples
8

9 Classification of crops Teacher displays samples of

Classification of crops based on life-span crops from each of the classes for
e.g. (a) Annuals (b) Biennials (c)Perennials students to see
10

11 Classification of crops Teacher provides students with

Classification of crops based on uses and different types of crops and ask
the nature of produce e.g. (a) tuber/root (b) them to classify based on forms,
cereals (c) fruits (d) vegetables (e) oil crops life span, uses and types.
(f) spices (g) latex (h) fibre (i) Beverages.
Teacher gives a broad summary
12

13 Revision Revision
14 Examination Examination

AGRICULTURAL SCIENCE
SECOND TERM JSS ONE

WEEK TOPIC / CONTENT ACTIVITIES

1 Classification of farm animals Teacher guides students in observing and

- Work animals identifying farm animals
- Diary animals
- Guard animals
- Poultry
- Aquatic animals
- Pets
2

4 Classification of farm animals Teacher displays charts showing external

continues features of some farm animals.
Classification of farm animals based
on: (i) size (large or small)
ii. Habitat (aquatic/terrestrial)

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 102
 iii. Stomach (ruminant and non-
ruminant)
5

6 Characteristics of farm animals

Essential characteristics of each
type of farm animals
7

8 Uses of farm animals Teacher explains the various use of farm

- Work animals animals.
- Sports
- Guard Teacher gives a broad summary
- Hide and skin
- Source of manure
9

10 Factors of Agricultural production i. Students states the factors of

- Land production
- Labour ii. Discusses the importance of
- Capital each factor in production
- Management
11 Revision Revision
12 Examination Examination

AGRICULTURAL SCIENCE
THIRD TERM JSS ONE

WEEK TOPIC / CONTENT ACTIVITIES

1 Weeds Teacher demonstrates chemical control

- Definition of weeds of weeds
- Characteristics of weeds
- Identification of common
weeds in the localities
2

3 Uses of weeds Teacher displays pictures and charts of

- Medicinal weeds use of weeds
- Food
- Feeds for animals
4

5 Effects of weeds and control Teacher highlights the effect of weeds

measures control methods on vegetation and soil

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 103
 - Explain the effects of
weeds
- Control method
(chemical, cultural
methods)
- Effects of weed control
chemicals (herbicides)
6

7 Agricultural Pests Teacher displays pictures and charts of

- Definition of pests crop pests of the locality
- Classification of Pests
e.g. insect, birds,
mammals and rodents
8

9 Classification of insect pests Teacher displays specimen of insect

- Classification based on: pests
(a) mouth parts
(b)piercing (c) sucking
(d) biting and chewing
10

11 Nature of Damages caused by crop Teacher discusses the nature of

pests damages done by pests
- Effects of pests on
crops: Gives a broad summary
a. Reduction in quality of produce
b. Reduction in value of produce
12 Revision Revision
13 Examination Examination

RELIGIOUS AND VALUE EDUCATION (RVE)

ISLAMIC RELIGIOUS STUDIES

J SS 1FIRST TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING AIDS

1 Suratul Naba’i Chapter 78, Verses 1-5 Reading, meaning and

memorisation of the Qur’an.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 104
 2 The meaning of Definition of Hadith and Reading and explanation of
Hadith Differences between the Hadith book.
Hadith and Sunnah.
3 The life of Prophet Before his call to prophet Reading and explanation.
Muhammad hood and circumstances
(S.A.W). surrounding his call to
prophet hood e.g. Manner
of early preaching.
4 Kalimatus Shahada. The meaning and
significance of the religion
with particular reference to
Islam.
5 Reporters and The meaning, reporters
Collectors of Hadith. and collectors of Hadith.
6 Introduction to the Listing of the Pillars and
Pillars of Islam. significance of each Pillar.
7 Suratul Naba’i Chapter 78, verses 6-10. Recitation, meaning and
(cont). memorisation of the Holy
Qur’an.
8 Relationship Peaceful co-existence,
between Muslimstolerance and
and non-Muslims. understanding.
9 Kinds of water and Pure, clean and impure
their sources. water(Rain, well, river, tap,
borehole etc.)
10 At-Taharah. Istinja and Istinja (Cleaning
with water, sands, stones,
tissues etc.)
11 Al-Wudu (Ablution). Description, significance Practical demonstration of
and things that vitiate it. ablution.
Water and kettle.
12 Obligatory steps of Listing the 7 obligatory
ablution. steps of ablution.
13 Revision.
14 Examination.

ISLAMIC RELIGIOUS STUDIES

JSS 1SECOND TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING AIDS

1 Suratul Naba’i Chapter 78 Verse 11-15. Reading, meaning and

(cont). memorisation. The Glorious
Qur’an.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 105
 2 The Attributes of 1-10. Reading and memorisation.
Allah.
3 Arabia before Islam. The importance of Makkah Map of Arabia.
as a religious and
commercial centre.
4 The Pillars of Islam Listing the five Pillars of Reading and memorisation.
and their Islam and explanation of
importance. their importance.
5 The early years of His good conduct, piety, Narration
prophet Muhammad business and marriage to
(S.A.W). Khadija.
6 As-salat prayer Definition, significance and A chart showing times of
its times. prayer
7 Relationship Greetings and Responses, Give examples
between Muslim and Acts of forgiveness,
Non-Muslims. cleanliness of mind and
body and clothes.
8 Suratul Naba’i. Chapter 78 verse 16-20. Reading, meaning and
memorisation.
9 Belief, worship and Belief in Allah and His Give examples
good conduct in Oneness and the belief in
Islam. His Prophets.
ii). Behaving according to
the Islamic teachings.
10 The Attributes of 11-20. Reading and Memorisation.
Allah.
11 The Sunnah and Differences between the Demonstration of the steps.
Mustahab steps of Sunnah and Mustahab
Ablution. steps of Ablution.
12 Revision.
13 Examination.

ISLAMIC RELIGIOUS STUDIES

JSS 1THIRD TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING AIDS

1 Suratul Naba’i. Chapter 78 Verse 21-25. Reading, meaning and

Memorisation. The Glorious
Qur’an.
2 The Attributes of 21-30. Reading and Memorisation.
Allah.
3 A description of a Takbir, recitation, Ruku, Teacher to demonstrate
complete Raka’a Sujud, and Julus. how a complete Raka’a is

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 106
 performed.
4 At- Taharah. At-tayammum: when and Demonstration by teacher of
how it is performed and how Tayammum is
the things that vitiate it. performed.
Sand, Stone , Ice etc.
5 Suratul Naba’i. Chapter78 verse 26-30. Reading , meaning, and
memorisation.
6 Al-Ghusl. What necessitate it , The teacher to demonstrate
Description, Significance as practically how it is
well as its moral & spiritual performed.
values.
7 The Attributes of 31-40 Reading and Memorisation.
Allah.
8 Al-Ghusl. Types of Ghusl (Janabah, Teacher to demonstrate
Haydah, nifas). how it is performed.
9 Suratul Naba’i. Chapter 78 verse 31-40. Reading, writing and
memorisation.
10 Attributes of Allah 41-50 Reading and memorisation.
(S.W.T).
11 Revision.
12 Examination.

CHRISTIAN RELIGIOUS STUDIES

JSS 1 FIRST TERM

WEEK TOPIC/CONTENT TEACHER ACTIVITIES

1 THE CREATION STORY Teacher: Tells the story of the creation

sequentially.
First Account of creation Genesis
1 Leads students to read the story from
the bible.
Second Account of creation
Genesis 2 Teaching and learning resources.
Chart showing sequences of creation.
the holy bible

2 THE CREATION STORY Teacher: Leads the students to sing the

CONTENT song in their various languages.
Songs about creation (in English Teaching and learning activities.
and different Nigerian languages)
e.g. all things bright and beautiful, Natural school environment showing
the lord God made them all trees, birds, soil, rock, stones etc.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 107
 3 MARRIAGE Teacher: Guides students to read bible
passages
the meaning of marriage Genesis
2:22-25 Teaching and learning activities:
types of marriage Ephesians 5: Flash cards, wedding pictures, invitation
21-31 cards

4 MARRIAGE CONTENT Teacher: Leads the students to discuss

various function of marriage.
Functions of marriage:
companionship, procreation, Leads students to read the bible to
responsibility, preventing STDS, discover function of marriage.
HIV VIRUS/AIDS etc.
Teaching and learning resources
Picture showing a happy family, picture
showing an HIV/AIDS VICTIM.

5 MARRIAGE CONTENT Teacher: Leads students to discuss why

same sex marriage should be
Why same sex marriage should discouraged.
be discouraged.
Teaching and learning resources
Flash cards.

6 DISOBEDIENCE Teacher: Explains Meaning of

disobedience.
Biblical account of first human
disobedience Genesis 3: 1-19 Leads students to recognize
disobedience as sin.
Consequences of Adam and
Eve’s disobedience Genesis 3: Guides students to read bible passages.
14-19.

7 DISOBEDIENCE CONTENT
Learner’s disobedience and
consequences

8 DISOBEDIENCE CONTENT Teacher: Guides students to respect and

obey the laws of the nation using the
Disobedience against the national national pledge.
laws
Teaching and learning activities.
Bible printed or written copy of the
national pledge.

9 CALL TO REPENTANCE Teacher: Guides reading of the bible

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 108
 passage
King David obey God’s call to Teaching and learning activities bible.
repentance 2 Samuel 12:7-13; Ps
51: 1-19

10 CALL TO REPENTANCE Teacher: Guides reading of the bible

CONTENTS
Teaching and learning activities pictures
ZaccheusLuke 19:1-9 of zaccheus on the tree.

11 CALL TO REPENTANCE Teacher: Guides the students to read

CONTENTS bible passages and explain.
the people of Nineveh repented of Teaching and learning activities
their sins Jonah 3:1-10 costumes e.g. crown, ashes, bell etc
john the Baptist calls for
repentance Luke 3:1-14

12 CALL TO REPENTANCE Teacher: Leads the student to discuss

CONTENTS on the consequences of lack of
repentance.
Consequences of lack of
repentance 1sam 3:18 1sam 4:10- Teaching and learning activities filp
21 cards.

13 Revision

14 Examination

CHRISTIAN RELIGIOUS STUDIES

J SS 1 2ND TERM

WEEK TOPIC/CONTENT TEACHER ACTIVITIES

1 CALL TO OBEDIENCE Teacher: Guide students reading of

Meaning of obedience bible passages.
Abraham obeys God’s call Teaching and learning activities
Bible atlases.
Posters of Abraham leaving your of
Chaldeans.
2 CALL TO OBEDIENCE Teacher: Lead discussion on
(blessings) accrued form Abraham’s
Blessing f3orm obeying God’s call obedience
Gen 12:1-9
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 109
 The birth of Isaac Gen 21:1-8 Guides students reading of bible
passages.
Teaching and learning activities bible

3 CALL TO OBEDIENCE CONTENTS Teacher: guides student to

Abraham demonstrates his Dramatize of the “sacrifice” of Isaac
obedience in the “Sacrifice” of Isaac Teaching and learning activities
Gen 22:1-18 costumes
Students as resource persons to act
role play.
4 CALL TO SERVICE Teacher: Leads student to discussion
on people who served in the bible
meaning of service
Teaching and learning activities
example of people who served in the
bible flash cards, bible

5 CALL TO SERVICE CONTENTS Teacher: Guides students to read the

bible passages
Joseph is sold to Egypt Gen 37:12-
36 Teaching and learning activities bible

6 CALL TO SERVICE CONTENTS Teacher: Guides students to read the

bible passages.
Joseph serves in Egypt Gen 41:3-57
Leads students to discover problems
and blessings in service.
Teaching and Learning Activities
Bible, posters of leaders and flip
chart of problems and blessing in
service.

7 CALL TO SERVICE Teacher: Guides students to read

Ruth serves her mother-in-law Ruth bible passages
1:7-18 Teaching and learning activities
Bible.
8 CALL TO SERVICE CONTENTS Teacher: Leads students to deduce
Lessons from the service of Joseph lesson from service lives of Joseph
and Ruth and Ruth
Teaching and learning activities
flash cards
bible
9 CALL TO SERVICE CONTENTS Teacher: Guides students to read the
Life in God’s service bible and deduce life in God’s service
1 peter 2:18-25 from the passage teaching activities
Bible

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 110
 flash cards
10 WAYS CHRISTIAN ARE CALLED Teacher: Guides student to discuss
TO SERVICE OF GOD AND people that God call to his service in
HUMIDITY bible and Nigerian leaders both past
and present
Problems of service eg bribery and
corruption, Sexual Harassment Teaching and learning activities
News papers showing photograph of
leaders rendering service to humidity

11 Revision

12 Examination

CHRISTIAN RELIGIOUS STUDIES

JSS 1 THIRD TERM

WEEK TOPIC/ CONTENT TEACHERS ACTIVITIES

1 Relationship in the family Teacher: Guides student to discuss

the meaning and types of family
meaning of the family
Teaching and learning activities
types of family
Flash cards

2 Relationship in the family Cont. Teacher: Guides student to draw the

family tree
recognizing a family member
Teaching and learning activities
names of family members
Drawing of family tree
family tree

3 Relationship in the family conts Teacher: Leads the student to

mention different roles of the family
Different roles of members of the members
family Eph 6:1-9 5:21 – 33 Col 3:18
—21 1 peter 3: 1—7 Teaching and learning activities
Chart showing members of the family
engaging in different roles

4 Relationship in the family conts Teacher: Guides the student to

discuss on types of family and
types of family attribute of a good family name

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 111
 attribute of a good family name Teaching and Learning activities
example reputation prov 22:1 Ecc
7:1 Bible, flash cards

5 Relationship in the school Teacher: Guides student to list

names of principal teachers etc
Names of members of the
school(school principals subject Teaching and learning activities
teachers , prefect friends E.T.C )
School organogram

6 Relationship in the school conts Teacher: Guides student on how to

identify genuine friends
Choosing friends at school factors to
be considered common interest age Teaching and learning activities
religion etc
Wall charts showing qualities of
genuine friendship

7 Relationship in the school conts Teacher: Guides student to read

relevant bible passage
friendship between David and
Jonathan 1 sam18 –5 Teaching and learning activities
the friend at midnight Luke :5 – 13 Loaves of bread mats classroom
chairs and space

8 RELATIONSHIP IN THE SCHOOL Teacher: Leads the student to

CONTS identify evils of bad friendship.
Consequences of bad friend Teaching and learning activities
friendship cultism stealing drug
addiction prostitution lesbianism Pictures showing victims of drug
homo- sexuality smoking drinking addicts.
laziness truancy etc prov 1:10 2thes
3:6 – 13

9 RELATIONSHIP IN THE CHURCH Teacher: Leads students to identify

AND COMMUNITY names of some community leaders.
Identification of the names of Teacher and learning activities
community leaders.
Pictures of community leaders.
field trip

10 Relationship in the church and Teacher: Leads the students to

community conts. discuss various ways relationship
can be sustained in the community
Ways of sustaining relationship in
the community. Teaching and learning activities

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 112
 Respect for elders and leaders. posters of needy members of the
community
Obeying the laws of the land.
cartoons and picture of a person
participate in community giving alms to a beggar
development programmes
caring for the needy and religious
men 25:31-46

11 Relationship in the church and Teacher: Guides students in reading

community conts the Bible passages
Relationship in the church Teaching and learning activities
love your Christian brothers and Bible, pictures of priests or bishops,
sister etc Rom 12:9-21 worshippers, etc
maintain relationship in the church
1pet 3:8-13,Rom 13:1-7

12 Revision

13 Examination

SOCIAL STUDIES
1ST TERM JSS 1

WEEK TOPIC/ CONTENT ACTIVITIES

1 HISTORY OF NIGERIA SOCIAL Teacher discusses history of social

STUDIES EDUCATION studies education while students
The history started from USA – USA, participate in the discussion and
Europe, Africa, then to other parts of identify the 12 states on the map of
the world . Through seminars, Nigeria in the 70s. \
workshop and conferences, Nigeria Learning Materials: Video clips, social
developed social studies as a subject studies materials, map of Nigeria with
in the early 70’s during the time of 12 states In the 70’s.
General Yakubu Gowon’s regime.
Today the subject is taught in Basic
Education schools, NTI, colleges of
Education and Universities, and a
course at the PHD level. It is one of
the core subjects in schools today.

2 FAMILY AS A PRIMARY SOCIAL Teacher guides in the explanation

GROUP anddiscussion while the students
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 113
 Explain the meaning of primary social participate. Provides relevant chart and
group pictures.
3 FAMILY AS A PRIMARY SOCIAL Teacher arranges the students in
GROUP groups and distributes cardboard
What makes the family: papers to make groups to write out
- It serves as a unit of what makes primary social group.
socialization Each group representative to give a
- Members belong to the family 2minutes presentation. Assignment:
unit identify four roles and responsibilities
of members of a family as a social
group. Learners and cardboard papers.
4 FAMILY AS A PRIMARY SOCIAL Students present their points from
GROUP (ROLES AND previous assignment while teacher
RESPONSIBILITIES OF A FAMILY) writes them out and makes
- Work for the development of the clarifications.
community
- Population growth
- Political, social and economic
development
5 CONSEQUENCIES OF LARGE AND Teacher displays charts, pictures,
SMALL FAMILY SIZES posters, video clips of large family size
Characteristics of large family sizes. Gives chances for the students to
father, mother(s) and many children react.

6 CONSEQUENCIES OF LARGE AND Teacher: discusses characteristics Of

SMALL FAMILY SIZES small familysizes using relevant
Characteristics of small family sizes. pictures, charts,
Father, mother and very few children. etc. Charts pictures posters, video clips
of small family size.
7 CONSEQUENCIES OF LARGE AND teacher discusses the consequences
SMALL FAMILY SIZES on thequality of an individual
Consequences of family sizes on the Students discuss few cases of large
quality of individual. and small family sizes. Ask students
- Affects the quality of individual life their family sizes. Learners.

8 CONSEQUENCIES OF LARGE AND Teacher discusses the Consequences

SMALL FAMILY SIZES of familysizes on the national
Consequences of family sizes on the economy.
national economy. Students are given room for
- Affects the quality of the national active participation.
economy.

9 MEANING AND Teacher explains culture, give

CHARACTERISTICS OF CULTURE examples.
Meaning and components of culture. Students to ask and answer questions.
Culture: Total way of life components: Visit any cultural centre or museum

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 114
 Material and non – material. nearest to the school.
Charts and pictures of cultural
displays.
10 MEANING AND Teacher guides students to identify
CHARACTERISTICS OF CULTURE different feature of few cultures.
Features of culture: Language, food, Samples of our food, crafts and
dressing, religion, craft, technology, regalia, etc.
etc.

11 MEANING AND Teacher guides the students to discuss

CHARACTERISTICS OF CULTURE thecharacteristics of culture.
Characteristics of culture: Learner.
- Teaches good behaviour
- Good morals and hard work
- learn our culture
- It tell us our different activities is
carried out.

12 MEANING AND Teacher organizes cultural day with the

CHARACTERISTICS OF CULTURE permission of the school management
Cultural differences in Nigeria. to display our cultural heritage.
Learning Materials: Regalia, costumes.
13 REVISION
14 EXAMINATION

SOCIAL STUDIES
2ND TERM JSS 1

WEEK TOPIC/ CONTENT ACTIVITIES

1 SIMILARITIES AND DIFFERENCES Teacher: Guide students to identify

AMONG CULTURES IN NIGERIA tracts,similarities among the
Cultural similarities in Nigeria. Identify differences andNigerian people.
cultural similarities and differences in Students participatein identifying
Nigeria. varieties of culturaldifferences and
similarities in Nigeria.
Learning materials: Video clips,
pictures, regalia, etc.
2 SIMILARITIES AND DIFFERENCES Teacher: Discuss shared norms and
AMONG CULTURES IN NIGERIA values ofNigerian people, while
Shared norms and values. studentsparticipate actively. Help
studentsidentify our shared values and
norms.
Assignment: find out our norms and
values shared by different ethnic

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 115
 groups.
Learners: flash cards indicating the
norms and values e.g. purity, honesty,
faithfulness, education, etc.
3 AGENTS AND PROCESSES OF Teacher: Discuss and explain the
SOCIALIZATION meaning and significance of
Meaning and significance of socialization while students participate
socialization in the discussion.
- Life long process of inheriting and Learning Materials: Charts, drawings of
Passing on the norms, customs and models in socialization.
ideologies of social group.
- It provides skills and habits for
Positive participation within our
society.

4 AGENTS AND PROCESSES OF Teacher: List agents of socialization

SOCIALIZATION and explain them accordingly
Agents of socialization Students role-play socialization in the
- Family class.
- School
- Religious organizations

5 AGENTS AND PROCESSES OF Teacher: Discuss agents of

SOCIALIZATION socialization
Agents of socializations: Students participate actively.
- Social media Use of handset, laptop, computers,
- Age grade radio and students or learners.
- Peer group
- Club/societies

6 AGENTS AND PROCESSES OF Teacher: Discuss processes of

SOCIALIZATION socialization and allow active
Direct learning participation by thelearners.
- Incidental learning Students to identify their role models
- Role model etc. and give reasons.
Use cardboard papers to identify the
process.
7 AGENTS AND PROCESSES OF Teacher: Explain the importance of
SOCIALIZATION socialization.
Importance of socialization: Students participate by answering and
- Acquisition of necessary skills by asking questions.
Members of the society.

8 ROAD SAFETY CLUB AS AN Teacher: Explain structure of forming

AGENT OF SOCIALIZATION RoadSafety Club in schools. Charts
Structure of forming Road safety club onstructure for forming Road

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 116
 in schools. Safety Cluband draw an organogram
of road safety club.
Learners, charts, card board/drawing.
9 ROAD SAFETY CLUB AS AN Teacher: Explain process of forming
AGENT OF SOCIALIZATION RoadSafety club in schools. Use
Process of forming Road safety club Cardboardpaper to write out process
in schools. of formingRoad Safety club in schools.

10 ROAD SAFETY CLUB AS AN Teacher: An officer from Road Safety

AGENT OF SOCIALIZATION is invitedto give talk on the roles of
Roles of Road Safety club in the FRSC in thesocialization of Nigerian
Socialization of youths youths.
Students write summary notes.
Resource person from FRSC, use of
power point in the presentation
11 REVISION
12 EXAMINATION

SOCIAL STUDIES
3RD TERM JSS 1

WEEK TOPIC/ CONTENT ACTIVITIES

1 COMMON SOCIAL PROBLEMS Teacher: Ask students to identify

Contemporary social problems in common socialproblems in Nigeria.
Nigeria. Use newspapercut out on issues at
- Examination malpractice, cause, hand.
effectsand solutions. Students take home an assignment to
collect information on common social
problems in Nigeria today. Newspaper,
cut outs, pictures, etc.
2 COMMON SOCIAL PROBLEMS Teacher: Explain meaning and causes
Cultism: Meaning and causes of ofcultism.
cultism. Students participate by answering and
asking questions on the topic
discussed.
Learners knives, machetes, daggers,
masks, charms and amulets, etc.
3 COMMON SOCIAL PROBLEMS Teacher: Explain effects and solutions
Effects and solutions to cultism. to cultism.
Active participation by the
students through contributions.
Use of knives, daggers, masks,
charms, machetes, etc.
4 COMMON SOCIAL PROBLEMS Teacher: Explanation of terminologies

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 117
 HIV/AIDS: meaning and causes of while in the students’ activity, group
HIV/AIDS work of shared topics to brainstorm
- Mode of transmission, effects and and choose a representative to present
prevention their work.
Clarifications be made Pictures, video
clips, charts of infested persons.
5 COMMON SOCIAL PROBLEMS Teacher: explanation and discussion
Care for those infected and affected on how tocare for infected and
with HIV/AIDS affected persons
Samples of relevant food and drugs
needed
6 CAUSES OF CONTEMPORARY Teacher: Explanation and Discussion
SOCIAL PROBLEMS on poverty, Causes, effects and
Poverty: meaning, cause and effects solutions.
of poverty. Participation and contribution by the
- solutions to poverty. students. Newspaper, magazines
pictures etc. of poverty stricken victims.
7 CAUSES OF CONTEMPORARY Teacher: Explanation with Examples of
SOCIAL PROBLEMS Corruption cases in Nigeria, while with
Corruption: meaning, causes and contributions.Pictures, charts of
types of corruption. arrested suspects inhandcuffs.

8 CAUSES OF CONTEMPORARY Teacher: List and discuss the solutions

SOCIAL PROBLEMS to corruption in Nigeria today.
Solutions to corruption in Nigeria. Pictures of lawmakers, law
Note: other social problems are lack enforcement agents,law courts.
of parental care, greed, etc. Summary of solutionscorruption
written on a cardboard paper
9 WAYS OF SOLVING COMMON Teacher: Discuss effects of social
SOCIAL PROBLEMS problems and ways of solving
Effects of social problems and ways problems.
of solving common problems: Students contribute to the discussion.
- Government policy Internet, newspaper cut out, textbooks
- Participation in civic society and documentaries.
- personal discipline i.e. contentment,
Loyalty, faithfulness, etc.

10 OUR ROLES IN PROMOTING Teacher: Explanation on needs for

SAFETY IN OUR SCHOOLS safety in our environment.
Need for safety and safety measures Students listen to guest speaker, ask
in the home, school and work place. questions and answer questions and
take notes. An invited guest speaker.
Uses the computer to present teaching
using power point.
11 OUR ROLES IN PROMOTING Teacher: Explain and discuss safety
SAFETY IN OUR SCHOOLS guidelines.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 118
 Safety guidelines for pedestrians, Active participation by students.
cyclists, motorist, etc. Use cardboard paper to list safety
guidelines.
12 REVISION
13 EXAMINATION

CIVIC EDUCATION
JSS 1 FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 NATIONAL VALUES Teacher: Lead the students to find out

a. Meaning of Civic Education the meaning of civic education and
b. Importance/Functions of state their importance to them
Civic Education to the Student: Participate in class
Nigerian youth. discussion
Instructional material: moral instruction
books
2 NATIONAL VALUES Teacher: Lead the students to find out
Meaning of values the meaning of values
i. Negative values Students: find out the meaning of
ii. Positive values values
Instructional materials: Introductory
textbooks on value

3 NATIONAL VALUES Teacher: Use case studies and

Levels of manifestations of values contrive situations to guide students to
i. In individual analyze the manifestations of values in
ii. In the society the individual and the society.
Instructional material: Posters and
cartoons
4 NATIONAL VALUES Teacher: Use case studies t guide the
Importance of values in the society students to analyze the importance of
e.g. unity, cooperation, harmony values in the society
etc. Instructional materials: books on
African proverbs and folk tales.

5 NATIONAL VALUES Teacher: Guide students t identify

Factors that promote value system factors that promote good value
e.g. consistency, trust, tolerance, system.
fairness, integrity, commitment Students: Compile a list of wise
sayings in the community that teach
values.

6 NATIONAL VALUES - HONESTY Teacher: Guide discussion on the

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 119
 Meaning of Honesty meaning of honesty.
Students: Contribute to class
discussion
Instructional materials: Books on
moral instructional
7 NATIONAL VALUES – HONESTY Teacher: Guide discussion on the
Attributes of Honesty attributes of honesty.
Students: Involve in role play to
demonstrate honesty.
Instructional Resources: newspaper
stories.
8 NATIONAL VALUES – HONESTY Teacher: Guide discussion on the
The Benefits of Honesty benefits of honesty.
Students: Recount instances that
honesty paid off
Instructional Resources:
Documentary.
9 NATIONAL VALUES HONESTY Teacher: Guide students’ role play to
Consequences of Dishonesty e.g. demonstrate honest behaviour. The
in examination. teacher arranges for a quest to talk to
- Malpractice, cheating, the students about honesty.
fraudulent practices etc. Students: Write short story on the
value of honesty and also listen to
quest talks.
Instructional Material: poster and
cartoons.

10 NATIONAL VALUES: Teacher: Lead discussion on the

COOPERATION meaning of cooperation.
The meaning of cooperation e.g. Students: Contribute to class
work together to achieve a goal. discussion and give examples.
Instructional Material: films
11 NATIONAL VALUES: Teacher: Lead discussion on the
COOPERATION attributes of cooperation.
Attributes of cooperation e.g. Students: Write essays on cooperation
sharing, caring, supporting etc. Instructional Material: radio and TV
programme
12 NATIONAL VALUES: Teacher: Guide the students’ team
COOPERATION activities.
Factors that promote cooperation Students: relate their experiences in
e.g. trust, setting goals together, team activities.
patience, understanding, humility,
tolerance, open-mindedness etc.

13 REVISION
14 EXAMINATION

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 120
 CIVIC EDUCATION
JSS 1 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 NATIONAL VALUES – Teacher: Lead discussion on the

COOPERATION benefits of cooperation.
Benefits of Cooperation Students: contribute to the discussion
- Harmony and give examples.
- Progress Instructional Resources: Documentary
- Good Achievement of ECOWAS.
2 SELF RELIANCE Teacher: Lead class discussion on
Meaning of self reliance and meaning of self reliance.
examples of self reliance Students: Contribute to the discussion
of what they think their talents are.
Instructional material: introductory
textbook on self reliance

3 SELF RELIANCE Teacher: Lead class discussion on

Attributes of Self Reliance attributes of self reliance
Students: Participate in the discussion
of
Instructional material: Visit to hair
dressing saloon
4 SELF RELIANCE Teacher: Give a practical example of
Meaning of talents and skills what people can do.
Students: Discuss possible areas of
specialization
Instructional material; Visit to skill
acquisition centre

5 SELF RELIANCE Teacher: Create activities to help

Processes of identifying, nurturing identify students’ skills and talents.
and perfecting talents and skills Students: identify their skills and
talents
Instructional material; Visit to skill
acquisition centre
6 SELF RELIANCE Teacher: Lead class discussion on
Benefits of self reliance to: benefits of self reliance to oneself,
- Oneself family and society.
- Family Students: Participate in the class
- society discussion.
Instructional material: Visit to tailor’s
workshop.
7 SELF RELIANCE Teacher: Make students understand
- Understanding that the that the wealth of a nation is contained

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 121
 wealth of a nation is in its in its natural resources.
natural and human Students: Identify the processes of
resources. identifying one’s natural talents.
Instructional Resources: Practical
activities..
8 SELF RELIANCE Teacher: Create activities to help
- Consequences of identify students’ skills and talents.
undiscovered talents and Students: Mention the consequences
undeveloped skills. of wasted talents and undeveloped
skills.
Instructional material; Visit to practical
skill acquisition centre
9 CITIZENSHIP Teacher: Guide students to explain the
- Meaning of citizen and meaning of citizenship.
citizenship Students: Find out and report on the
- Meaning of a nation based birth places of their parents. .
on laid down conditions. Instructional Material: Sample of
National ID card.

10 CITIZENSHIP Teacher: Guide students to explain the

Types of citizenship – by birth, types of citizenship.
registration and naturalization Students: Explain differences between
places of birth and places of origin.
Instructional Material: Copy of
citizenship and the Nigerian
constitution.
11 REVISION
12 EXAMINATION

CIVIC EDUCATION
JSS 1 THIRD TERM
WEEK TOPIC/CONTENT ACTIVITIES

1 CITIZENSHIP Teacher: Guide students’ discussion

- Processes of becoming a on the process of becoming a citizen
citizen of a country of a country.
Students: Find out and report on their
places of birth.
Instructional Material: Sample of Birth
Certificate
2 RIGHTS AND DUTIES OF Teacher: Prepares flash cards
CITIZENS Students: read about citizens right and
The meaning of rights and duties duties.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 122
 with examples e.g. Instructional materials: School rules
- Right to education and regulation
- Right to life
- Right to freedom of worship
etc.
3 RIGHTS AND DUTIES OF Teacher: Guide students to discuss
CITIZENS the rules and identify their rights and
- Differences between rights duties to the school.
e.g. voting rights and duties Students: Participate in class
e.g. payment of taxes, discussion and debate.
obedience to the laws) of Instructional material: The Nigerian
citizens. constitution.
-
4 RIGHTS AND DUTIES OF Teacher: State the importance of
CITIZENS rights and duties
Importance of citizens’ rights and Students: sort out flash cards on rights
duties. and duties.
- Social control Instructional material; flash cards.
- Peace
- Due process
- Discipline

5 OBJECTS OF NATIONAL Teacher: Bring pictures and charts to

CONSCIOUSNESS the classroom. Identify and discuss
National Symbols and their national symbols.
meanings Instructional resources: A chart
- Coat of arms showing all the Nigerian national
- National flags symbols.
- National currency etc

6 OBJECTS OF NATIONAL Teacher: Guide students to describe

CONSCIOUSNESS the features of National symbols and
- Describe the unifying their meanings. Explain the meaning
measures included in the of symbols.
National Anthem and Instructional material: National Flag
pledge.

7 OBJECTS OF NATIONAL Teacher: Discuss the national

CONSCIOUSNESS institutions that foster national unity
- Purposes of Establishment among Nigerians.
of National institutions like Students: Participate in class
NYSC, Unity schools, discussions.
Federal Character etc. Instructional Resources: Specimen of
Nigerian currency
8 OBJECTS OF NATIONAL Teacher: Guide the students in
CONSCIOUSNESS identifying ways of promoting national

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 123
 Ways of Promoting National Unity unity among Nigerian.
- Tolerance Students: Participate in class
- Hospitality discussion
- Non-discrimination Instructional material; Nigerian
- Inter marriages etc constitution.

9 OBJECTS OF NATIONAL Teacher: Analyze the national anthem,

CONSCIOUSNESS pledge and identify national goals.
- Describe the measures Students: Identify and discuss national
adopted by government to symbols.
promote national unity Instructional Material: posters and
among Nigerians documentaries

10 OBJECTS OF NATIONAL Teacher: Guide students to discuss

CONSCIOUSNESS how individuals and groups can
- Discuss how individuals and promote national unity.
groups can promote national Students: Participate in class
unity discussion.
Instructional Material: cartoons and
films.
11 OBJECTS OF NATIONAL Teacher: Analyze the parts of the
CONSCIOUSNESS Nigerian constitution that seek to
Discuss parts of the Nigerian promote consciousness and unity.
consolation that seek to promote Students: Discuss parts of the
national consciousness and Nigerian constitution that seek to
national unity promote national unity
Instructional Resources: Nigerian
Constitution
12 REVISION

13 EXAMINATION

SECURITY EDUCATION

JSS 1FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1. Common Crimes 1. Teachers will lead

i. Falsehood discussion on
ii. Theft meaning/ definition
iii. Rape of crime.
iv. Murder 2. Discuses major
v. Advance Fee fraud (419) crimes in the
vi. Sales of contaminated food, fake society.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 124
 and expired drugs etc. 3. Organize students
debates on effect
common crimes.
4. Students take notes
2. Causes of common crimes 1. Teachers lead
i. Lack of employment discussions to
ii. Poverty identify causes of
iii. Indiscipline common crimes in
iv. Indecent dressing the society.
v. Drugs and alcohol 2. Organize student
vi. Peer groups etc debate on ways of
minimizing common
crimes
3. Invite a religious
leader(Pastor /
Imam) to talk on
common crimes
4. Students are given
time to ask
questions.

SECURITY EDUCATION

SECOND TERM JSS1

WEEK TOPIC / CONTENT ACTIVITIES

1. Effects of common crimes 1. Teachers leads

i. Insecurity discussion on
ii. Fear identifying effects of
iii. Lack of Trust common crimes in
the society
2. Students take notes
2. Crime Preventions 1. Teacher leads
i. Co-operating with security agents . discussions on ways
ii. Exposing criminals and their of preventing
hideouts common crimes in
iii. Public awareness the society.
iv. Police patrol
v. CCTV Street Camera

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 125
 SECURITY EDUCATION

JSS 1 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1. Security Agents 1. Teacher leads discussions on

- Meaning/definitions of security
agents

- Roles of Security Agents

2. Teacher explains the roles of

security agents –

- Prevention / control of crime in

the society.

3. Students takes notes

2. Types of Security Agents - Teacher leads discussions on

information, duties and
i. Police
performance of each security
ii. Armed Forces agency.

iii. Civil Defense - Teacher organizes students

debate on functions of each
iv. State Security security agency in preventing
Service (SSS) common crimes
v. Peace Corps

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 126
 FCT EDUCATION RESOURCE CENTRE
HISTORY SCHEME OF WORK

JSS 1 1ST TERM

WK TOPIC CONTENT TEACHER’S LEARNERS’

ACTIVITIES ACTIVITIES
1. Meaning of i)Meaning of History Explains the Pay attention
History ii)Importance of History meaning of to teacher’s
History to explanation of
learners. Guides the meaning
the learners to of History.
explain History in Explain the
their own words. meaning of
History in
their own
words.
2 Differences Differences between History and Guides learners to Discuss in
between storytelling e.g. discuss the groups the
History and i) History is time-based differences differences
Story telling and factual between History between
ii) Historical facts about and storytelling. History and
Nigeria storytelling.
3 Sources of i) Meaning of sources of Explains the Pay attention
History History meaning of to teacher’s
ii) Examples of sources of sources of history. explanation.
History Give examples of
a) Primary sources sources of
b) Secondary sources History.
c) Tertiary sources
4 Primary i) Meaning of primary Provides learners Take note as
sources of sources of History with examples of teacher
History ii) Types of primary primary sources provides
sources of History e.g. of History. examples of
a) Oral Tradition primary
b) Artifacts sources of
c) Legends History.
d) Folklores
e) Archival materials
5 Primary Meaning and examples of Primary Guides the Discuss the
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 127
WK TOPIC CONTENT TEACHER’S LEARNERS’
ACTIVITIES ACTIVITIES
sources of sources of History learners to discuss identified
History the identified examples of
examples of primary
primary sources sources of
of History History.
6 Secondary i) Meaning of secondary Provides learners Take note as
sources of sources of History with examples of teacher
History ii) Types of secondary secondary sources provides
sources of History e.g. of History. examples of
a) Textbooks secondary
b) Journals/articles sources of
and others History.
c) Government
publications
d) Biographies
e) Autobiographies
7 Secondary Meaning and examples of Guides the Discuss the
sources of secondary sources of History learners to discuss identified
History the identified examples of
examples of secondary
secondary sources sources of
of History. History.
8 Tertiary i) Meaning of tertiary Provides learners Discuss the
sources of sources of History. with examples of identified
History ii) Types of tertiary tertiary sources of examples of
sources of History e.g. history tertiary
a) Students projects sources of
b) Bulletins history
c) Memoranda
(memos) etc.
9 Tertiary Meaning and examples of tertiary Guides the Discuss the
sources of sources of History learners to discuss identified
History the identified examples of
examples of tertiary
tertiary sources of sources of
History History
10 How to i) Excursions to industrial Explains how Explains how
access sites sources of History sources of
sources of ii) Exhibitions can be accessed History can
History be accessed
11 How to i) Libraries Guides the Describes the
access ii) Cultural festivals- learners to identified
sources of various cultural describe the ways of
History festivals in Nigeria identified ways of accessing

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 128
WK TOPIC CONTENT TEACHER’S LEARNERS’
ACTIVITIES ACTIVITIES
accessing sources sources of
of History History
12 How to i) Museum – meaning Explains how Explain how
access and various museums sources of History sources of
sources of in Nigeria. can be accessed History can
History be accessed.
13 Revision Revision Revision Revision
14 Examination Examination Examination Examination

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 129
 FCT EDUCATION RESOURCE CENTRE
HISTORY SCHEME OF WORK

JSS1 2ND TERM

WK TOPIC CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES

1 Historical sites in Location of Ile-Ife on the Guides learners to identify Participate actively in
Nigeria: Ile-Ife map of Nigeria the location of Ile-Ife on the locating Ile-Ife on the map
map of Nigeria of Nigeria
2 Historical sites in Ife culture and tradition: Discusses the tradition of Contribute to the discussion
Nigeria: Ile-Ife The place of Ife in the origin of the Yoruba about the tradition of the
Yoruba History. people. origin of the Yoruba people.
3 Historical sites in Ife culture and tradition: Shows learners a poster Take note of the various
Nigeria: Ile-Ife Ife figurines/artifacts about the different figurines/artifacts in the Ife
figurines /artifacts in the Ife History.
History.
4 Historical sites in Ife culture and tradition: Discusses the people and Contribute to the discussion
Nigeria: Ile-Ife The people and their occupational activities about the people and their
occupational activities occupational activities.
5 Historical sites in Significance of Ife Discuss the significance of Contribute to class
Nigeria: Ile-Ife culture in Nigerian Ife culture in Nigerian discussions about the
History. History. significance of Ife culture in
Nigerian History.
6 Historical sites in Location of Benin on the Guides learners to identify Participate actively in
Nigeria: Benin map of Nigeria. the location of Benin on the locating Benin on the map
map of Nigeria, of Nigeria.
7 Historical sites in The Edo (Benin) culture Shows learners a poster Take note of the various
Nigeria: Benin and History: Artifacts about the different artifacts artifacts found in Edo
in the Edo (Benin) culture. (Benin) culture.
8 Historical sites in The Edo (Benin) culture Guides learners to discuss Participate actively in the
Nigeria: Benin and History: The people the culture and History of discussion of the culture and
the Edo (Benin) people. History of the Edo(Benin)

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 130
 people.
9 History sites in Nigeria: The Edo (Benin) culture Discusses the Edo (Benin) Contribute to the discussion
Benin and History: occupational activities. about the Edo(Benin)
Occupational activities occupational activities.
etc.
10 History sites in Nigeria: Significance of Edo Discusses the significance Contribute to class
Benin (Benin) culture in of Edo (Benin) culture in discussions about the
Nigerian History. Nigerian History significance of the Edo
(Benin) culture in Nigerian
History.
11 Revision Revision Revision Revision
12 Examination Examination Examination Examination

FCT EDUCATION RESOURCE CENTRE

HISTORY SCHEME OF WORK

JSS 1 3RD TERM

WK TOPIC CONTENT TEACHER’S LEARNERS’

ACTIVITIES ACTIVITIES
1 Historical sites in Location of Igbo-Ukwu Guides the learners Participate actively
Nigeria: Igbo- on the map of Nigeria. to locate Igbo- in identifying the
Ukwu Ukwu on the map location of Igbo-
of Nigeria. Ukwu on the map
of Nigeria.
2 Historical sites in The Igbo-Ukwu culture: Explains the Igbo- Explains the Igbo-
Nigeria: Igbo- Meaning of Igbo-Ukwu Ukwu culture Ukwu culture
Ukwu culture.
3 Historical sites in The Igbo-Ukwu culture: Shows learners a Take note of the
Nigeria: Igbo- Artifacts poster about the various
Ukwu difference, figurines/artifacts
figurines/artifacts in the Igbo-Ukwu
in the Igbo-Ukwu culture.
culture.
4 Historical sites in Igbo-Ukwu culture: The Describes the Describes the
Nigeria: Igbo- People people of Igbo- people of Igbo-
Ukwu Ukwu Ukwu
5 Historical sites in Igbo-Ukwu culture: Discuss the Participate in the
Nigeria: Igbo- Occupational activities occupational discussion of the
Ukwu activities of the occupational
Igbo-Ukwu people. activities of Igbo-
Ukwu people.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 131
WK TOPIC CONTENT TEACHER’S LEARNERS’
ACTIVITIES ACTIVITIES
6 Historical sites in Significance of Igbo- Discuss the Contribute to class
Nigeria: Igbo- Ukwu culture in Nigeria significance of discussions on the
Ukwu History. Igbo-Ukwu culture significance of
in Nigeria History. Igbo-Ukwu culture
in Nigeria History.
7 Major Meaning of Centralized Explains the Listen to the
Centralized states states meaning of teacher’s
in the pre- centralized states explanations
colonial Nigeria
8 Major Characteristics of Discuss the Participate in class
Centralized states Centralized states characteristics of discussions of the
in the Pre- centralized states characteristics of
colonial Nigeria centralized states
9 Major Examples of Centralized Guides the learners Identify examples
Centralized states states in Pre-colonial to identify of centralized
in the Pre- Nigeria. examples of states in Pre-
colonial Nigeria i) Hausa states centralized states colonial Nigeria.
ii) KanemBorno in Pre-colonial
iii) Nupe Nigeria
Kingdom
10 Major Examples of Centralized Gives learners a Read the assigned
Centralized states states in Pre-colonial text to read about text and ask
in the Pre- Nigeria. the centralized questions
colonial Nigeria i) Oyo Empire states in Pre-
ii) Igala colonial Nigeria.
Kingdom
iii) Benin
Empire

11 Major Examples of Centralized Gives notes on the Copy notes

Centralized states states in Pre-colonial centralized states
in the Pre- Nigeria. in Pre-colonial
colonial Nigeria i) The Niger Nigeria to learners.
Delta city
state
ii) Calabar
12 Revision Revision Revision Revision
13 Examination Examination Examination Examination

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 132
 CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS JS1 IST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 INTRODUCTION TO ARTS, HISTORY, Explain the meaning of art and discuss

ORIGIN AND TYPES the history and origin of art through the
-DEFINITON OF ARTS early man and some Nigeria artworks.
=History and origin of art Learning resources-picture of early men
i. early man
ii.Nigerian arts.

2 Introduction to arts Teacher are to draw and discuss the

=branches and types of art –visual and branches and the types of art.
non visual art Students to participate in the discussion
i. textiles of types of art learning resources: chart
ii. painting showing the branches of art.
iii. graphics
iv.graphics
v.aesthetics
(beautification and decoration)

3 Crafts Teacher explain the meaning of craft and

=meaning of crafts eg. displays different items.
i. fabric crafts like tie and dye, woven Students listen and observe the display
clothes of different draft items.
ii.carving craft like wood caving , LEARNING RESOURCES:tie and dye
calabas design fabric,flower vase woven hand
iii.weaving craft like basketry,fan fan,basket, carved wood or calabash.
weaving paper weaving etc.

4 -DO- Teacher explain and gives examples of

=examples of types of crafts: types crafts and uses of crafts and the
fabric-tie dyeing , clothes weaving uses of crafts.stuidents listen to the
paper-kite ,paper machine explaination of the uses of crafts, and
pottery- pots, vases examples of types of crafts.
carving-wood, calabash LEARNING RESOURCES:tie and dye
= uses of crafts-culture, beautiful, fabric ,flower vase, woven hand fan,
utensils. calabash or carved wood.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 133
 5. Tye and dye Teacher explains the meaning of tie and
=methods of tie and dye dye and shows students the different
= materials and tools for, tie and dye eg. materials and tools used in tie and dye.
Fabric, dye pigment, chemicals (caustic
soda, hydrochloride)plastic bowls,
gloves, wooden, stics etc.

6 Tie and dye(practicals) Teacher discusses the methods of tying

=methods of tying and demonstrates the dying process.
i.tying Students participates in the dying
ii. clamping process.
iii.folding. LEARNING RESOURCES: fabric raffia
=preparation of dye bath thread or rope bowls, dyyyye stuff,
=dying process water, long stic

7 Paper craft Teacher explain the meaning of paper

1.meaning of paper crat craft and demonstrates methods used in
2. materials and tools for making paper making paper craft.
craft Students listen and watch
3. methods of folding in paper craft demonstrations of methods in making
making- square ,triangle, rectangle, paper craft
pleating. LEARNING RESOURCES:paper
4.paper craft production eg.kite, theards,scisors,ruler, gum ,markers,
greating card,hand fan etc. colours.

8 Collage production Teacher explains the meaning of collage

1.meaning of collage mentions materials and demonstrates
2. materials for collage making eg method of producing collage students
coloured magazines, scissors,paper identify materials and make collages.
gum,pencils cardboard paper. LEARNING RESOURCES:coloured
3.methods of producing collage magazines ,scissor,paper gum, pencils.

9 Modeling with paper machine Teacher shows samples of finished

1.meaning of paper machine products , demonstrates how to prepare
2.materials made from paper machine paper machine and asks students to
eg household utensile such as mould objects using paper machine.
plates ,cups decoration vases ,wall Students actively participate in modeling
hangings moulded animals etc. of objects using paper machine.
3.processes of modeling using paper Learning resources:paper , starch or
machine gum ,wooden board,spatula
4.paper machine preparation

10 Bead work Teacher explains the meaning of bead

1.definition of bead work/ materials works ,guides students in bead work
2.production of bead jewellery using making and states thre usea of beads
beads ,roll paper, seeds, straw, small Students participate in the production of

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 134
 pieces of wood ,bottle tops etc. bead work like
necklace ,bangles,earrings etc and
mention uses of beads.
11 Bead work (practicals) Teacher assists students to prepare
1. production of different types of bead straw, seeds and other materials for
works like vases ,hair dress and bady bead work,and materials some staes
wears. associated with bead works.
2. mention some states associated with LEARNING RESOURCES:straw, seeds
bead works. clay bead etc.

12 Mosaic Teacher states meaning of mosaic,

1.meaning of mosaics displays materials/tools for mosaic
2. materials and tools for makin g students examine materials fools for
mosaic mosaic ,discuss uses of mosaic and
3.uses of mosaics eg. Wall decoration, participate in mosaic practicals eg
wall hanging production of wall hanging.
4.practical works on mosaic LEARNING RESOURCES:broken
bottles, bottle tops ,beads, pen, knives ,
paint brushes, scissiors ,glue etc.
13 Revision
14 Examination

CULTURAL AND CREATIVE ARTS

JSS 1 2nd TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Theory of music Teacher defines the theory of music

1.meaning and definition of music 2.outline and explains the fundamentals
2.theory of music –the study of nusic in of music .
its entirety.how music works . the Students listen to the teacher and copy
language, notation and elements of notes.
music. Learning resources :music manuscripts,
piano, textbook and note books.

2 Fundamentals of music Teacher guides the students to

i. pitch represent the appropriate notation in
ii.melody their manuscripts eg. Pitch, rhythm,
iii. harmony texture etc.and guides students to
iv.rhythm identify notes on the keyboard.
v.texture Students sing or play the scale
vi. tumbre Learning resources as above.
vii.quality
viii. form and texture
2. Identification of notes on the
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION
Page 135
 keyboard.

3 ear training and harmony Teacher lists and explains the

1.define ear training and harmony in component of harmony students listen
music. and note down teacher’s explanation
2.explain 4 parts harmony and participate in a two or four part
3.sing in 2 part harmony singing. Learning resources as above.
4.explain the rudiments of harmony

4 Rudiments of music Teacher guides students to recognize

1.musical aplphabets the types of staff, draw lines and spaces
2. clef and name of the stave bass, treble and the great stave.
3.types of staff –treble,bass, creat Students name the musical alphabets
stave. and types of slave, draw different lines
4. musical notes and their relatives and name the lines and spaces.
values Learning resources:music
5.definiton of a scale. manuscripts,flash cards ,descentsn
6.major scale of c natural and G. recorders.

5 Playing instrument (recorder) Teacher explains the nature and uses of

1.explanation of recorder the recorder while playing for emphasis ,
2.uses of a recorder enumerates steps in playing the
3.key signatures of a recorder recorder.
4.steps of playing the recorder. Students listens to the teacher’s
explanation and take notes.
Learning resources :recorders, music
manuscripts, text books,notebooks,
chalkboard.
6 Uses of music Teacher illustrates the uses of music in
i.for ritual purposes festivals, workship, advertisement etc .
ii. for ceremonial purposes students participates in discussing the
iii. advertisement uses of music and describes ways in
iv. healing which music can affect human lives .
v.work learning resources:radio tape recorders,
vi. communication and picture showing performing musicians.
vii education
2. impact of music in the society-during
important occation
ii.at joyous moments
iii. creating employment.

7 DRAMA AND THEATRE Teacher defines drama and theatre

1.defintion of drama enumerates people involved in drama.
2. origin of drama Students listen to teacher explanation
3. definition of theatre and take notes.
4.people involved in drana/theatre- Learning resources:textbook showing

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 136
 playwright, pictorials of theatre.
Director, actor, designers
8 FUNCTIONS OF DRAMA Teacher list and erxplains functions of
1.education drama .
2. information Students listen and take notes on the
3. entertainment explanation of functions
4.therapemtic Learning resources:video/audio recorded
5. developmwnt drama , live drama.

9 ELEMENTS OF DRAMA Writes and explains the different

I.Scripted/improvisation elements of drama on chalkboard
ii.characters 2. calls students 5to demonstrates some
iii. stages(setting) of the elements of drama .
iv.audience Students listen to the explanation of
v.sound, songs ,music different elements.
vi. light etc. Learning resources:as in above
2.identifying elements in drama
3.forms of drama .(comedy /tragedy)

10 PLAY WRITING Teacher explain what playwrighting is

1.Definition of playwright and who a dramatist playwright is.
2. categories of playwright 2. mentions and explains the work of a
i.classical playwright.
ii. modern Students listen to t6he explanation of the
iii contemporary explanations of the teacher and take
3.dutries of a playwright down notes.
4.dutries of a play director Learning resources:flash cards
containing names and categories of
playwrights, textbooks,
notebooks ,copies of plays.
11 REVISION
12 EXAMINATION

CULTURAL AND CREATIVE ARTS

JSS 1 3rd TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Costume and make in drama teacher’s activities-

1.meaning of costume clothes and explains costumes and writes the
accessories ,caps, shoes,jewelleries explanation the chalkboard.explains
worn by a performers on a stage makeup and gives examples
2.what is makeup and make up items students ac tivities- observe different
-powder mke ups
-lipsick learning resources-items like

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 137
 -Wig lipstick,powder, dresses eye pencils etc.
-Eyepencil
Etc

2 Types of makeups Teachers acttvities-leads the students to

i. tpes of make ups work on constume and make up for their
ii.straight make up play production. Mentions and display
2.uses of make up different make ups
i.alter appearance Students activites – participate in
ii. enchance appearance creating costume and make up chart for
their dramas
Learning resources – eye pencils
powder, pictorials, of costume and make
up
3 Definition of dances Teacher’s activities-defines dance and
1.meaning of dance its components,
2.usea of dance Enumerates the uses of dance,leads the
3. how to dance students to perform some dance steps
Studies-participate in the discussion on
the uses of dance and participate in
practical dance class.
Learning resources-musical instruments,
cds players,dance costumes.
4 Introduction to choreography Teacher activities –explains the term
1.menaing of choreography choreography/choreographer.leads ion
2.princiles of choreography performing a choreographed dance
i.order Students activites –participates in clss
ii. beauty dancs and choreography session
iii. variety Learning resources- CD s player,
3. meaning of choreographer musical instruments dance outfits.

5 Contemporary dance Teacher activities –defines and explains

1.meaning of contemporary dance contemporary dnace movement
2.features of contemporary dance Students activities- perform some dance
i. individual styles movements port varyingbtheir
ii. creativities understanding of contemporary dnace.
iii.does not have fixed movement Learning resources-DVDs VCDs player,
musical instruments.
6 Practicing contemporary dance Teacher activities –performers some
1. performing some contemporary dance movement.
dance movement 2. Listening and Guides the students on how to perform
dancing form DVD music contemporary dance.
Student’s activities- dance any
contemporary dance of their style.
Learning resources-musical instruments,
DVD players etc

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 138
 7 Team work and sence of belonging Teacher activities-explains the following
1.meaning of tem work team work, importance of team work,
2.importantance of team work sence of belonging.
3.meaning of sence of belonging Students activities- list the importance of
4. how to archive sence of belonging. team work .demonstrates how to archive
tem work and sence of belonging
Learning resources –members of a
community .young people working as a
group.
8 Consequencies of using fake and Teachers activities –explain fake and
adulterated goods adulterated goods are
-meaning of fake and adulterated goods Students activities –mention fake and
-examples of goods of often faked and adulterated goods
adulterated Learning resources: chart showing in
Medicine divduals caught by law enforcement
Processesed food agencies.
Clothing
Fabrics

9 Reasons why people produce take Teachers activities –explains the

drugs. reasons for production and sale of fake
-i.reasons why people produce and and adulterated goods .
distribute take and adulterate Students activities-suggest how to sale
d goods of fake and adulterated goods.
i. greed -learning resources- charts showing
ii.lack of patriotism goods with expired dates, television and
iii.lack of morals CDs newspapers etc.
iv disloyality

10 Eradication of of fake and Teacher activities –leads the students to

adulterated suggest how to stop the production and
1.how to stop the sale of fake drugs and distribution of fake drugs
adulterated goods Students activities-
i.be patriotic Suggest how to stop the production and
ii.show love for your people distribution of fake goods
iii. be honest Learning resources-
iv respect authority Charts with prople caught by law
v. knowing your wright as a consumer enforcement agents
Newspapers, radios etc.
11 Agencies that fight against fake and
adulterated goods.
1.government agencies that fight the
production and distribution of fake and
adulterated goods eg.
i. NAFDA C full meaning
ii. SON full meaning

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 139
 iii. NDLEA full meaning

12 Revision
13 Examination

FRENCH LANGUAGE (FL)

FRENCH LANGUAGE
JSS 1 1st TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu : maîtrise de L’enseignant montre un dessin de

1ère épreuve. parties du corps.
Décrire des traits physiques (les Il pose des questions aux élèves.
parties du corps). Chanson avec les parties du corps.
-La langue, vocabulaire et Les élèves écoutent et répondent aux
expression. questions. Ils répètent après le
- Les parties du corps/visage ex. professeur.
la tête, la main, le nez, les Ils chantent.
jambes, etc.
- singulier/pluriel de parties de
corps, ex. les yeux, les oreilles,
etc.
- Les adjectives ex. La lèvre
épaisse, le nez pointu/ plat, etc.
Expression orale : exercice
oraux, chanson.
Expression écrite : Dessinez et
nommez les parties du corps.

2 Parler de taille. Le professeur explique avec de gestes

Maîtrise de la langue ex. et mimique.
grand(e) petit(e), mince etc. Les élèves répètent et font des
Grammaire : le verbe être phrase, ex. Je suis mince etc.
exemple – Je suis grand(e) Elle
est grosse etc.
L’adjectif : masculin/féminine,
singulier/pluriel, ex.
grand(s)/grande(s) etc.
Expression orale : le verbe être +

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 140
 grand(e), petit(e) etc.
Exemple : Elle est grande, il est
mince, etc.
Expression écrite : décrivez –
vous.

3 Décrire les cheveux. Le professeur explique avec le

Maîtrise de la langue. photo/images
Vocabulaire : le verbe « avoir » Il pose des questions aux étudiants.
Ex. J’ai les cheveux long/frises, Les étudiants répètent et répondent
etc. aux questions.
Les cheveux noirs, crépus, long,
frises, raides, tresses
Expression orale : décrivez vos
cheveux
Expression écrite : décrivez les
cheveux de gens.

4 Parler de la beauté. Le professeur explique avec les

Etude de compréhension orale photos/images. Il pose des questions
maîtrise de la langue : laid(e), Les élèves répètent et répondent aux
belle, beau, joli(e), charmant(e) questions.
mignon(ne), élégant(e), etc.
Le verbe être au présent de
l’indicatif.
Ex. je suis belle/beau, etc.
L’indicatif singulier/pluriel,
masculaire/féminine ex. je suis
belle,

nous somme belle. Le professeur donne les exercices

Il est laid – elle est laide d’identification.
Expression orale : - décrivez Les élèves essaient de répondre à
votre ami(e) l’écrite.
Expression écrite : rédaction sur
la description de quelqu’un.

Contrôle continu : 2ème épreuve.

5 Parler de couleur Le professeur montre les

d’origine/complexion. photos/images de gens. Il pose des
Etude de compréhension orale. questions.
-Il est noir, blanc. Les apprenant répètent et répondent
- Il a de tient claire/noir, etc. aux questions.
- Grammaire : Révision de verbe Ressources Pédagogique
« être » et « avoir » Photos, images, videos, document,

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 141
 - Expression orale : parler de etc.
couleur d’origine/complexion de
vos camarades.
- Expression écrite : Rédaction
sur les couleurs
d’origine/complexion de gens.

6 Décrire le visage : Le professeur montre

Etude compréhension orale : l’image/photo/dessin de visage aux
Il à le visage rond, allonge, carre, élèves. Il pose des questions aux
etc. étudiants.
Maîtrise de la langue : le verbe Les apprenants écoutent et répètent. Il
« avoir » ex. J’ai le visage répondent aux questions.
allonge etc.
Expression écrite : présentez
quelqu’un.

7 Parler les caractéristiques de Le professeur lit un passage sur les

personnelles (les qualités) caractéristiques personnelles. Il pose
Parler des caractéristiques des questions aux élèves.
personnelles : les qualités Les élèves répètent et répondent aux
maîtrisent de la langue. questions.
Vocabulaire/expression : lisez un
texte sur les caractéristiques
personnelles. Ex. Il/Elle
------------- souriant(e), gentil(le),
comique, honnête, charmant(e),
bon(ne), intelligent(e), content(e),
courageux(se).
Expression orale : décrivez
quelqu’un.
Expression écrite : décrivez
quelqu’un.

8 Parler des caractéristiques L’enseignant lit un texte sur les

personnelles: (les défauts). défauts de gens. Il pose des
Maîtrise de la langue : un texte questions.
sur les défauts de gens. Ex. Les étudiants répètent et répondent
triste, mécontent(e), malhonnête, aux questions.
maladroit(e), ennuyeux, timide,
etc.
- Les adjectifs – masculin et
féminine, singulier et pluriel.
- Expression orale : parlez des
défauts des gens.
- Expression écrite : décrivez

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 142
 votre camarade. le professeur demande aux étudiants
de décrire leur camarade à l’écrite.
Contrôle continu : 3eme Chaque étudiant essaie d’en faire.
épreuve :

9 Parler des caractéristiques de D’abord le professeur se présente. Il

soi. dit aux étudiants de se présenter.
Expression orale : les
caractéristiques – intéressant(e),
amusant(e), honnête,
antipathique, sympathique,
sévère, égoïste, etc.
Grammaire :
Accord des adjectifs ex. Je suis
une femme souriante et gentille.
-Je suis un garçon sévère.
Expression écrite : décrivez –
vous ?

10 Parler des caractéristiques de

quelqu’un.
Les caractéristiques :
sympathique, honnête,
malhonnête, adroit(e),
maladroit(e), courageux(se),
antipathique, souriant(e), etc.
-Expression orale : décrivez votre
camarade de classe.
- Expression écrite : décrivez les
personnages célèbres.

11 RÉVISION
12 EXAMEN

FRENCH LANGUAGE
JSS 1 2nd TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu: 1ème épreuve. Exercices de résume.

Parler du temps L’enseignant explique le temps qu’il
-Expression orale: un passage sur fait. Il pose des questions : ex. quel
le temps. tempe fait – il?
- Question sur le texte. -Il fait beau, chaud, etc.
- Explication du temps. Les apprenants écoutent, reproduit,

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 143
 - Il fait beau/mauvais temps, et imitent la production orale de
chaud/froid. l’enseignant.
Ressources Pédagogique
Photo, image, document.
2 Parler des saisons en France. L’enseignant décrit les saisons par
Un texte sur des saisons en leur manifestation habituelle.
France : Le printemps, l’été, Les apprenants écoutent et imitent la
l’automne, l’hiver. production orale de l’enseignant. Le
professeur pose des questions en
montrant des images. L’apprenant
répondent aux questions. Les
apprenants dessinent et écrivent les
saisons.
Ressources Pédagogique
Images, photos, videos, autres
documents.
3 Parler des saisons au Nigéria : L’enseignant décrit les saisons en
Expression orale : un texte sur les Afrique par leurs manifestations
saisons au Nigeria. habituelles en montrant les photos
-La saison des pluies. des saisons.
- La saison sèche -L’enseignant pose des questions aux
- L’harmattan. élèvent sur les saisons au Nigéria.
Expression écrite : écrivez les Ex. les saisons se trouve dans quels
saisons et les qu’ils se trouvent. mois? etc.
Les apprenants écoutent,
reproduisent et imitent la production
orale de l’enseignant.
Les apprenant répondent aux
questions du professeur/de
l’enseignant.
Ressources Pédagogique
Images, photos, videos, documents.
4 Parler du métro L’enseignant explique le bulletin du
Expression orale : montre la métro d’hier ou demain. Il pose
bulletin du métro. quelques questions sur le bulletin du
Demain : provisions pour la métro aux apprenants, ex. quel est la
journée 14 Juin 2013 : Temps température à Abuja ?
froid sur l’ensemble d’Abuja. -Dessinez la carte du temps de
Températures en baisse : Abuja demain.
2, Enugu 14, Kano 1 etc. Les apprenants écoutent,
reproduisent et imitent la production
Contrôle continu : 2ème Épreuve. orale de l’enseignant. Les apprenants
répondent aux questions.
Ressources Pédagogique
Images, photos, videos, documents.
5 Exprimer la possibilité : L’enseignant dessine ou montre une

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 144
 La certitude et la possibilité : carte le temps qu’il fait.
Verbe Aller. L’apprenant écoute, répondent à la
Expression : il risque de + infinitif production orale.
du verbe : ex. il risque de pleuvoir Les apprenants dessinent et
Certitude : il va pleuvoir. nomment.
Expression écrite : dessinez les Ressources Pédagogique
temps qu’il fait. Images, photos, dessins, etc.

6 Décrire la vie rurale : L’enseignant lit un texte et pose des

Un texte/ document sur un questions aux apprenants, ex. Quel
village : mentionner les types de type de bâtiment dans ce village?
bâtiments, les habitants la culture, Les apprenants écoutent et
etc. répondent aux questions. Ils imitant la
production de l’enseignant.
7 Parler de produit agricole à la L’enseignant explique ce que c’est
campagne au ville. l’Agricole, en lisant le texte, il mention
- Un texte sur l’agriculture les types du produits: ignames,
- Explication d’agriculture tomates potates, etc.
- Source des produits au village. Expression écrite : mentionnez les
- Types du produit produit de votre village et dessinez.
Les apprenants écoutent, répondent,
imitent, écrivent et mentionnent les
produits.
Ressources Pédagogique
Images, photos, videos, documents.
8 Parler des contes Nigériane L’enseignant lit un texte du conte.
Texte sur un conte Nigéria : Il explique les mots clés.
-Vocabulaire/Expressions du Il fait répéter les apprenants.
conte : ex. le Roi, le prince, la Ecrivez les mots clés du conte.
torture, la reine, le sorcier, le Les étudiants écoutent et répètent
fantôme, etc. après l’enseignant.
Les apprenants écrivent les mots clés
du conte.
Contrôle continu : 3ème Épreuve. Ressources Pédagogique
Images et documents.
9 Parler de la santé. Jeu de rôle entre professeur et
-Texte sur la santé l’étudiant et puis entre les étudiants.
- Types de maladies au village : L’enseignant lit un texte sur la santé
ex. le paludisme, etc. aux apprenants et il explique les mots
- Le verbe « Avoir + mal» ex. J’ai clés aussi.
mal à la jambe. Les apprenants écoutent, répètent et
- Masculin/féminine, réproduisant le conte.
singulier/pluriel (au, à la, aux)
- L’hôpital/Docteur/Médicament

10 Parler de la chasse. L’enseignant lit le texte et explique

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 145
 - Un texte sur la chasse les mots clés aux apprenants.
- Ou on chasse ; la brousse. Il nomme les animaux sauvages.
- Les animaux sauvage. Expression écrite : dessinez et
écrivez les noms les animaux
sauvage.
Les apprenants écoutent et répètent
après le professeur.
Les apprenants dessinent et écrivent
les noms des animaux sauvages.
11 RÉVISION
12 Examen

FRENCH LANGUAGE
JSS 1 3rd TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu : 1ère épreuve. Le professeur leur donne exercices de

Parler de ce que l’on fait pour se production et de discrimination.
distraire. Les élèves essaient de parler l’un
Expression orale : Jeu de rôle après l’autre.
entre le professeur et l’étudiant, L’enseignant propose des situations
et puis entre les étudiants. de communication appropries ex.
- Maîtrise de la langue : Après les cours, pendant le
vocabulaire et expressions weekend/les vacances la matinée.
comme – récréation, pause. L’apprenant participe activement au
- Maîtrise de la langue : - les dialogue et aux jeux de rôle. Ils
verbes, s’amuser, chanter, jouer, répondent aux questions du
danser, fait du bruit ----, loisirs. professeur.
Expression écrite : qu’est – ce
que vous faite pendant le
weekend/les vacances la
récréation etc. joue aux cartes.

2 Parler du sport. Le professeur fait parler les

Maîtrise de la langue : types de apprenants ex. le weekend je vais à la
sport, vocabulaire et expression. discothèque.il écrit un dialogue.
Le football, le tennis, la natation, Les apprenants participent activement
le ski. Un match de football au dialogue et aux jeux de rôle.
--------, une partie de tennis, faire Ressources Pédagogique
du sport/de la musique, Nager. Dialogue, images, photos, videos,
-Expression orale : parler du autres documents
sport préfère?
J’aime ---- mais je préfère-------.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 146
 Expression écrite : Ecrivez ce
que vous faite pendant les
vacances/ le weekend etc.

3 Parler des loisirs. L’enseignant crée des situations de

Maîtrise de la langue : communication approprie un dialogue.
vocabulaire et expressions – les Le professeur fait répéter les mots clés
lieux de loisir : un cinéma, un par les apprenants.
théâtre, un musée, un café, un Les apprenants répètent et participe
restaurant, la montagne, la activement au dialogue et aux jeux de
plage, la mer, la piscine. rôle.
-Le verbe aller- ex. Je vais à la Ressources Pédagogique
piscine. Dialogue, dessins, images, photos.
- Prépositions au, à la, aux
(masculin/féminin,
pluriel/singulier).
- Expression orale : ex. le
weekend je vais au cinéma/ou
parc et toi? …….
Moi, je vais au la plage. etc.
Expression écrite :

4 Parler des voyages L’enseignant propose de

Expression orale : on voyage en communication pertinente ex. On
ville, au village, on voyage en voyage en a pied/bicyclette.
France, à Calabar, etc L’apprenant propose ses propres
-Maîtrise de la langue : moyens de transport.
vocabulaire et Expression utiles : Ressources Pédagogique Images,
par avion, en bateau/voiture, à photos, dessins documents.
pied, à cheval, à bicyclette, en L’enseignant donne des exercices de
pirogue. récapitulations et de présentation orale
- Etre en retard/en avance. aux étudiants.
- Expression écrite: répondez
des questions sur un texte.

Contrôle continu: 2eme Epreuve.

5 Parler des moyens de transports Le professeur montre aux apprenants
Maîtrise de la langue: les dessins de différents moyens de
vocabulaire et expression – les transport.
transports; le train, l’avion, le Les apprenants proposent ses propres
bateau, le car/la voiture, moyens de transport.
l’autobus Ressource Pédagogique
(le bus) le taxi, le métro. Dessins, images, photos, documents.
-Aller en train, en avion, en
bateau, etc. aller à pied.
- Prendre le train, l’avion.

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 147
 - Expression orale – comment
est – ce qu’on peut voyager au
village, à Calabar, à wuse, en
France etc.
- Expression écrite : Dessinez et
écrivez les moyens de
transports.

6 Parler des problèmes de Le professeur lit le texte sur les

transport. problèmes de transport.
Maîtrise de la langue – Les apprenants participent activement
vocabulaire et expression: - au texte. Ils répètent et répondent aux
mauvaise/bonne route, questions.
embouteillage, avoir un accident. Ressource Pédagogique
Expression écrite : écrivez les Images, photos, vidéos, documents.
problèmes de transport.
Expression orale: mentionnez les
problèmes de transport.

7 Faire une réservation.

Expression orale : un dialogue,
un billet pour Londres.
Ex. vous avez une réservation?
Oui/non.
Pardon M. cette place est
occupée? Etc.
Maitrise de la langue :
vocabulaire et expression ex. un
billet de train/d’avion; un ticket de
bus. Faire une réservation
l’horaire, etc.
Expression écrite: faite une
réservation.

8 Acheter et vendre: L’enseignant trouve des dialogues sur

Expression orale : un dialogue les activités au marché.
sur l’acheter et vendre ; ça coute Les apprenant écoutent, reproduit et
combien? Ça coute…, ça fait adapte les exemples.
……., etc.
Maîtrise de langue – vocabulaire
et expressions utiles: c’est cher,
c’est trop, tourd/sec/cher. C’est
chaud/froid, je paie.

9 Contrôle continu : 3ème épreuve.

Parler de produits

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

Page 148
 ‫‪Maîtrise de la langue: maïs,‬‬
‫‪tomates, igname, tissus,‬‬
‫‪vêtement, riz, haricots, etc.‬‬

‫‪10‬‬ ‫‪Négocier la qualité et le prix des‬‬

‫‪produits.‬‬
‫‪Expression orale: un dialogue‬‬
‫‪sur le marché.‬‬
‫‪Maîtrise de la langue :‬‬
‫‪vocabulaire et expression, ex. je‬‬
‫‪voudrais acheter, etc.‬‬
‫‪Je paie, un paquet de, une‬‬
‫‪bouteille de, un kilo de etc.‬‬

‫‪11‬‬ ‫‪RÉVISION‬‬
‫‪12‬‬ ‫‪EXAMEN‬‬

‫)‪ARABIC LANGUAGE (AL‬‬

‫المنهج الدراسي للسنة األولى اإلعدادية‬

‫‪SCHEME OF WORK FOR J.S.S 1‬‬
‫‪FIRST TERM‬‬ ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫اإلسم‪ .‬تعريف اإلسم وأنواعه معرفة بعض الكلمات المتعلقة‬ ‫األول‬
‫باألسماء وأنواعها مثل‪ :‬محمد‪,‬‬
‫فاطمة‪ ,‬ولد‪ ,‬أسـد‪ ,‬جمل‪ ,‬بقرة‪,‬‬
‫‪.‬شجرة‪ ,‬حشيش‪ ,‬جزر‬ ‫األصوات العربية‬ ‫الثانى‬
‫نص أدبي يشمل على أصوات‬ ‫التدريب على الحروف‬ ‫الثالث‬
‫وألفاظ متشابهة‬ ‫الخاصة‬
‫مثل‪ :‬أ ع د ض ل حـ‬ ‫الرابع‬
‫خ هـ ذ ز ظ‬ ‫التدريب على الفاعل‬ ‫الخامس‬
‫مثل‪ :‬نام الولد‪ ,‬جاء المعلم‪,‬‬ ‫التدريب على المفعالت‬
‫‪....‬جلست فاطمة‬
‫يختار المعلم نصوصا تشمل أنواع‬
‫المفعوال نحو‪ :‬شرب علي الماء‪,‬‬ ‫السادس‬
‫أكلت الطعام‪ ,‬الطعام أكال‪ ,‬ضرب‬ ‫المحادثة‬
‫‪FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬
‫‪Page 149‬‬
 ‫المعلم التالميذ ضربتين‪ ,‬وما إلى‬
‫ذلك‬
‫الحوار بين الطالب عن طريق‬ ‫السابع‬
‫السؤال والجواب مثل‪:‬س‪ -‬السالم‬ ‫القصص القصيرة‬
‫عليكم يابالل‪ ,‬ج‪-‬وعليكم السالم يا‬
‫أحمد‪ .‬س‪ -‬إلى أين تذهب؟ ج‪-‬‬ ‫الثامن‬
‫‪.‬أذهب إلى المدرسة‪ .‬وما إلى ذلك‬ ‫المطالعة‬
‫نصوص مختارة تتناول الموضوعات‬ ‫التاسع‬
‫اآلية‪ :‬أ‪ -‬حسن الجوار ب‪-‬‬ ‫المحادثة‬
‫‪.‬برالوالدين‪ .‬وما إلى ذلك‬
‫تعد اللغة العربية واحدة من أهم‬
‫اللغات العالم والمسلمون فى كل‬
‫مكان يعترفون بها‪....‬الخ‬
‫نصوص مختارة تتناول الموضوعات‬ ‫العاشر‬
‫اآلتية‪ :‬أ‪ -‬األسرة‪ ,‬ب‪ -‬السوق‪.‬‬ ‫الحادى عشر‬
‫الخط العربى‬
‫وذلك عن طريق السؤال والجواب‬ ‫الثانى عشر‬
‫العدد‬
‫مثل‪ :‬س‪ -‬من أي أعضاء تتكون‬ ‫الثالث عشر‬
‫المراجعة العمة‬
‫األسرة؟ ج‪ -‬تتكون األسرة من‬ ‫والرابع عشر‬
‫اإلمتحانات‬
‫ثالثة أعضاء على األقل‪ .‬وهم من‬
‫والتصحيح‬
‫‪.‬أب وأم وأوالد‪ .‬وما إلى ذلك‬
‫كتابة األلفاظ اليسيرة والجمل‬
‫‪.‬والعبارات السهلة‬
‫من ‪ ٢٠١‬إلى ‪٢٢٠‬‬
‫للدروس السابقة‬

‫‪FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬

‫‪Page 150‬‬
 ‫المنهج الدراسي للسنة األولى اإلعدادية‬
‫‪SCHEME OF WORK FOR J.S.S 1‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫تعليم الحروف القمرية مع األمثلة ‪:‬‬ ‫الحروف القمرية‬ ‫األول‬
‫أ ب ج ح خ ع غ ف ق ك م و هـ‬
‫ي‪ .‬أمثلة‪ :‬األسـد الباب الجمل‬
‫الحمار الخروف العين الغرفة‬
‫الفيل القمر الهواء الموز الكلب‬
‫‪.‬الورقة اليـد‬ ‫الحروف الشمسية‬ ‫الثانى‬

‫تعليم الطالب الحروف الشمسية‬

‫مع أمثلة‪ .‬ت ث د ذ ر ز س ش ص‬
‫ض ط ظ ل ن‪ .‬أمثلة‪ :‬التاج‪,‬‬
‫الثوب‪ ,‬الدار‪ ,‬الذيل‪ ,‬الزيت‪,‬‬ ‫اإلستمرار بالتدريب على‬ ‫الثالث‬
‫الرأس‪ ,‬السمك‪ ,‬الشمس‪,‬‬ ‫‪.‬الفاعل‬
‫الصندوق‪ ,‬الضفدعة‪ ,‬الطير‬ ‫الرابع‬
‫الظرف‪ ,‬اللحم‪ ,‬النور‬ ‫الخط العربى‬
‫مثل‪ :‬حفظ التلميذالقرآن‪ ,‬سمع‬ ‫الخامس‬
‫الولد النصيحة صلت فاطمة‬
‫المحادثة‬
‫‪.‬الظهر‪ .‬وإلى ذلك‬
‫‪.‬كتابة قطعة يسيرة‬

‫نصوص مختارة تتناول الموضوعات‬

‫السادس‬
‫اآلتية عن طريق السؤال والجواب‬
‫معرفة مفرد ومثنى من‬
‫بين البائع والمشترى مثل‪ :‬البائع‪:‬‬
‫األسماء‬ ‫السابع‬
‫ماذا بريد؟ المشترى‪ :‬أريد الشراء‪.‬‬
‫المشترى‪ :‬بكم تيسع هذالكتاب؟‬
‫المفعول به‬ ‫الثامن‬
‫البائع‪ :‬أبيع بمأئة نيرة‪ .‬وما إلى ذلك‬
‫التاسع‬
‫مثل‪ :‬ولد= ولدان‪ .‬بنت ==‬
‫األرقام العربية‬
‫بنتان‪ .‬كتاب = كتابان‬
‫األصوات العربية واألناشيد‬ ‫العاشر‬
‫مثل‪ :‬فتح علي الباب شربت‬
‫اإلمالء‬ ‫الحادى عشر‬
‫عائشة الماء وما إلى ذلك‬
‫المراجعة‬ ‫والثانى عشر‬
‫من ‪ ٢٢١‬إلى ‪٢٤٠‬‬
‫اإلمتحانات والتصحيح‬
‫ما يناسب مستوى التالميذ‬
‫إمالء بعض الجمل القصيرة‬
‫للدروس السابقة‬
‫‪FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬
‫‪Page 151‬‬
 ‫المنهج الدراسي للسنة األولى اإلعدادية‬
‫‪SCHEME OF WORK FOR J.S.S 1‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ترجمة قطعة قصيرة من اإلنجليزية‬ ‫الترجمة‬ ‫األول‬
‫إلى العربية‬
‫مثل الحوار بين إثنين من التالميذ‬ ‫الحوار‬ ‫الثانى‬
‫ويتم هـذا عن طريق السؤال‬
‫والجواب مثل‪ :‬س‪ -‬أين تسكن‬
‫ياأحمد؟ ج‪ -‬أسكن فى وسى‪ .‬س‪-‬‬
‫أين مدرستك؟ ج‪ -‬مدرستى فى‬
‫تدنودا‪ .‬وما إلى ذلك‬ ‫معرفة الجمع من األسماء‬ ‫الثالث‬
‫مثل‪ :‬ولد = أوالد‪ ,‬بنت = بنات‪,‬‬
‫كتاب = كتب قلم = أقالم‪ .‬ونحو‬ ‫التدريب على بعض الحركف‬ ‫الرابع‬
‫ذلك‬ ‫الهجائية‬
‫كيفية نطق بالحروف المتشابهة‬ ‫الخامس‬
‫‪.‬مثل‪ :‬ث ذ ز ظ ع غ ك ق ص س‬ ‫القصص القصيرة‬
‫نصوص مختارة تتناول الموضوعات‬ ‫السادس‬
‫الصدق‬ ‫اآلتية‪ :‬األمانة‬ ‫الخط العربى‬
‫‪.‬كاإلحسان‬ ‫السابع‬
‫ما يراه المدرس مناسبا لمستوى‬ ‫القرأة‬
‫التالميذ‬ ‫الثامن‬
‫عدد األرقام‬
‫من الكتاب المقررة‬ ‫التاسع‬
‫المحادثة‬
‫من ‪ ٢٤١‬إلى ‪٢٦٠‬‬

‫نصوص مختارة تتناول الموضوعات‬

‫العاشر‬
‫اآلتية‪ :‬المستشفى بين المريض‬
‫الترجمة‬
‫والطبيب عن السؤال والجواب‬
‫الحادى عشر‬
‫مثل‪ :‬الطبيب‪ :‬ماأصابك؟ المريض‪:‬‬
‫الثانى عشر المراجعة‬
‫أصابنى الحمى‪ .‬وما إلى ذلك‬
‫إلى الثالث اإلمتحان والتصحيح‬
‫‪FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬
‫‪Page 152‬‬
 ‫ترجمة بعض الجمل اليسيرة من‬ ‫عشر‬
‫العربية إلى اإلنجليزية‬
‫‪.‬للدروس السابقة‬

‫‪FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION‬‬

‫‪Page 153‬‬